| Raising Achievement and Teaching & Learning |
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25/12/07
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How teaching & learning strategies and structures affect achievement |
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Raising
Achievement Out of School hours activities Teaching and Learning Strategies
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PISA 2006 - the Science Review
Although from back in the year 2000, this article makes the case for having smaller schools to increase students' achievements and to achieve greater personalisation of the learning experience.
The small school movement is growing in the U.S. but here in the U.K., large, impersonal schools seem favoured currently, with even the names of "schools" disappearing to be replaced by larger-sounding "academies" and "colleges".
When the Eastern Oregon ranching community of Unity's first school report cards were released, Unity's Burnt River School, with about 100 students in grades K-12, was the only Oregon public school serving secondary students to earn the top rating of "exceptional."
The Principal Robert Otheim revealed why: "With fewer students, we can keep in touch with every one of them. It's hard to get lost," he says, in a school with one teacher for every nine students. Of course, a school this small can't offer the wider selection of classes that students find in large comprehensive high schools. What Burnt River does provide, though, is attention. Lots of attention. "We know what's going on with every one of our kids," the principal says, "and if someone's having a problem, we address it."
This article, in the NorthWest Education Volume 6 Number 2 edition, is very worth reading. Ontario Pins Hopes on Practices, Not Testing, to Achieve
Perhaps the U.K. Education Dictators (Gordon and Ed) could learn much by looking at Ontario's strategies for improving achievement whilst keeping teachers and other education professionals on-side.
Ontario's education strategy "focuses less on public ratings and rankings of schools and more on identifying and spreading effective practices from the ground up."
The University of Toronto evaluation team thought that the stagnation in U.K. achievements "was partly a function of an “informed prescription” strategy that dictated too much from the center and failed to adequately motivate teachers and principals."
250 “lighthouse projects,” promising local initiatives were evaluated and spread across the province if they produced results.
Also, though the government publishes school-by-school test results, it does not rate schools based on achievement, and it does not publicly identify “failing” schools.
Maybe Gordon (Brown) and Ed (Balls) should have a look at this. 2020 Vision: Report of the Teaching and Learning in 2020 Review Group
The key challenge noted by the Review Group was "to consider how the education system, not just individual schools, might enable learning and teaching to meet pupils’ needs most effectively." And this is perhaps both the key and the area where most difficulties will restrict the development of personalised learning for all.
The National Curriculum and (sometimes) associated assessment are dated and far too rigid structures to allow effective personalised learning for all. Since the NC's inception back in the late '80s ICT has developed exponentially and is a powerful tool and facilitator for personaised learning. Christine Gilbert in the report points out how ICT offers scope for flexibility. But, to take full advantage of this Government needs to relax the rigidities of the current system.
The report notes that, "The education system will need to act now if it is to transform the experience of children starting school today" and that "personalising learning means taking a more structured and responsive approach to each child’s learning, so that all pupils are able to progress, achieve and participate."
There is stress on assessment for learning (formative assessment of the type recommended for the NC originally?); involving students in their own learning and involving parents and carers. All of this (it might be argued) happens in the best schools already? Pupil Grouping Strategies and Practices at Key Stage 2 and 3: Case Studies of 24 Schools in England
The Department for Education and Skills (DfES) commissioned the University of Brighton (with partner universities Sussex, Cambridge and the Institute of Education, London) to undertake a two-part investigation into the effects of pupil grouping in schools at Key Stages (KS) 2 and 3.
The study reports on:-
Amongst many interesting findings, the report notes that, with regard to setting in primary schools, "Neither the literature review nor the case studies could find support for the setting of pupils for English or mathematics in Year 6 with regard to learning outcomes."
Much else is good. Do give some time to view this report. Inclusion: does it matter where pupils are taught?
PowerPoint presentation
from Ofsted July 2006 which "may be used with a wide range of professionals working in education. For example, those with a strategic role for children’s services regionally or in a local authority, headteachers, teachers and other practitioners." The presentation is based on four key questions.
Seems like a useful presentation which will save practitioners' time. Best practice in self-evaluation: A survey of schools, colleges and local authorities
From
Ofsted, this July 2006 report looks at how achievement may be raised by
adopting good self-evaluation strategies and procedures. The report is based on visits to 12 schools, seven further education colleges and three local authorities. The findings are intended to sp[read best practice and to provide help to institutions improve this aspect of their work. Evaluating mathematics provision for 14-19-year-olds
Ofsted
say they "visited 26 schools, sixth form colleges and general further education colleges to determine the main factors leading to high achievement, motivation and participation in 14-19 mathematics, and the factors which act against high achievement. The findings are intended to contribute to the debate on the future of mathematics education in England, following the publication of the Smith Report Making mathematics count.
May be useful. Evaluation of Increased Flexibility for 14 to 16 year olds programme: outcomes for the first cohort
This August 2005 report of Research from the National Foundation for Educational Research into the Increased Flexibility for 14 – 16 year olds programme (IFP) shows that it achieved most of its aims and that students with lower attainment levels benefited most from the programme.
The majority of students who took vocational courses achieved the qualification:
C.A.R.E.: Strategies for Closing the Achievement Gaps
From the National Education Association in the U.S., this is a new guide from the National Education Association which provides a comprehensive and multi-themed approach to closing the achievement gaps -- focusing on Culture, Abilities, Resilience, and Effort (C.A.R.E.).
The guide "helps educators reflect on the causes of disparity in student achievement and explore ways to improve academic success by using innovative, research-based instructional strategies."
Downloadable from the NEA site as a series of pdfs - one for each chapter. How to focus on speaking and listening across the curriculum
From BT Education this .pdf file is worth a quick read. It includes lots on speaking and listening across the curriculum at Ks1, 2 and 3. This is, "A practical guide to help you raise standards of speaking and listening among 11-14 year olds across the curriculum. It has been created with teachers across the UK for use in every subject, not just English or literacy. Includes lots of lesson starters, group activities and plenaries, all with subject links." R.I. Downplays Tests as Route to Diplomas
This EdWeek.org article details a Rhode Island initiative which seeks to use better ways of assessing students than standardized tests. Very worth a read. To access the article you'll probably need to register with EdWeek.org but it's quick and free. Rhode Island education assessment can be accessed here. 2004 North Carolina Teacher Working Conditions Survey
This 2004 U.S. report, notes that schools often struggle to address critical working conditions — isolating teachers in classrooms with closed doors, denying them basic materials to do their job, inundating them with nonessential duties, providing them with little input into the design and organization of schools, and offering little opportunity for career advancement and professional growth.
North Carolina became the first state in the U.S. to study teacher working conditions by surveying those whose opinion matters most on these issues—teachers themselves. First in 2002, and again in 2004, teachers were asked questions about time, facilities and resources, empowerment, leadership and professional development.
Amongst other findings the report found that teacher working conditions are important predictors of student achievement. The report notes that teacher working conditions are student learning conditions. Evaluation of Increased Flexibility for 14 to 16 Year Olds Programme: The Second Year
This is the Executive Summary of the report from Sarah Golden, Lisa O'Donnell and Peter Rudd. The report examined the Increased Flexibilities Programme which aimed to "created enhanced vocational and work related training opportunities for 14 -16 year olds". The link above is to the summary report, the full report can be accessed here.
The first Year 10 cohort began their vocational studies in the autumn term of 2002. Key findings so far are positive with development of students' social and employability skills. There were equally positive effects on attitude and engagement with school.
Worth a quick look. Formative Assessment: Improving Learning in Secondary Classrooms
The above link should take you to the OECD bookshop from where you can freely browse the full document (click the browse icon but printing / copying are disabled) or buy online. The executive summary (printable / saveable) may be available here, http://www.oecd.org/dataoecd/32/0/34221065.pdf
From the OECD, this January 2005 study, notes that formative assessment differs from summative assessment in that the information gathered in the formative process is used to shape improvements, rather than serve as a summary of performances. Studies show that formative assessment is one of the most effective strategies for promoting high student performance. It is also important for improving students’ “learning to learn” skills.
The study identifies six elements of successful classroom formative assessment
Very worth the download. Trends in International Mathematics and Science Study (TIMSS) 2003
This is the latest TIMSS. Findings for England are generally positive at both Grade 4 (Year 5) and Grade 8 (Year 9) level.
The survey also provides data which shows that home background and other socio-economic factors do affect students' attainments, with attainment decreasing as the percentage of pupils eligible for free school meals increases and attainment being higher where there were more education-related resources at home.
Executive summary is here. Reading for purpose and pleasure - An evaluation of the teaching of reading in primary schools
From Ofsted, December 14, 2004. This survey was undertaken to identify reasons for the wide range in attainment in reading among primary-aged pupils; to disseminate schools' effective practice in reducing underachievement and developing pupils' positive attitudes to reading; and to describe key features of the successful teaching of reading.
To raise attainment in reading, reduce the tail of underachievement in reading and improve pupils' attitudes, the report recommends that schools should:
There is little that is new here, but it does serve as a useful checklist of points to bear in mind when looking at ways of improving students' reading. Assessment for Learning : Beyond the Black Box
From the Assessment Reform Group (ARG). This pamphlet notes that:-
and that,
This is all about assessment for learning (arguably what "good" teachers have always done when Government diktat allows) rather than assessment of learning which is used by Government to grade students and schools and as a rod with which to beat teachers. It is assessment for learning which research shows raises student achievements. Something TGAT recognised way back in 1988 (National Curriculum Task Group on Assessment and Testing (TGAT): A Report, 1988). SPELD NSW Literacy Skills for Students with Specific Learning Difficulties
From the Specific Learning Difficulties Association of New South Wales, this 2003 report says it is, "An innovative package for classroom teachers of primary students with Specific Learning Difficulties."
The aims of the project are to:-
There are some excellent practical ideas and strategies here which would benefit all students and not just those with a SpLD Useful for secondary as well as primary teachers. Recommended. 10 Signs of a GREAT Class for 3-6 Year Olds
The U.S. National Association for the Education of Young Children (NAEYC) suggests you look for these 10 signs that an early childhood classroom is a great one!
Testing, testing, testing doesn't feature . . . The Key Stage 3 Strategy: evaluation of the third year
The aim of the Strategy "is to raise standards in the key stage by improving teaching and learning, developing cross-curricular skills, such as literacy and numeracy, and helping pupils who enter Year 7 with attainment below level 4 in the National Curriculum to make faster progress."
Ofsted conclude that, "the Strategy is having an increasing effect, albeit uneven, on pupils’ attainment in most schools." The strategy is seen as helping to improve teaching, but with assessment the report concludes that there is "still a long way to go".
The report is worth a quick read, if only to see current Ofsted thinking and emphasis. Good assessment in secondary schools
This March 2003 Ofsted report is about the ways in which schools can use assessment to improve learning and achievement. It draws evidence from lessons and schools’ systems for academic monitoring to illustrate some of the most effective strategies used to guide, challenge and support pupils. Differentiation of Instruction in the Elementary Grades
This August 2000 paper is on the LD Online site Looks at differentiation in the elementary classroom. Considers why, how and the best way to begin. Useful for all classrooms not just elementary. Engaging Schools: Fostering High School Students' Motivation to Learn
From the National Research Council in the U.S. this report examines the core principles which affect student engagement, learning and motivation. Redesigning High Schools: Student perspectives
When the Bill & Melinda Gates Foundation and The Education Alliance at Brown University hosted a “Practitioners Forum for High School Redesign,” a dozen students from high schools throughout the Northeast were among the 120 in attendance. What Kids Can Do facilitated the student input for the meeting.
School and teaching as students see it. A revealing viewpoint. Developing new vocational pathways
In September 2002, eight new General Certificate of Secondary Education subjects (GCSEs) were introduced in schools and colleges as part of the government’s programme to develop further the vocational provision for pupils in the 14–19 phase. The subjects involved are: art and design, business, engineering, health and social care, information and communication technology (ICT), manufacturing, science, and leisure and tourism.
This August 2003 report from Ofsted examines the success or otherwise of introducing these courses. They note positive effects on student motivation.
Research shows that when schools pay attention to students' social and emotional development, children do better academically. This story from the U.S. Education Week outlines the positive effects of emotional education in several U.S. States. (Note you may have to register with Education Week to view this story.) Improving city schools - How the arts can help
This small scale report, from Ofsted, looks at work of good quality in the arts and what use can be made of this more widely, for generally low-achieving pupils in particular. The report notes that students' arts experiences may have a positive impact on raising their levels of motivation, aspiration and achievement.
If the high temperatures experienced in the summer of 2003 in the UK are likely to be repeated in the future then this site assumes even greater importance. Children don't have ready access to fresh water supplies in many UK schools and it is one factor which can affect performance and achievement. The site notes these facts:-
The Essence of an Improving School
From the Connect For Kids website:- "In District 19 in East New York, Brooklyn, one of New York City’s most impoverished school districts, success stories are hard to come by. But Intermediate School 311, the Essence School, which opened in 1997, has become the top performing intermediate school (grades 6-8) in the district. The school has earned the N.Y. City Department of Education's Breakthrough Award two years in a row for being in the top 5 percent of schools with improved student performance."
This article details some of the features of this improvement. One of which, again, is a small size. The Schools We Need : Creating small high schools that work for us
Small Schools: Great Strides. (pdf 931k)
A
Bank Street College of
Education study of new small schools in Chicago finds that students in small high schools are dropping out less, completing more courses, and achieving higher grades. From the Margins to the Mainstream
Part of "Jobs for the Future" this multi-year initiative looks for solutions and strategies outside of the one-size-fits-all traditional high school.
The project seeks practical answers to the question of how communities can take advantage of breakthrough possibilities offered by emerging, powerful learning environments—inside and outside of the school building, school day, and school year.
It seeks to develop policies and practices that will increase the impact and visibility of learning environments that succeed in getting young people onto a pathway to high school diplomas and college-level studies and that engage them in contributing to their communities. Trusting School Community Linked to Student Gains
The
U.S. Education Week
reports that in "Trust in Schools: A Core Resource for
Improvement", University of Chicago professors Anthony S. Bryk and
Barbara Schneider argue that without trusting relationships among
teachers, principals, parents, and students, achievement-raising efforts
are likely doomed to fail.
This report contains the initial results of the OECD Programme for International Student Assessment (PISA), a major new activity of the 30 Member countries of the OECD, together with some non-OECD countries. It aims at assessing how far students who are approaching the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in society. Evaluation of Excellence in Cities: Overview of Interim Findings
This interim report (in MS Word) attempts to evaluate the UK's Excellence in Cities (EiC) initiative which was launched in September 1999 as the Government’s key policy initiative for redressing educational disadvantage and underperformance in schools located within the most deprived urban areas of England. In particular it looks at the contributions and successes of these seven policy strands:-
Shooting for the Sun: The Message for Middle School Reform
With the UK Government's attention now firmly fixed on Key Stage 3 reform this report from Hayes Mizell in the U.S. reveals some of the knock-on effects of a focus of testing and accountability in middle schools. He notes:
Seems unlikely that Tony Blair and his latest education minister will pay any attention to these negative effects. Inside the black box: Raising standards through classroom assessment
This July 2002 report, from Kings College, London, shows that assessment methods designed to improve learning, rather than only measure it, can raise standards. If the summary of the research has been moved from the location above, check either here or here.
An earlier report (1) from the same authors, Paul Black and Dylan Williams, in 1998, and featured in the U.S.-based Fair Test Examiner, (Winter 1999) provided strong evidence that classroom "formative" assessment, properly implemented, is a powerful means to improve student learning -- but summative assessments such as standardized exams can have a harmful effect.
Creating Networks of Support for Students
From 1995 nonetheless this US Dept. of Education paper includes lots of strategies and ideas which have now found much wider acceptance and which could form a blueprint for successful intervention for disaffected students. Recommended. Improvement or Transformation?
These are the proceedings of the National Conference on Quality Teaching held in July 2001 in Melbourne, Australia and available by clicking the link above or by searching on the DEST site. The aim of the invitational conference was "to bring together those who have demonstrated quality teaching through exemplary and innovative practices and/or provided supportive policies leading to improved learning outcomes for students." The conference was intended to:
There is much of value in these proceedings - to the UK as much as to the Australian experience. Very worth reading - even at 84 pages plus 7 appendices. Innovation and Best Practice in Schools: Review of Literature and Practice Note: the full report is 139 pages long and is a 1279Kb .pdf download. Clicking the link will begin the .pdf file download.
This February 2001 report, from the Australian Department of Education, Training and Youth Affairs, provides an overview of effective intervention strategies, both nationally and internationally, designed to assist at risk students and reduce early school leaving.
Full of ideas many of which are applicable in the UK and elsewhere. If you don't have the time to read it have a look at the executive summary. Students’ experiences of ability grouping —disaffection, polarisation and the construction of failure (link updated)
The Impact of School Infrastructure on Student Outcomes and Behaviour
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