View
8
Download
0
Category
Preview:
Citation preview
SASPA Workshop
Using practitioner inquiry as
a driver for change
August 2019
Reynella East College, Victor Harbor High School,
Australian Science and Maths School
Caroline Green, 2019
Practitioner Inquiry
Practitioner Inquiry, Caroline
Green
……a systematic
approach to inquiry
into educational
practice has the
potential to inform
practice, policy and
direction at all levels.
You can simply impress your audience
and add a unique zing and appeal to your
Presentations. Easy to change colors,
photos and Text. Get a modern
PowerPoint Presentation that is beautifully
designed. You can simply impress your
audience and add a unique zing and
appeal to your Presentations. Easy to
change colors, photos and Text. Get a
modern PowerPoint Presentation that is
beautifully designed.
Reid A
2004Practitioner Inquiry, Caroline
Green
………… provides a
rigorous and
systematic process
for inquiring into
educational practice
for individuals and
teams.Reid A
2004Practitioner Inquiry, Caroline
Green
It is an approach that
understands educators as
people who learn from
teaching rather than as people
who have finished learning
how to teach Darling-Hammond (2000)
Practitioner Inquiry, Caroline
Green
Many studies identify factors associated with
effective inquiry teams. Two such factors are
leadership and norms that support
collaboration and data useMarsh, Pane & Hamilton, 2006; Young 2006
Practitioner Inquiry, Caroline
Green
A commitment to listen to more
than one view and to give full
consideration to different
perspectives and alternative
possibilities
Meet Our
Team
Open-mindedness
A commitment to support and
challenge each other, to give
and receive constructive
feedback and to commit fully to
professional learning and critical
inquiry into educational practice
A commitment to critically
examine our assumptions and
beliefs, as well as the results of
our actions, with the intention of
learning something new.
Professional Protocols
Collegial Responsibility Whole-heartedness
Practitioner Inquiry, Caroline
Green
INQUIRY RESEARCH
MODEL
Clarify the inquiry questionSTEP 2
Initial researchSTEP 3
Gather dataSTEP 4
Analyse & theorise the data: collation and analysisSTEP 5
Revisit & clarify the research questionSTEP 6
Identify the possible strategiesSTEP 7
Implement & evaluate strategiesSTEP 8
Review/reassess strategies on the basis of evaluationSTEP 9
Identify the issue/problem/puzzle/dilemma/concernSTEP 1
Practitioner Inquiry, Caroline
Green
The stages should
include a to-and-fro
movement from
discussion and
questioning, reading
and research,
observation, data
collection, action,
analysis and reflection.
Practitioner Inquiry, Caroline
Green
03
01
02
Strengthen individual and
collective understanding of the
inquiry process
Further develop practice of the
dispositions of inquiry
Further develop inquiry skills
including developing inquiry
questions, research,
evaluation………
Practitioner Inquiry, Caroline
Green
So why use practitioner inquiry as a driver of change?
Let’s hear from the principals and leaders involved in this project
Victor Harbor High School
Amanda
Why use practitioner inquiry? What have I learnt?
● Teachers as creators of their own knowledge○ Importance of the question/s
● Deepened teachers’ understanding of ….○ the complexities of learning (neuroscience)
○ Data (achievement, Engagement & Well Being)
○ Greater discernment about the Carol Dweck’s mindset work
● Learning collaboratively beyond the school○ Network beyond the school
○ Not forced
● Use of protocols to scaffold discussions
Beliefs about
Learning:
Self - Efficacy
When I find something hard I try another way
Amanda O’Shea, Lindsey Cowper, Jude Boyle
History and Context
The
Practitioner
Inquiry Cycle
Initial Assumption:
The Specialist Classes (Arts and AFL) have ‘a level’ of Self-
Efficacy in terms of their Specialist subjects(s)
Initial focus:
How do these students use failure to improve and can
this/does this transfer to learning in other subjects, using
Science as ‘another subject’?
Using the questions
from the WEC and
a 5 point scale from
Strongly Disagree
to Strongly Agree
students from the 4
Specialist Classes
(Specialist Arts 8
and 9, Specialist
Sport (AFL) 8 and 9)
were surveyed.
The majority of specialist
students either agreed or
strongly agreed with the
statements from the WEC
The focus of inquiry was expanded to compare the 4
Specialist classes with 4 other classes from the Middle School
The same questions were asked and results compared ...
...changes to our Inquiry Question
Why don’t students try another way when something is hard?
What strategies/actions do successful students use to find another way when
they find something is hard?
What interventions do teachers use to support students to try another way
when they find something is hard?
When I find something hard I try another way
Consulted with experts
Looked at existing
research
The Experiment
Pre-loaded students with Growth Mindset YouTube clip
Students attempted an open ended task in Science lesson
Allowed students to productively struggle
Observed Engagement
Post-activity: student interviews
Student engagement matrix
What strategies do students use when
they find something hard?
Outcomes of the Project
Beliefs about
Learning:
Self - Efficacy
When I find something hard I try another way
The End
EXTRAORDINARY LEARNING
DRIVEN BY CURIOSITY AND CHALLENGEINSPIRING PASSION AND CONFIDENCE
www.asms.sa.edu.au asms.edu @asms_edu
AUSTRALIAN SCIENCE & MATHS SCHOOL
Jayne Heath
www.asms.sa.edu.au
ASMS Practitioner Inquiry
What can we do about
parent Positive Beliefs
About Learning?
www.asms.sa.edu.au
Inquiry Question
How can we develop
partnerships with parents and
families that support positive
and consistent beliefs about
learning?
www.asms.sa.edu.au
What are positive and consistent
beliefs about learning?
Development of our understanding of “positive beliefs about learning”1. Self-efficacy
2. Self-driven motivation
3. Incremental theories of intelligence
4. Productive failure, taking risks and learning from mistakes, avoiding self-handicapping
5. Valuing development of skills and capabilities
6. Valuing active construction of understanding, deliberate and reflective practice, effort,
metacognition and strategies for learning
7. Controllable attributions
8. Perception of student autonomy
9. Learning orientation/goals (valuing process of learning rather than external indicators like
grades)
www.asms.sa.edu.au
Parent communication- How does it current occur?
Inquiry Process
Content analysis
on 2017
approaches
Content analysis
on 2018
approaches
Data collection from
parents to determine
impact on partnership for
learning:● What are the key
messages you heard
tonight about Year 12?
● What do you think are the
keys to success in Year 12
2017
Content
Analysis
Modification
of 2018
Messaging
2018
Content
Analysis
Survey
Data
Collection
Analyse the messaging from what was presented in 2017
Supporting staff to make measurable changes to 2018 approaches.
www.asms.sa.edu.au
2017 Analysis - Pre Inquiry
www.asms.sa.edu.au
Change in messaging to parents
www.asms.sa.edu.au
Pre and post data Yr11 into 12 information night
2017 2018
www.asms.sa.edu.au
Feedback from parents
How did parents describe:
- the key messages from the night?
- their understanding of the keys to success
for their child in year 12?
www.asms.sa.edu.au
Total Received Messages:2018 Year
11-12 night
www.asms.sa.edu.au
Messages received by catergory
www.asms.sa.edu.au
Recommendations
1. Use consistent and explicit whole school language about
positive beliefs about learning (with students, staff, and
families)
2. Review all whole school communication to ensure use of
consistent and explicit language and enact changes as
required.
3. Expanding the data collection and analysis to different parent
groups (eg prospective parents, Year 12 parents, parents of
students at risk) and different events/communications to allow
for deeper levels of analysis on school-wide approaches.
www.asms.sa.edu.au
Next steps
1. Increase staff awareness about messaging to parents/families
2. Choose other school events/communications to target
3. Refine processes as we go - action research each time we do it
4. Develop guidelines about school communication that provides
perspective on how to communicate positive beliefs about learning.
5. Shift school culture about focus on assessment/grades/ATAR
Beliefs about LearningReynella East College
Problem of Practice1. Low levels of student agency
a. Middle Years Indexb. Wellbeing surveys c. TfEL surveys
2. Varying engagementa. Behaviour datab. TfEL surveysc. Staff discussions
3. Challenges in achieving further grade band shift a. Achievement data
Co-DesignFeatures of co-design - Concept attainment model
● Focus on achievement
● Focus on cross-curricular
● Skills and capabilities
● Graduate qualities
● Inquiry Questions to begin unit and see where
students want to go
● Collaborative design
● Teach on
● Democratic process for selecting topics
● Co-design of non-googleable questions
● Authentic experiences / key-roles on
committees and forums
● Allows students to find solutions in different
ways
● Open-questioning - 'ask not tell'
● Discovery
● Multiple perspectives
● Opportunity for feedback
● Student leadership - curriculum arranged
● Collab design of assessment
● Peer assessment
Initial FocusInitial inquiry question: How can co-design support student agency and teacher efficacy?
Initial research:
▹ Middle Years Index Survey 2016▹ Learner Wellbeing Survey 2017▹ A-E Distribution analysis▹ TfEL Student Data▹ Student interviews▹ Flinders Researchers - Stella Vosniadou, Mike Lawson▹ Growth mindset▹ Identified features of co-design▹ Literature Review on Co-design▹ Aligned with inquiry learning approach▹ Professional development on the inquiry process
Clarified QuestionHow does co-design support student agency, student engagement and higher achievement for middle school students?
Zac - How can the use of student folios promote student agency?
Emma - How can ‘tuning in’ promote intellectual stretch and develop student voice?
Kristen - How can the co-construction of English units increase task engagement and subsequently, their achievement?
Dan - How can deconstructing the curriculum with students create more engagement and academic achievement?
Zac Marshall
How can the use of student folios promote co-design and student
agency?
Folios using Google SitesShow me how you know...
Key Findings: Student
Agency
How does co-design support student agency, student engagement and higher achievement for middle school students?
Key Findings: Student
Agency
How does co-design support student agency, student engagement and higher achievement for middle school students?
“Choice of how we learn important, but folios were confusing”
“Some people like using new styles of learning, but many just prefer doing tests and what the
teacher tells them”
“We have google classroom, SEQTA, folios… it is difficult to understand all of them”
Emma Searle
How can ‘tuning in’ promote intellectual stretch and develop
student voice?
Tuning In
What do I know about the topic?
How do I know it?
What experiences do I have with this topic?
What do I want to know?
What ideas am I interested in?
What am I wondering?
What are my questions?
Key Findings: Higher
Achievement
How does co-design support student agency, student engagement and higher achievement for middle school students?
Key Findings: Higher
Achievement
How does co-design support student agency, student engagement and higher achievement for middle school students?
Key Findings: Student
Agency
How does co-design support student agency, student engagement and higher achievement for middle school students?
Key Findings: Student
Agency
How does co-design support student agency, student engagement and higher achievement for middle school students?
“This is a lot more fun because we can
relate to it”
“Working with friends and learning to
cooperate to build the structures that we
need to”
“I think my grades will be better because
its stuff we actually like doing”
“I like it because we get to be creative”
“This is a lot more fun because we can relate to it”
Key outcomes
- Improved understanding of co-design
- Knowledge and practical experience of practitioner inquiry
- Interaction with researchers
- Sharing of practice with colleagues
- Further embedding open-mindedness and collegiality
Table Options
What: Jude, Lindsey, Andrew & Karla
Why: Caroline
How: Jayne
What if: Amanda
Recommended