Embedding formative assessment Disc 2 presentation The role

Embedding formative assessment Disc 2 presentation The role of teacher learning communities

Overview: science and design We need to improve student achievement This requires improving teacher quality Improving the quality of entrants takes too long So we have to make the teachers we have better Science We can change teachers in a range of ways Some will benefit students, and some will not Those that do involve changes in teacher practice Changing practice requires new kinds of teacher learning And new models of professional development Design

Why research hasn’t changed teaching The nature of expertise in teaching Aristotle’s main intellectual virtues • Episteme: knowledge of universal truths • Techne: ability to make things • Phronesis: practical wisdom What works is not the right question • Everything works somewhere • Nothing works everywhere • What’s interesting is ‘under what conditions’ does this work? Teaching is mainly a matter of phronesis, not episteme

A model for teacher learning Content, then process Content (what we want teachers to change) Evidence Ideas (strategies and techniques) Process (how to go about change) Choice Flexibility Small steps Accountability Support

Choice

A strengths-based approach to change Belbin Inventory (Management Teams: Why They Succeed or Fail) Eight team roles (defined as ‘a tendency to behave, contribute and interrelate with others in a particular way) • Company worker, innovator, shaper, chair person, resource investigator, monitor/evaluator, completer/finisher, team worker Key ideas • Each role has strengths and allowable weaknesses • People rarely sustain ‘out of role’ behaviour, especially under stress Each teacher’s personal approach to teaching is similar • Some teachers’ weaknesses require immediate attention • For most, however, students benefit more by developing teachers’ strengths

Flexibility

Tight, but loose Two opposing factors in any school development plan • Need for flexibility to adapt to local conditions, resources, etc – implies there is appropriate flexibility built into the reform • Need to maintain fidelity to core principles, or theory of action of the reform, to minimise ‘lethal mutations’ – implies you have a well thought out theory of action Different innovations have different approaches to flexibility • Some reforms are too loose (e. g. the ‘effective schools’ movement) • Others are too tight (e. g. Montessori schools) The ‘tight but loose’ formulation …combines an obsessive adherence to central design principles (the ‘tight’ part) with accommodations to the needs, resources, constraints and affordances that occur in any school or district (the ‘loose’ part), but only where these do not conflict with theory of action of the intervention.

Strategies and techniques Distinction between strategies and techniques • Strategies define the territory of formative assessment (no brainers) • Teachers are responsible for choice of techniques – allows for customisation/caters for local context – creates ownership – shares responsibility Key requirements of techniques • Embodiment of deep cognitive/affective principles • Relevance • Feasibility • Acceptability

Design and intervention Our design process cognitive/ affective insights synergy/ comprehensiveness set of components Teachers’ implementation process set of components synergy/ comprehensiveness cognitive/ affective insights

Small steps

Expertise According to Berliner (1994), experts • excel mainly in their own domain • often develop automaticity for the repetitive operations that are needed to accomplish their goals • are more sensitive to the task demands and social situation when solving problems • are more opportunistic and flexible in their teaching than novices • represent problems in qualitatively different ways than novices • have fast and accurate pattern recognition capabilities. Novices cannot always make sense of what they experience • perceive meaningful patterns in the domain in which they are experienced • begin to solve problems slower but bring richer and more personal sources of information to bear on the problem that they are trying to solve

Countdown Target number: 127 3 1 25 9 4

Expertise in chess Level of expertise Low Middle Random positioning 4 3. 5 3 Actual position 4 18 16 Positioning High (Chase & Simon, 1973)

Knowing more than we can say… Klein and Klein (1981) Six video extracts of a person delivering cardio-pulmonary resuscitation (CPR) • 5 of the video extracts are students • 1 of the video extracts is an expert Videos shown to three groups: students, experts, instructors Success rate in identifying the expert • Experts 90% • Students 50% • Instructors 30%

Looking at the wrong knowledge The most powerful teacher knowledge is not explicit • That’s why telling teachers what to do doesn’t work • What we know is more than we can say • And that is why most professional development has been relatively ineffective Improving practice involves changing habits, not adding knowledge • That’s why it’s hard • And the hardest bit is not getting new ideas into people’s heads • It’s getting the old ones out • That’s why it takes time But it doesn’t happen naturally • If it did, the most experienced teachers would be the best, and we know that’s not so (Hanushek et al, 2005)

People need to reflect on their experiences in systematic ways and learn from mistakes, etc Bransford, Brown & Cocking, 1999 ‘Always make new mistakes’ Esther Dyson ‘Ever tried. Ever failed. No matter. Try again. Fail better. ’ Samuel Beckett, Worstward Ho

Sensory capacity (Nørretranders, 1998) Sensory system Total bandwidth (in bits/second) Conscious bandwidth (in bits/second) Eyes 10, 000 40 Ears 100, 000 30 Skin 1, 000 5 Taste 1, 000 1 Smell 100, 000 1

Support

Teacher learning is just like any other learning in a highly complex area • In the same way that teachers cannot do the learning for their learners, leaders cannot do the learning for their teachers Two extreme responses • ‘It’s hopeless’ • Let a thousand flowers bloom… Neither will work • What leaders can do is engineer effective learning environments for teachers • ‘Servant’ leadership

Creating the right conditions What is needed from teachers • A commitment to: – the continuous improvement of practice – focus on those things that make a difference to student outcomes What is needed from leaders • A commitment to: – create expectations for the continuous improvement of practice – ensure that the focus stays on those things that make a difference to student outcomes – provide the time, space, dispensation and support for innovation – support risk-taking

A case study in risk Transposition of the great arteries (TGA) • A rare, but extremely serious, congenital condition in newborn babies (-25 per 100, 000 live births) in which – the aorta emerges from the right ventricle and so receives oxygen-poor blood, which is carried back to the body without receiving more oxygen – the pulmonary artery emerges from the left ventricle and so receives the oxygen-rich blood, which is carried back to the lungs • Traditional treatment: the ‘Senning’ procedure which involves – the creation of a ‘tunnel’ between the ventricles, and – the insertion of a ‘baffle’ to divert oxygen-rich blood from the left ventricle (where it shouldn’t be) to the right ventricle (where it should) • Prognosis – early death rate (first 30 days) – life expectancy 12% 46. 6 years

The introduction of the ‘switch’ procedure Senning Early death rate Senning 12% Transitional 25% Transitional Switch Bull, et al (2000). BMJ, 320, 1168 -1173

Impact on life expectancy Life expectancy Senning 46. 6 years Switch 62. 6 years

Accountability

Accountability can be helpful ‘I think specifically what was helpful was the ridiculous NCR forms. I thought that was the dumbest thing, but I’m sitting with my friends and on the NCR form I write down what I am going to do next month. Well, it turns out to be a sort of ‘I’m telling my friends I’m going to do this’, and I really actually did it and it was because of that. It was because I wrote it down. I was surprised at how strong an incentive that was to actually do something different…that idea of writing down what you are going to do and then because when they come by the next month you better take out that piece of paper and say ‘did I do that? ’… just the idea of sitting in a group, working out something, and making a commitment… I was impressed about how that actually made me do stuff. ’ (Tim, Spruce Central High School)

Teacher learning communities

Knowledge transfer Tacit knowledge to Explicit knowledge Dialogue Tacit knowledge from Explicit knowledge Socialisation sympathised knowledge Externalisation conceptual knowledge Sharing experience Networking Internalization operational knowledge Combination systemic knowledge Learning by doing After Nonaka & Takeuchi, 1995

Designing teacher learning at scale A single model for the whole school • Scalable • Enables a ‘single conversation’ with students A model that honours the specificities of subject and age range A model that acknowledges the realities • Affordable • Feasible (e. g. in the context of ‘rarely cover’)

Teacher learning communities Plan that the TLC will run for two years Identify eight to ten interested colleagues • Composition – similar assignments (e. g. early years, maths/science) – mixed subject/mixed phase – hybrid Secure institutional support for • Monthly meetings (75 – 120 minutes each, inside or outside school time) • Time between meetings (two hours per month in school time) – collaborative planning – peer observation • Any necessary waivers from school policies

A ‘signature pedagogy’ for teacher learning Every monthly TLC meeting should follow the same structure and sequence of activities Activity 1 Introduction (5 minutes) Activity 2 Starter activity (5 minutes) Activity 3 Feedback (25 -50 minutes) Activity 4 New learning about formative assessment (20 -40 minutes) Activity 5 Personal action planning (15 minutes) Activity 6 Summary of learning (5 minutes)

Comments? Questions?

Force-field analysis (Lewin, 1954) What are the forces that will support or drive the adoption of formative assessment practices in your school/district? + What are the forces that will constrain or prevent the adoption of formative assessment practices in your school/district? -

Sources cited in Dylan Wiliam’s presentation Aristotle. (2000). The Nicomachean ethics (R. Crisp, Trans). Cambridge, UK: Cambridge University Press. Belbin, R. M. (1981). Management teams: why they succeed or fail. Oxford, UK: Heinemann. Berliner, D. C. (1994). Expertise: the wonder of exemplary performances. In J. N. Mangieri & C. C. Block (Eds), Creating powerful thinking in teachers and students: diverse perspectives (pp. 161 -186). Fort Worth, TX: Harcourt Brace College. Bransford, J. D. , Brown, A. L. , & Cocking, R. R. (Eds). (1999). How people learn: brain, mind, experience, and school. Washington, DC: National Academy Press. Bull, C. , Yates, R. , Sarkar, D. , Deanfield, J. , & de Leval, M. (2000). Scientific, ethical and logistical considerations in introducing a new operation: a retrospective cohort study from paediatric cardiac surgery. British Medical Journal, 320, 1168 -1173. Chase, W. G. , & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55 -81.

Hanushek, E. A. , Kain, J. F. , O’Brien, D. M. , & Rivkin, S. G. (2005). The market for teacher quality (Vol. 11154). Washington, DC: National Bureau of Economic Research. Klein, H. A. , & Klein, G. A. (1981). Perceptive/cognitive analysis of proficient cardio-pulmonary resuscitation (CPR) performance. Paper presented at the annual meeting of the Midwestern Psychological Association held at Chicago, IL. Lewin, K. (1954). Field theory in social science. New York, NY: Harper & Row. Nonaka, I. , & Takeuchi, H. (1995). The knowledge-creating company: how Japanese companies create the dynamics of innovation. New York, NY: Oxford University Press. Nørretranders, T. (1998). The user illusion: cutting consciousness down to size (J. Sydenham, Trans. ). London, UK: Allen Lane, The Penguin Press. Thompson, M. , & Wiliam, D. (2008). Tight but loose: a conceptual framework for scaling up school reforms. In E. C. Wylie (Ed. ), Tight but loose: scaling up teacher professional development in diverse contexts (Vol. RR-08 -29, pp. 1 -44). Princeton, NJ: Educational Testing Service. © Dylan Wiliam and SSAT, 2011 www. dylanwiliam. net www. ssatuk. co. uk