Logic Model and Education

But are we making a difference?

We might be busy?

LOGIC Models and Education

Don

Equipment

Research base

Resources from UWEX

Situation: There an increasing expectation from the public that public services can demonstrate a social return on the investment

2 hour training

•Interactive activities

•Group work

•Practice

•Q and A

Increase knowledge of logic models

Increase ability to create a meaningful logic model

Increase confidence in using logic models

Use logic models in planning and evaluation – in your own work

Link to implementation of ACfE

Improved planning –achieve positive results

Improved evaluation – demonstrate that you are making a difference

INPUTS OUTPUTS OUTCOMES

HTs

Why the hype? What’s

the benefit? • Focus on and be accountable for

what matters – OUTCOMES• Provides common language• Makes assumptions EXPLICIT• Supports continuous improvement • Promotes communication

What does a logic model look like? • Graphic display of boxes

and arrows; vertical or horizontal– Relationships, linkages

• Any shape possible– Circular, dynamic

– Cultural adaptations; storyboards

• Level of detail

• simple

• complex

• Multiple models

Assumptions

Assumptions underlie much of what we do. It is often these underlying assumptions that hinder success or produce less-than-expected results. One benefit of logic modelling is that it helps us make our assumptions explicit.

•Teachers cannot be trusted with something as important as curriculum innovation.•There should be a uniformity of opportunity and pupil experience in all schools.•Development of the curriculum is essentially a “top down process”.•The key to improvement is to ensure a proper flow of information down to teachers.•Teachers need to be“told” what to do.•The role of Local Authorities is to promote that flow of information and to ensure proper implementation by schools.•The key unit of curriculum creation are national bodies and local authorities.•School leaders have a responsibility to ensure that teachers implement the programme as planned.•Professional Development is based upon a deficit model whereby teachers’ perceived lack of knowledge is addressed by providing them with materials and “instructions” for implementation.•There is a need to “teacher proof” the system by ensuring that teachers cannot interfere with the contents or the delivery model.

ASSUMPTIONS ABOUT IMPLEMENTATION (1)

ASSUMPTIONS ABOUT IMPLEMENTATION (2)

•Teachers are professionals who want to make a positive difference to children’s lives;•Where teachers are empowered to work together they can create outstanding learning environments for children and young people;•Teachers naturally want to talk and learn from each other about their practice;•Teachers want to engage in dialogue about their own educational practice with a view to improving their craft.•The school is the key unit of curricular creation and professional development.•Schools should be encouraged to create curricular models which suit their own context•School leaders can create environments where teachers want to learn.•Teams of teachers working collectively towards a common purpose can have a more positive impact upon practice than any other strategy.•Teachers are partners in the curriculum development process.

• IF we develop a Learning and Teaching Policy, •THEN it will lead to better teaching, •and IF teaching is improved, •THEN better learning will take place, •and IF better learning takes place •THEN there will be an improvement in educational outcomes, •and IF we can improve educational outcomes •THEN we can improve the children’s life chances.

If/Then causal relationships based upon assumptions

We can see the flaws in the assumptions outlined above

How will activities lead to desired outcomes? A series of if-then relationships

We invest time and money

Students struggling academically can be tutored

They will learn and improve their skills

They will get better grades

They will move to next grade level on time

IF then IF then IF then IF thenWe can

provide tutoring 3 hrs/week for 1 school year to 50 children

IF then

Tutoring Example

Simplest form


HUNGRY

Feel betterFeel betterGet foodGet food Eat food Eat food

Everyday example

A bit more detail


Program investments

Activities Participation Short Medium

What we invest

What we do

Who we reach

What results

SO WHAT??

What is the VALUE?

Long-term

OUTPUTS What we do Who we reach

ACTIVITIES

•Train, teach•Deliver services•Develop products and resources•Network with others•Build partnerships•Assess•Facilitate•Work with the media•…

PARTICIPATION

•Participants•Clients•Customers•Agencies•Decision makers•Policy makers

Satisfaction

Outputs vs.outcomes Example: Number of patients discharged from state mental hospital is an output. Percentage of discharged who are capable of living independently is an outcome

Not how many worms the bird feeds its young,

but how well the fledgling flies

OUTCOMESWhat results for individuals, families, communities..…

SHORTLearning

Changes in

• Awareness• Knowledge• Attitudes• Skills• Opinion• Aspirations• Motivation• Behavioral intent

MEDIUMAction

Changes in

•Behavior •Decision-making•Policies•Social action

LONG-TERMConditions

Changes in

ConditionsSocial (well-being)HealthEconomicCivicEnvironmental

C H A I N OF O U T C O M E S

Staff

Money

Partners

Develop parent ed’ curriculum

Deliver series of interactive

sessions

Parents increase knowledge of child dev

Parents better understanding their own parenting style Parents use

effective parenting practices

Improved child-parent relations

Research


Facilitate support groups

Parents gain skills in effective parenting practices

Example: parent education and support initiative

Parents identify appropriate actions to take

Strong families

Targetedparentsattend

:

Situation: Some parents reported that they were having difficulty parenting and felt stressed as a result

EVALUATION: check and verify

What do you want to know? How will you know it?

PLANNING: start with the end in mind

Input-Output-Outcome Terminology

Question 1: Teenagers learned new leadership skills.

Possible Answers:

Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome

Input-Output-Outcome Terminology

Question 1: Teenagers learned new leadership skills.

Possible Answers:


Question 2: 200 home economics teachers attended the conference

Possible Answers:


Question 2: 200 home economics teachers attended the conference

Possible Answers:


Question 3: Teachers applied the new skills in their classrooms

Possible Answers:


Question 3: Teachers applied the new skills in their classrooms

Possible Answers:


Question 4: Health, education and social work formed a partnership

Possible Answers:


Question 4: Health, education and social work formed a partnership

Possible Answers:


Question 5: Headteachers who participated learned how to develop a logic model

Possible Answers:


Question 5: Headteachers who participated learned how to develop a logic model

Possible Answers:


Question 6: Health and safety procedures were taught to support staff

Possible Answers:


Question 6: Health and safety procedures were taught to support staff

Possible Answers:


Question 7: Schools who participated in the project saw a reduction in the achievement gap between those children with FME and the rest

Possible Answers:


Question 7: Schools who participated in the project saw a reduction in the achievement gap between those children with FME and the rest

Possible Answers:


Question 8: Teachers reported that they had found the course very useful

Possible Answers:


Question 8: Teachers reported that they had found the course very useful

Possible Answers:


Question 9: Parents reported that their children were doing more homestudy

Possible Answers:


Question 9: Parents reported that their children were doing more homestudy

Possible Answers:


Question 10: Newsletters are distributed in three languages

Possible Answers:


Question 10: Newsletters are distributed in three languages

Possible Answers:


Logic Model…limitations

• Represents reality, is not reality

• Focuses on expected outcomes

• Challenge of causal attributionMany factors influence process and outcomes

• Doesn’t address: Are we doing the

right thing?

Don

Equipment

Research base

Resources from UWEX

Situation: There an increasing expectation from the public that public services can demonstrate a social return on the investment

2 hour training

•Interactive activities

•Group work

•Practice

•Q and A

Increase knowledge of logic models

Increase ability to create a meaningful logic model of program

Increase confidence in using logic models

Use logic models in planning and evaluation – in your own work

Link to implementation of ACfE

Improved planning –achieve positive results

Improved evaluation – demonstrate that you are making a difference


HTs

Staff

Money

Time

Spend an INSET day on how to promote successful learning

Involve teachers and students in developing a Logic Model

Teachers learn how help pupils

Teachers gain confidence to encourage independent learning

Learners report that they are much more confident about learning new things

Young people are successful learners ready to make their next transition

Research


Teachers develop partnerships with pupils and parents

Example: parent education and support initiative

Strategies are observed in the classrooms

The achievement gap is closed

Target parents of lower achievers

:

Situation: Young people (especially the less able) do not have a range of strategies to help them be independent and successful learners

Devise a co-created plan with teachers, parents and pupils Levels of

attainment improve

Teachers pupils, parents

www.uwex.edu/ces/lmcourse

http://www.uwex.edu/ces/lmcourse






