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Reform, Pedagogy, Teacher Reform, Pedagogy, Teacher development development

Presented by Professor Allan LukePresented by Professor Allan Luke

Nanyang University, SingaporeNanyang University, Singapore

Queensland University of Technology, Queensland University of Technology, Brisbane, AustraliaBrisbane, Australia

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I. activity structuresI. activity structures Y 2 - Drama/communicative speech on weekend Y 2 - Drama/communicative speech on weekend

activities > grammar/whiteboard/writing on verbs > activities > grammar/whiteboard/writing on verbs > writing/scaffolded worksheet writing account genre writing/scaffolded worksheet writing account genre of what they’ll do this weekendof what they’ll do this weekend

Y 9 - Small group work/scaffolded task on their Y 9 - Small group work/scaffolded task on their families > student presentations and debate > families > student presentations and debate > discussion on government population policy > discussion on government population policy > direct instruction/worksheet on population pyramiddirect instruction/worksheet on population pyramid

Y 5 – Hands on building of scale models > direct Y 5 – Hands on building of scale models > direct instruction in decimals > back to measurement, instruction in decimals > back to measurement, buildingbuilding

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perennial issue of ‘good perennial issue of ‘good teaching’teaching’

‘‘just in time’ delivery of skills, knowledge and just in time’ delivery of skills, knowledge and extension, capitalisation on knowledge and skill extension, capitalisation on knowledge and skill requires:requires:

Threshold knowledge in core fields;Threshold knowledge in core fields; Developmental taxonomies of skills, competences Developmental taxonomies of skills, competences

and knowledges;and knowledges; Student variability: cultural/linguistic/SES/individual Student variability: cultural/linguistic/SES/individual

special needs;special needs; Assessment literacy: using data to gauge kids and Assessment literacy: using data to gauge kids and

situation;situation; Then – capacity to call upon repertoire of practice Then – capacity to call upon repertoire of practice

to ‘weave’. to ‘weave’.

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weavingweaving

Systematic shifts, shunts, weaves Systematic shifts, shunts, weaves between kinds and levels of between kinds and levels of knowledge within lessons, across units knowledge within lessons, across units of work, and across projects/rich tasksof work, and across projects/rich tasks

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weaving weaving

‘‘contextual variation’, shunting, where contextual variation’, shunting, where teachers have repertoires to move teachers have repertoires to move across conceptual, knowledge and skill across conceptual, knowledge and skill levels within lessons and units in levels within lessons and units in focused and intentional ways – based focused and intentional ways – based upon student background knowledge upon student background knowledge and response, performance variations, and response, performance variations, interactional variables, and interactional variables, and understanding of how knowledge ‘lays understanding of how knowledge ‘lays out’, builds and articulates across a out’, builds and articulates across a field.field.

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levelslevels

Bruner: known to newBruner: known to new Cognitive: background schema to schema Cognitive: background schema to schema

elaborationelaboration Piaget: concrete to abstractPiaget: concrete to abstract Bernstein: restricted to elaboratedBernstein: restricted to elaborated Vygotsky: everyday to scientificVygotsky: everyday to scientific Halliday: commonsense to technicalHalliday: commonsense to technical Bloom: fact to procedural to Bloom: fact to procedural to

comparative/criticalcomparative/critical Globalisation theory: local to global Globalisation theory: local to global

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THE GREAT PEDAGOGY DEBATES ARE THE GREAT PEDAGOGY DEBATES ARE NOW EXHAUSTED …NOW EXHAUSTED …

ART VERSUS SCIENCEART VERSUS SCIENCE STUDENT CENTERED VERSUS TEACHER STUDENT CENTERED VERSUS TEACHER

CENTEREDCENTERED IMPLICIT VERSUS EXPLICIT TEACHINGIMPLICIT VERSUS EXPLICIT TEACHING HOLISM VERSUS SKILL INSTRUCTIONHOLISM VERSUS SKILL INSTRUCTION PROCESS VERSUS PRODUCTPROCESS VERSUS PRODUCT DISCIPLINE VERSUS MULTIDISCIPLINARYDISCIPLINE VERSUS MULTIDISCIPLINARY CRITICAL VERSUS ROTECRITICAL VERSUS ROTE TRADITIONAL LITERACY VERSUS TRADITIONAL LITERACY VERSUS

MULTILITERACIESMULTILITERACIES TRADITIONAL KNOWLEDGE/SKILL VERSUS TRADITIONAL KNOWLEDGE/SKILL VERSUS

‘MULTIPLE’‘MULTIPLE’ PROJECT VERSUS EXAMPROJECT VERSUS EXAM

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systemsystem 850,000 students, 340 state funded schools, 850,000 students, 340 state funded schools,

28000 teachers28000 teachers 40% of primary teachers have first degrees40% of primary teachers have first degrees system is effectively ‘wired’system is effectively ‘wired’ class size: 40 (dropping to 30 primary next class size: 40 (dropping to 30 primary next

year)year) official bilingual policy: English + mandatory official bilingual policy: English + mandatory

10 years of study of Chinese, Tamil, or Malay10 years of study of Chinese, Tamil, or Malay education obsessed culture: intensification of education obsessed culture: intensification of

childhood, high levels of household income childhood, high levels of household income invested in education, extra tuitioninvested in education, extra tuition

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the resultsthe results

#1 on 2002 TIMMS international #1 on 2002 TIMMS international maths/science comparison, above US, UK, maths/science comparison, above US, UK, Australia, JapanAustralia, Japan

#13 on PIRLS year 4 reading studies; #13 on PIRLS year 4 reading studies; singaporean children who speak english at singaporean children who speak english at home (44%) score above Canadian, New home (44%) score above Canadian, New Zealand kids in decoding and Zealand kids in decoding and comprehensioncomprehension

92% year 12 equiv completion rate92% year 12 equiv completion rate 36% university participation rate 36% university participation rate

1010

Singapore coding systemSingapore coding system(luke, cazden, lin, freebody) (luke, cazden, lin, freebody)

i. classificationi. classification

sources of knowledgesources of knowledge single or multidisciplinaritysingle or multidisciplinarity depth of knowledge depth of knowledge knowledge criticismknowledge criticism Knowledge manipulation/generationKnowledge manipulation/generation metalanguage/technical vocabularymetalanguage/technical vocabulary

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Singapore coding system: Singapore coding system: ii. framingii. framing

social arrangements, spatial arrangementsocial arrangements, spatial arrangement teacher and student technologies: media teacher and student technologies: media

and artefactsand artefacts orders of talk: informal, procedural, orders of talk: informal, procedural,

behavioural, test-taking, curriculum-related behavioural, test-taking, curriculum-related social and emotional supportsocial and emotional support engagement/time on taskengagement/time on task explicit rationale for learningexplicit rationale for learning weaving: known/new, weaving: known/new,

commonsense/technical, commonsense/technical, everyday/scientific, concrete/abstract, everyday/scientific, concrete/abstract, local/global local/global

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preliminary classroom data:preliminary classroom data: IRE talk and teacher monologue are default modes IRE talk and teacher monologue are default modes

for 80% plus of timefor 80% plus of time curriculum talk 80%+ over procedural and curriculum talk 80%+ over procedural and

behavioural behavioural high levels of student time on task; little disruptionhigh levels of student time on task; little disruption IT use by teachers low; kids’ work evolving quicklyIT use by teachers low; kids’ work evolving quickly rote knowledge: e.g., recall, rapid review, answer rote knowledge: e.g., recall, rapid review, answer

checking, multiple choicechecking, multiple choice worksheet, reproduction, non-criticalworksheet, reproduction, non-critical text ‘consumption’ not ‘production’ text ‘consumption’ not ‘production’ functionally adapted for rote delivery of basic skillsfunctionally adapted for rote delivery of basic skills

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P5 EngagementP5 Engagement

85.1

92

84.5

89.5

80

82

84

86

88

90

92

94

EM1 EM2 EM3 Overall

Stream

% o

f E

ng

agem

ent

1414

S3 EngagementS3 Engagement

62.5

90.3 88.2

74

87

0102030405060708090

100

SP EXP NA NT Overall

Stream

% o

f E

ng

agem

ent

1515

TalkTalk

10.5

3.6 1.7

79.4

0.90

10

20

30

40

50

60

70

80

90

Procedural Behavioural Test Taking Curriculum Informal

Type of Talk

% of Talk Time

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P5 Self ExpressionP5 Self Expression

1.3

0.7

0

0.7

0

0.2

0.4

0.6

0.8

1

1.2

1.4

EM1 EM2 EM3 Overall

Stream

Mea

n S

core

0 = Nil, 1 = A Little, 2 = Sometimes, 3 = Almost Always

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Phase type (by Subject)Phase type (by Subject)% of Phases% of Phases Phase TypePhase Type TotalTotal

IREIRE Whole Whole Class Class LecturLectur

ee

IndividuIndividual al

SeatworSeatworkk

Small Small GrouGrou

p p WorkWork

OtherOtherss

SubjecSubjectt

SciencSciencee

28.28.11

30.930.9 11.811.8 2.82.8 26.426.4 100.0100.0

MathsMaths 43.43.99

14.314.3 30.030.0 3.93.9 7.97.9 100.0100.0

EnglishEnglish 26.26.55

19.419.4 20.620.6 14.214.2 19.419.4 100.0100.0

SSSS 13.13.88

43.643.6 11.711.7 20.220.2 10.610.6 100.0100.0

TamilTamil 30.30.88

3.33.3 13.213.2 16.516.5 36.336.3 100.0100.0

MalayMalay 29.29.44

10.610.6 12.912.9 16.516.5 30.630.6 100.0100.0

ChinesChinesee

19.19.44

32.032.0 14.614.6 6.86.8 27.227.2 100.0100.0

% of Cases% of Cases

NN30.30.11

354354

19.819.8

23323318.618.6

21821810.410.4

12212221.121.1

258258100.0100.0

11751175

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Students’ ProductStudents’ Product (by (by Subject)Subject)

% of Lessons% of Lessons Students’ ProductStudents’ Product

Short Short OralOral

AnsAns

Short Short WritteWritten Ansn Ans

Wk Wk SheeShee

tt

SustaineSustained d

WrittenWritten

TextText

S. S. Oral Oral TextText

Multi-Multi-ModaModal Textl Text

NilNil

SubjecSubjectt

SciencSciencee

64.764.7 17.717.7 52.952.9 5.95.9 0.00.0 4.44.4 2.92.9

MathsMaths 64.664.6 57.057.0 27.927.9 21.521.5 3.83.8 2.52.5 0.00.0

EnglishEnglish 76.476.4 41.741.7 22.222.2 25.025.0 12.512.5 2.82.8 0.00.0

SSSS 44.244.2 25.625.6 16.316.3 16.316.3 9.39.3 2.32.3 7.07.0

TamilTamil 76.776.7 39.539.5 20.920.9 37.237.2 23.323.3 2.32.3 0.00.0

MalayMalay 51.751.7 48.348.3 20.720.7 24.124.1 27.627.6 17.217.2 0.00.0

ChinesChinesee

75.775.7 40.540.5 18.918.9 8.18.1 5.45.4 0.00.0 2.72.7

% of Cases% of Cases

N = 373N = 37366.066.0 38.838.8 27.827.8 19.419.4 9.79.7 3.83.8 1.61.6

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Depth of KnowledgeDepth of Knowledge

0 = Nil, 1 = A Little, 2 = Sometimes, 3 = Almost Always

P5 S3

Level

0

0.5

1

1.5

2

2.5

Me

an

2.28

2.01

0.69

1.14

0.2 0.260.21 0.22

Basic/RoteProcedural/ How ToAdvanced ConceptRelate Fact/Concept

2020

Knowledge CriticismKnowledge Criticism

0 = Nil, 1 = A Little, 2 = Sometimes, 3 = Almost Always

P5 S3

Level

0

0.5

1

1.5

2

2.5

Me

an

2.46 2.44

0.19

0.37

0.14 0.17

TruthCompareCritique

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hypothesis:hypothesis: Singapore’s success at creating basic skills Singapore’s success at creating basic skills

‘floor’ through disciplined instruction >>‘floor’ through disciplined instruction >> leads to thresholds in procedural-pragmatic, leads to thresholds in procedural-pragmatic,

higher order-critical achievement >>higher order-critical achievement >> requiring systemic moves to alternative requiring systemic moves to alternative

assessment, teacher development >>assessment, teacher development >> and large scale school mobilisation around and large scale school mobilisation around

new pedagogiesnew pedagogies

The backwash: Can ‘neoliberal’ The backwash: Can ‘neoliberal’ test/accountability approaches solve such test/accountability approaches solve such questions? implications for US literacy policy questions? implications for US literacy policy debates? For developments in China?debates? For developments in China?

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optionsoptions

Scripted pedagogy: explicit teaching Scripted pedagogy: explicit teaching by rote, mechanised central script by rote, mechanised central script (Cazden: ‘from basement to first (Cazden: ‘from basement to first floor’)floor’)

Teacher professional model: teacher Teacher professional model: teacher autonomy but well coordinated and autonomy but well coordinated and mandatory professional and career mandatory professional and career development cycles and pathwaysdevelopment cycles and pathways

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Rethinking pedagogy

GLOBAL MODES OF INFORMATION

socioeconomic context and constraint

TOOLS, TECHNOLOGIES, ARTEFACTS LABOR

SUBJECT OBJECTS SELF OTHERS

educational context/ constraint

CLASSROOM INTERACTION

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Vygotsky: sociocultural Vygotsky: sociocultural psychology/Leontev: activitypsychology/Leontev: activity

Classrooms are ‘zones of proximal Classrooms are ‘zones of proximal development’, ‘construction zones’, development’, ‘construction zones’, learning zones, where teachers learning zones, where teachers ‘scaffold’ and arrange social and ‘scaffold’ and arrange social and cognitive relations between students, in cognitive relations between students, in mentor/apprentice relationships leading mentor/apprentice relationships leading them to master cognitive, physical, them to master cognitive, physical, linguistic, aesthetic tools to create linguistic, aesthetic tools to create artefacts. artefacts.

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Re/mediationRe/mediation

Medium, media, mediate, remediateMedium, media, mediate, remediate Learning moves from Learning moves from

interinterpsychological to psychological to intraintrapsychologicalpsychological

Teachers students interact, classroom Teachers students interact, classroom lessons ‘frame’ and ‘remediate’ lessons ‘frame’ and ‘remediate’ knowledge, turning curriculum into the knowledge, turning curriculum into the ‘curriculum-in-use’‘curriculum-in-use’

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issues for teacher educationissues for teacher education Weaving and repertoireWeaving and repertoire Teacher content ‘threshold knowledge’ Teacher content ‘threshold knowledge’ Reconsideration of traditional Reconsideration of traditional

foundation/methods/practicum modelfoundation/methods/practicum model From developmental to socio-cultural From developmental to socio-cultural

psychologypsychology Project work/service learning componentsProject work/service learning components Alternative ‘sites’ for teacher Alternative ‘sites’ for teacher

education/trainingeducation/training Co-teaching/mentoring models for in-serviceCo-teaching/mentoring models for in-service Community of ‘practice’/cohort modelsCommunity of ‘practice’/cohort models International practiceInternational practice