learning to think clearly : managing change in teaching … to think clearly : managing change in...

Learning to Think Clearly : Managing change in teaching and learning in implementing Harvard's Teaching for Understanding Framework

Dr Greg Cunningham, Dr Rod Kefford and Keith VallisBarker College, Sydney, Australia

Learning to Think ClearlyLearning to Think Clearly

Wh t d t t f th b iWhat do you want most for the boys in your school?y


A Thi ki T kA Thinking Task :

The Head has come to you with a challenge:The Head has come to you with a challenge:How can we help our boys think more clearly,

more analytically more effectively?more analytically, more effectively?

How can we help them think more critically?p y

SEE / THINK / WONDERSEE / THINK / WONDER


Understanding Goals gIn this workshop you will :

• Reflect on the process of managing change using• Reflect on the process of managing change using our introduction of Teaching for Understanding (TfU) as a case study;as a case study;

• Contextualise TfU through examining how it might improve your own professional practice;improve your own professional practice;

• Share Barker’s journey so far; and,• Come to a deeper understanding of how leaders

create an environment which nurtures change


School ContextSchool ContextAnglican co-educational K-12 independent school in SydneySydneyFollows NSW Board of Studies curriculumExit credential: Higher School CertificateExit credential: Higher School Certificate (an international exit credential)Student cohort: 1950Staff cohort: 185

Role of Director of Teaching and Learning (Greg) and Head of Learning Technologies (Keith)


From the School’s Educational PhilosophyTo enable each student to grow into a confident,To enable each student to grow into a confident,independent, well-rounded and mature young adultprepared for active and responsible participation as

ell as for ser ice and leadership in the comm nitwell as for service and leadership in the community.

School Objective #3School Objective #3To offer to each student the opportunity to develop an enquiring and discerning mind and a capacity to think q g g p yclearly and critically.


S h l C ltSchool CultureBarker has developed a culture within the School which enables and empowers all t ff t b h t t hi d l i th t dl b d istaff to embrace approaches to teaching and learning that are soundly based in

current educational research and which also demonstrate acknowledged best practice appropriate for the Barker context so as to enable all students to optimise their opportunities for learning It is an educational environment which nurtures andtheir opportunities for learning. It is an educational environment which nurtures and encourages change.


In a collegial atmosphere, teachers talk about practice, observe each other,about practice, observe each other,work on curriculum together and teacheach other The school that serves as aeach other. The school that serves as ahome for teachers’ minds is much morelikely to become one for students’minds as wellminds as well.

David Perkins


Overarching Teaching and LearningOverarching Teaching and Learning Goal from Barker 2015 Strategic Plan

To enable and empower all staff to embrace approaches to teaching andembrace approaches to teaching and learning that are soundly based in current educational research and which alsoeducational research and which also demonstrate acknowledged best practice appropriate for the Barker context so as toappropriate for the Barker context so as to enable all students to optimise their opportunities for learningopportunities for learning.


O k h t i ti hi h idOur key characteristics which provide an environment with the necessary y

conditions for change:

1.Visionary Leadership

2. Educational Culture –ti h t hcreating a space where teachers are

empowered to learn and growp g


O k h t i ti hi h idOur key characteristics which provide an environment with the necessary y

conditions for change:

3. Organisational Structures –t d t l t it hsupport and resources to let it happen

4 Educational Standards and Tools4. Educational Standards and Tools –a curriculum framework to deliver change


SSo,What is Teaching for Understanding?What is Teaching for Understanding?


Th T hi f U d t di F kThe Teaching for Understanding Framework

1 Generative 2 Understanding1. Generative Topic

2. Understanding Goals

3 Ongoing 4 Performances of3. Ongoing assessment

4. Performances of Understanding


Example of a Mathematics Year 8 Algebra UnitExample of a Mathematics Year 8 Algebra Unit

GENERATIVE TOPIC: Arithmetic Review and Algebra – but wait, there’s more…

INTRODUCING THE UNITINTRODUCING THE UNITThis unit provides students with a review of the mathematical skills and processes to operate with directed numbers, fractions, percentages, mixed numerals and decimals.As a result of this unit a student will be able to come to an understanding of the use of pronumerals and thelanguage of algebra, including the use of index notation.language of algebra, including the use of index notation. Students will simplify algebraic expressions, substitute into algebraic expressions and formula and expandand factorise algebraic expressions.

UNDERSTANDING GOALSStudents will come to understand and gain knowledge and skills in patterning, generalisation and algebraic reasoning. Students will come to understand to use letters to represent numbers and translate between words andalgebraic symbolsSt d t ill t d t d d th l b i b l t t i lif d d f t iStudents will come to understand and use the algebraic symbol system to simplify, expand and factorisesimple algebraic expressions.Students will come to understand to use index laws to simplify algebraic expressions. Students will come to understand and develop a range of strategies to enhance their computational skills andoperate competently with directed numbers fractions mixed numerals and decimalsoperate competently with directed numbers, fractions, mixed numerals and decimals.


Assessing Thinking SkillsAssessing Thinking SkillsYear 8 Mathematics

Evidence of Learning and Understanding and Ongoing Assessment ActivitiesH St d t R fl t th i L iHow Students Reflect on their Learning:•Students write down a paragraph on what they think about algebra and how it can be used in real life.•Self evaluation, peer, class and teacher spoken feedback•Mark their solutions to the required exercises/worksheets and complete any corrections neededq p y•If given a solution with an error(s), find and correct the error(s)•Explain why a particular (incorrect) methodology does not work in all cases•Explore how marking criteria clearly spells out where each mark can be obtained so students can easilyd t i th i t th d kdetermine their strengths and weaknesses

Assessment Strategies:•Apply concrete real-life scenario to the application of elements of this unitpp y pp•End of topic test – marked and returned to students with solutions•Self evaluation•Students complete a Strengths & Weakness Diagnostic Sheet


Performances of UnderstandingPerformances of UnderstandingHow do boys demonstrate that through thinking, they

understand and can apply that capacity to new and differentunderstand and can apply that capacity to new and different situations?


Ongoing student assessment:Ongoing student assessment: Performances of Understanding


Training and Support in ICT IntegrationTraining and Support in ICT IntegrationCreating a space where teachers are empowered to learn and grow

• Formal In House Professional Development• Formal In-House Professional Development– Timetabled, one-hour, 20 per year, T+L focus, advertised

• Informal Needs-Based Training Sessions– Dept meetings, classrooms, PD days, online support

• Just-in-Time Support– 24/7 Help Desk, ‘Have you got a moment?’

• In-class Assistance and Collaboration– Two-way process, T+L focus, program awarenessy p , , p g


Eq ipment S pport in ICT IntegrationEquipment Support in ICT Integration

• Staff Laptops– Range of software, mobile access, productivity tools

• Content Management System– Simple to use online portal consistent sustainableSimple to use, online portal, consistent, sustainable

• Computers in Classrooms– Docking stations, flexible spaces, tablets and IWBs

• Computers in Labs– Cross platform, high-end software and devices

• ConvergenceConvergence– Creative and innovative use of everyday tools and toys


One Way to Look at Assessment in ICT Integration

Ubi i ‘b i ’ kill• Ubiquitous or ‘basic’ skills – Written-in to existing units of work

• Authentic assessment– Real, rich and relevant

• Computer assisted– Online, sequential, differentiated learning and testing of skills in

isolationisolation


Another Wa to Look at Assessment in ICT IntegrationAnother Way to Look at Assessment in ICT Integration

• “Ah-ha” or “Epiphany” or “Eureka” AppsAh ha or Epiphany or Eureka Apps• Create, explore, manipulate, simulate, visualise• Beethoven and Sibelius• Euclid and Geometers’ Sketchpad• Einstein and Mathematica or Excel

Columbus and Arcmap GIS• Columbus and Arcmap GIS• Ben Franklin and William Gilbert with Pintar• Michelangelo with PhotoshopMichelangelo with Photoshop• DaVinci with any of the above


How did we support change?How did we support change?Teachers as learners: empowering from within


Organisational conditions supporting targeted professionalOrganisational conditions supporting targeted professional development:

• Curriculum Division: five senior academic staffCurriculum Division: five senior academic staff

• Provision of Time for the task to be undertaken

• Heads of Academic Departments and Junior School Grade leaders immersed in and committed to implementing TfUleaders immersed in and committed to implementing TfU

• Establishment of a TfU Implementation Cluster Group;

• Publication of Stories from the Classroom: A Teaching for Understanding Companion: teachers shared stories of U de s a d g Co pa o eac e s s a ed s o es o“understanding” moments in their own practice or drawn from their experiences as students in an anthology of writing


Organisational conditions supporting targetedOrganisational conditions supporting targeted professional development:

• Provision of targeted professional development (HarvardProvision of targeted professional development (Harvard online courses);

B k C ll C i l P j t d l t f it• Barker College Curriculum Project: development of unit template which was compliant with NSW Board of Studies requirements, while also incorporating TfU framework;

• Ongoing in-house research on staff and student attitudes to teaching for understandingteaching for understanding

• Barker’s participation in Harvard’s ICS research (2009)


TfU I l t ti Cl t GTfU Implementation Cluster Group


TfU S h l A t f tTfU School Artefacts


E t l h H d i it B kExternal change: Harvard visits Barker


Impact of Harvard online courses How we know itImpact of Harvard online courses – How we know it works!

Teachers’ views on understanding the value worth of the TfU framework in theirTeachers views on understanding the value worth of the TfU framework in theirclassroom after completing WIDE courses.

9

6789

2345 2008

2009

012

Never Completed Recently PreviouslyNever Completed Recentlycommenced

PreviouslyCompleted


H i it ki diff f b ?How is it making a difference for boys?• Engages them in the learning process as they continually revisit andEngages them in the learning process, as they continually revisit and

explore lesson content through different activities and approaches, encouraging deeper and more diverse thinking and understanding

• By thinking more about the application of their knowledge, boys enquire and make connections in meaningful ways. For example, Year 3 boys g y ymake connections between class content and emotional aspects of relationships, eg: “I want to be in the army like my grandfather, because I really respect the honour that he displayed and feel strongly aboutreally respect the honour that he displayed and feel strongly about supporting my country.”


H i it ki diff f b ?How is it making a difference for boys?• Teachers are engaging boys through a variety of different modes of g g g y g y

learning, i.e. visual, textual, kinaethestic, allowing them to become participants in their learning, through teacher facilitation of inquiry rather than just learning content through one dimensional approachesthan just learning content through one dimensional approaches.

• This, in turn has seen increased levels of participation from the boys as they learn.

Boys’ comments• “Thinking helps me to reflect on decisions I might make which otherwise I

would have rushed into”would have rushed into• “I like the possibility of thinking as it leads me to understanding better”


Teachers’ comments on the value of the TfUTeachers comments on the value of the TfUframework on professional practice:

• “Challenges you to think/reflect continuously on your own and the student learning process”“M d ’ d di d f h b• “My students’ understanding and performance have been enhanced by both my learning with WIDE but also by other professional development allied to TfU and my classroom p p yexperience over the years”

• “The WIDE course I completed was but one thread in the rich fabric of my education on TfU. My peers, mentors, otherfabric of my education on TfU. My peers, mentors, other study, PD courses and my passion are some of the others.”


C ti t i i t fCreating a nurturing environment for changeg


Creating a nurturing environment forCreating a nurturing environment for change: What has worked at Barker

• Teachers must be able to discern connections between the strategic vision and the practical reality:

h d i thi ?– why are we doing this? – what are its benefits to teachers and to students?– how are we going to get there?how are we going to get there?– how will we know we have arrived?– how will use of ICT enhance the quality of learning?

• A change must begin to become embedded within the culture of the school (we must “live” the change)


Creating a nurturing environment for changeCreating a nurturing environment for change

• A change must begin to become embedded within the lt f th h l ( t “li ” th h )culture of the school (we must “live” the change)

• There must be organisational structures to support theThere must be organisational structures to support the strategic vision

C l t d b d ti l t d d d t l• Complemented by educational standards and tools(implementing change that is grounded in a curriculum framework supported by syllabus documentation)

• Bringing about change in a learning organisation must be seen in a broader, long-term context with strategicseen in a broader, long term context, with strategic assessment of change milestones along the way.


Creating a nurturing environment for change:Creating a nurturing environment for change:What has really worked at Barker?

• Visionary Leadership - A clear strategic plan

• We knew where we were going and what we wanted to• We knew where we were going and what we wanted to achieve

• Generous resourcing – Time and Funding for PD

• Harvard WIDE courses – a vital ingredient – complementedHarvard WIDE courses a vital ingredient complemented by school-developed, targeted professional development

Ed ti l C lt “W ll l t th ”• Educational Culture - “We all learn together”


Creating a nurturing environment for change:Creating a nurturing environment for change:What has really worked at Barker?

•Organisational structuresg•Internal support structures to support and facilitate change

Collegiality we are all working towards improved practice• Collegiality – we are all working towards improved practice

• Student feedback – performances of understanding, reflectionp g,

•Educational Standards and ToolsC i l l d t i• Curriculum renewal and assessment review

• School-based research into efficacy of innovative practiceSchool based research into efficacy of innovative practice


T hi f U d t di RTeaching for Understanding Resources

David Perkins: Smart SchoolsTina Blythe: The Teaching for Understanding GuideTina Blythe: The Teaching for Understanding GuideWeb support for online learning: http://wideworld pz harvard eduhttp://wideworld.pz.harvard.eduThinking skills:htt // b h d d / t/http://pzweb.harvard.edu/vt/

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