student–centred learning the critical issues at transition'16

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