Daniel Bayer & Nikki Nardelli & Jeanne Schofield: Open Access College

Dr Susanne OwenPrincipal Officer & Leader, DECD Innovative Learning Environment project

& DECD innovation practitioner action researchershttps://app.gosoapbox.com 520-519-404

IMPROVING STUDENT LITERACY THROUGH INNOVATIVE PEDAGOGY,ENGAGEMENT AND USING PROFESSIONAL LEARNING COMMUNITIES:

A FOCUS ON PRACTITIONER ACTION RESEARCH AND USING DATA

• Knowledge is recognised as central in transforming societies and economies & concerns re economic loss from underutilisation of human potential

• Little higher order thinking & individualised learning occurring : new educational possibilities are arising from ICTs (OECD 2007 TALIS research of 70000 teachers in 24 countries re 15 year olds: OECD, 2008)

• Measuring learning outcomes highlights need for finding new ways to change outcomes and to re-focus on the learning environment

• Traditional schools not necessarily delivering well for 21st century agendas & for some students/groups (PISA, OECD)

• Secondary student disengagement concerns: reduces to about 40% by age 15 (Wilms, Friesen & Milton, 2009)

• Technology development has re-set the boundaries of educational possibilities

• Research base on learning is growing but “great disconnect” to policy and practice

Why Innovate?

the nature of innovation ….?

Incremental Innovation

•Minor modifications to existing product

•Swims with the tide

•Starts with the present and works forward

School improvement ?

Radical Innovation

•Significant breakthrough representing major shift in design

•Swims against the tide

•Starts with the future and works backwards

Transformation ?

From presentation by Valerie Hannon, Innovations Unit

3 objectives for event:

• Build understanding of practitioner action research processes and their

value for teachers/leaders in supporting change

• Increase understanding of innovative practices in DECD schools and their

impacts on student learning

• Improve understanding of Open Access College practices and use of

professional learning communities and action research for supporting

change

8.40 – 8.50 Opening & housekeeping• https://app.gosoapbox.com• Then put event access code 520-519-404• Click ‘Join now ‘ • ..comment on ‘Great ideas.. Things to think

about during the day’• Complete poll at end of day + future action

8.30-8.40 Registration/coffee

8.40 – 8.50

Housekeeping/agenda/opening Susanne

8.50-9.00 The OAC context Julie/Daniel/Nikki9.00-9.15 DECD innovation & Group Activity about innovation Susanne9.15-9.22 Practitioner Research key ideas input Susanne

9.22-9.45 Speed date rotations (5 groups) x 3 mins each: • OAC year 8-9 innovation and integrated units OAC whole school literacy research OAC strategic plan and PLCs Unley HS innovation Hackham East PS innovation

Susanne

9.45-9.55 6 other innovation schools ‘stations’ for informal chat about their school’s innovation work

Susanne

9.55 – 10.30 OAC demo lesson Nikki/Daniel and other OAC teachers

10.30-10.45 Morning Tea Nikki/Daniel

10.45 -12 Choice sessions (3 options)

Choice 1: OAC Year 7/8 innovation & integrated unitsChoice 2: OAC Open Access whole school literacy practitioner researchChoice 3: DECD Innovation Practitioner Research (Barossa cluster, Renmark HS, Hackham East PS, Ocean View College)

DanielNikki

Susanne & Barossa cluster, Renmark HS, Hackham East PS, Ocean View College)

12.00 -12.45 Lunch 12.45-2Choice sessions (3 options)

Choice 1: OAC Strategic Action plan and PLC action research teams Choice 2: OAC Open Access whole school literacy practitioner researchChoice 3: DECD Innovation Practitioner Research (MOC, Cowell AS, Unley HS, Felixstow)

Jeanne

Nikki Susanne & MOC, Felixstow, Cowell AS, Unley HS)

2-2.45 Choice 1: OAC Year 7/8 innovation and integrated unitsChoice 2: OAC Open Access whole school literacy practitioner researchChoice 3 OAC Strategic Action plan and PLC action research teams

Daniel Nikki Jeanne

2-2.45 Practitioner researchers & academics only evaluation Susanne/all practitioners

2.45-3 Plenary & evaluation Daniel/Nikki/Susanne

8.50-9.00 The OAC context

9.00- 9.15 DECD innovation and group activity about innovation

Innovation ‘a significantly improved product (good or service)’ or new organisational approach 2. Innovation may result from new approaches through continuous improvement processes, adapting ideas from elsewhere or futures-oriented and transformative change.’

2.OECD. (2005).Guidelines for Collecting and Interpreting Innovation Data. 3rd edition. p. 51. OECD Publishing: Paris.

www.innovations.sa.edu.au

Innovation

Schooling: Increasing concerns: Traditional

schooling methods are inadequate for preparing students for C21st contexts Issues for low SES

students but also for student

engagement

New Languages of educational

innovations re: physical space; teacher role; &

curriculum approaches

Beyond school improvement …

rethinking education and starting from 21st century

skills

Learning commons

Fertile questions

Inquiry-based learning

Teacher engagers

Campfires

Interdisciplinary curriculum

Innovation changes: Learners, Educators, Resources, Organisation & Pedagogy, Content (supported by Learning Leadership)

Deep learning skills

Character education: honesty, perseverance, self confidence, empathy, personal health & wellbeing, career & life skillsCitizenship: global knowledge, sensitivity & resect 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

Innovation group work task• What do we mean by innovation?

• Discuss sections of innovation sheet in pairs

• What innovative practices are happening in your site/or do you think should be happening to ensure quality education and learning?

Background: DECD Innovation

DECD is an invited system in the OECD* Innovative Learning

Environment project:

OECD innovation framework : Learners, Educators, Resources,

Organisation & Pedagogy, Content

(supported by Learning Leadership)

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

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

DECD Objectives & key current innovation work for systems upscaling

Evaluation processes *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

9.15-9.22 Practitioner Research key ideas input

Training: What is Research?

“ A careful,

systematic,

patient

investigation

undertaken to

discover o

r

establish

facts and

relationships.”

(Mertle

r & Charles,

2005, p. 6)

A process or set of steps involving

collecting and analysing information to increase understanding of

a topic or issue.

Involves: Posing a

question

Collecting data

to address the

question

Presenting a

response

(answer) to the

question

If we knew what it was we were doing, it would not be called research…..A. Einstein

Research begins with a problem…

*Source: Dr Barbara Spears

Focus on Action Research

Applying the scientific method to real life problems in their own environment

Positioning teachers as reflective learners

*Source: Dr Barbara Spears

Background: Process Over 10 months

Application Research training Finalise Proposal

Liaise with UniSA partner Progress report Presentations

Final report

DECD practitioner research reports: http://www.innovations.sa.edu.au/default.asp?id=40511&navgrp=1118

Flexible Format

*Source: Dr Barbara Spears

Research Proposal Study Title

Background

Statement of the Problem

Purpose of the Research

Justification for the Research

Research Question

Ethics/ Permissions

Context of the issue Local, National

The Problem to be Researched

Research Aims

Literature Review

Research Question

Informed consent

Qual/quant

Methodology: design

Method: Who, What, How, When, Where: Why do it

this way?

TranscriptsContent Analysis

Text AnalysisStatisticalInferentialDescriptive

Development of the Proposals

*Source: Dr Barbara Spears

Examples of Proposal Topics*Authentic Assessment through learning Stories: Assessment for Learning

*use of ICTs for students with disabilities/dyslexia in supporting students to show a deeper understanding of their learning

* online or face to face connective teacher learning & effect on heir practice

*Social media and the Curriculum

*Innovative use of technology within Ocean View College Senior Study Centre

*Comparative study between

integrated and independent

curriculum

*Task redesign for student

engagement and achievement –

involving students more in co -

construction and review of tasks

*Blended Learning via Video

conferencing to external

sites: enhancing curriculum

access for isolated students

Example of Research Questions• Renmark High School: How do 21st century pedagogies and integrated studies

engage learners in the Middle Years?• Ocean View College: How does a connective environment with ‘bring your own

device’ impact on students study skills, engagement and learning outcomes in the Senior school?

• Unley High School: How can Secondary school teachers and students be encouraged to design learning tasks which are co-constructed?

• Hackham East Primary School: In what ways does online or face to face connective teacher learning effect their practice?

• Barossa cluster: How does the use of ICTs allow students with disabilities/dyslexia to show a deeper understanding of their learning?

• Felixstow Community School: How is authentic assessment created in learning stories with children, teachers and parents using digital and non-digital tools?

• Cowell Area School: How can we use the current model of Local delivery and blended learning to lead to the development of community ownership and a sustainable future for isolated students?

• Mark Oliphant College: What is young people’s understanding of cyberbullying and the law and what happens in processes where they are involved in co-creation of curriculum?

Practitioner Research Reports

Findings

Next steps

Challenges and Value of practitioner research

ReferencesResearch Question

Research methods

Analysis processes

School Background

Innovation focus area

9.22 -9.45 Speed date rotations (5 groups) x 3 mins each:

OAC year 8-9 innovation and integrated unitsOAC whole school literacy researchOAC strategic plan and PLCsUnley HS innovationHackham East PS innovation

9.45 -9.55 5 other innovation schools ‘stations’ for informal chat about their school’s innovation work

9.55 -10.30 OAC demo lesson

10.30 -10.45 Morning Tea

Place choice sessions for the day on sheets

10.45 -12.. choice sessions

Choice 1: OAC year 8-9 innovation and integrated units (Teaching Area 4)

Choice 2: OAC Open Access whole school literacy practitioner research (Board room south)

Choice 3 : DECD Innovation practitioner research: Barossa cluster, Renmark HS, Hackham East PS, Ocean View College (hall)

12-12.45 Lunch

12.45 – 2: Choice sessions

Choice 1: OAC Strategic Action plan & PLC action research teams (Teaching area 3)

Choice 2: OAC Open Access whole school literacy practitioner research (Board room south)

Choice 3: DECD Innovation practitioner research (MOC, Unley HS, Felixstow) (hall)

2-2.45 : Choice sessionsChoice 1: OAC Strategic Action plan & PLC action research teams (Board room south))

Choice 2: OAC Open Access whole school literacy practitioner research (Teaching area 3)

Choice 3: OAC Year 8/9 innovation and integrated units (Teaching area 4)

Plus Innovation Practitioner researchers /academics plenary session (hall)

2.45 : Close & evaluation

indicate ‘to a great extent’, ‘to some extent’, ‘Not at all’

• To what extent did the event build understanding of practitioner action

research processes and their value for teachers/leaders in supporting

change ?

• To what extent did the event increase understanding of innovative

practices in DECD schools and their impacts on student learning?

• To what extent did the event improve understanding of Open Access College

practices and use of professional learning communities and action research

for supporting change ?

Great ideas, things to think about

What further action, thinking will you do…