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Innovating the Curriculum,
Teaching and Pedagogy
Dirk Van Damme
Head of the Innovation and Measuring Progress Division – OECD/EDU
CERI work on educational innovation
Innovative Learning
Environments
Innovative Teaching
for Effective Learning
Innovation Strategy for Education & Training
2
New skills demands
• Changing external skills demand is the main driver for innovation
• Research questions:
–Do innovation-driven economies require more and better educated populations?
–What qualifications do innovative businesses need?
–What individual skills should education systems foster?
3
New skills demand
40
45
50
55
60
65
1960 1970 1980 1990 2000
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
Source: Levy and Murnane, 2005
Mean task input as percentiles of the 1960 task distribution
Economy-wide measures of routine and non-routine task input (US)
4
Working in creative jobs
5
Increase in creativity-oriented jobs (Canada, 1901-2006)
Skills supply hampering innovation
0.35
0.44
0.97
0.98
1.00
1.05
1.14
1.18
1.29
1.37
1.39
0.3 0.6 1.2
No need to innovate because no demand for innovations
No need to innovate due to prior innovations
Uncertain demand for innovative goods or services
Markets dominated by established enterprises
Lack of information on technology
Difficulty in finding cooperation partners for innovation
Lack of information on markets
Innovation costs too high
Lack of funds within your enterprise or enterprise group
Lack of qualified personnel
Lack of finance from sources outside your enterprise
Source: OECD, based on CIS data
(odds ratios: innovative vs. non-innovative (ref))
6
Which tertiary education studies lead to active
participation in innovation?
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Innovator work in innov. comp. Not in innovative organisation
Source: OECD, based on REFLEX and HEGESCO data
7
Critical skills for the most innovative jobs
(tertiary-educated workers)
1.56
1.76
1.76
1.81
1.94
1.95
1.97
1.98
1.99
2.00
2.02
2.05
2.11
2.15
2.18
2.24
2.34
2.44
2.97
0.90 1.80 3.60
assert your authority
negociate
knowledge of other fields
perform under pressure
write reports or documents
work productively with others
mobilize capacities of others
use time efficiently
make your meaning clear
use computers and internet
write and speak a foreign language
coordinate activities
master of your own field
analytical thinking
present ideas in audience
alertness to opportunities
willingness to question ideas
acquire new knowledge
come with news ideas/solutions
Likelihood (odds ratios) of reporting the following job requirements: people in the most innovative jobs vs. least innovative jobs
Source: OECD, based on REFLEX and HEGESCO data
8
Which pedagogies foster innovation skills?
• The relative importance of theory versus practice-based instruction matters for becoming an innovator (higher education data)
9
Relative emphasis on practice- and theory-based
instruction
0.95
1
1.05
1.1
1.15
1.2
engineering business health education science others
practice score theory score
Odds ratios between innovators and non-innovators, by field of study
Source: OECD, based on REFLEX and HEGESCO data
Relative emphasis on practice- and theory-based
instruction
0.95
1
1.05
1.1
1.15
1.2
any innovation technology, tools product, service knowledge,methods
practice score theory score
Odds ratios between innovators and non-innovators, by type of innovation
Source: OECD, based on REFLEX and HEGESCO data
Link between theory- and practice-based instruction and
critical skills for innovation
0 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.1
alertness to new opportunities
come up with news ideas and solutions
present ideas in an audience
coordinate activities
question own and others' ideas
use computer and internet
acquire new knowledge
analytical thinking
Theory score Practice score
Effect size on (self-reported) skills level
Source: OECD, based on REFLEX and HEGESCO data
Skills impact of theory- versus practice-based instruction
13
Table 1. Theory-based programmes have distinct strong points from practice-based university programmes
Likelihood of reporting skills as strong points of the university programme, by mode of teaching and learning
Emphasis on Practice
(-) (n.s.) (+)
Em
phasis
on T
heory
(+)
¤ analytical thinking ¤ ability to rapidly acquire new knowledge
¤ Mastery of your own field or discipline
(n.s
.)
¤ ability to write reports, memos or documents
¤ ability to question your own and others' ideas ¤ knowledge of other fields or disciplines ¤ ability to use computers and the internet ¤ ability to speak and write in a foreign language
¤ alertness to new opportunities ¤ ability to come up with new ideas and solutions ¤ ability to present products, ideas or reports to an audience ¤ ability to mobilise the capacities of others ¤ ability to negociate effectively ¤ ability to assert your authority
(-)
¤ ability to perform well under pressure ¤ ability to use time efficiently
¤ ability to make your meaning clear to others
¤ ability to coordinate activities ¤ ability to work productively with others
Legend: (+) indicates a significant positive association; (-) a significant negative association; and (n.s.) a non-significant association.
Source: based on Reflex and Hegesco.
Which pedagogies foster innovation skills?
• The relative importance of theory versus practice-based instruction matters for becoming an innovator (higher education data)
• And the kind of pedagogical activities involved matters as well (PISA data)
14
Cognitive outcomes versus interest
AUS
AUT
BEL
CAN
CHL
CZE
DNK
EST
FIN
FRADEU
GRC
HUN
ISL
IRL
ISR
ITA
JPN
KOR
LUX
MEX
NLD
NZL
NOR
POL
PRT
SVK
SVN
ESP
SWE
CHE
GBR
TUR
USA
BRA
HKG
MAC
IDN
RUS
440
460
480
500
520
540
560
580
600
620
640
380 400 420 440 460 480 500 520 540 560 580 600 620
Interest in science score
PISA 2006 Science score
HIGH SCORE
HIGH INTEREST
LOW SCORE
LOW INTEREST
LOW SCORE
HIGH INTEREST
HIGH SCORE
LOW INTEREST
Science scores and interest in science are not always fostered simultaneously
15
Pedagogies for innovation skills
48
1
-1 -2-2
-10
-0.15
-0.1
-0.05
0
0.05
0.1
0.15
0.2
0.25
0.3
Science score
20
36
0 -2 -1 -1
-0.15
-0.1
-0.05
0
0.05
0.1
0.15
0.2
0.25
0.3
Interest in Science Topics
16
Pedagogies for innovation skills
26
1
11
20
-1
0
-3
-0.15
-0.1
-0.05
0
0.05
0.1
0.15
0.2
0.25
0.3
Science Enjoyment
15
4 5 4
-0.15
-0.1
-0.05
0
0.05
0.1
0.15
0.2
0.25
0.3
Science Self-Efficacy
17
Which pedagogies foster innovation skills?
• The relative importance of theory versus practice-based instruction matters for becoming an innovator (higher education data)
• And the kind of pedagogical activities involved matters as well (PISA data):
– Application oriented pedagogies foster interest, enjoyment and self-efficacy in science, but not the science score itself
– Active investigation has a negative impact on science score, but fosters science enjoyment
18
Teaching beliefs and practices
• Countries differ in relative preference of teachers to constructivist or direct transmission types of teaching beliefs (TALIS 2008 data)
19
TALIS on teaching beliefs and practices
20
-0.4
-0.3
-0.2
-0.1
0.0
0.1
0.2
0.3
0.4
Iceland
Austria
Austra
lia
Den
mark
Estonia
Belgium (Fl.)
Malta
Korea
Slovenia
Slovak R
epublic
Norw
ay
Poland
Turk
ey
Hungary
Mex
ico
Ireland
Lithuania
Bra
zil
Portugal
Spain
Bulgaria
Malaysia
Italy
Ipsative means
Direct transmission beliefs Constructivist beliefs
Teaching beliefs and practices
• Countries differ in relative preference of teachers to constructivist or direct transmission types of teaching beliefs (TALIS 2008 data)
• But also in the relative preference of teachers for types of teaching practices (TALIS 2008 data):
– Structuring teaching practices
– Student-oriented teaching practices
– Enhanced activities
21
TALIS on teaching beliefs and practices
22
-1.5
-1.0
-0.5
0.0
0.5
1.0
1.5
2.0
Den
mark
Norw
ay
Iceland
Malaysia
Turk
ey
Poland
Mex
ico
Bra
zil
Austria
Austra
lia
Korea
Slovak R
epublic
Estonia
Spain
Slovenia
Belgium (Fl.)
Lithuania
Portugal
Italy
Bulgaria
Malta
Hungary
Ireland
Ipsa
tive mea
ns
Structuring teaching practices Student-oriented teaching practices Enhanced teaching activities
Teaching beliefs and practices
• Countries differ in relative preference of teachers to constructivist or direct transmission types of teaching beliefs (TALIS 2008 data)
• But also in the relative preference of teachers for types of teaching practices (TALIS 2008 data):
– Structuring teaching practices
– Student-oriented teaching practices
– Enhanced activities
• And within countries different profiles of teachers have different preferences (new analysis on TALIS 2008 data)
23
Latent profiles of teachers and their relative preference
for teaching practices
24
-2.00
-1.00
0.00
1.00
2.00
3.00
4.00
Structuring Student orientation Enhanced activities
mean factor score
Classroom teaching practices
Italy
class A: 46% of teachers in Italy class B: 41% of teachers in Italy class C: 13% of teachers in Italy
Latent profiles of teachers and their relative preference
for teaching practices
25
-2.00
-1.00
0.00
1.00
2.00
3.00
4.00
Structuring Student orientation Enhanced activities
mean factor score
Classroom teaching practices
Austria
class A: 57% of teachers in Austria class B: 34% of teachers in Austria class C: 9% of teachers in Austria
Latent profiles of teachers and their relative preference
for teaching practices
26
-2.00
-1.00
0.00
1.00
2.00
3.00
4.00
Structuring Student orientation Enhanced activities
mean factor score
Classroom teaching practices
Korea, Republic ofclass A: 65% of teachers in the Republic of Korea class B: 27% of teachers in the Republic of Koreaclass C: 7% of teachers in the Republic of Korea
Innovative STEM teaching cases
27
• Haus der kleinen Forscher = Germany's largest-scale skills training initiative in early education:
– 200 networks (long-term partners serving 20.952 pre-school institutions; about 550.000 people involved)
– To raise the spirit of research in children
– To convey first elements of scientific knowledge (8 themes: water - air - carbonation - mathematics - light, colour, vision - electricity and energy - magnetism -acoustics)
– To get them interested in scientific/technical/ mathematical issues; and
– To improve thinking, language and social skills (by learning through research)
Innovative STEM teaching cases
• La Main à la Pâte (i.e. collaborative, hands-on work), a 15 year-old successful French initiative now expanding (about 60 countries):– Offering comprehensive approach to science education in
pre-primary and primary school, based on experimentation
– Developing in children, through collective experimentations, discussions and individual reflection, interpersonal skills while learning science (children taught to respect different viewpoints, to listen to others and to compare other ideas with their own)
– Nurturing values such as rigour, willingness to understand, humility, and openness to constructive social interactions
– Revisiting gender stereotypes when it comes to science, thus encouraging girls to choose scientific pathways in the future
28
Arts: a special case in the curriculum
29
Figure 1. Strengthening verbal skills through the use of classroom drama: a clear link
Note: The vertical axis represents the effect size of seven meta-analyses studying the impact of drama classes on the acquisition of verbal skills. In these classes students read and acted out stories (drama condition) or just read the stories (no-drama condition). The effect sizes for Kadas and Wrigth and for Conard correspond to the effect size of two other prior meta-analyses.
Source: Podzlony (2000)
0.47
0.32
0.290.27
0.240.23
0.19
0.150.14
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.5
Writing Story Understanding
Kardash & Wright
Writing Oral Story Understanding
Reading Readiness
Conard Reading Achievement
Oral Language Vocabulary
Some final thoughts
• Educational innovations happen when innovative ideas and approaches on what and how interconnect
– Interaction of content and teaching methods matters
• Various teaching practices produce different sets of skills
• New learning research will help us understand better how learning happens and can be ‘engineered’ in a better way, for example
– Interaction of social, temporal, spatial, visual processing in cognitive development
– Interaction of cognitive and emotional processes
30