Introducing large scale innovation in schools
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This document discusses introducing large-scale innovation in schools. It describes current school systems as bureaucratic and resistant to change. A new model is proposed that focuses schools on learning, gives them more autonomy, and engages various stakeholders. A large-scale experiment introduced innovation to 8,000 European schools through teacher professional development, student participation, and sharing of educational resources. Initial results found improvements in schools' ICT culture and teachers' professional development.
Introducing large scale innovation in schools
- 1. INTRODUCING LARGE SCALE INNOVATION IN SCHOOLS Sofoklis A. Sotiriou Ellinogermaniki Agogi 11th International Workshop on Semantic and Social Media Adaptation and Personalization October 20-21, 2016, Thessaloniki, Greece
- 2. Bureaucratic School Systems CULTURAL / RELIGIOUS GROUPS ENTERPRISES MEDIA / IT EMPLOYERS ORGANISATIONS , UNIONS PARENTS TERTIARY EDUCATION LEARNERLEARNER LEARNER LEARNER LEARNER LEARNER LEARNERLEARNER LEARNER LEARNER LEARNER LEARNER LEARNERLEARNER LEARNER LEARNER LEARNER LEARNER LEARNERLEARNER LEARNER LEARNER LEARNER LEARNER SCHOOL TEACHER TEACHER T E A C H E R F O R C E GOVERNMENT FUNDING BODY QA ASSESSMENT
- 3. Schools as Focused Learning Organisations CULTURAL / RELIGIOUS GROUPS ENTERPRISES MEDIA / IT TEACHER PROFESSION, TRAINING EMPLOYERS ORGANISATIONS, UNIONS SCHOOL TERTIARY EDUCATION SCHOOL GOVERNMENT FUNDING BODY LEARNING MATERIALS QA ASSESSMENT INTERNATIONAL AGENCIES SCHOOL PARENTS LEARNER TEACHER LEARNING CONSULTANT LEARNING COMPANIES
- 4. Schools remain unchanged The lack innovation in schools becomes even more troubling, due to the fact that failing to “re-engineer” our educational systems, effects significantly all other areas of social and economical development, jurpotising Europe’s position in the global knowledge-based society. Especially, schools appear to remain almost unchanged for the most part despite numerous efforts and investments in technology, teachers’ training and infrastructure. Yet, the way we organise schooling and provide education remains basically the same. To put it in another way: “we still educate our students based on an agricultural timetable, in an industrial setting, yet telling students and teachers they live in a digital age”.
- 5. During the past years, several reasons have been identified separately as possible distractions in aligning schools operations and results to the ones anticipated by the 21st Century Societies. The most highlighted ones being: Not enough computers in the classroom, little interest from students and parents, out of date teaching practices, poorly trained teachers, and even a fundamentally flawed way to measure performance at schools. Many national and European initiatives have been undertaken to tackle these issues separately. Yet, the improvement has been marginal, if any at all.
- 6. Different Cultures, Different settings, Different Needs
- 9. But we are educating our children by developing the same curricula
- 10. …the same books
- 11. …while we are following the same timetables
- 12. Educational Systems have to focus on the real educational needs. Current approaches, although are promising “education for all”, seem to ignore the real situation in the local settings.
- 13. Characteristics of the (Western) Educational Systems TOP DOWN APPROACH CENTRALLY GUIDED BINDING FOR THE TEACHER RESTRICTIVE
- 15. Main challenge for an effective educational system
- 16. School Effectiveness Very few topics command as much attention in the development field as school effectiveness. Schooling is a basic service that most citizens expect from their governments, but the quality available is quite variable, and the results too often disappointing. What will it take for schools to deliver good quality education?
- 17. Effective Educational Systems The success of the effective educational systems (e.g. Finland) can be attributed to shift from controlling the resources and content of education towards a focus on better outcomes, while establishing universal high standards. These systems have also abandoned uniformity in favour of embracing diversity and individualised learning and moved from a bureaucratic approach towards delegating responsibilities; from talking about equity to delivering equity.
- 18. • For a system’s improvement journey • to be sustained over the long term, the • improvements have to be integrated into • the very fabric of the system pedagogy. • We have identified three ways that • improving systems do this: by establishing • collaborative practices, by developing • a mediating layer between the schools • and the center, and by architecting • tomorrow’s leadership. Each of these • aspects of sustaining improvement is an • interconnected and integral part of the • system pedagogy. • How the world’s most improved school systems keep getting better • November 2010 Mc Kinsey The Reform Journey
- 19. August, 2011 downsize the central structures currently devoted to input-, pre audit-oriented controls. Complement the centrally-led approach to Professional development with a more local, decentralised approach based on school needs. These needs should be evaluated and examined at school level. Accelerate the initiative on school self evaluation with a view to designing and implementing a comprehensive system of assessment and evaluation based on results and outcomes OECD POLICY ADVICE FOR GREECE
- 20. What is really needed: Flexibility and Diversity School-based curriculum development, steering by information and support The State only defines the framework. More freedom of choice to the teacher Flexibility to the teacher to form his/her lesson and apply innovative methods and tools Trust through professionalism A culture of trust on teachers’ and headmasters’ professionalism in judging what is best for students and in reporting of progress
- 21. PD programmes
- 24. PATHWAY: Large Scale Teachers Professional Development Initiative 5050 teachers took part to the study 296 PD Sessions were organized
- 25. Open Discovery Space: Large Scale School Innovation Initiative 1806 schools currently involved 5000 teachers registered
- 26. A large scale experiment to introduce innovation to European schools
- 27. 2013-2016 • 8,000 schools involved • 20,000 teachers supported • 20,000 students participated • 1,000,000 high quality educational resources offered • 7,000 educational scenarios created
- 28. A meaningful and comprehensive set of tools to the actual school users Content Competence Profiles School metrics Training opportunities School action plan
- 29. Collaborative Learning and Community Development Supporting the role of change agents (innovative teachers) What is the mission of a change agent? • A pioneering teacher who leads the team of the participating teachers from each school, and: • Takes initiative in order to implement innovative practices that aim to have long- term effect on the development of the school as a whole. • Develops a strategy for involving and disseminating the results of innovative practices to the whole school community • Develops a strategy for dealing with resistance to change • Reflects on the progress of organizational changes • Explains why innovation is important to ensure long-term success
- 31. How to become and ODS school- Step 1 Language URL English http://e-mature.ea.gr/ Greek http://greece.e-mature.ea.gr/ Dutch http://dutch.e-mature.ea.gr/ Finnish http://finland.e-mature.ea.gr/ French http://france.e-mature.ea.gr/ German http://german.e-mature.ea.gr/ Italian http://italy.e-mature.ea.gr/ Portuguese http://portugal.e-mature.ea.gr/ Estonian http://estonia.e-mature.ea.gr/ Lithuanian http://lithuania.e-mature.ea.gr/ Gaelic http://ireland.e-mature.ea.gr/ Spanish http://spain.e-mature.ea.gr/ Croatian http://croatia.e-mature.ea.gr/ Bulgarian http://bulgaria.e-mature.ea.gr/ Greenlandic http://greenlandic.e-mature.ea.gr/ Romanian http://romania.e-mature.ea.gr/ Serbian http://serbia.e-mature.ea.gr/ Based on the tool introduced by Digital Schools, Ireland Available in 17 languages
- 32. A meaningful and comprehensive set of tools to the actual school users Content Competence Profiles Aggregate targeted content from a variety of ODS-connected sources Facilitate the creation of high-quality teacher-generated content Allow each community / portal to customize the sources, the metadata schema, the look-n-feel and even the platform components that they will use to create, search for and curate content Store a dynamic competence profile for each teacher with all the information required to monitor his development over time Provide focused assistance to the teacher to identify competence gaps and draft a personal development plan Customize and personalize content and recommendations based on competence profile and development targets
- 33. A meaningful and comprehensive set of tools to the actual school users School metrics Training opportunities Collect in a centralized place all the school metrics and questionnaires (e.g. e-maturity questionnaire) Provide actionable analytics based on the historical data coming both from school data as well as from the analysis of individual teachers’ profiles Monitor Key Performance Indicators (KPIs) for the school unit Based on the competence profile and the development plan of each teacher, provide targeted recommendations for training opportunities Integrate the completed teacher trainings with the competence profile in order to allow for the semi- automatic monitoring of the development plan at teacher and at school level
- 34. A meaningful and comprehensive set of tools to the actual school users School action plan Consolidate a holistic school action plan Provide a robust base for automating and facilitating the task of the periodic school self-assessment based on objective criteria such as the teachers’ professional development plans and the school portfolios (interaction with the actual teacher-generated content)
- 35. 35 35 ODS Academies and Communities to support the introduction of innovation in schools School pages, Blogs & portals ODS Academies
- 36. ODS vs ISE communities Development 1
- 37. Open Discover Space Schools (e-maturity level)
- 39. Comparison Between Countries (Greece vs Finland)
- 40. ICT Culture vs Professional Development
- 41. Assessing the impact of the intervention at school level March-April 2015 March-April 2016
- 42. Impact on ICT Culture
- 43. Impact on Professional Development
- 44. 0 100 200 300 400 500 600 700 800 Sep2013 Oct2013 Nov2013 Dec2013 Jan2014 Feb2014 Mar2014 Apr2014 May2014 Jun2014 Jul2014 Aug2014 Sep2014 Oct2014 Nov2014 Dec2014 Jan2015 Feb2015 Mar2015 Apr2015 May2015 Jun2015 Jul2015 Aug2015 Sep2015 Oct2015 Nov2015 Dec2015 Jan2016 Feb2016 Mar2016 Apr2016 May2016 Jun2016 Jul2016 Educational Objects Educational Scenarios Lesson Plans ISE Community Portal - User Generated Content
- 45. Data from 1200 schools 40 50 60 70 80 90 100 35 40 45 50 55 60 65 70 75 80 85 90 e-maturitylevel(post) e-maturity level (pre) Country Austria Belgium Bulgaria Croatia Cyprus Estonia Finland Greece Ireland Portugal Romania Serbia UK Fit line
- 46. Design Lessons/Scenarios by using existing resources and tools (such as online labs, AR/VR tools) and store them on the cloud Deliver Lessons/Scenarios to students. Collect Educational Data for student assessment based on PISA Framework Authoring – Access – Deliver - Assess
- 47. PISA 2012: Problem-solving <DATE> • Relationship between questions and student performance: (OECD 2014, p. 49)
- 48. Modeling „Problem solving competence“ in PISA Structure model • Problem solving process 1. understand the problem 2. characterize the problem 3. representation of the problem 4. solving the problem 5. reflection of the solution 6. communication of the solution Level model • Levels III „reflective and communicative problem solver “ II „advanced problem solver“ I „beginning problem solver“ < I “no problem solver”
- 49. Dashboard Tool: Full Overview of the Runs per country, per school and per demonstrator
- 50. Class Profile Profile of competence for all demonstrators • 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% O & A H & D P & I A & I high (%) moderate (%) low (%) 10 % 45 % 45 % Empirically for 15y old students
- 51. Time spent versus proposed/phase 0:00:00 0:15:00 0:30:00 0:45:00 1:00:00 1:15:00 Orienting & Asking Questions Hypothesis Generation & Design Planning & Investigation Analysis & Interpretation Conclusion & Evaluation Phase Time Actual Planned
- 52. Resource Based Inquiry Learning in real classroom settings 10.88 12.24 18.43 5.54 2.78 50.14 5.6 5.4 4.7 1.7 4.5 21.8 0 10 20 30 40 50 60 1 2 3 4 5 TOTAL Time Spent Resources Used
- 53. Overall Time versus classroom size
- 57. e-Mature (76-100%) We are developing a map of school innovation in Europe
- 58. Thank You! Ευχαριστώ Πολύ Sofoklis A. Sotiriou sotiriou@ea.gr 11th International Workshop on Semantic and Social Media Adaptation and Personalization October 20-21, 2016, Thessaloniki, Greece