School Innovation in Science

Formerly Science in Schools

An overview of the SIS Model & supporting research

Russell Tytler

Faculty of Education, Deakin University

Nature of SIS

SIS is a model by which schools work to improve their teaching and learning in Science.

The SIS model includes:

A framework of effective teaching and learning A strategy to support teacher and school change A range of support elements

The SIS model is operating in 400+ schools and has since been extended to major Middle Years, and P-12 Victorian projects

The SIS Strategy

Developing anAction Plan

ImplementingChange

Network support

Regional consultant teamMentor schoolsNetwork supportarrangements

Support MaterialsSIS HandbookSIS websiteSIS curriculum resources

ManagingProfessionalDevelopment

Supportingindividuals and

groups

Monitoring andevaluating

Reporting anddisseminating

Committing toorganisational supportand provision of time

Infrast ructure Support

Su ppo rting Act ions wi thin Sc hoo ls

Professional DevelopmentLeading Change Programfor science leaderSIS PD for science team

Research instrumentsReview & monitoringinstrumentsAchievement andattitude tests

Auditing Sci ence inthe Sch ool

Improvi ngStudent

Outcomes

Teaching andlearning core

vision

The SISComponents

_ Engagement_ Understanding_ Student lives_ Differentiation_ Assessment_ Nature of science_ Community_ ICT

The SIS Components

1. The learning environment encourages active engagement with

ideas and evidence

2. Students are challenged to develop meaningful understandings

3. Science is linked with students’ lives and interests

4. Students’ individual learning needs are catered for

5. Assessment is embedded within the science learning strategy

6. The nature of science is represented in its various aspects

7. The classroom is linked with the broader community

8. Learning technologies are exploited for their learning potentialities

Mathematics and Science (IMYMS)

1 The learning environment promotes a culture of value and respect

2 Students are encouraged to be independent and self motivated learners

3 Students are challenged to extend their understandings

4 Students are supported to develop meaningful understandings

5 Students are encouraged to see themselves as mathematical and scientific thinkers

6 Mathematics and science content is linked with students’ lives and interests

7 Assessment is an integral part of teaching and learning

8 Learning connects strongly with communities and practice beyond the classroom

9 Learning technologies are used to enhance student learning

Developing an Action

Plan

Auditing Practices in the School

Project support

structures

Supporting Actions in schools

Reviewing audit data and

developing initiatives

Developing and Writing an Action

Plan

Prioritising initiatives

Team practices

Student learning,

perceptions

Classroom practice —

teacher interviews

Curriculum School organisation and practices

Component Map example1.3 Students are encouraged and supported to take responsibility for the design, conduct and analysis of science investigations In my class:

Student investigations often arise as a result of their questions and predictions. Students frequently take responsibility for aspects of the design, conduct and analysis of science investigations. They are encouraged to critically evaluate their findings.

Student investigations sometimes arise as a result of their questions and predictions. Students often provide input into aspects of practical work such as design, conduct and analysis.

Practical work mainly involves set instructions, but allows individual interpretation of results. Students occasionally provide input into aspects of practical work such as design, conduct or analysis. .

Practical work is planned to illustrate science concepts or to teach science processes. Students almost always follow set instructions.

Comment

Component mapping …

The teaching and learning review exercise … identified teacher strengths and areas that they would like to improve on … allowed teachers to identify and be open about their limitations and expertise … encouraged a more thoughtful approach to teaching and learning … encouraged the development of a shared vision of science

(From a review meeting of SIS Coordinators)

Team strategic practice audit

Theme: How strategic are your planning and professional development processes?

Is there a team approach to the development and review ofunits and materials?

Is there encouragement, time and opportunity for staff toregularly share ideas/strategies about science teaching andlearning?

Are structures in place to allow common access to, andinformation about shared resources and coming events andopportunities?

Is the expertise of staff used to provide internal science PD?

Are links with local schools used for professionaldevelopment, and sharing of ideas?

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

43 2 1

Student perceptions

For each of the statements about THIS CLASS, mark whether you …

SA A D SD

1 It is OK to say what I think in this class

2 In this class I am expected to make decisions about how I do my work

3 In this class we study things that interest me

4 The work we do in class makes me think and ask questions

5 My teacher’s comments on my work help me learn better

6 In this class we work on projects outside school or have people come to talk to us

7 I enjoy the work I do in this class

The focus of SIS

Teacher classroom

praxis

Teacher knowledge and beliefs

Curriculum materials

School science culture

Student learning

The SIS Components are aimed at the interaction between students and the teacher’s praxis, and knowledge and beliefs

The SIS Strategy is aimed at the interaction between the school and the teacher’s praxis

So what have schools been doing?

Teaching and learning initiatives

Curriculum initiatives

Community initiatives

ICT initiatives

Examples of teaching & learning initiatives

catering for individual learning styles by using a greater range of teaching strategies

developing more interesting and student-centred units of work and greater numbers of ‘hands-on’ activities to improve student engagement and motivation.

developing more investigative approaches to practical work and experimentation.

promoting the use of higher order thinking through open-ended and problem solving tasks

embedding activities in units and sequences that “ relate science to the real world, profile the work of scientists”, and “increasing awareness of the role of modern science in the community”.

Some outcomes from School Innovation in Science

Changes in science team culture SIS schools generally and in particular Secondary

schools have been excited by the renewed sense of teamwork..

It seems to be the most alive faculty in the school. The Science teachers are seen to be more ‘cutting edge’, in touch with current education trends and prepared to have a go at initiatives. Science teachers seem really engaged in their teaching (Secondary teacher).

(Involving the whole school) was incredibly powerful as all the staff became involved and felt that their opinion was valued. The sense of “ownership” for all staff was critical in gaining support for the process of change that was about to take place (Primary SIS Coordinator)

Team practices: % of primary and secondary coordinators rating their pre-project and current

performance at a high or very high level

0

10

20

30

40

50

60

70

80

90

Regularlydiscussesscience

teaching andlearning issues

Has a sharedvision of thepurpose anddirection of

science in theschool.

Has a sharedview of

effectiveclassroom

teaching andlearning in

science

Is focused onimprovingstudentlearning

outcomes inscience

Plans togethereffectively

Support eachother in

teaching andlearning

strategies

Promotesscience

effectivelywithin the

schoolcommunity

Science team process

% at high or very high level

Pre-project

Current

Changes in school sciencePercentage of SIS Coordinators and teachers agreeing or strongly agreeing with:

Coordinators Teachers

The project has been successful to date in: Prim Sec Prim Sec

a. Increasing the profile of science in the school 79.6 80.5 97.3 76.7

b. Improving the organisation and planning of science curriculum in the school

100 92.7 92.2 77.5

c. Improving the way science is taught in classrooms 97.9 92.7 86.5 75.3

d. Improving processes for assessing students’ science learning

77.1 85.4 73.1 57.8

e. Increasing teachers’ enjoyment of teaching science 95.8 87.8 84.8 61.5

f. Improving science learning outcomes for students 98.0 73.2 90.2 69.0

g. Improving students’ attitude to science 95.9 75.0 89.2 57.2

Changes in mean Component Map scores over three years

2.0

2.2

2.4

2.6

2.8

3.0

Beginning of

project

After 1 year After 2 years After 3 years

Point in time

Mean primary score

Mean secondary score

Student achievement: Secondary 2002

4

4.5

5

5.5

6

6.5

Yr. 7 Yr. 8 Yr. 9 Yr. 10

Year Level

Mean CSF score

Hi SIS class means

Lo SIS class means

Other evidence of change

Consultant judgments: 68% of schools after 2001 were substantially embedding change or moving strongly in that direction

Increased time on science

The mean reported time spent on science in primary schools doubled to 2 hours, with another 2 hours spent in literacy and other KLAs, based on science. Many schools report times well in excess of this, basing a substantial portion of the curriculum around science themes.

Factors affecting success (SIS) Coordinator: Status within school, degree of organization, leadership

qualities.

School leadership:

Leadership commitment; and actions related to support and commitment

School culture:

A culture of change existing in the school

A positive attitude and willingness to try things

The ability to share ideas and be open with each other concerning their classroom practice

Access to support and resources:

External support and prompting from consultants,

Networks: other schools to share ideas, available PD,

Access to physical resources

Time, CRT* support, direction and project materials/advice

Leadership: Coordinator Strategic Actions

Team building— encouraging a common agenda

Supporting groups of staff working on initiatives

Supporting individual teachers

Encouraging innovation and involvement

Dealing with less-than-enthusiastic teachers

Role of the leadership team in the school

Explicit commitment to the project

Selection of SIS Coordinator

Moral support for Coordinator

Tangible support: time release, timetabling, reports to council ….

Strategic advice

Principles embodied within SIS

Challenge to teaching and learning practice

Acknowledgment of levels within schools

Local ownership and control

The importance of leadership

A layered conception of teacher learning