working with nisai education Richard Dunnill and Jim Pugh Institute for Education Policy Research Staffordshire University 14 – 19 Diplomas: Teacher Learning and Development Presentation 10 b)

working with nisai education The core issue 1.Helping teachers to rethink their pedagogy in the context of new learning technologies –…not just our technical approaches to planning, learning, resourcing, teaching and assessment –…review, refresh and renew our understandings of learning in our specialist areas –…use this to inform our pedagogy, technically and organically

working with nisai education Key components of our approach 1.Introduction to and Induction into use of Nisai learning platform 2.Challenge/Review/Reflect on learning in the specialist area 3.Critical evaluation of student learning resulting from pedagogical practice using Nisai learning platform and reviewed notions of specialist learning 4.Changed and continually changing pedagogical practice, reviewed on the basis of evidence of student learning

working with nisai education Seven Areas for Review and Development 1.IDENTIFYING THE LEARNERS AND THEIR EDUCATIONAL NEEDS an understanding of Diploma learners’, their range of learning requirements and some ways that e-learning might support their learning. 2.DESIGNING ONLINE COURSES FOR DIPLOMA LEARNERS the differences between designing traditional face-to-face learning and learning which utilises online environments and media, and some key implications of the latter for managing learning, teaching and assessment with Diploma learners. 3.DESIGNING LEARNING FOR DIPLOMA LEARNERS ways of providing online courses and support for learners, including learning platforms and virtual learning environments. 4.SUPPORTING ONLINE DPILOMA LEARNERS the additional support needed to assist learners.

working with nisai education 5.ASSESSING AND PLANNING FOR THE LEARNING NEEDS OF DIPLOMA LEARNERS share experiences of assessing the learning needs of learners, of how and when such assessment should take place, the skills needed to operate such procedures and how to engage the learners in the processes 6.DEVELOPING EFFECTIVE E- LEARNING COMMUNITIES WHICH PROMOTE RESPONSIBLE CONTRIBUTIONS. the potential of e-learning communities, can e-communities really contribute to growing Diploma learner confidence, motivation and academic progress, strategies for allowing learners to communicate, investigate and collaborate 7.DEVELOPING INDEPENDENT AND COLLABORATIVE E- DIPLOMA LEARNERS. methods of developing independent and collaborative e-learners and the advantages of personalising learning to achieve this by exploring the components of personalised learning and investigating how these can be applied in e learning environments.

working with nisai education The Learning Questions 1.Learning – where and when? 2.Learning – how?... with others…incl teachers? 3.Learning – how?... alone? 4.Learning – making progress? 5.Learning – possible futures? 6.Learning – resources and tracking ? LEARNING… WHAT???

working with nisai education Learning Study Lessons that are directed by intended learning outcomes are more likely to raise student attainment Seidel et al., 2005 Bereiter and Scardamalia 1989, Black and Wiliam 1998

working with nisai education Learning study combines two elements. It takes the collaborative ‘plan-teach-review’ teacher development model of Japanese ‘Lesson Study’ and focuses the process using variation theory. In lesson study groups of teachers work intensively together to plan a lesson. One of the group then teaches the lesson whilst the others observe. These observations then provide the basis for a searching reflection on how the teaching helped learners during the lesson. In ‘Learning Study’ variation theory is used to focus teachers’ attention on variation in outcomes of learning.

working with nisai education Learning Study – the process 1.Choosing the object of learning; 2.Ascertaining students’ initial understanding; 3.Collaborative planning and teaching of a lesson by a small group of participants with a tutor 4.Evaluation of the lesson focusing on how variations between students’ understanding are related to observations of the teaching; 5.Documentation of the process and outcomes of the research. 6.Repeating the process in the light of the outcomes of the above

working with nisai education 1.1 day – introduction, induction, organisation, f2f 2.(online induction and organisation continues) 3.Half day – learning study #1 planning f2f 4.(online collaborative taught Diploma sessions take place) 5.Half day – learning study #1 review f2f 6.(online activity ongoing) 7.Half day – learning study #2 planning f2f 8.(online collaborative taught Diploma sessions take place) 9.Half day – learning study #2 review f2f 10.(online activity ongoing) 11.1 day – overall review and future planning f2f Learning study – in practice

working with nisai education The Core Issue Revisited 1.Helping teachers to rethink their pedagogy in the context of new learning technologies –…not just our technical approaches to planning, learning, resourcing, teaching and assessment –…review, refresh and renew our understandings of learning in our specialist areas –…use this to inform our pedagogy, technically and organically

working with nisai education References BEREITER, C. AND SCARDAMALIA (1989) Intentional Learning as a Goal of Instruction in L. Resnick (Ed.) Knowing Learning and Instruction: Essays in honor of Robert Glaser (pp ). Hillsdale, NJ: Lawrence Erlbaum Associates.Lawrence Erlbaum Associates BLACK, P. AND WILIAM, D. (1998) Assessment and classroom Learning, Assessment in Education, pp BORKO, H. (2004) Professional Development and Teacher learning: Mapping the Terrain, Educational Researcher, 33, 8, pp DAVIES, P. AND DUNNILL, R.(2008) ‘Learning Study’ as a model of collaborative practice in initial teacher education in Journal of Education for Teaching 34:1 pp3-16 DAVIES, P. AND DUNNILL R. (2006) Improving learning by focusing on variation in Teaching Business and Economics 9:2 DAVIES, P. AND DUNNILL R.(2006) Disciplines, outcomes and purpose in social science education in Journal of Social Science Education 7:1 FERNANDEZ, C. CANNON, J. AND CHOKSHI, S. (2003) A US-Japan lesson study collaboration reveals critical lenses for examining practice, Teaching and Teacher Education, 19, pp GLAZER, E. M. AND HANNAFIN, M. J. (2006) The collaborative apprenticeship model: Situated professional development within school settings, Teaching and Teacher Education, 22,2 pp HIEBERT, J., GALLIMORE, R. AND STIGLER, J.W. (2002) A knowledge base for the Teaching profession: What Would it Look Like and How Can We Get One? Educational Researcher, 31, 5, pp KAGAN, D.M. (1992) Implications of Research on Teacher Belief, Educational Psychologist, 27, 1, pp KINCHIN, I.M. AND ALIAS, M. (2005) Exploiting Variations in Concept Map Morphology as a Lesson-planning tool for Trainee Teachers in Higher Education, Journal of In-Service Education, 31.3, pp LEWIS, C., PARRY, R. AND MURATA, A. (2006) How Should Research Contribute to Instructional Improvement: The Case of lesson Study, Educational Researcher, 35, 3, pp LITTLE, J.W. (2002) Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday practice, Teaching and Teacher Education, 18, pp PANG, M. AND MARTON, F. (2003) Beyond “Lesson Study”: Comparing two ways of facilitating the grasp of some economic concepts, Instructional Science, 31, PANG, M. AND MARTON, F, (2005) Learning Theory as Teaching Resource: Enhancing Students’ Understanding of Economic Concepts, Instructional Science, 33: SEIDEL, T., RIMMELE, R. AND PRENZEL, M. (2005) Clarity and coherence of lesson goals as a scaffold for student learning, Learning and Instruction 15, STONES, E. (1992) Quality Teaching: A sample of cases (London: Routledge). VALLI, L. (1992) Reflective Teacher Education: cases and critiques (Albany: State University of New York Press). WOOD, K. (2000) The experience of learning to teach: changing student teachers' ways of understanding teaching, Journal of Curriculum Studies, 32, 1, pp The experience of learning to teach: changing student teachers' ways of understanding teaching