innovating the curriculum teaching and pedagogy …...innovating the curriculum, teaching and...

Innovating the Curriculum,

Teaching and Pedagogy

Dirk Van Damme

Head of the Innovation and Measuring Progress Division – OECD/EDU

CERI work on educational innovation

Innovative Learning

Environments

Innovative Teaching

for Effective Learning

Innovation Strategy for Education & Training

2

New skills demands

• Changing external skills demand is the main driver for innovation

• Research questions:

–Do innovation-driven economies require more and better educated populations?

–What qualifications do innovative businesses need?

–What individual skills should education systems foster?

3

New skills demand

40

45

50

55

60

65

1960 1970 1980 1990 2000

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interactive

Source: Levy and Murnane, 2005

Mean task input as percentiles of the 1960 task distribution

Economy-wide measures of routine and non-routine task input (US)

4

Working in creative jobs

5

Increase in creativity-oriented jobs (Canada, 1901-2006)

Skills supply hampering innovation

0.35

0.44

0.97

0.98

1.00

1.05

1.14

1.18

1.29

1.37

1.39

0.3 0.6 1.2

No need to innovate because no demand for innovations

No need to innovate due to prior innovations

Uncertain demand for innovative goods or services

Markets dominated by established enterprises

Lack of information on technology

Difficulty in finding cooperation partners for innovation

Lack of information on markets

Innovation costs too high

Lack of funds within your enterprise or enterprise group

Lack of qualified personnel

Lack of finance from sources outside your enterprise

Source: OECD, based on CIS data

(odds ratios: innovative vs. non-innovative (ref))

6

Which tertiary education studies lead to active

participation in innovation?

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Innovator work in innov. comp. Not in innovative organisation

Source: OECD, based on REFLEX and HEGESCO data

7

Critical skills for the most innovative jobs

(tertiary-educated workers)

1.56

1.76

1.76

1.81

1.94

1.95

1.97

1.98

1.99

2.00

2.02

2.05

2.11

2.15

2.18

2.24

2.34

2.44

2.97

0.90 1.80 3.60

assert your authority

negociate

knowledge of other fields

perform under pressure

write reports or documents

work productively with others

mobilize capacities of others

use time efficiently

make your meaning clear

use computers and internet

write and speak a foreign language

coordinate activities

master of your own field

analytical thinking

present ideas in audience

alertness to opportunities

willingness to question ideas

acquire new knowledge

come with news ideas/solutions

Likelihood (odds ratios) of reporting the following job requirements: people in the most innovative jobs vs. least innovative jobs


8

Which pedagogies foster innovation skills?

• The relative importance of theory versus practice-based instruction matters for becoming an innovator (higher education data)

9

Relative emphasis on practice- and theory-based

instruction

0.95

1

1.05

1.1

1.15

1.2

engineering business health education science others

practice score theory score

Odds ratios between innovators and non-innovators, by field of study


Relative emphasis on practice- and theory-based

instruction

0.95

1

1.05

1.1

1.15

1.2

any innovation technology, tools product, service knowledge,methods

practice score theory score

Odds ratios between innovators and non-innovators, by type of innovation


Link between theory- and practice-based instruction and

critical skills for innovation

0 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.1

alertness to new opportunities

come up with news ideas and solutions

present ideas in an audience

coordinate activities

question own and others' ideas

use computer and internet

acquire new knowledge

analytical thinking

Theory score Practice score

Effect size on (self-reported) skills level


Skills impact of theory- versus practice-based instruction

13

Table 1. Theory-based programmes have distinct strong points from practice-based university programmes

Likelihood of reporting skills as strong points of the university programme, by mode of teaching and learning

Emphasis on Practice

(-) (n.s.) (+)

Em

phasis

on T

heory

(+)

¤ analytical thinking ¤ ability to rapidly acquire new knowledge

¤ Mastery of your own field or discipline

(n.s

.)

¤ ability to write reports, memos or documents

¤ ability to question your own and others' ideas ¤ knowledge of other fields or disciplines ¤ ability to use computers and the internet ¤ ability to speak and write in a foreign language

¤ alertness to new opportunities ¤ ability to come up with new ideas and solutions ¤ ability to present products, ideas or reports to an audience ¤ ability to mobilise the capacities of others ¤ ability to negociate effectively ¤ ability to assert your authority

(-)

¤ ability to perform well under pressure ¤ ability to use time efficiently

¤ ability to make your meaning clear to others

¤ ability to coordinate activities ¤ ability to work productively with others

Legend: (+) indicates a significant positive association; (-) a significant negative association; and (n.s.) a non-significant association.

Source: based on Reflex and Hegesco.



• And the kind of pedagogical activities involved matters as well (PISA data)

14

Cognitive outcomes versus interest

AUS

AUT

BEL

CAN

CHL

CZE

DNK

EST

FIN

FRADEU

GRC

HUN

ISL

IRL

ISR

ITA

JPN

KOR

LUX

MEX

NLD

NZL

NOR

POL

PRT

SVK

SVN

ESP

SWE

CHE

GBR

TUR

USA

BRA

HKG

MAC

IDN

RUS

440

460

480

500

520

540

560

580

600

620

640

380 400 420 440 460 480 500 520 540 560 580 600 620

Interest in science score

PISA 2006 Science score

HIGH SCORE

HIGH INTEREST

LOW SCORE

LOW INTEREST

LOW SCORE

HIGH INTEREST

HIGH SCORE

LOW INTEREST

Science scores and interest in science are not always fostered simultaneously

15

Pedagogies for innovation skills

48

1

-1 -2-2

-10

-0.15

-0.1

-0.05

0

0.05

0.1

0.15

0.2

0.25

0.3

Science score

20

36

0 -2 -1 -1

-0.15

-0.1

-0.05

0

0.05

0.1

0.15

0.2

0.25

0.3

Interest in Science Topics

16

Pedagogies for innovation skills

26

1

11

20

-1

0

-3

-0.15

-0.1

-0.05

0

0.05

0.1

0.15

0.2

0.25

0.3

Science Enjoyment

15

4 5 4

-0.15

-0.1

-0.05

0

0.05

0.1

0.15

0.2

0.25

0.3

Science Self-Efficacy

17



• And the kind of pedagogical activities involved matters as well (PISA data):

– Application oriented pedagogies foster interest, enjoyment and self-efficacy in science, but not the science score itself

– Active investigation has a negative impact on science score, but fosters science enjoyment

18

Teaching beliefs and practices

• Countries differ in relative preference of teachers to constructivist or direct transmission types of teaching beliefs (TALIS 2008 data)

19

TALIS on teaching beliefs and practices

20

-0.4

-0.3

-0.2

-0.1

0.0

0.1

0.2

0.3

0.4

Iceland

Austria

Austra

lia

Den

mark

Estonia

Belgium (Fl.)

Malta

Korea

Slovenia

Slovak R

epublic

Norw

ay

Poland

Turk

ey

Hungary

Mex

ico

Ireland

Lithuania

Bra

zil

Portugal

Spain

Bulgaria

Malaysia

Italy

Ipsative means

Direct transmission beliefs Constructivist beliefs



• But also in the relative preference of teachers for types of teaching practices (TALIS 2008 data):

– Structuring teaching practices

– Student-oriented teaching practices

– Enhanced activities

21

TALIS on teaching beliefs and practices

22

-1.5

-1.0

-0.5

0.0

0.5

1.0

1.5

2.0

Den

mark

Norw

ay

Iceland

Malaysia

Turk

ey

Poland

Mex

ico

Bra

zil

Austria

Austra

lia

Korea

Slovak R

epublic

Estonia

Spain

Slovenia

Belgium (Fl.)

Lithuania

Portugal

Italy

Bulgaria

Malta

Hungary

Ireland

Ipsa

tive mea

ns

Structuring teaching practices Student-oriented teaching practices Enhanced teaching activities



• But also in the relative preference of teachers for types of teaching practices (TALIS 2008 data):

– Structuring teaching practices

– Student-oriented teaching practices

– Enhanced activities

• And within countries different profiles of teachers have different preferences (new analysis on TALIS 2008 data)

23

Latent profiles of teachers and their relative preference

for teaching practices

24

-2.00

-1.00

0.00

1.00

2.00

3.00

4.00

Structuring Student orientation Enhanced activities

mean factor score

Classroom teaching practices

Italy

class A: 46% of teachers in Italy class B: 41% of teachers in Italy class C: 13% of teachers in Italy



25

-2.00

-1.00

0.00

1.00

2.00

3.00

4.00


mean factor score


Austria

class A: 57% of teachers in Austria class B: 34% of teachers in Austria class C: 9% of teachers in Austria



26

-2.00

-1.00

0.00

1.00

2.00

3.00

4.00


mean factor score


Korea, Republic ofclass A: 65% of teachers in the Republic of Korea class B: 27% of teachers in the Republic of Koreaclass C: 7% of teachers in the Republic of Korea

Innovative STEM teaching cases

27

• Haus der kleinen Forscher = Germany's largest-scale skills training initiative in early education:

– 200 networks (long-term partners serving 20.952 pre-school institutions; about 550.000 people involved)

– To raise the spirit of research in children

– To convey first elements of scientific knowledge (8 themes: water - air - carbonation - mathematics - light, colour, vision - electricity and energy - magnetism -acoustics)

– To get them interested in scientific/technical/ mathematical issues; and

– To improve thinking, language and social skills (by learning through research)

Innovative STEM teaching cases

• La Main à la Pâte (i.e. collaborative, hands-on work), a 15 year-old successful French initiative now expanding (about 60 countries):– Offering comprehensive approach to science education in

pre-primary and primary school, based on experimentation

– Developing in children, through collective experimentations, discussions and individual reflection, interpersonal skills while learning science (children taught to respect different viewpoints, to listen to others and to compare other ideas with their own)

– Nurturing values such as rigour, willingness to understand, humility, and openness to constructive social interactions

– Revisiting gender stereotypes when it comes to science, thus encouraging girls to choose scientific pathways in the future

28

Arts: a special case in the curriculum

29

Figure 1. Strengthening verbal skills through the use of classroom drama: a clear link

Note: The vertical axis represents the effect size of seven meta-analyses studying the impact of drama classes on the acquisition of verbal skills. In these classes students read and acted out stories (drama condition) or just read the stories (no-drama condition). The effect sizes for Kadas and Wrigth and for Conard correspond to the effect size of two other prior meta-analyses.

Source: Podzlony (2000)

0.47

0.32

0.290.27

0.240.23

0.19

0.150.14

0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

0.45

0.5

Writing Story Understanding

Kardash & Wright

Writing Oral Story Understanding

Reading Readiness

Conard Reading Achievement

Oral Language Vocabulary

Some final thoughts

• Educational innovations happen when innovative ideas and approaches on what and how interconnect

– Interaction of content and teaching methods matters

• Various teaching practices produce different sets of skills

• New learning research will help us understand better how learning happens and can be ‘engineered’ in a better way, for example

– Interaction of social, temporal, spatial, visual processing in cognitive development

– Interaction of cognitive and emotional processes

30

Thank you !

[email protected]/edu/ceri

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innovating the curriculum teaching and pedagogy …...innovating the curriculum, teaching and...

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