itl research – leap21

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ITL RESEARCH – LEAP21Deirdre ButlerJanuary 2012



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A multi-year global research program designed to investigate the factors that promote the

transformation of teaching practices and the impact those changes have on students’ learning

outcomesacross a broad range of country contexts

ITL Research

Education System Change

School Leadership

Innovative Teaching Practices

Individuals with skills for life and

work today



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National Board of Education, Finland

Russian Academy of Education and Academy for Teachers Training,

Russia

Ministry of National Education, Indonesia

National Ministry of Education, Senegal

National Ministry of Education, Mexico

Specialist Schools and Academies Trust, UK

New South Wales Department of Education

and Training,Australia



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Individuals

ITL RESEARCH 2011 POLICY PARTNERS

Country Organization

Indonesia

Russia

Senegal

England

Mexico

• Kristiina Kumpulainen (PhD), Director, Information and Evaluation Services

• Kaisa Vähähyyppä, Councilor of Education, Head of Unit

Australia

Ministry of National Education (MONE)Province of Yogyakarta

• Fasli Jalal, Vice Minister of National Education• Suwasih Madya, Head, Education Services of the

Province of Yogyakarta

• Russian Academy of Education and World Bank projects representative (National Training Foundation)

• The Academy for teachers training and professional retraining for educators (APKiPPRO)

• Mr. Uvarov, Leading expert and researcher, Computer Center, Russian Academy of Sciences

• Ms. Gorbunova, Vice-rector

Ministry of Education (National), Senegal Mr. Ibrahima NDOUR, Director of Secondary Schools

The Schools Network Mr. Chris Montacute, Strategic Director

Ministry of Education (Federal) Lic. Margarita Arruti, Coordinación Nacional HDT, DGME, SEB, Directora Operativa HDT

New South Wales Department of Education and Training

Max Smith, Senior Manager, Student Engagement and Program Evaluation

4

Finland National Board of Education



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5

ITL RESEARCH 2011 RESEARCH PARTNERS

Country Organization

Finland

Indonesia

Russia

Senegal

England

Mexico

Agora Center / Institute for Educational ResearchUniversity of Jyväskylä

Research Leads

• Marja Kankaanranta• Juho-Matti Norrena

Australia

Centre for Strategic and International Studies

• Medelina K. Hendytio• Vidhyandika D. Perkasa• Deni Friawan• Teguh Yudo Wicaksono

Institute of New Technologies• Alexei L. Semenov• Olga B. Loginova• Vadim V. Kroutov

Association of Teachers and Researchers of ICT in Education and Training

• Abdourahmane Mbengue• Cheikh Tidiane Sall• Cheikh Mbacke Cisse

London Knowledge Lab

• Neil Selwyn• Carey Jewitt• Carlo Perrotta

Proyecto Educativo SC• Lucía Fernanda Remes• Bernardo Naranjo

University of Newcastle, SORTI• Sid Bourke• Kathryn Holmes• Kylie Shaw • Greg Preston



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ITL RESEARCHMIXED METHODS USEDAcross 159 survey schools

21 site visit schools

Teacher & School Leader Interviews

Teacher & School Leader Surveys

Classroom Observations

Learning Activity Analysis

Student Work Analysis

Student Focus Groups

86* teachers18* school leaders

4,038 teachers159 school leaders

81* classrooms

967 learning activities

3,367 student work

33* focus groups

*approximate N

Methods Published at: www.itlresearch.com


School Leadership and Culture


Individuals with skills for life and

work today



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ITL Research Findings 2011



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8SKILLS FOR LIFE AND WORK TODAYKnowledge

building

Self-regulation & assessment

Collaboration

Skilled communication

Problem solving & innovation

Global awareness

ICT use



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Source: ITL 2011, LASW method, based on analysis by SRI International

ARE INNOVATIVE TEACHING PRACTICES ASSOCIATED WITH 21ST CENTURY LEARNING OUTCOMES?

Relationship between innovative teaching scores and student’s work on 21c skill dimensions

0 1 2 3 40

1

2

3

4Students 21C Skills Score

Learning Activities/Innovative Teaching

When educators provide learning activities that ask for 21 C skills, students can and do demonstrate those skills.



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10


.

School Leadership and Culture


• Knowledge Building• Self-regulation &

Assessment• Collaboration• Skilled Communication

• Problem Solving & Innovation

• Global Awareness• ICT Use

Student Centered Pedagogy

Extension of Learning Beyond

the Classroom

ICT Integration

Individuals with skills for life and work today




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11AND STUDENTS USE ICT…

Find information on the Internet

Practice routine skills and procedures

Take tests or turn in homework

Write or edit stories, reports, or essays

Analyze data or information

Access class resources or online materials

Collaborate with peers on learning activities

Create multimedia presentations

Use simulations or animations

Work with others from outside class

Develop simulations or animations

36%

26%

17%

15%

15%

12%

9%

6%

5%

5%

3%

Basic uses of ICT

High level uses of ICT

Source: ITL teacher survey, 2011 Based on analysis by SRI International



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Practice a new teaching method

Conducted individual or collaborative research on a particular topi

Planned or practiced using ICT in teaching (for example, planning a)

Reviewed and discussed student work

Observed a demosntration of a lesson

Developed or reviewed curriculum materials

Received or delivered one-on-one coaching or mentoring

Planned a lesson or a unit

Observed a demonstration of ICT use

Listened to a lecture

0,25

0,23

0,18

0,17

0,15

0,03

0,15

0,18

0,23

0,28

PROFESSIONAL DEVELOPMENT

Source: ITL teacher survey, 2011 Based on analysis by SRI International

AND INNOVATIVE TEACHING PRACTICES



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Collaboration

Knowledge Building

Use of ICT in Learning

Real-World Problem-Solving

Self-Regulation

1.0 1.5 2.0 2.5 3.0 3.5 4.0

1.7

1.5

1.6

1.6

1.4

2.1

3.7

2.6

2.5

3.4

2nd year pilot year

TEACHING CAN CHANGE, DRAMATICALLY



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Previous uses of this approachIn the USA

• School reform in Chicago (Bryk, Nagaoka & Newmann, 2000)

– “Authenticity” and “intellectual complexity” • Bill & Melinda Gates Foundation

– “Rigor” and “relevance”• National Writing Project

– “Best practices in writing instruction”• CRESST, UCLA (Matsumura & Pascal)

– “Instructional quality”

Internationally • Singapore: Koh & Luke

– “Authentic assessments”• Microsoft Innovative Schools

Program Evaluation– “21st-century learning

opportunities”



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1515Assessing 21st-Century Skills

• “21st century skills” are easy to talk about as abstractions, but hard to define, develop and measure.

• Looking at instructional artifacts (learning activities, student work or LASW):− Helps us see what’s really happening in classrooms− Gives us specific metrics for measuring progress− Gives teachers a common language to discuss teaching

practice



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1616ITL Learning Activity Dimensions

Construct Key Question

CollaborationTo what extent does the learning activity require students to collaborate with other people and to create interdependent work products?

Knowledge building

To what extent does the learning activity stimulate students to build knowledge, and is that knowledge cross-disciplinary?

Use of ICT for learning

To what extent does the learning activity call on students to use ICT in ways that support knowledge building, and to do and learn things that could not be done without ICT?

Problem-solving and innovation

To what extent does the learning activity require problem-solving and real-world implementation?

Self-regulation Does the learning activity have multiple stages, and call on students to plan their work and assess their work over time?



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1717ITL Student Work Dimensions

Construct Key Question

Knowledge building

To what extent did the student build knowledge through interpretation, analysis, synthesis, or evaluation, and is that knowledge cross-disciplinary?

Use of ICT for learning

How advanced were the student’s uses of ICT in completing this work?

Problem-solving and innovation

Did the student develop an original problem solution or creative product and implement it in the real world?

Skilled communication

Did the student produce extended communication that is organized around a central theme and is well developed?

All ITL Research tools and methods are available at www.itlresearch.com.



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General rules to consider

• Consider the age of the students when assigning a code• Select your code based on evidence, not based on your inferences

(guesses)• Select your codes for the Learning Activity based only on the

qualities defined in the rubric for a given dimension. • When it is difficult to decide between two codes (for example,

between Code 2 and Code 3), give the lower code. • To identify the main requirement or effort for an artifact (necessary

for some dimensions), look for what students appear to have spent the most time and effort doing.



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• Native People • House on Mango• Olympics Site Selection• Erosional landforms• Design a Catapult

Anchor lessons



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Go raibh míle maith agaibhThank you

For access to these methods as they are developed,

as well as research on their effectiveness, please visit http://itlresearch.com

http://itlresearch.com/

itl research – leap21

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