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Student–centred learning-the critical issues at transition
Forbairt ‘16
Issues
• Highlight some challenges
• Identify some opportunities
• Look at some practical approaches
Context
• Literacy & Numeracy Strategy• Growing up in Ireland• Moving Up –ESRI• Transition from Primary to Secondary School: Current arrangements and Good practice in Wales –
NFER• Research Papers in Education-Transition Matters• The Learning Brain-Blakewell
Literacy and Numeracy Strategy
• Post-primary schools should be provided with a rounded picture of children’s ability and achievement at the point of transfer..... to ensure continuity and progression in children’s learning....and to alert secondary schools if any child will need additional support to improve their literacy and numeracy skills
Scanning 6th class report cards
• Screen shot of report card• Link to circular
Analysis of CAT scores
<74 74 to 81
82 to 88
89 to 96
97 to 103
104 to 111
12 to 118
19 to 126
126+0%
5%
10%
15%
20%
25%
30%
SchoolNational
School
National
Well below average below av average average above av well above average
School
National
Well below average…………………………….average….…………………………… well above average
Maths Criterion Referenced TestBar chart showing the percentage of students who answered questions correctly
Computation
Langu
age
Decimals
Fracti
ons
Percentag
es
Measure
Integers
Sequence
Data ta
ble
Problems0%
20%
40%
60%
80%
100%
120%Target: 60% of cohort to achieve proficiency
Target: 80% of cohort to achieve proficiency
Student Survey
Strengths• 52% of students like maths• 57% of students check their
answers• 79% said there was usually
more than one way to work out a problem
• Students are engaging in independent & cooperative learning
• 81% believe they need maths after school
Priorities for improvement• Only 15% of students felt
that teachers had a positive attitude to maths
• Only 11% of students said they are good at figuring out questions they have not seen before
• 29% of students said they are not good at explaining maths in their own words
‘CRITICAL TRANSITIONS’ DATA in Junior Cycle
NUMERACY
• Level of ‘mathematical understanding’ .
• Progress in numeracy
• Take up of Maths H. level.
• Level of ‘mathematical understanding’
• On transition from 6th class-1st yr
• On transition to 2nd Yr.
• On transition/progression through 2nd Yr
• Junior Certificate performance in Maths.
‘CRITICAL TRANSITIONS’ DATA in Junior Cycle
LITERACY
• Level of ‘Literacy’ .
• Reading progress after 1st Yr
• Take up of English H. level.
• Level of ‘Literacy’
• On transition from 6th class-1st yr
• On transition to 2nd Yr.
• On transition/progression through 2nd Yr
• Junior Certificate performance in English
Collecting and interpreting school data
• Data gathering:
• Averages:
• Achievement:
• Interpreting data:
• Context:
Insights from Dr. Emer Smyth, Oct,2011
• What is easy to measure is not always the most important variable in determining outcomes.
• Averages are useful but they do not tell the whole story.
• Achievement easier to measure but relationship with other measures of literacy and numeracy is more complex.
• Be cautious about what you infer from data.
• It is important to place data in context.
Insights from the Post-Primary Longitudinal Study
Emer Smyth, Joanne Banks, Delma Byrne, Emma Calvert, Merike Darmody,
Allison Dunne, Selina McCoy
Background to the study• The first longitudinal study exploring students’ experiences in
Ireland• Cohort of 900 students in 12 case-study schools• Surveyed from 1st year to 6th year plus group interviews with
students• Follow-up of individual early school leavers• Survey of, and interviews with, parents• Unique insights - capture the student voice but multiple
perspectives (principal, key personnel, parents)
Publications
Moving to post-primary school: curriculum continuity
• Many students experience different standards when they enter 1st year: repetition of material covered v. ‘much harder’
• Use of different teaching methods in subjects like Maths
• Students are generally positive about the new subjects they take particularly the practical ones.
All Girls Voluntary Secondary School
Gaelcholáiste
DEISVocational School
Moving Up- The Experience of 1st years in PP Schools
Mismatch Irish, English, and Maths between P. and P.P. Familiarity with P. curriculumOnly half of P.P. teachersTaster subjects No negative impact on student progressStreaming Higher streams - longer to settleLower streams less progress in reading and writing
Moving Up
Teaching methodologies –generally traditional
Test scores - in Reading and Mathematics do not improve for majority in 1st yr of PP.
Student attitude to school- less positive
Learning support – helped but would like help with homework.
Liking school and teachers
1.5
2
2.5
3
3.5
1st year(Sept)
1st year(May)
2nd year JC year 5th year LC year
Liking school Liking teachers
Languages
3 of top least liked subjects –languages
Irish least liked of all languages 22% in lower streams not doing Irish
Majority experienced pace too fast
Students learn best when:
They study subjects they like!
There are lots of practical activities.
Where there is group work.
When teachers care.
• MOST 13-YEAR-OLDS WERE POSITIVEABOUT SCHOOL BUT ATTITUDES DIFFERED BY GENDER AND SOCIAL BACKGROUND
• POSITIVE ATTITUDES IN PRIMARY SCHOOL WERE LINKED TO BETTER ENGAGEMENT IN SECOND-LEVEL EDUCATION
• GIRLS AND MIDDLE-CLASS STUDENTS HAD MORE POSITIVE RELATIONS WITH THEIR TEACHERS
• THERE WAS A SIGNIFICANT GENDER GAP IN LEVELS OF MISBEHAVIOUR AT SCHOOL
• MOST PARENTS SUPPORTED THEIR CHILDREN’S LEARNING AND KNEW WHAT WAS GOING ON IN THEIR SCHOOL-homework- decline in support
• PARENTS HAD HIGHER EDUCATIONAL EXPECTATIONS THAN THEIR CHILDREN.
Moving from find and fix to predict and prevent
• Errors of ineptitude-mistakes we make because we don’t make use of what we know!
• Marginal learning gains and a willingness to intervene
• Small incremental changes-that is what we do in Action Leaning Networks.
The impact of School Transitions and Transfers on Pupil Progress and Attainment-Galton, Gray &
Ruddock 1999
• New environment • Negotiating new rules and procedures may cause learning to slow
down• Feeling of revision for some and the comfort of the known for others• Adjusting to the novel –temporary de-skilling• Anxiety –inducing change-what is expected?• Managing learning across a wide range of differentiated subjects• Streaming threat• Timing-in terms of year: after the summer or in terms of
chronological age-adolescence
What schools do-some concrete examples!
• 6-week integration programme (March –June)• 6-week introductory programme in September to bridge
the gap plan between primary and post –primary• Familiarity with the curriculum, texts and
methodologies at Primary School• Testing delayed until October• Homework dilemma• Language challenge –TY programme in 6th Class• Mentoring
Supporting TeachersGroup Characteristics Challenges for
working with this group
Tips for working with
this group
Ready-to-go group
•Eager to try new things•Enjoy working with colleagues•Confident•About 10%-20% of staff
Wait-and-see group
•Eager to improve but cautious about change•Looking for quick signs of success•About 60%-80% of staff
Put-on-the-brakes group
•Want nothing to do with initiative•Satisfied with their work as it is•History of resisting initiatives•About 10%-20% of staff