chee-kit looi national institute of education nanyang...
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Research Impacting Practice in Schools: Research Impacting Practice in Schools: Learning Sciences Perspectives from SingaporeLearning Sciences Perspectives from Singapore
CheeChee--Kit LooiKit LooiNational Institute of EducationNational Institute of Education
Nanyang Technological University, SingaporeNanyang Technological University, Singapore
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Outline of talkArticulating the problem of embedding educational innovations into schoolsOne strategy in Singapore: Learning Sciences LabKinds of research neededExample of a school-based projectBack to bigger picture of research impacting practice
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Backdrop Backdrop ofof Research Impacting PracticeResearch Impacting Practice
““Decades of funded study that have resulted in Decades of funded study that have resulted in many exciting programs and advances many exciting programs and advances have not have not resulted in pervasive, accepted, sustainable, resulted in pervasive, accepted, sustainable, largelarge--scale improvements in actual classroom scale improvements in actual classroom practice, practice, in a critical mass of effective models for in a critical mass of effective models for educational improvementeducational improvement””
(Sabelli & Dede, 2001)(Sabelli & Dede, 2001)www.virtual.gmu.edu/SS_research/cdpapers/policy.pdfwww.virtual.gmu.edu/SS_research/cdpapers/policy.pdf
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Learning Sciences Research Can Make a Difference
Learning Sciences research to understand how students learn
School‐based research to create point‐at‐able models
Learning Sciences research to inform policy makers
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What is the Field of the Learning Sciences?
An interdisciplinary field that draws on multiple perspectives and paradigmsFocus on the nature and conditions of learning, cognition, development, and related areas of human performanceGoals of learning sciences research:
To develop research‐based claims about how people learnGenerate principled research that has practical, policy, pedagogical, and theoretical implications
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Perspectives from the Learning SciencesPerspectives from the Learning Sciences ……. some disciplines. some disciplines
Cognitive ScienceEducational PsychologyDesign StudiesInstructional DesignComputer Science
NeurosciencesPolicy StudiesScience EducationMath Education
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Our Research Work in Our Research Work in SingaporeSingapore
To foster To foster deep student learningdeep student learning
with with technologytechnology‐‐ enabled pedagogical practicesenabled pedagogical practices
for cultivating 21st for cultivating 21st
century knowledge and skills through century knowledge and skills through learning learning sciences researchsciences research
in Singapore schoolsin Singapore schools
Argumentation in 2nd LifeVirtual Science Inquiry Mobile Learning
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Knowledge Building
Examples of LSL ProjectsExamples of LSL Projects
Modelling & Visualization
Game for National Education
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The Team at LSL (old 2005 picture)
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21st century skills: one framework
核心科目
评估
21世纪的
语境学习技能
21世纪的
学习內容
21世纪的
工具
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Goals and Deliverables 学习科学研究所的目标与“可交付成果”
Making Deep Learning Happen 培养深度学习
Alternative Pedagogies 替代教学法
Teacher Education Models 师范教育模式
Conditions and Designs for Innovation
创新的条件和设计
Teacher Resources 教师资源
Learning Environments 学习环境
Change Strategies 策略的改变
Alternative Assessments
替代评价法
Create Point-at-Able Models of Practice创造实践范例
Work with Partner/Prototype Schools与实验学校合作
Long Term Goal: Scalability and Sustainability 长远目标:可推广和可持续的
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School‐based Research Informing Systemic Change Over Time
Goal: Align with stakeholders
Goal: Teacher development
Goal: Attain student learning gains
Strategies for change:
Point-at-able exemplars
2005 2007 2008 20122006
Beyond
Core foci of
change
IdentifyPrototype/
Partner Schools
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What Kind of Research is Needed?
School‐based design research
Plan for sustainability and scalabilitytranslational research
Build capacity at different levelsresearchers
school leaders
teachers to do action research
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Design ResearchDesign Research
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So, does research even impact So, does research even impact practicepractice????
-- Let me talk about Let me talk about one research innovation that sustainsone research innovation that sustains
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Supporting Routine Use of CSCL in the Supporting Routine Use of CSCL in the ClassroomClassroom
2 years of CSCL in classrooms!Explore systemic factors through design researchDesign principles for rapid collaborative learningDevelop technologies
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So, WhatSo, What’’s The Problem?s The Problem?Dominant IRE patterns in classroomsOne key class of 21st century workforce skills relates to rapid collaborative knowledge building (DiGiano, Tatar, & Kireyev, 2006)
Problem identificationBrainstormingPrioritizingConcept mappingAction planning
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TodayToday’’s Classrooms Classroom
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Approach: Group Scribbles
Enables collaborative generation, collaborative generation, collection and aggregation of collection and aggregation of ideasideas through a shared space based upon based upon individual effort and social sharing of notes individual effort and social sharing of notes in graphical and textual form
Empowers teachers to design new design new collaborative and group learning collaborative and group learning activitiesactivities
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Learning FractionsLearning Fractions
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Distributed ComputingDistributed Computing
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GroupScribbles for PhysicsGroupScribbles for Physics
AB
C DE
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Chinese Language Learning Character Construction (偏旁部首组字)
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Characters with same pronunciation Homophones (一音多字)
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Chinese Idioms (成语接龙)
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But More Systemic Issues: But More Systemic Issues: Mind the Gap or Barriers!Mind the Gap or Barriers!
Students DO NOT know how to collaborateStudents DO NOT know how to collaborate
How teachers manage collaborative activities in the classroom?
Some school leaders and teachers’ mindset: class discipline comes first; low tolerance of noise
Learning spaces in classroom not conducive to group work
Technologies in classroom do not support collaboration well
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ON DOING SCHOOL-BASED RESEARCH
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Engaging Change Classroom Practices
Our work on GS seeks to change classroom practices from IRE to collaborative group workGroup work in lessons in science, math and Chinese languageCo‐design lessons with teachers
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School-Based Research in Mayflower Primary School2 years research (July 2007‐Apr 2009)
1 high ability & 1 mixed ability class (size =40)
More than 100 GS lessons‐
2007: 10 weeks of Science
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2008: 16 weeks of Math, Science, Chinese, Higher Chinese
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2009: 8 weeks of Science
5 Teachers involvedExtensive PD sessions (weekly basis)
Today, they are planning GS lessons on their own!
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Predict the ShadowPredict the Shadow
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Math ActivityMath Activity
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A Chinese Language CSCL Activity
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Managing Small Group CollaborationManaging Small Group Collaboration
Individual posting --- group posting --- group exchange posting to improve on their work ---class posting
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3636
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STORY OF ONE CLASS IN MAYFLOWER PRIMARY SCHOOL
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Research Spreads to 2 Secondary Schools
2 sec schools since Jan 2009 (working with 5 teachers)‐
Fuhua Sec (Higher Chinese, Math & Science; 2 classes involved)
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Whitley Secondary (Chinese & Physics from the same class)
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10 lessons per class for the Jan 2009 semester
To explore possibilities in sec school’s context ‐
To develop a wider collection of GS collaboration activities
Fuhua Secondary – Testing the stability of using GS in a wireless infrastructure for a class of 40
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RESEARCH FINDINGS: WHAT WE LEARNT SO FAR…
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One Perspective: Efficiency vs Innovation
Achieve innovation while retaining the efficiency that is believed to undergird the world‐beating results in international comparisons
Schwartz, Bransford, and Sears (2005) Adaptive Expertise framework
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Learning EffectivenessBetter understanding of content knowledge
Gain collaborative learning skills, start to build a KB community
Active participation in collaborative learning
More effective group work
Better communication skills – articulate their ideas better
Positive change of attitude towards different subjects and collaborative learning
Traditional assessment scores comparable to other classes
GS classes excel in open‐ended questions
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Teachers’ ChangeMore motivated to design GS lessons
Able to incorporate effective pedagogiesVoluntarily use GS for other subjects
Improvement in implementing the lesson as well as classroom management Teaching Philosophy
“It has changed from last year. I was teaching them just to pass their exam, but then now I want them to become better problem solvers.”“…not so much on teaching them the Math and the Science but also have the thinking skills.”
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9 Principles for GS Activities1. Volunteerism2. Spontaneous Participation3. Multimodal Expression4. Higher‐order Processing5. Improvable Ideas 6. Idea Diversity 7. Epistemic Agency 8. "Democratized" Knowledge 9. Symmetric Knowledge Advancement
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How GS Works in ClassroomsIndividual Level
Students focus on individual idea generation before being exposed to the ideas of others and discussing with them
Group LevelGS makes group work visible and persistent so that everybody can easily see what has been accomplished by members
Class Level Whole class is connected by GS
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Why It Works…Networked technology
Simple and easy to use
F2F CSCL
GS design principles
Tap on existing curriculum
Co‐design of lessons
Extensive PD
Enculturation effort
Routine use
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Our International CollaboratorsSRI International (USA)
Robin Lin
NHCUE (Taiwan) 國立新竹教育大學
JeremyRoschelle
CharlesPatton
NathanDwyer
DanielSuthers
U of
Hawai’i (USA)
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GroupScribbles (GS) Team
Technical Team
Research Team
Strategic Initiatives
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COMING BACK… RESEARCH IMPACTING PRACTICE
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Back to the Big IssuesBack to Sabelli & Dede’s quote:
“Decades of funded study that have resulted in many exciting programs and advances have not resulted in pervasive, accepted, sustainable, large‐scale improvements in actual classroom practice, in a critical mass of effective models for educational improvement”
Gap between articulated policy goals and what actually happens in classrooms
It is also about epistemology!
Alignment between curriculum, pedagogy and assessment
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Bridging Research to Practice:Bridging Research to Practice: Challenges to Innovations in Challenges to Innovations in SchoolsSchools
Research communities and schools (practice communities) are 2 separate ecologiesInnovation needs systemic change (and alignment!)How to sustain research innovation in the schools involved in the research?How to “translate” to more classes/schools?
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What Can We Do as Researchers?Create sustainable models of innovation in schools
Build up capacity of researchers and dialogue with stakeholders ‐‐‐MOE, school leaders, pre‐service teachers, in‐service teachers, parents, etc
Recognize synergies across projects for models ofMethodology and research design
PD
Theory improvement
Sustainability and scalability
Assessment
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Our Goals as a Research Initiative
Build capacity in the learning sciencesCreate impact by informing and designing classroom practices through Learning Sciences research Create strategies for rigorous learning and rich pedagogy through enacting research in practice