Dr Susanne OwenPrincipal Officer & Leader, Innovative Learning Environment project

E: Susanne.owen@sa.gov.auWebsite: www.innovations.sa.edu.au

Background: DECD+ Innovation

DECD is an invited system in the OECD* Innovative Learning

Environment project:

Traditional schooling methods inadequate

for preparing students for C21st

contexts esp low SES

7 DECD sites/programs met

OECD criteria, of 125 cases in 26

countries

25 SA public education sites/programs now recognised within DECD innovation

CoP (incl. 11 low SES)

2011-2014: Culture building strategies

*Innovation CoP & Prof Learn’g*Workshops & school visits/PL*Networks: internal/external

*Practitioner research & support

*Website*Newsletters

*International Expert sessions*Cross-DECD innovation

committee

OECD innovation framework : Learners, Educators, Resources, Organisation & Pedagogy, Content (supported by Learning Leadership)

Importance of innovation schools & having evidence about student learning impacts: academic, social, other 21st C skills

*Organisation for Economic Co-operation and Development +Department for Education & Child Development

Objectives & key current innovation work

Evaluation processes (including for low socio-economic contexts): *practitioner researcher surveys & examining reports of impacts of innovations & research

skill-building; CoP national & international partnership network collaborations & recognitions & impacts; survey/interviews re site visit attendees uptake of innovative practices

Innovation CoP/Networks

Innovation CoP support work & disseminating innovations through building various networks

Exploring Innovation Visits/Learning Program:

To disseminate innovation practices & provide support for emerging sites

Practitioner -Researcher Processes:

*Application*Research Training*Finalise proposal*Progress report*Presentations*Final report

(flexible formats)

Visits program processes

*Advertise 14 sessions*Promote program & agenda*Register & track attendee sites for innovation*Incorporate research*Follow up

Practitioner-Researcher

Grants : 2012 & 2013, in

partnership with UniSA, grants to

support significantly

innovative schools in research skill -building & data

gathering re impacts of

innovations on student learning

Objectives (including low socio): Using ‘nested’ CoP model & focused on grassroots innovations:

*build systems innovation culture/capacity-building: hosted site visits for wider dissemination of practices & impacts *support emerging innovation sites with practitioner research skill building/evidence re student impacts

* increase innovation learning through CoP & dissemination across DECD & more widely, with links and recognition also achieved within broader professional, national and international networks

School practitioner research evidence relevant to low socio-economic students

Reconceptualisation (through co-design with students) of physical space transforming pedagogical practice and impact on relationships & student learning

*Increased student engagement & ownership of learning, *more students participating in voluntary homework, *more indepth learning conversations/dialogue; *students demonstrating transferable skills, *improved reading comprehension scores (3x higher for some students), *improved problem solving skills

How have changes in learning spaces impacted on student learning and

engagement?

Student impact evaluation

Academic resultsLiteracy/numeracyStud Behaviour AttendanceEngagement (TfEL tool)CreativitySocial skillsIndependenceCritical thinking

See http://www.innovations.sa.edu.au/pages/default/46267

Woodville Gardens B-7: http://www.youtube.com/watch?v=uqz1V_XUiGU

Mypolonga PS: http://www.youtube.com/watch?v=O8LaOuQVStI

Innovative Learning Environment project: EvaluationPractitioner research• attendance and survey feedback in relation to the initial training day • submission of progress/final reports and conference presentations and website dissemination and feedback • analysis of survey responses at project completion• analysis of final research reports• interviews with individual practitioner research leaders• focus group discussions within the community of practice and other events in relation to learning and

challenges.

Community of Practice expansion and activities• attendance at CoP meetings and/or responses indicating involvement through email and other telephone

communications• survey/participant discussions at innovation CoP events• interviews with a sample of newcomers and with established CoP members• CoP activities, contributions and feedback. ‘Exploring innovation’ visits• ‘Exploring innovation’ attendee numbers• Tracking attendee sites through 6 monthly surveys (commencing at the point of registration) in regarding to

changes relevant to innovative practices (thereby gauging extent and depth of diffusion)• Community of practice discussion and follow up reports• Attendee satisfaction surveys• Regional director information about attendee schools/preschools and changes noted and overall impact on

others in the region.

OECD learning leadership 2013 p 51-52

• Critical for reform & innovation• About engaging in design, implementation & sustainability of powerful ILEs• Puts creating conditions for 21st century learning and teaching at core of

leadership practice• Demonstrates creativity & often courage• Models & nurtures 21st c professionalism• Is social & connected• The more learning environment innovates, the more learning leadership

will come from diverse non formal partners requiring greater attention to their roles and capacities

• Transformative learning leadership involves complex multi level chemistry• Learning leadership is needed at system level

Fullan & Langworthy 2013 Towards a New End: New Pedagogies for Deep Learning p 1-8 & 2014, A Rich Seam• Concern re upper secondary student disengagement from schooling (Willms et al,

2009) & 40% not intellectually engaged; lower teacher satisfaction between 2008 - 2012 from 65% to 38% (2013). Also US survey aged 18-35, 59% said most skills used in current job developed outside school, 43% of 5-12th graders said hoped to launch own business but only 7% said they have any experience (2014). Education needs rethinking

• New learning goals require changes in how relationships between students and teachers are structured, how T& L is practised and how learning is measured, with technology being essential to each process

• Deep learning: needs to include skills for lifelong learning, creative, connected, collaborative problem solvers, & healthy, happy individuals contributing to common good in globally interdependent world & youth developing visions ‘about what it means to connect and flourish in their constantly emerging world and equip them with the skills to pursue those visions...’. (P2)

• ...encompasses broader idea of human flourishing…deep learning

Theory of action

Fullan & Langworthy (2013) Towards a New End: New Pedagogies for Deep Learning 6

1. Policies and system-level strategies that enable diffusion2. Measuring deep learning3. Adoption of new pedagogical models that foster deep learning 4. Knowledge of how students adopt deep learning practices

Deep learning skills

Character education: honesty, perseverance, self confidence, empathy, personal health & wellbeing, career & life skillsCitizenship: global knowledge, sensitivity & respect for other cultures, active involvement in addressing issues of human & environmental sustainabilityCommunication: oral, written, digital tools, listeningCritical thinking & problem solving: think critically to design/manage projects, solve problems, make decisions using various digital tools/resourcesCollaboration: work in teams, learn from & contribute to learning of others, social networking skills, empathy in working with diverse othersCreativity & imagination: economic & social entrepreneurialism, considering novel ideas & leadership for action

Fullan & Langworthy (2013) Towards a New End: New Pedagogies for Deep Learning : 3

How new pedagogies are different

Fullan & Langworthy, 2014, p 3

Teacher skills not about delivering content but ‘pedagogical capacity – teachers’ repertoire of teaching strategies and ability to form partnerships

with students’

Deep learning goals: involves creation and use of new knowledge in real world, based on new student/teacher learning partnerships emergent when learning process becomes focus for mutual discovery, creation and use of knowledge; model enabled by digital access inside & outside schools 1. new pedagogies: 1) beyond master of existing content ‘creating & using new knowledge in the world’ with tech unleashing potential for students to apply knowledge; 2) focus on learning process with student leading own learning & teachers as partners with deep learning tasks characterised by exploration, connectedness & broader real world Purposes 3) learning outcomes measured re students’ capacities to build new knowledge & lead own learning effectively; proactive dispositions & perseverance through challenges; development of citizens & lifelong learners

2. new change leadership models (more organic): directional vision; letting go as people try new things; reining in what is learned & generating & testing new ideas• Currently difficulty measuring new pedagogies..’many current curriculum standards, alongside standardised assessment

that primarily measure content reproduction, are the greatest barriers to the widespread adoption of new pedagogies (Fullan & Langworthy, 2014, 9)

3.new system economics using technology: New pedagogies deliver through providing greater value for society’s investment in education. Develop learning capacity, creative experiences, knowhow for young people

Fullan & Langworthy, 2014, p 5

Fullan & Langworthy, 2014, p 3;

Fullan & Langworthy, 2014, p 7;

New change leadership

‘Many current standards…standardised assessments that primarily measure content reproduction are the greatest barrier to the widespread adoption of new pedagogies…greater clarity and vision of deep learning concepts, followed by varied new ways to measure deep learning outcomes are essential’ p 8

New change leadership involves directional vision, letting go as people learn new things, reining in what is learned…this process generates & tests new ideas…p.8

Fullan & Langworthy, 2014, p 8

New Pedagogies: learning partnerships3 components:New learning partnerships: students/teachers, with teachers taking proactive role (projects based & direct instruction to drive learning process forward p.20

citing Hattie teacher as activator ( tcher-student rel, reciprocal teaching,Feedback meta cognition, teacher clarity)has effect size of .72 (needs to be more than.40, facilitator has Effect size of .19

Emergent roles for new learning: relationships, feedback, student aspiration learning to learn… p 13

Deep learning tasks: practice learning processes, &restructure • learning process so curriculum content eg national goals, standards, more challenge & engagement using digital tools (eg clear learning goals, success criteria, feedback, formative evaluation, a(lso use of co-design?? ), give students real experience in , Create new knowledge, use new knowledge

Develop and assess key future skills eg character education, citizenship, communication, critical thinking, problemsolving, collaboration, collaboration & imagination proactive dispositions. 31

Digital tools & resources: enabling / accelerating deep learningFullan & Langworthy, 2014, p 11

• Fullan & Langworthy, 2014, p 64

Effective v ineffective pedagogy

Fullan & Langworthy, 2014, p 45

P 13

Availability of student assessment

Fullan & Langworthy, 2014, p 39

Continuum of new pedagogies effectiveness

Fullan & Langworthy, 2014, p 44

New measures for assessing deep learning p 43 Fullan & Langworthy