eLearning Infusion

ULearn09 Spotlight with Prof. Helen Timperley co author of the Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). The good news too is that this huge document has been synthesised into an brochure/pamphlet format to make it more accessible to educators, available here.

What are the kinds of teacher professional development and learning that leads to improved student learning?

Firstly, why do teachers need PD? Amongst other reasons, knowledge is changing and the way our students learn is becoming clearer as more research and information comes to light. Teachers learning from experience is not enough!

Four understandings about professional learning for improving student outcomes:

1. Strongly influenced by what and how teachers teach
2. PD cannot be an add on
3. Effective PD responds to how teachers learn (too often we focus on how our students learn but not our teachers)
4. Shaped by the context in which teachers practice. e.g. the environment, opportunities for PD and the students themselves.

What works?

Firstly formative assessment. Formative assessment works for teachers in the same way that it does for students. Teachers know why they are learning and what they are learning. They are in control of and monitor their own success. This is a key point as so often what we practice in the classroom is not mirrored in professional learning opportunities such as teacher only days or after school workshops. We need to adapt what we integrate into the classroom, and what we know works for our students, into our professional learning opportunities.

Secondly, effective professional learning is embedded in the teacher inquiry cycle (the following stages are adapted/revised from those in the BES).

>> What knowledge and skills do students needs? >> What knowledge do we as teachers need? >> Deepen professional knowledge and refine skills >> Engage in new learning experiences >> What has been the impact of our changed actions? >>

Principals of effective PD:

Focus on valued student outcomes: (matched to appropriate teaching activities or learning experiences). The success of any PD is determined by student outcomes NOT teacher skills.

Worthwhile content: known teaching knowledge and skills form the basis of effective PD, supported by research evidence.

Integration of knowledge and skill: essential to promote deep teacher learning. Deep knowledge of curriculum, how to teach effectively and how to assess. Integrating theory and practice.

Assessment for professional inquiry: a formative approach to what teachers need to know based on their analysis and information on student achievement.

Multiple opportunities to learn and apply: within a supportive and trusted and challenging environment.

Approaches are responsive to learning processes: different types of PD are required that relate to existing teacher beliefs. Teachers are as diverse as their students.

Opportunities to process new learning with others: teacher interaction, focused on student outcomes, helps teachers put new learning into their existing practice.

Knowledgeable expertise: to challenge assumptions and beliefs, develop new knowledge and skills.

Nick Research, ULearn BES, Formative Assessment, Helen Timperley, professional development, professional learning, teacher inquiry, ULearn09

As I see it, trying to get more parents on board and participating in commenting and providing feedback in their child’s eportfolio has two distinct parts.

Firstly, and certainly a prerequisite to anything else, is getting parents online. Once they are online and viewing learning, then leaving any kind of comment is the first step. Then and only then can we begin to work on developing quality comments that provide feedback for improving learning.

Developing quality feedback in parents is the second part of the equation. Is it realistic? Achievable? Involving parents in elearning to support achievement has certainly been discussed in many reports and publications including Enabling the 21st Century Learner: An e-Learning Action Plans for Schools (PDF);

Research shows that parents who are involved in their children’s learning, and encourage their children to be the best they can be, make a real and positive difference to how their children learn.  The influence and involvement of parents and whanau, in addition to effective teachers, has a significant positive impact on how well students achieve.

It goes on to stay;

Schools need to work with families, whanau, and their communities to foster understanding of how to use ICT effectively in learning. ICT provides new possibilities for following students’ progress and engagement…

So the justification is there, and it perfectly compliments the principles of formative teaching and learning which is alive and strong in our school.

So where now? My first approach will be to use the students as teachers. By utilising their technical know-how, their understanding of the purpose behind the learning and the crucial component of them being their to sharing their learning with their parents, they are in the prime position for facilitating the change and making a difference. Here’s some of what I plan to do to make it happen.

• Specifically plan for increased peer/buddy/critical friend written feedback in eportfolios. These strategies are well used in class already but making a conscious effort to plan for and make time for it to take place is necessary. Students (and teachers!) need plenty of practice in writing and giving quality feedback. If the students are going to guide their parents with this they need to be giving prompts, asking questions and other feedback strategies.
• Continue to model effective teacher feedback on learning in class and through eportfolios. My role is ever important and as I model commenting and giving quality feedback this will set an example for both parents and students to follow and use when constructing their own feedback. Just as we use quality exemplars of learning to guide students to success in their learning, effective modeling will set the expectations for others to follow.
• Facilitate/build capacity for students as teachers/guides in process. This is where I am aiming and the two previous points contribute to this. However I think more deliberate discussions around feedback, parent involvement, knowing how to get better at what you are doing, and students becoming teachers themselves will really build capacity in this area.

That’s what rolls off the top of my mind at the moment. Hopefully no glaring gaps in my thinking…

One thing I have failed to mention so far is that last year while I was completing my research, an honours student was simultaneously carry out a research project around our eportfolios and how they were involving parents in the learning of their children. This research may well answer some of the why questions relating to parents engagement. I have not read the final copy of this research but will hopefully grab a copy of it in the next week and post some of the results. Should be interesting reading.

Photo: http://www.flickr.com/photos/torres21/

Nick Parents, ePortfolios commenting, ePortfolios, feedback, Parents, teacher inquiry