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RSA Animate- Changing Education Paradigms - Sir Ken Robinson

31/12/2012

Another New Year beckons and changes in education will no doubt continue to race ahead in 2013. Reflecting on the changes that have taken place within education in England in 2012, whilst closing the gaps continues to appear to be high on list of national priorities, one cannot help wondering about the long term impact these changes are actually having on the lives of children and young people who come under the "closing the gap" categories.

I had the privilege of attending a pre-session workshop with Sir Ken Robinson along with other colleagues, before he delivered his talk on changing education paradigms in Leeds a couple of years ago. Whilst what he had to say really resonated with me then, I find it even more pertinent to reflect on today, with the overemphasis on the Ebacc, continued pressures of standardisation in examinations and changes to the curriculum which narrow the options available to pupils on an unprecedented level. It seems that children and young people are increasling in danger of being forced to digest an education that is antiquated and not relevant to the present, let alone the future needs of a global society. Instead of enabling more young people to enjoy their schooling and prepare for a future world of work, which no one knows will look like, we are in danger of continually going back to to the past and alienating more who do not fall into the "academic" category and thereby adding to the numbers who will constantly be deemed in need of catching up with their peers!

The positive side of the matter is that I am continually heartened by the large number of committed and passionate Heads, Senior Leaders, Teachers and staff who on an everyday basis ensure that the number of pupils who could be in danger of falling behind are engaged in purposeful and enjoyable learning and through their efforts are not "switched off" from education! I hope all you dedicated colleagues enjoy watching this stimulating Sir Ken Robinson video, with amazing drawings by the RSA as much as I have.

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"Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys" by C4EO

30/12/2012

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This research review which is part of C4EO's schools and communities theme. Written by Jonathan Sharples, Robert Slavin, Bette Chambers (Institute for Effective Education) and Caroline Sharp (NFER) it provides a refreshing and practical insight into what works in closing the gap in achievement for children and young people living in poverty. It builds on the plethora of research which highlights where and what the gaps are for children and young people in that it is the first of its kind that actually focuses on looking at "what works" from a whole school perspective and in the context of the classroom. The authors undertook a systematic research of literature both in the UK and internationally and have come up with the following findings as to "What works" within the classroom:

"International trials-based evidence of effective classroom strategies

International research evidence, based on experimental trials, identifies some common classroom strategies that work across different subjects and educational phases:

The quality of teaching makes the biggest difference to learning outcomes Pedagogy matters.
Coaching teachers/teaching assistants in specific teaching strategies significantly raises outcomes for children living in poverty.
Evidence-based approaches include cooperative learning (structured groupwork), frequent assessment and ‘learning to learn’ strategies.
Adopting new curricula does not, in general, produce large improvements in learning outcomes.
Classroom interventions that close attainment gaps often adopt proven classroom management strategies, for example a rapid pace of instruction, using all-pupil responses and developing a common language for discipline.
Traditional use of information and communication technology (ICT) (e.g. individualised, self-instructional programmes) has minimal impact on attainment for children living in poverty. Whole-class approaches, such as the use of interactive whiteboards and embedded multimedia, show greater promise.
Whole-school reform models, which address multiple elements of school provision, can produce substantial improvements in academic outcomes.
The most powerful improvements in achievement are produced through the use of well-specified, well-supported and well-implemented programmes, incorporating extensive professional development. The review identifies specific evidence-based programmes that UK schools can adopt.

Findings from the best-evidence synthesis of strategies for struggling readers living in poverty – What works for struggling readers? – identify that:

Structured phonics-based approaches, in general, work better than non phonics approaches.
One-to-one tutoring by qualified teachers is very effective for improving literacy outcomes, but this is an expensive strategy.
Tutoring by teaching assistants and volunteers can produce positive outcomes if they are well trained and use structured phonics materials.
Intervening immediately is most effective for primary reading, where preventative whole-class strategies are adopted first, followed by tutoring for the small number of pupils who still need it.

Findings of the best-evidence synthesis of early years interventions – What works in early childhood programmes? – identify that:

Early childhood programmes with explicit emergent literacy instruction and clear teaching objectives, provide the greatest improvements in school readiness, when they are implemented in a developmentally appropriate way" (Pages 2 & 3).

The above provides a very useful checklist for schools on evidence based research of "what works" in the classroom and should enable the use targeted of additional resources such as the "pupil premium" to be used more effectively to close the gaps in achievement. What is interesting is the finding that adopting new curricula does not produce large improvements in learning outcomes. When one considers the financial investment, time and effort devoted to overhauling the curriculum it seems that many other strategies could yield better outcomes for learners than this. In contrast, what is not surprising is the finding that the quality of teaching impacts the greatest on learning outcomes. This still remains one of the fundamental challenges for the English education system where in-school variation continues to exist within schools, with disadvantaged pupils making 1.5 years of learning over a school year with a highly effective teacher compared to 0.5 years learning with a poorly performing teacher. This difference of one year’s worth of learning is critical since the prevalence of in-school variance in the quality of teaching can hold back disadvantaged pupil's learning even further. This brings to the fore the need for schools to ensure the second finding of this report, that there are plenty of opportunities for teachers and learning assistants to receive coaching and support from colleagues who deliver outstanding teaching in school. Spreading this best practice in teaching through collaborative teaching opportunities and peer support rather than the heavy reliance of Ofsted type formal lesson observations, which do not necessarily result in teacher's improving the quality of their own teaching has been shown to impact on pupil's progress.

Further detailed information on each of the classroom strategies is provided in the report for those interested in delving into the evidence further and considering the implications for their own teaching.We haven't focused on the whole school strategies the report outlines as making an impact, but this section will no doubt be of interest to Heads and Senior Leaders too and is well worth a read to save time and effort, not to mention costs in implementing strategies that are going to have very little if negligible impact on outcomes for learners.

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Equitable Education

Equitable Education's blog keeps you updated with the latest news and developments in closing the gaps in education. We regularly share best practice materials and case studies of proven strategies to close the education gaps, along with the latest research from the UK and internationally.

The blog is written by Sameena Choudry and the views are entirely her own or of her co-authors when written with colleagues.

RSA Animate- Changing Education Paradigms - Sir Ken Robinson

"Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys" by C4EO

Equitable Education

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