INCLUSIVE EDUCATION CAPABILITY BUILDING PROJECT

BES WHAT WORKS RESOURCES FOR THE ‘HOW’ OF IMPROVEMENT

THE IMPLICATIONS OF THE BEST EVIDENCE SYNTHESIS (BES) RESOURCES FOR CAPABILITY BUILDING IN INCLUSIVE EDUCATION

Iterative Best Evidence Synthesis ProgrammeHei Kete Raukura

Ministry of Education , New Zealand www.educationcounts.govt.nz/goto/BES

Adrienne Alton-Lee, Chief Education Advisor BES

Mehemea ka moemoea ahau, ko ahau anake. Mehemea ka moemoea a tatou, ka taea e tatou.

If I dream, I dream alone. If we all dream together, we can succeed. Te kirihaehae te puea herangi (1883–1952), Maori leader.

Ehara taku toa i te toa takitahi, engari he toa takitiniMy strength is not mine alone but that of the multitudes Create educationally powerful connections

Attributed to Paterangi Ngāti Kahungungu (Here Huata, 1921)

BES AS A CATALYST FOR SYSTEMIC IMPROVEMENT

OVERVIEW • About best evidence synthesis (BES)

• Stakeholder role in BES development

• Diverse (all) learners – responsiveness-to-diversity

• Getting to grips with the how of improvement

• Inclusive education as core business

• Theoretical tools

• Addressing bullying – the need& the connections

• Theory, case & vignette as resources

• Bullying - addressing curriculum & teaching drivers

• High impact collaborative R & D - inclusive pedagogy

• BES Exemplars – accelerated progress – signature pedagogies

What works for valued outcomes for diverse

(all) learners – at the same time?

Why?

How?

What doesn’t work?

First do no harm in education

What makes a bigger difference in areas of

need?

Best evidence synthesis resources

Inquiry, Knowledge Building & Improvement Cycles

FIT-FOR-PURPOSE METHODOLOGY

• Influences on valued student outcomes

• Trustworthy bodies of evidence

• Rigorous eclecticism – iterative process

• From the profession for the profession

• Effect sizes – impact & equity index

• Critical role of theory

• Case & vignette

• Context matters

STAKEHOLDER ROLE IN BES DEVELOPMENT

PPTA regards itself as a partner in the BES programme. I believe that the BES programme is absolutely committed to promoting social justice, and for that reason our union, like NZEI, has committed itself to working alongside this research programme. The whole diversity framework that is an intrinsic part of BES (see the Guidelines) guides our thinking and our critiquing of work in progress, and the analysis of diversity that is being used is a very sophisticated and sensitive model light years away from the concept of diversity reflected in much other research work. Ensuring that teaching addresses issues of diversity is fundamental to promoting social justice in education.Judie Alison , Advisory Officer(Professional Issues) Post Primary Teachers’ Association(23 February 2006)

RESPONSIVENESS TO DIVERSITY FRAMEWORK FOR BUSINESS-AS-USUAL (INCLUSIVE

EDUCATION) BES perspective

•Treaty of Waitangi foundation

•Indigeneity, socio-economic status, language, ethnicity, culture, dis/ability , sexuality and gender matter in education - in complex, intersecting and fluid ways that are often salient

•Recognition that teachers are working simultaneously with diverse learners in groups •Difference as central – rather than a ‘normal’ group and ‘other’ – those of us who….

•Highly effective approaches accelerate most progress for students with special needs

•Universalising discourse of difference

•Diversity as a resource

•Learning community critical

Caution /Concern /Harm?

The teacher and the child’ Fixed ability grouping

Student self-report on grades

Labelling – ranking ladders

Learning styles matching

‘Us and other’

Individualised approaches

POLICY PRACTICE

Pasifika Education Plan

Inclusive Education Framework

INCLUSIVE EDUCATION IS NOT SOMETHING EXTRA

DOING CORE BUSINESS IN WAYS THAT WORK FOR TEACHERS & DIVERSE

(ALL) LEARNERS

BES A WHAT WORKS

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English for Speakers of Other Languages - ESOL

IEP

ENGAGING EXISTING THEORIESTE WĀNANGA I NGĀ KAUPAPA WHAKAARO O TE WĀ

• Teachers are likely to reject new ideas that conflict with their current ideas unless, as part of the professional learning, their existing understandings are engaged.

• Without such engagement, teachers are likely to dismiss new strategies as unrealistic and inappropriate for their particular practice contexts.

• Only a first step

TA Pip: they (other kids) are just not interested in having a social burden, ‘that’s what he is [student with Asperger’s syndrome] he is a social burden

TA Liz [specialist teacher]said to me, ‘you’re wasting your time teaching things like that, does he really understand? I said, excuse me , he’s quite an intelligent child, He understands a hell of a lot more than you think he does just because he can’t communicate’

Rutherford (2008)

Rachel: ‘I don’t think I would be here today without those teacher aides. They pushed me… you have got to have someone who can push you beyond that next boundary.’

TA Jack : I am not there to be their friend. I’d like to be friendly you know yes, I would like them to like me …but that’s not my main focus. I’m there to try and get them to make friends with other kids, that’s my role…’

EXISTING THEORIES – NEW ZEALAND SCHOOLS

NATIONAL CHALLENGE

BULLYING IN NEW ZEALAND SCHOOLS

COUNTER-BULLYING PEDAGOGIES CRITICAL AS BUSINESS-AS-USUAL PRACTICE

THEORETICAL TOOLS AS RESOURCES FOR TEACHERS & LEADERS

‘’…practitioners did not take from research, tools that could be directly applied in their classrooms, but instead took ideas: concepts that could, especially when combined with other ideas, help them invent specific responses to local situations.’ (Kennedy, 1997)

THEORETICAL TOOLS AS RESOURCES FOR TEACHERS & LEADERS

CASE & VIGNETTE TO BRING THE HOW OF

BES FINDINGS TO LIFE

VIGNETTE A[Mark is in the playground standing and looking around. James comes up to Mark.]James: Hello, hello, hello.[James gets very close to Mark's face. Mark backs off a little.]Mark: No.[James goes off to a nearby friend in the adventure playground.]James: Look at that boy there. He said "No". Come and have a look. He goes like this with his tongue.[James imitates putting his tongue in and out of his mouth. James pokes his tongue out at Mark. Mark walks off a little and watches children playing on the adventure playground. James returns with another two boys as well as the first boy.]

Dr Christine RietveldUniversity of Canterbury

Boys: Hello, hello, hello.[The boys say hello to him over and over and laugh at him. One of the boys throws his lunch paper at Mark after screwing it up first. Mark looks at the ground and shakes his head. Peter squeals at him and pats his cheeks. The others make growling noises at him and then laugh.]

[The boys leave for a minute and then return and continue saying hello to Mark over and over. Mark pokes his tongue out at the boys.][A teacher-aide walks by.]

INTERRUPTED NARRATIVE - WHAT SHOULD THE TEACHER-AIDE DO?

PERSONAL TRAGEDY APPROACH

Teacher-Aide: I hope you boys are being nice.James: We're just saying "hello" to him...[The teacher-aide introduces Mark to the boys and suggests that they play with Mark. They ask Mark if he wants to swing. Mark does not respond. The boys leave and Mark stands on the path looking around.]Teacher-Aide: Come on. [The teacher-aide is holding out her hand to Mark.] We'll find William. [William is another child with a disability the teacher-aide is there to support.]Teacher-Aide: Let's go to the adventure playground.[Mark follows the teacher-aide.]

VIGNETTE B

[Ian is engaged with peers in building a block structure when Alan makes a complaint about him to the teacher.]

Alan: Ian! No, Ian.Brent: [To Alan.] Tell the teacher.

[The teacher arrives at the scene and Alan tells the teacher.]

INTERRUPTED NARRATIVE - WHAT SHOULD THE TEACHER DO?

SOCIAL CONSTRUCTIVIST APPROACH

The teacher observes the children before intervening.Teacher: [To Alan.] If there's a problem, tell Ian what it is. Tell Ian if there's too many cars, it'll break [the structure they have built]. Tell him where he can put the cars and blocks.[Alan and Ian sit down on the mat. Ian picks up a car.]Alan: [To Ian.] In there. In there.[Alan shows Ian where to put the car.]Ian: No. [Ian says 'no' but does put the car where Alan showed him and drives it around. Brent, Alan and Kate also drive their cars around each on their own part of the block structure. The children continue to drive their cars around for 2 minutes.]

Accessible cases – stand alone

Inclusion through Social Studies Tikanga ā iwi

DP leads inclusive environment across the school

Zack as:

• Peer helper • Expert resource

• One of ‘us’

• Note Thinking Books New entrants• BES Exemplar 5 Learning Logs Upper Secondary

BECOMING INCLUSIVE THROUGH CORE BUSINESS

1. Valued Outcomes ( Achievement, identity, self-management, relating to others, connectedness & social outcomes)

2. Develop educationally powerful theories – e.g. social constructionist 3. Inclusive curriculum (‘Those of us’) 4. Effective pedagogy for complex classroom contexts 5. Create & leverage educationally powerful connections - as resources 6. Collaborative inquiry & knowledge building for improvement –across the

system 7. Use what works & what makes a bigger difference evidence to accelerate

progress of students who have been underserved and/or disadvantaged – don’t keep rediscovering the wheel

8. BES – highest effect sizes for students with special needs 9. The most important strategy for system change is capacity building with a

focus on results (Levin, 2012)10.Use the findings of the Teacher Professional Learning & Development &

the School leadership & Student Outcomes /He Kura Rangatira BESs because they explain the how of deep improvement.

EFFECTIVE PEDAGOGY IN SOCIAL SCIENCES

INCLUSIVE MATHEMATICS/PĀNGARAU

Why it matters so much

An ethic of care /He tikanga tiaki

EDUCATIONAL POLICY, PRACTICE & EVIDENCE USE

Meta-analyses ES 0.53 0.54 0.59 for cooperationES 0.36 0.23 for competitive or individualistic efforts Stanne et al (1999); Hattie (2009)

In comparison with schooling practices that are often supported by governments – such as tutoring, technology use and school restructuring – co-operative learning is relatively inexpensive and easily adopted. Yet, thirty years after much of the foundational research was completed, it remains at the edge of school policy. This does not have to remain the case: as governments come to support the larger concept of evidence-based reform, the strong evidence base for co-operative learning may lead to a greater focus on this set of approaches at the core of instructional practice. In the learning environments of the 21st century, co-operative learning should play a central role. (Slavin, 2010, p. 174).

Galton, M., & Hargreaves, L. (2009). (Eds). Group work: still a neglected art? Cambridge Journal of Education, 39(1) 1-6.

BES EXEMPLARS /NGĀ KETE RAUKURA

• Tools for accelerated system change in areas of need designed in response to sector feedback & advice

• Goal is a national learning community using very high impact inclusive pedagogies

• Approaches that simultaneously advance a range of valued outcomes – cognitive, well-being, social…

• Developed through several iterations of collaborative research & development - disciplined innovation

BES EXEMPLARS

• Explain the complexity of teaching and the how

• Use of student and teacher ‘voice’

• Not just teaching - professional learning and leadership supports

• An embedded inquiry and knowledge building approach to improvement

• Implementation alerts

• Access to trusted resources, smart tools, DVDs, websites

• Access to Research Behind BES

Think alouds

orders@thechair.minedu.govt.nz FREE HARD COPIES IN NZ

HIGH IMPACT PEDAGOGIES

ACCELERATED IMPROVEMENT IN AREAS OF NEED FOR UNDERSERVED OR DISADVANTAGED

LEARNERS BES Exemplar 1: Developing Communities of

Mathematical Inquiry Dr Roberta Hunter • Students are scaffolded to engage with the

teacher and peers in mathematical inquiry, reasoning & argumentation

• 4-5 years of achievement acceleration in one year • Māori , Pasifika, low decile

BES EXEMPLAR 1: DEVELOPING COMMUNITIES OF MATHEMATICAL INQUIRY

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THE MATHEMATICS COMMUNICATION AND PARTICIPATION FRAMEWORK

• Smart tool -Friendly arguing • Communicative actions e.g.

• Use mathematical words to describe actions • Indicate agreement or disagreement with an explanation • Compare & contrast own reasoning with that used by others

• Participatory actions e.g. • Active listening & questioning for more information • Use wait time as a think time before answering or asking

questions • Collaborative support and responsibility for reasoning of all

group members

‘Don’t dis her man when she’s taking a risk

NZEI TE RIU ROA

NZEI Te Riu Roa welcomes this best evidence synthesis of Effective Pedagogy in Mathematics/Pāngarau, particularly as it takes for its starting point the assertion that “all children can learn mathematics’ . This key message is at the heart of every teacher’s commitment to the mathematical learning of his or her students’

…the research identified in t he synthesis together with the case studies and vignettes, has the potential to stimulate much constructive professional discussion. To maximise its potential for teachers, it will need to be accompanied by professional learning opportunities and time for reflection and discussion in the school or centre setting.

Teachers will welcome the many practical ways in which to strengthen practice – a particular feature of the BES Programme

SCHOOL LEADERSHIP & STUDENT OUTCOMES: IDENTIFYING WHAT WORKS AND WHY: BEST

EVIDENCE SYNTHESIS

Promoting and participating in teacher learning

Creating educationally powerful connections

Establishing goals and expectations

Planning, coordinating and evaluating teaching & the curriculum

Resourcing strategically

Ensuring an orderly & supportive environment

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