erasmus+ ka2 strategic partnership for innovation in...
TRANSCRIPT
Erasmus+ KA2
Strategic partnership for innovationin education
ERASMUS+
01/09/2014 – 31/08/2017 BE – EE – NL – SI – PT - UK
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Linpilcare
First internationalconference
3 – 5 October 2016University of Tartu
Current state of play of theproject
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linpilcare
team
for being here
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LINPILCARE aims to
LINk Practitioner Inquiry via effective professional
Learning Communities with results of Acadamic
Research, in order to support teachers and
schools in Evidence informed teaching.
Evidence informed teaching, sustained by three pillars:
1. Professional Learning Communities
2. Practitioner Inquiry
3. Access to results of academic research
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linpilcare
• evidence for the idea linpilcare:
– inspiring researchers:• Timperley, Earl, Hattie, Dana, Fullan, Hargreaves, Lebak,
Tinsley, Lomos, Jäppinen, the OECD…
– teachers in the 21st century:• search systematically how to improve the own practice;
• share their :– challenges;
– the way they work on searching solutions;
– results.
• link their findings with results of academic research.
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linpilcare
inspiring examples for linpilcare:
nurses medicine farmers
practitioners collect evidence on how they optimize theirpractice, they share their findings with colleagues
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linpilcare
• expected impact:– teachers become ‘again’ the:
‘real professionals’• they are the owners of their learning
• they improve their practice:– starting point = their challenges in their practice
– focus = learning
– systematic reflection on their practice:
» by doing practitioner inquiry
» by being informed about resultsof academic research
» by collaborating with theircolleagues as ‘real colleagues’
• they develop an inquiry stance
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how?six European partners develop:
• a conceptual frame of reference (CFR)
• practical tools to support the realization of theframe of reference
• in service training modules and courses tosupport professional learning (on the conceptsand working with the tools)
They disseminate the results in schools and teacher education.
The project is in year 3 of 3
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Conceptual Frame of Reference
(CFR)
• In a final stage, written for practitioners
• On:
– evidence-informed teaching• the main characteristics of academic research
and practitioner inquiry, and how they eachcontribute to evidence for practice
– professional learning communities as a platform for professional learning
– practitioner inquiry as a professional strategyfor evidence-informed teaching
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Tools for practice
• 72 tools:
– partly ready
– others in preparation
• tools are e.g.:
– protocols;
– materials;
– instruments;
– case studies
• tools on the three
pillars:
– professional learning
community;
– practitioner inquiry;
– easy access to
academic research
results
• the last one is the
most difficult
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Tools for practice
protocols
• name
• purpose
• materials
• time
• roles
• process
• debrief
• feedback
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Tools for practice
instruments
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Tools for practice
materials
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Modules, courses, etc.
• Tools are tested for use in practice, in
the context of local/regional/national or
international modules and courses
• Modules and courses are designed and
tried in practice
• The descriptions will be available for use
by others after sufficient try-out
• Planned in the second half of the project
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Summarizing Linpilcare
conceptual frame of reference
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Linpilcare’s concept of innovation
• Does not succeed top down
• Cannot be expected bottom up, if thatmeans from individual teachers
• Should combine
– Starting with real challenges in practice
– Focus on how to optimize student learning
– Linking to relevant research results
– Doing practitioner inquiry
– Sharing in professional learning communities
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From the CFR on evidence informed teaching & learning
• Not ‘evidence based’ (suggesting
evidence should and could always
prescribe teaching)
• Not ‘intuiton based’ (as if teachers
always know best by themselves)
• Gathering best evidence for specific
context (academic and practitioner)
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Both are valuable in
project linpilcare
From the CFR on
Comparing academic research and practitioner inquiry (based on tables from Fichtman Dana & Yendol-Hoppey, 2014; Bolhuis & Kools, 2012)
Academic research Practitioner inquiry
Goal Expand academic knowledge in
a certain field
Provide insight into teaching in
an effort to make change
Conducted by Scientists Practitioners
Conducted in Controlled settings (labs) or in
vivo (in schools)
A specific educational practice
Impact on the
academic communityBroad on the academic
community
Very limited
Impact on
educational practiceVery limited Profound on the practice at
hand
Scope of findings Generalizable; valid for and
transferable to different
contexts
Limited to specific practice at
hand.
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From the CFR on ‘evidence’
Perspective of practitioners: ‘to what extend is a certain type of evidence valid for
him/her to take into account when rethinking his/her
practice.’
• Findings from practitioner inquiry;
• Findings from academic research;
• Finding from practitioner inquiry done by other
practitioners.
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From the CFR on
Professional learning communities (PLC):
Prototyping:
• ‘a process, not just a physical place where you
design or prototype and present to your peers.
Your peers critique your work, highlighting the
strenghts and areas that still need some work.
(Warfel 2009)
PLC’s:
• A place where teachers inquire together into how
to improve their practices in areas of importance
to them, and then implement what they learned
to make it happen. (Hord 1997)
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Professional learning communities (PLC):
Starting by thechallenges of practice
Professional learningabout the challenges
of practice
Trying out what youlearned in your
practice
Cyclical working on your practice byusing professional learningcommunities = your new starting point
Starting…
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From the CFR on PLC’s
Focus on• Professional culture
• Teachers’ professional learning
• Teachers learning connected with colleagues
Way of working• Establishing shared norms
• Establishing shared values
• Culture of collegiality: trust and collaboration
• Opening up one’s practice for colleagues
Goal is improving practice in order to optimizethe learning!
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From the CFR
The added value of PLC’s:
• Reduction of isolation
• Having a shared purpose
• Sparking of real professional
conversations
• Making school and class data meaningful
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From the CFR on
Practitioner inquiry (PI)‘practice can’t be considered effective unless it is
responsive to the participating students & promotes their
learning’
Develop a Wondering
Collect Data
Analyze Data
Take Action
Share with Others
Inquiry
Cycle
Timperley Dana …
It is not enough to knowwhat works, you need toknow why… (Petty 2014)
…
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The difficult third pillar: easy access to
relevant academic research
Why don’t teachers use academic research?
– literature is hardly readable, way too much
for limited time, difficult research language,
no open access
– thus: not aware of relevant evidence
What we need: more practice oriented reviews
on topics that are relevant to teachers
However: beyond the scope of Linpilcare
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The difficult third pillar: easy access to
relevant academic research
Why don’t teachers use academic research?
If they are aware of relevant evidence:
– evidence from research can be contradictory
– evidence may count for average students,
but does not seem true in specific context
– difficult to change practice (habits) and
beliefs, especially when these are dominant
in one’s own school envirionment
• What is needed: PI, support, PLC’s
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From the CFR: some strategies to ease
access to academic research
Professional learning may include:
• How to use which search engines
• How to read and value academic writing
Facilitator support in PLC’s may include:
• Finding relevant literature
• Summarizing this literature
• Inviting researchers
And ... ... ...?
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Well on our way!
• Dissemination in schools, teacher education, networks of both, and via website
• International conferences:– Estonia: 3 October – 5 October 2016
– Lubljana: 24 August – 26 August 2017
• International courses:– Estonia: 13 November - 19 November 2016
– Estonia: 7 May – 13 May 2017
• VISIT OUR WEBSITE: linpilcare.eu
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Linpilcare
In search of inspiration to realise:
the potential of innovative 21st
century education in which teachers
will be the real professionals in and of
education.
THANK YOU FOR YOUR ATTENTION