Gary Underwood Principal

USING EVIDENCE TO MODIFY TEACHING AND LEARNING

Underwood  Consul-ng  &  Publishing  

Distance Education (DE) •  1000 QLD students F-QCE •  250 On-line students (100 in Yr 11)

On-campus F-12 •  440 students

My School

OBJECTIVE: To use technology to quickly get data on every child. This would enable EVIDENCE-BASED TEACHING to be useful for the teacher in order to improve the learning outcomes of students.

They  never    taught    Me  this  at  uni!  

Teachers  need  to  be  taught  to:                   *collect  evidence       *interpret  evidence     *Use  evidence  to  change  teaching  to  meet  needs  of  students.  

•  ACER PAT Tests •  Fountais & Pinnell Benchmarking assessments •  Reading Survey •  University WA PIPs Foundation Assessment tool

testing •  MultiLit: MiniLit & PreLit Macquarie University •  NSW Kindergarted Preassessment Tool •  Direct Reading Assessment (DRA)    

Impact on teaching & learning

My role as a teacher

My role as a teacher is to evaluate my effect I have on my students as a teacher!

•  I need to understand this impact • Act on this knowing and understanding

Field  Rickards,  Dean  Melbourne  Graduate  School  of  Educa-on  recently  put  forwards  two  concepts  for  a  new  way  to  approach  teaching.  He  suggests  teachers  should  be  experts  in:  

1.Clinical Teaching ‘Clinical teaching focuses on growth and development to ensure every child excels. Clinical teachers are capable of using data and evidence to meet the need of individual learners. They determine what each student is ready to learn; have the capabilities to support learning; and are able to evaluate the impact they have on the learner’.

(John Hattie would say: ‘KNOW THY IMPACT’)

Clinical Teaching

2.Measuring Student Growth This simply refers to how much a student’s learning has grown over any given period.

He believes we at the very least should ensure that

one year of schooling = one year of learning growth.

Student Growth

Who is coming into Preps?

Who is coming into Preps?

11  students  less  than  100  24  from  100  –  150  17  above  150  

Lowest  score  62  Top  score  187  

Data  is  used  to:  •  balance  abili-es  in  both  

classes    •  determine  groups  for  certain  

ac-vi-es  in  the  room.  •  Even  simple  things  like  the  T/

A  helping  14  students  unable  to  write  their  name!  

Who is coming into Preps?

What  PIPS  tests  PIPS  is  not  designed  for  any  curriculum  framework.  Rather  it  tests  what  students  arrive  at  school  with,  and  what  they  gain  during  the  year  in  terms  of  Reading,  Maths  and  Phonological  Awareness.  PIPS  is  currently  used  in  Australia,  the  UK,  the  Netherlands,  Scotland  and  New  Zealand.  

You  don’t  test  PREPS  do  you?  

Real time evidence on reading level

Real time evidence-reading practice

Early attempts at evidence-based data collection in schools

Real time evidence-reading practice

ACER  On-­‐line  PAT  tests  

ACER on-line assessments provide nationally normed data on literacy & numeracy for every child and quickly!  

Annual/6  monthly  growth  data  

Now we had individual student evidence to identify Individual student needs

School  Name  

Provided individual student data as well as class level data

Clicking on question number(s) will bring up the stimulus, question, level of difficulty, classification and type of comprehension skill being tested

March 2014 Growth Data

PAT R Comprehension DAY SCHOOL Total Students

Year Level 60 months growth

48 months growth or more

36 Months growth or more

24 months growth or more

12 months growth or more

6 - 12 months growth

less tham 6 months growth No growth Minus Growth

3 2 6 6 4 4 0 22

4 1 7 4 4 1 0 17

5 4 4 3 1 2 14

6 2 3 6 3 3 1 18

7 1 1 2 1 1 2 8

8 1 4 1 4 10

9 2 1 5 5 1 2 1 1 18

10 1 2 3 1 2 1 1 6 17

TOTALS 1 6 9 27 33 17 13 2 16 124 1% 5% 7% 22% 27% 14% 10% 2% 13%

Overall Growth 106 students showed some growth in reading

85.48%

One years growth or more 61% students showed one or more years growth in reading

35% Two years growth or more

School level growth analysis

National comparison

DE data shows :

•  DE students are overrepresented with more able students than national norm,

•  DE students are well over represented with students with special or learning needs.

Implications for teaching & learning? •  On-line learning & LMS allows

students to be working at different levels in different subjects and age is NOT the criteria.

School-wide data – On-Line school?

Evidence drives Individual Learning Plans for use by ALL teachers in On-campus as well as On-line.

Online reports on SIS for staff and with parent access.

Parent level analysis

•  True clinical practice offers teachers the most effective model for making a significant impact on student learning.

•  It is a data-driven, holistic teaching practice. •  Importantly, it is evidence based and proven

to work – it is not another ‘fad’.

BUT there is now so much data! AND who has the time to analyse it all!

Teacher Analysis

Managing  heaps  of  evidence  

Managing  heaps  of  evidence  

Helping  teachers  analyse  evidence  “Edifi”  real-­‐-me  and  longitudinal  data  

Thanks  to  Anglican  Church  Grammar  School  (QLD)  and  ISQ  

• On the basis of the above, constructing appropriate teaching and learning environments for every student whatever their ability

•  Continuously evaluating the impact of their teaching, to inform next steps.

Clinical Teaching = Analyse, Intervene, Evaluate

Clinical Teaching Practice uses evidence  

PD    

GeCng  Knowledge  Ready  

Don’t  assume  prior  knowledge  or  teaching  is  wasted.  GKR  in  every  class  subject,  including  maths  and  science.  

Using  evidence  in  classroom  

PD    

GeCng  Knowledge  Ready  

Don’t  assume  prior  knowledge  or  teaching  is  wasted.  GKR  in  every  class  subject,  including  maths  and  science.  

Using  evidence  in  classroom  

GeCng  Knowledge  Ready  –  a  student’s  perspecIve  

Using  evidence  in  classroom  

PD    

DifferenIated  Learning  DifferenIated  Teaching  

Using  evidence  in  classroom  

PD    

Big  Ideas  Friday  Breaking  down  the  tradi-on  of  teacher  as  the  knowledge  source.  Thinking  skills  developed  Problem  solving  skills  Real-­‐world  out-­‐of-­‐school  learning  Challenge!  

RANK   INFLUENCE   STUDIES   ES  

10   Crea-vity  Programs   658   .70  

16   Problem  solving  teaching   221   .61  

Using  evidence  in  classroom  

Ownership  of  learning  Goal  seCng      Where  are  you  going?  How  are  you  going?  Where  to  next?  

Relevance  to  teachers  as  well  as  students.  

New  technologies  that  set  goals  

Using  evidence  in  classroom  

Basic  belief:    Teachers  come  into  the  profession  to  help  children  learn  and  grow  as  individuals.  

Basic  problem:  Professional  skills  

“21st-­‐century  learning  needs  teachers  who  are  strong  at  the  craj  and  not  just  those  that  can  prac-ce  a  technique  to  manage  classes  and  deliver  content  in  the  best  possible  way.  It  diminishes  us  as  teachers.”  

“Teaching  is  perhaps  the  most  individualised  of  all  public  professions,  but  we  love  the  collegiality  of  teaching.  We  teach  our  students  out  of  the  sight  of  other  professionals.”      

“The  Courage  to  be  a  Great  Teacher”  Parker  J.  Palmer’s  “The  Courage  to  Teach”.  

How  &  why  would  teachers  bother?  

Basic  soluIon:  There  is  only  one  honest  way  to  evaluate  the  many  varie-es  of  good  teaching  –  is  being  there.  We  need  to  observe  each  other  teach  and  we  must  spend  more  -me  talking  to  each  other  about  teaching.  Then  individual  teachers,  and  the  college,  will  have  real  informa-on  to  work  with  rather  than  sta-s-cal  fic-on  e.g.  growth  in  Naplan  data,  which  now  influences  many  decisions.        

Evidence  Based  Observa-onal  Coaching  

Evidence  Based  Observa-onal  Coaching  

Educa-onal  coaching  

Evidence  Based  Observa-onal  Coaching  

All  data  is  collected  on  Ipad  App  from  observa-on  Use  of  Swivl  robot  great  tool  for  conversa-on.  

EVIDENCE  BASED  EDUCATIONAL  CONSULTING  Ltd  

Student Surveys Cognitive Level and Work Completion

5/7/15  

EBO APP Student Summary Report Student Engagement, Student Location

5/7/15  

EBO APP Teacher Summary Report Traditional Discursive Split.

5/7/15  

I  challenge  teachers  to  create  collegial  groups  and  offer  each  member  the  opportunity  to  talk  about  what  happens  in  your  teaching,  for  beper  or  for  worse,  in  response  to  the  evidence  collected  in  your  classroom.  The  discussion  may  also  look  forward  to  broadening  your  professional  abili-es  to  work  in  a  21st-­‐century  classroom.    

1.  A  military  framework  bred  compe--on  rather  than  mutual  support.  On  Everest  this  spelt  disaster.  

2.  Mountains  are  great  levellers  and  care  nothing  about  hierarchy  –  least  all  of  chiefs.  

“Mountains  are  only  ever  

conquered  by  ‘Indians’.”  

EBO  in  collegial  framework  EBO    

ATTITUDE    CHANGE  

EVIDENCE - BASED teaching +

technology +

21st C pedagogy +

Collegial coaching =

learning improvement.

Remember:    ATTITUDE  CHANGE  is  the  BIGGEST  HURDLE.