Teaching and Learning Research Programme

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• Teaching and Learning Research Programme

DfES-TLRP seminar     PERSONALISED LEARNING
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• Teaching and Learning Research Programme

• Key features of TLRP
• 40 projects, 300 researchers
• All phases of education
• England, Wales, Scotland, N. Ireland
• 2000 to 2008/9

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• Teaching and Learning Research Programme

• AIMS
• Learning
• Outcomes
• Lifecourse
• Enrichment
• Expertise
• Improvement

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• Teaching and Learning Research Programme

• PROGRAMME DEVELOPMENT
• Early user engagement
• Knowledge generation by project teams
• Knowledge synthesis by thematic groups
• Knowledge transformation with further user
  engagement and proactive task groups
• Outputs for impact

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• Some more focused intro in here, during this
  afternoon and in the light of this lot, now in!
  Probably on
• Personalised learning as a big picture
• The policy turn
• Mapping of five elements

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Learning How to Learn in classrooms, schools
and networks
Directors Mary James and Bob McCormick

• Learning How to Learn
• Mary James, University of Cambridge

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A development and research project, integrating
quantitative and qualitative methods involving 40
primary and secondary schools in 5 LEAs and one
VEAZHow can assessment for learning can be
developed into a model of learning how to learn
and embedded in classrooms, without intense
outside support?What conditions in schools and
networks support the creation and spread of such
knowledge and practices (scalability and
sustainability)?Links research on assessment
for learning, effective teaching and learning,
school improvement, networking (including
electronic)

• Learning How to Learn
• Mary James, University of Cambridge

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Starting point AfL defined as a process of
seeking and interpreting evidence for use by
learners and their teachers to decide where the
learners are in their learning, where they need
to go, and how best to get there. (ARG, 2001)
Personalisation is implicit in this.Four key
processes (Black and Wiliam, 1998) eliciting
information through questioning and
dialogueproviding feedback with emphasis on how
to improvehelping learners understand quality
criteriapeer- and self-assessment (which
incorporates 1-3)Hypothesis AfL becomes L2L
when it ceases to be other-directed and becomes
self-directed i.e active, autonomous,
independent, self-regulating etc.

• Learning How to Learn
• Mary James, University of Cambridge

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3. Promoting learning autonomy is a big
challenge to teachers This is an early finding
from a baseline (2002) survey of 513 classroom
teachers (one part of one element of the
research) Teachers were asked 30 questions about
their assessment for learning practices.Three
factors were identified Making learning
explicit (.73) Promoting learning autonomy
(.76) Performance orientation (.54)Five
clusters of teachers were identified with
significantly different profiles but with two
dominant patterns (e.g. Cluster 2 (87 teachers)
and Cluster 5 (108 teachers))

• Learning How to Learn
• Mary James, University of Cambridge

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4.(and 5? ) Cluster 2 and 5 charts to be sent
separately

• Learning How to Learn
• Mary James, University of Cambridge

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4.(and 5? ) Cluster 2 and 5 charts to be sent
separately

• Learning How to Learn
• Mary James, University of Cambridge

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5.Parallel Processes?Other parts of the same
questionnaire, and other forms of data,
investigate how far teachers and schools need to
develop the processes and practices of AfL and
L2L in their own learning if they are to create
the conditions for pupils to learn how to learn.
The hypothesis here is that pupils, teachers and
schools all require a sense of direction, active
engagement, inquiry and reflection on factors
(individual and shared) that influence learning,
and the motivation, will and knowledge needed to
bring about change.

• Learning How to Learn
• Mary James, University of Cambridge

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6. What is personalised learning in this
context? It is not a matter of tailoring
curriculum, teaching and assessment to fit the
individual (a static notion) but a question of
developing the social practices that enable
people to become what they are capable of
becoming (a dynamic concept). Communication is
at the core pupil-pupil, pupil-teacher,
teacher-teacher.

• Learning How to Learn
• Mary James, University of Cambridge

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Consulting Students about Teaching and Learning
Director Jean Rudduck

• Consulting Pupils
• Jean Rudduck, University of Cambridge

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Decades of calls for educational reform have not
succeeded in making schools places where all
young people want to and are able to learn. It
is time to invite students to join the
conversations about how we might accomplish
that. (Cook-Sather, 2002)

• Consulting Pupils
• Jean Rudduck, University of Cambridge

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The Aims of the Project were
To identify strategies which will help teachers
consult pupils about teaching and learning To
gather evidence of the power of pupils comments
to improve teaching and learning To gather
evidence of the impact of consultation on pupils,
teachers and schools To develop ways of building
consultation into the organisational structure of
schools.

• Consulting Pupils
• Jean Rudduck, University of Cambridge

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What are pupils being consulted about?
School-wide issues, such as Changing systems of
rewards and sanctions, Revising content and
presentation of school rules, Identifying
qualities needed in a new headteacher, Getting
the school council to work better. Year group
issues, such as Planning an induction for next
years Y8, Y9, Y10, Organising parents
evenings, Identifying qualities needed in a
year-tutor, Improving homework. Issues in their
class, such as Things that help pupils
learn, Things that get in the way of
learning, How feedback can help improve your
work, Ways of catching up if you dont understand
or miss work.

• Consulting Pupils
• Jean Rudduck, University of Cambridge

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Some concerns to do with power relationships
Who gets heard? Who is listening? Are the topics
ones that pupils think are important? Is there a
framework that legitimates comment? Is the
attentiveness genuine? Is there trust and
openness in the dialogue? Do teachers feel
threatened?

• Consulting Pupils
• Jean Rudduck, University of Cambridge

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Whats in it for Schools?
A practical agenda for change that pupils can
identify with. Enhanced engagement with school
and school learning. A more partnership-oriented
relationship between pupils and teachers. A basis
for developing democratic principles and
practices. A more inclusive approach to school
self-evaluation. Developing the capacity of the
school as a learning organisation.

• Consulting Pupils
• Jean Rudduck, University of Cambridge

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What pupils say they gain from being consulted
feeling that you are respected and that you are
listened to and taken seriously knowing that
your views are having an impact on how things are
done in school and classroom feeling that you
have greater control over how you learn feeling
that you are able to talk about your own learning
and are more confident about how to improve
it feeling more positive about learning and
about school.

• Consulting Pupils
• Jean Rudduck, University of Cambridge

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Improving the Effectiveness of Pupil Group work
The SPRinG Project
KS1 Director Peter Kutnick KS2 Director Peter
Blatchford KS3 Director Maurice Galton

• Improving Effectiveness of Pupil Group work
• Peter Blatchford, Univ. of London, Institute of
  Education

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By group work we mean pupils working together
as a teamThe balance of ownership of work
shifts to pupils themselvesGroup work involves
pupils as co-learners
What is group work?

• Improving Effectiveness of Pupil Group work
• Peter Blatchford, Univ. of London, Institute of
  Education

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Can enhance conceptual development and
reasoningCan enhance motivation and attitudes
to workCan aid social and communication skills
personal and social awareness and citizenship
The promise of group work what is it good for?

• Improving Effectiveness of Pupil Group work
• Peter Blatchford, Univ. of London, Institute of
  Education

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It can help expand the teaching repertoireIt
can help increase pupil involvement in school
work and lifeIt can facilitate pupil inclusion
AND school academic standards
How group work can help personalise the school
experience

• Improving Effectiveness of Pupil Group work
• Peter Blatchford, Univ. of London, Institute of
  Education

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Research shows that pupils are usually taught by
teachers or work on their ownPupils often sit
in groups but dont work AS groupsResearch
shows that group work is rare and often of low
qualityTeachers and pupils are not sure about
the value of group work
The reality of group work

• Improving Effectiveness of Pupil Group work
• Peter Blatchford, Univ. of London, Institute of
  Education

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Teachers and schools worry that group work will
interrupt coverage of the curriculumIt is not a
part of teachers preferred pedagogy (which
stresses the individual learner)Group work does
not have the recognition it deserves, e.g., in
policy
Resistances to group work

• Improving Effectiveness of Pupil Group work
• Peter Blatchford, Univ. of London, Institute of
  Education

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To develop and evaluate a group work programme
to cover all curriculum areas and across
KS1-3To offer guidance for teachers (e.g.,
scaffolding work and being guide on the
side)To develop activities to help pupils
learn how to work in groupsTo provide guidance
on arranging the classroom and group size and
composition
The SPRinG Project aims

• Improving Effectiveness of Pupil Group work
• Peter Blatchford, Univ. of London, Institute of
  Education

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Interactive Education Teaching and Learning in
the Information Age
Directors Ros Sutherland, Susan Robertson and
Peter John

• Interactive Education
• Ros Sutherland, University of Bristol

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The overall aim To examine the ways in which
ICT can be used in educational settings to
enhance learning

• Interactive Education
• Ros Sutherland, University of Bristol

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Research Themes

• Teaching and learning
• Learners' out-of-school uses of computers
• The role of subject cultures in mediating ICT use
• Teachers and professional development
• Educational policy and management of ICT in
  schools

• Interactive Education
• Ros Sutherland, University of Bristol

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• Interactive Education
• Ros Sutherland, University of Bristol

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• Interactive Education
• Ros Sutherland, University of Bristol

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Integrating ICT into subject teaching and learning
Is it important to be able to compose with a
digital composition package and with a musical
instrument? Is it important to write with paper
and pencil as well as with a wordprocessor? Is
it important to do geometry on paper as well as
with a dynamic geometry package? Is it
important to carry out science experiments in the
lab, as well as within a digital simulation?

• Interactive Education
• Ros Sutherland, University of Bristol

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Creative tensions idiosyncratic and
instutionalised knowledge
Teachers have to find a way to build a bridge
between indiosyncratic and institutionalised
knowledge. The fact that we were sharing, put
in a competition element into the investigation
plus we were able to compare what we had found
out. It was a group effort so when a group found
out about something another group could continue
from there. Year 9 student

• Interactive Education
• Ros Sutherland, University of Bristol

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The role of the teacher
We view the teachers role as involving a complex
shifting of perspectives between
more-knowledgeable-other co-constructor of
knowledge vicarious participant

• Interactive Education
• Ros Sutherland, University of Bristol

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Out-of-school learning with ICT
Int Do either of you use Excel at home (Alan
shakes head)? Ray Sometimes. My Dad uses it for
his paper work. Int And when you use it what do
you use it for? Ray Umm, he uses it, cos
when hes got paper calculations and some are
hard like for him, he puts it in Excel and then
he puts, he circles it and then presses the equal
button and it tells him what the sums are. Int
What do you use it for? Ray Maths
homework. Alan Cheat. (interview with Year 4
pupils, inner city school)

• Interactive Education
• Ros Sutherland, University of Bristol

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Home-School Knowledge Exchange
Director Martin Hughes

• Home-School Knowledge Exchange
• Martin Hughes, University of Bristol

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Our propositions
Children and young people live and learn in two
different worlds inside and outside school We
assume that bringing together these worlds, in a
way which focuses on learning, will enhance
learning both inside and outside school

• Home-School Knowledge Exchange
• Martin Hughes, University of Bristol

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Taking school into the home and community
Homework Improving information for parents and
carers Using focus groups and feedback on
existing methods Making videos of literacy
and numeracy lessons Going out into the
community

• Home-School Knowledge Exchange
• Martin Hughes, University of Bristol

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Bringing home and community into school
Using disposable cameras to obtain examples of
out-of-school learning Holding informal
meetings to identify childrens and parents
concerns about transfer to secondary
school Using shoeboxes to bring personal
artefacts into school

• Home-School Knowledge Exchange
• Martin Hughes, University of Bristol

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(No Transcript)
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Going beyond the classroom
An essential component of personalised learning
is the development of strategies and activities
which create opportunities for children and young
people to bring together their experiences of
learning both inside and outside school

• Home-School Knowledge Exchange
• Martin Hughes, University of Bristol

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Policy, Learning and Inclusion in the Learning
and Skills System
Directors Frank Coffield, Ann Hodgson and Ken
Spours

• Policy, Learning and Inclusion
• Ken Spours, Univ. of London, Institute of
  Education

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What is the impact of policy levers and drivers
on teaching, learning and assessment in relation
to 3 different groups of learners in
post-compulsory education? A focus on employed
adults in work-based learning unemployed adults
in adult basic skills provision 16-19 year olds
in Level 1 and 2 provision

• Policy, Learning and Inclusion
• Ken Spours, Univ. of London, Institute of
  Education

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Learning is shaped not only by the educational
intentions and capacities of institutions,
teachers and learners but by a range of external
or contextual factors. These include funding,
externally set targets, inspection,
qualifications, accountability systems and
institutional competition.

• Policy, Learning and Inclusion
• Ken Spours, Univ. of London, Institute of
  Education

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Attempts to personalise learning will have to
focus not only on the effectiveness of
institutional strategies, but also on the reform
of wider system factors which drive institutional
behaviour and shape the context for teaching,
learning and assessment.

• Policy, Learning and Inclusion
• Ken Spours, Univ. of London, Institute of
  Education

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• Teaching and Learning Research Programme

Something in here! Anticipated on Policy and
research Themes from TLRP Learner
engagement Context and informal
learning Assessment and outcomes Continuing the
dialogue