Professor David Hopkins HSBC Chair of International Leadership

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Every School a Great SchoolA Contribution to
Classroom Research Presentation made atthe
Leading Edge Partnership Programme, Partnership
Researchers Launch Day London, Wednesday 28th
February 2007
Professor David HopkinsHSBC Chair of
International Leadership
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Outcomes for the Workshop

• The purpose of the day is to
• re-examine the nature of classroom research
• share practice
• explore how innovative teaching and learning can
  be generated from the research activity
• develop guidelines and plans for future research
  within the programme

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Overview of the Workshop

• 9.45 - 10.45
• Sharing experiences of classroom research
• 11 12.30
• Current and Future Practice for School-based
  Research
• 1.15 3.30
• Teaching and Learning for extending innovative
  practice
• Planning for the Partnership Researchers
  Programme

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Session OneClassroom Research in Practice
sharing experiences
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Case Studies

• Robin Bevan
• King Edward VI High School
• Mary Martin
• Comberton Village College
• Thalia Hinkley
• Sandbach High School and Sixth Form College

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Discussion
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PlenaryWhat conclusions can we draw from our
discussion?
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• COFFEE!

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Session TwoCurrent and Future Research for
School - Based Research
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Overview of Session Two

• Research models
• Developing a focus
• Classroom observation
• Data gathering
• Data analysis
• Reporting on research
• School improvement processes

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My enquiry questioning is disrupted by my need to
keep control in ways the class expects.
The Action Research spiral
My students think that science means recalling
facts rather than a process of enquiry. How can I
stimulate enquiry in my students? Change my
questioning? Settle on questioning strategies.
Plan
Shift questioning strategy to encourage students
to explore answers to their own questioning.
Record questions and responses on tap for a
couple of lessons to see what is happening. Keep
notes of my impressions in a diary.
Try questions which let students say what they
mean, what interests them.
Enquiry developing but students are more unruly.
How can I keep them on track? By listening to
each other, probing their questions? What lessons
help?
Continue general aim but reduce number of control
statements.
Use less control statements for a couple of
lessons.
Record on tape questioning and control
statements. Note in diary effects on student
behaviour
Based on Kemmis and McTaggart, 1988
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Elliots Action Research Model (Elliot, 199171)
Reconnaissance (explain any failure to
Implement, and effects)
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McKernans Action Research Model
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Criteria for Classroom Research by Teachers

• Teachers primary job is to teach, and any
  research method should not interfer with or
  disrupt the teaching commitment
• The method of data collection must not be too
  demanding on the teachers time
• The methodology employed must be reliable enough
  to allow teachers to formulate hypotheses
  confidently and develop strategies applicable to
  their classroom situation
• The research focus undertaken by the teacher
  should be one to which s/he is committed
• Teachers researchers should pay attention to the
  ethical procedures surrounding their work
• Classroom research should adopt a classroom
  exceeding perspective

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Developing a focus

• 1. Start with a general idea about something that
  needs to be improved and centre your attention
  on
• What is happening now?
• In what sense is problematic?
• What can I do about it?
• General starting points will look like
• I would like to improve the
• Some people are unhappy about
• I am perplexed by.
• is a source of irritation. What can I do about
  it?

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Developing a focus

• 2. Produce a list of ideas. These may relate to
• the schools Development Plan
• the schools aims, targets and mission statement
• Practical and immediate concerns
• 3. Evaluate the usefulness, viability and or
  importance of the individual issue by selecting
  an initial focus that
• is viable
• is discrete
• is intrinsically interesting
• involves collaboration
• is related in some way to teaching and learning
  and whole school concerns

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Formulation evaluation questions
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A Practical Evaluation Schedule
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The Evaluation Process
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Key Features of Classroom Observation

• Joint planning
• Focus
• Establishing criteria
• Observation skills
• Feedback

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The Three-Phase Observation Cycle
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Training for Observation

• Thinking about which areas to focus and suitable
  data collection methods
• Each group should in turn select a focus and
  outline it to the group
• Then the group should discuss
• What information could be gathered through
  classroom observation?
• How would the observer collect it?
• How would the observer record it?
• What are the criteria that could most helpfully
  be applied to their particular aspect of the
  teachers work?

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Training for Observation
Build upon an aide-memoire as seen below
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Examples of Methods

• Observation
• Open Observation
• Focused observation
• Structured observation
• Systematic observation

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Data Gathering
Field Notes
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Data Gathering
Audiotape Recording
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Data Gathering
Pupil diaries
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Data Gathering
Interviews Teacher/pupil (individually or in
groups of 3 or 4)
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Data Gathering
Interviews Observer/pupil (individually or in
groups of 3 or 4)
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Data Gathering
Interviews Pupil/pupil
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Data Gathering
Video recorder and digital camera
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Data Gathering
Questionnaires
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Data Gathering
Sociometry
Documentary evidence
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Data Gathering
Case Study
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Mapping the process of change in schools

• Series 1 Individual (teacher) level
• Technique 1 The time line of change. The aim of
  this technique is to record how individuals
  within a school perceive their experience of a
  particular change over a period of time.
• Technique 2 The experience of change. The
  purpose of this technique is to gather
  information about the feelings of individuals
  towards changes in their school.
• Technique 3 The initiation of change. This
  technique taps teachers commitment to change and
  their sense of control over it. It differs from
  the previous two techniques in that it is
  concerned with change in general rather than a
  specific change.
• Series 2Institutional (school) level
• Technique 4 The culture of the school. The
  purpose of this technique is to generate data on
  teachers perceptions of the culture of their
  school, the direction in which the culture is
  moving and their ideal culture (see Hargreaves
  1995).
• Technique 5 The structures of the school. The
  purpose of this technique is to generate data on
  some of the basic social structures underlying
  school cultures.
• Technique 6 The conditions of school. This
  technique consists of a scale for measuring a
  schools internal conditions and potential for
  innovation. The 24 items are grouped under six
  headings that represent the key conditions
  necessary for school improvement.

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Components of data analysis Miles and Hubermans
flow model
Post

ANALYSIS
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Components of data analysis Miles and Hubermans
interactive models
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Fieldwork Methodology
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A matrix for analysing data
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Reporting Research

• The research should be replicable
• The evidence used to generate hypotheses and
  consequent action is clearly documented
• Action taken as a result of the research is
  monitored
• The reader finds the research accessible and that
  it resonates with his/her own experience

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So What ... NEXT?
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Joined up learning and teaching in Schools

• Make space and time for deep learning and
  teacher enquiry
• Use the research on learning and teaching to
  impact on student achievement
• Studying classroom practice increases the focus
  on student learning
• Invest in school-based processes for improving
  teachers pedagogical content knowledge
• By working in small groups the whole school staff
  can become a nurturing unit

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Structuring Staff Development

• Workshop
• Understanding of Key Ideas and Principles
• Modelling and Demonstration
• Practice in Non-threatening Situations
• Workplace
• Immediate and Sustained Practice
• Collaboration and Peer
• Reflection and Action Research

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Devise a programme around these core values

• Every school can improve
• Improvement is assessed in terms of enhanced
  pupil outcomes
• Every individual in the school has a contribution
  to make
• Start from where the school is, but set high
  goals
• Model good practice with precision
• Raise expectations of what is possible.

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A Three Phase Strategy for School Improvement

• Phase One Establishing the Process
• Phase Two Going Whole School
• Phase Three Sustaining Momentum

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Phase One Establishing the Process

• Commitment to the School Improvement Approach
• Selection of School Improvement Group or Cadre
• Enquiring into the Strengths and Weaknesses of
  the School
• Designing the Whole School Programme
• Seeking Partners and Seeding the Whole School
  Approach

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Preparing for School Improvement
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Phase Two Going Whole School

• The Initial Whole School INSET Day(s)
• Establishing the Curriculum and Teaching Focus
• Establishing the Learning Teams
• Curriculum groupings
• Peer coaching or buddy groups
• The Initial Cycle of Enquiry
• Sharing Initial Success on the Curriculum Tour

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Curriculum Tour
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Phase Three Sustaining Momentum

• Establishing Further Cycles of Enquiry
• Building Teacher Learning into the Process
• Sharpening the Focus on Student Learning
• Finding Ways of Sharing Success and Building
  Networks
• Reflecting on the Culture of the School and
  Department

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Moving to Scale
Cohorts of 6 - 8 Schools 6 - 8 Members of School
Improvement Group
Year 1 Year 2
Year 3
PLAN Cohort A
. Cohort B
.........
Cohort C
.....
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The Logic of School Improvement
Learning Potential of all Students
Repertoire of Learning Skills
Models of Learning - Tools for Teaching
Embedded in Curriculum Context and Schemes of Work
Whole School Emphasis on High Expectations and
Pedagogic Consistency
Sharing Schemes of Work and Curriculum Across and
Between Schools, Clusters, Districts, LEAs and
Nationally
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Discussion

• What are the implication of this presentation for
  our partnership?
• What guidelines can we generate for the programme?

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• LUNCH!

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Session ThreeEnriching Pedagogy for
Personalised Learning
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The Moral Purpose of Schooling
I get to learn lots of interesting and different
subjects
I know what my learning objectives are and feel
in control of my learning
I can get a level 4 in English and Maths before I
go to secondary school
I know what good work looks like and can help
myself to learn
I know if I need extra help or to be challenged
to do better I will get the right support
My parents are involved with the school and I
feel I belong here
I can work well with and learn from many others
as well as my teacher
I know how I am being assessed and what I need to
do to improve my work
I can get the job that I want
I enjoy using ICT and know how it can help my
learning
All these . whatever my background, whatever my
abilities, wherever I start from
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I wrote (with Bruce Joyce) some time ago that

• Learning experiences are composed of content,
  process and social climate. As teachers we create
  for and with our children opportunities to
  explore and build important areas of knowledge,
  develop powerful tools for learning, and live in
  humanizing social conditions.

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Traditional Teaching
Effective subject teaching
Knowledge of the discipline
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General Teaching Knowledge
Generalised pedagogical knowledge
Effective subject teaching
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Disconnected Knowledge
Knowledge of the discipline
Effective subject teaching
Generalised pedagogical knowledge
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Pedagogical Content Knowledge
Knowledge of the discipline
Effective subject teaching
Pedagogical content knowledge
Generalised pedagogical knowledge
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Capacity to Learn

• Principles of learning
• Effort is a more important determinant of
  achievement than ability
• Given the right time and support, almost all can
  become proficient learners

• Principles of teaching
• High expectations and challenging targets should
  be set for all
• While the standards should remain constant, time
  and support should be varied according to
  individual student need

Are there standards in place and targets
for all students? Do we vary time and support?
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Constructing Knowledge

• Principle of Learning
• Knowledge is a constructive process learners
  actively make meaning and construct ideas and the
  connections between them

• Principle of teaching
• Students should be encouraged to be active
  learners and problem-solvers

• Are students encouraged to be active
  learners when
• About 2/3 of the talk in classrooms is done by
  the teacher,
• About 2/3 of teacher talk is organization-controll
  ing talk?

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So

• We teach not to produce little living libraries
  on a subject, but rather to get students to think
  mathematically for themselves, to consider
  matters as an historian does, to take part in the
  process of knowledge-getting. Knowing is a
  process not a product.Adapted from Jerome
  Bruner, Toward a Theory of Instruction (1966)

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Personalised Learning is

• An educational approach that focuses on every
  individual achieving their potential and
  enhancing their learning skills
• About designing teaching, curriculum and the
  school organisation to address the needs of the
  student both individually and collectively
• A system that is more accessible, open to
  customisation and involves the learner in their
  own learning
• A learning offer to all children that extends
  beyond the school context into the local
  community and beyond

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Three ways of thinking about Teaching
Teaching Models
Teaching Skills
Reflection
Teaching Relationships
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Teaching Skills

• Content coverage
• Time allocated to instruction
• Engaged time time on task
• Consistent success
• Active teaching
• Structuring information
• Effective questioning

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Teaching Relationships

• Expectation effects on student achievement are
  likely to occur both directly through opportunity
  to learn (differences in the amount and nature of
  exposure to content and opportunities to engage
  in various types of academic activities) and
  indirectly through differential treatment that is
  likely to affect students' self-concepts,
  attributional inferences, or motivation.
• Good, T.L. and Brophy, J.E. (1994) Looking In
  Classrooms (2nd ed)

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Teaching Models

• Our toolbox is the models of teaching, actually
  models for learning, that simultaneously define
  the nature of the content, the learning
  strategies, and the arrangements for social
  interaction that create the learning contexts of
  our students. For example, in powerful
  classrooms students learn models for

• Extracting information and ideas from lectures
  and presentations
• Memorising information
• Building hypotheses and theories
• Attaining concepts and how to invent them
• Using metaphors to think creatively
• Working effectively with other to initiate and
  carry out co-operative tasks

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The Key Question

• What teaching strategies do I and my colleagues
  have in our repertoires to respond to the student
  diversity that walks through our classroom doors?

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CURRICULUM
TEACHING and LEARNING STRATEGIES
ASSESSMENT FOR LEARNING
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Joineduplearningandteaching

• 1. There are many teaching approaches that can
  impact powerfully on learning its all about
  fitness for purpose

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Reaching for the Double Sigma Effect
Number of students
Achievement of students
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Joineduplearningandteaching

• There are many teaching approaches that can
  impact powerfully on learning its all about
  fitness for purpose
• 2. The most successful teaching patterns induce
  students to construct knowledge - to inquire into
  subject areas intensively

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Powerful Learning

• Is the ability of learners to respond
  successfully to the tasks they are set, as well
  as the task they set themselves In particular,
  to
• Integrate prior and new knowledge
• Acquire and use a range of learning skills
• Solve problems individually and in groups
• Think carefully about their successes and
  failures
• Accept that learning involves uncertainty and
  difficulty
• All this has been termed meta-cognition it
  is the learners ability to take control over
  their own learning processes.

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The Common Curriculum of L2L

• Thinking skills
• Learning styles
• Gardners multiple intelligences
• Golemans emotional intelligence
• How the brain works and brain gym
• Study skills
• Guy Claxtons 4Rs (resilience,
  recoursefullness, reflectiveness, and
  reciprocity)
• Mindmapping

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The Dialectic between Curriculum, Learning and
Teaching
Non directive
Synectics
Simulations
Group Investigation
Role Playing
Problem solving
Curriculum Development
Concept Attainment
Inductive Thinking
Rule using
Simulations
Classifying

Models of Learning Tools for Teaching
Multiple discrimination
Group Investigation (data gathering activities)
Phase 1 Inductive thinking
Phase 2 of Concept Attainment
Specific Responding
Mnemonic
Simulations
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Joineduplearningandteaching

• There are many teaching approaches that can
  impact powerfully on learning its all about
  fitness for purpose
• The most successful teaching patterns induce
  students to construct knowledge - to inquire into
  subject areas intensively
• 3. Importantly, the most effective models of
  teaching are also models of learning they
  increase the intellectual capacity of every
  student

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Relationship between Model of Teaching and
Learning Skills
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Whole Class Teaching Model - Syntax

• Phase One Review
• Phase Two Presenting Information
• Phase Three Involving students in discussion
• Phase Four Engaging students in learning
  activities
• Phase Five Summary and review

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Cooperative Group Work Teaching Model - Syntax

• Positive interdependence
• Individual Accountability
• Face-to-face interaction
• Social skills
• Processing

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Cooperative Group Work Teaching Model - Examples

• Numbered Heads
• Jigsaw
• Twos to fours or snowballing
• Rainbow groups
• Envoys
• Listening triads
• Critical Friends

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Inductive Teaching Model - Syntax

• Phase One Identify the domain
• Phase Two Collect, present and enumerate data
• Phase Three Examine data
• Phase Four Form concepts by classifying
• Phase Five Generate and test hypotheses
• Phase Six Consolidate and transfer

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Joineduplearningandteaching

• There are many teaching approaches that can
  impact powerfully on learning its all about
  fitness for purpose
• The most successful teaching patterns induce
  students to construct knowledge - to inquire into
  subject areas intensively
• Importantly, the most effective models of
  teaching are also models of learning they
  increase the intellectual capacity of every
  student
• 4. The application of specific models of
  curriculum and teaching can greatly reduce the
  effects of gender, socio-economic status and
  linguistic background as factors in student
  learning

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Effects of Complex Co-operative Learning by SES
(Social Economic Status)
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Joineduplearningandteaching

• There are many teaching approaches that can
  impact powerfully on learning its all about
  fitness for purpose
• The most successful teaching patterns induce
  students to construct knowledge - to inquire into
  subject areas intensively
• Importantly, the most effective models of
  teaching are also models of learning they
  increase the intellectual capacity of every
  student
• The application of specific models of curriculum
  and teaching can greatly reduce the effects of
  gender, socio-economic status and linguistic
  background as factors in student learning.
• 5. Teaching strategies should also be adapted to
  individual need through Assessment for Learning.

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Assessment for Learning

• The Given
• A detailed map of a given curriculum with precise
  knowledge of how best to teach to the learning
  objectives in regular classroom settings.
• What Else is Needed
• A set of formative assessment tools for each
  lesson
• Formative assessment that is not time-consuming
• Using the assessment information on each student
  to design and deliver differentiated instruction
• A built-in means of systematically improving the
  effectiveness of classroom instruction
• If classroom instruction could be thus
  organised, then for the first time, teaching
  would follow the student.

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Discussion
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Partnership Researchers Programme

• Planning

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Discussion

• What are the implications of todays discussions
  for our partnership planning over the next months
  and beyond?

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From today

• What is your focus?
• What aspects of teaching and learning will you
  focus on?
• How will you organise the whole school approach
• What will be your first steps?
• What input or support will you need?
• What will you be able to share with the Leading
  Edge Partnership Programme in June?

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Next Steps
The Practitioner Research Programme Spring and
Autumn 2007
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Key Milestones

• March and April research activity
• Strengthening the network online and school to
  school
• May sharing progress
• 20th June - The Leading Edge Partnership
  Programme conference
• July - Contributing to the LEPP dissemination
  materials
• Autumn workshop

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Paulo Freire once said -

• No one educates anyone else
• Nor do we educate ourselves
• We educate one another in communion
• In the context of living in this world

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Professor David Hopkins HSBC Chair in
International Leadership