Preparing teachers to develop advanced performers: A cognitive - PowerPoint PPT Presentation

Preparing teachers to develop advanced performers: A cognitive approach to teaching, learning and assessment Deon Van Tonder TEACHING AND LEARNING CONFERENCE 2017 Magda Kloppers North-West University, Mary Grosser South Africa 6 June 2017

Aims of the presentation This presentation will focus on: • Reporting on the initial findings of a SoTL research project with a group of in-service teachers to establish their knowledge and practical skill in develo lopi ping g learne ners rs to become advan ance ced perfo forme rmers rs prior to and after a short learning programme in Cognitive Education. • This presentation will focus on the teachers’ reflections about their experiences with the training. 2

What What is is th the e ro role of le of un univer iversities sities in in co community mmunity de deve velopmen lopment? t? 3

The role of universities in community development 4

Background about the SLP in Cognitive Education Aim:  One-ye year ar course for 25 CPD PD points  10 Saturdays (4 hours per Saturday)  Encourage and support the across a year (80 notion onal al hours rs: deve velop opmen ment, 40 hours facilitation and 40 hours  implem lementat entation on and practical at own time)  sys ystem emat atic ic research of new,  Participants will receive a Cert rtificat cate e in Cogni gnitive Educat cation on endorsed rsed by uniqu quely ely South th Africa ican n and the NWU WU  contextually relevant  Teachers, therapists and approac proache hes and psychologists in possession of an  proces ocesses ses for approved teaching qualification may enrol for the SLP, or need to provide  the enhancem hancement ent of think nking ing proof of possessing a basic and d learning arning knowledge of:  thro rough ugh teach ching ing and  Learning theories that underpin ass ssessm essment ent. teaching and learning  Basic teaching strategies  Approaches to assessment 5

Background about the SLP in Cognitive Education Aim:  One-ye year ar course for 25 CPD PD points  10 Saturdays (4 hours per Saturday)  Encourage and support the across a year (80 notion onal al hours rs: deve velop opmen ment, 40 hours facilitation and 40 hours  implem lementat entation on and practical at own time)  sys ystem emat atic ic research of new,  Participants will receive a Cert rtificat cate e in Cogni gnitive Educat cation on endorsed rsed by uniqu quely ely South th Africa ican n and the NWU WU  contextually relevant  Teachers, therapists and approac proache hes and psychologists in possession of an  proces ocesses ses for approved teaching qualification may enrol for the SLP, or need to provide  the enhancem hancement ent of think nking ing proof of possessing a basic and d learning arning knowledge of:  thro rough ugh teach ching ing and  Learning theories that underpin ass ssessm essment ent. teaching and learning  Basic teaching strategies  Approaches to assessment 6

In Intro trodu duction: ction: Ba Backgroun kground d of of th the e res esea earch rch an and C d Con oncep eptua tual l Fram amework ework 7

1 . Inclusive Education in the South African context  Crea eating ng car aring ng cond nditions ions for learning  Ac Accom commod modat ating ing and d comp mpensat ensating ing for different bar arriers riers to learning  Raisi ising ng the over erall all perform rforman ance ce of all lear arners ners 8

2 . What kinds of learners should schools be producing?  Advanced performers  Enterprising learners  Global citizens Learner arners s who o possess ssess skil ills ls for lear arning, ning, work rk and d life 9

What are the expectations for all learners ? • Character • Citizenship What kinds of • Communication characteristics do • Critical thinking and learners need if they problem solving are to be successful • Collaboration • Creativity and in school, the imagination workplace and society? 10

3. How well are we doing?  Lack of skills  Academic performance  Drop out rates  School effectiveness and dysfunctional schools 11

How well are we doing? • Attai tainme nment nt levels of education after 12 years - very y low (Van der Berg, Taylor, Gustafsson, Spaull & Armstrong, 2011). • South African educati ation n regarded as ineff ffect ctive ve (Pretorius, 2014). • Large numbers of schools are dysfun funct ction onal al (Pretorius, 2014). • Inability ility of SA education system prepare learners adequately for future study, work and citizenship (Jansen, 2012). • Absence ce of teaching important 21 st century thinking skills and dispositions/attitudes to learners (Booyse, 2016 (Umalusi). 12

Ideals versus Reality 13

The he Sho hort t Le Lear arni ning ng Prog ogramm ramme e in in C Cog ogni nitive tive Edu ducati ation on as as a w a way ay to to as assist sist te teac achers hers to to sha hape pe te teac achi hing ng an and lea d learni ning ng en envir ironments onments to to em empo power er al all l le lear arne ners rs to to ac achi hiev eve e suc uccess. cess. 14

4. The proposition High Performance Learning theory suggests that most learners are capable of achieving high levels of academic performance once seen as the domain of the very few, and that the role of a school is to help learners make this a reality Prof. Deborah Eyre You u are e not t th there re yet, t, but t you u can n get t th there! re! 15

What does Advanced Performance refer to? Academic Advanced achievement Performers Adva vanced nced per erform ormance nce: foundation of life time suc uccess. cess. • Adva vanced nced per erform ormance nce for all, not just a few. • Life ready eady lear arners ners with the right skills and attitudes. • Learners with a global bal outlook. • Not only good grades (Acade ademic mic ach chievem evement ent) • 16

5 . Schools that build Advanced Performers Compete etencie cies s to behave ve Compete etencie cies s to think nk 17

The DNA of High Performing Schools Co Competen etenci cies es  Creative and Creating enterprising Meta-  Risk-taking thinking  Persevering  Confident Linking  Inquiring Analyzing  Collaborative Realising  Concerned for society Advanced Cognitive Performance Values, Attitudes and characteristics (ACPs) Attributes (VAAs) 18

The explicit teaching of thinking Today's problems will not be solved with the same level of thinking that created them (Einstein) It is therefore important for us as teachers to ensure this generation behaves more intelligently than the last. Teach chin ing of of thinkin king Teach chin ing about about thinkin king Teach chin ing for thinking king Focus: us: How to become me Metacogn acogniti ition on: : learne ners rs Engage ge learners ers in effective ctive thinke kers rs - become me aware e of their ir effective ective thinking king – higher r strate ategies gies own & others rs thinki king order r quest stioning oning 19

Pi Pill llar ar 1: 1: Mi Mind nd-set set shift shift Pi Pill llar ar 2: 2: Enqu Enquiry iry-ba based sed Le Lear arning ning  Correct mind-set: precondition for High Performance Learning  Not only about “what” is taught, but “how” it is taught .  Believe the ability is flexible and can be developed:  Making “thinking” visible in the embrace this approach classroom 20

Pillar 3: Expert Pillar 3: Expertise ise development development Pillar 4: Pract Pillar 4: Practice and tr ice and training aining  Not just passing of exams.  Not just covering curriculum.  Deve velop loping ng habi bits ts and d behav haviour iours s associated with expe pert rtis ise in a given domain. 21

Pi Pill llar ar 5: 5: Fe Feed edba back ck Pill Pi llar ar 6: 6: Enga Engage ge pa pare rent nts  Frequent quent and specific ific  Committing to a journey feedback back to learners on with teachers and learning progress. learners.  To be diagnostic ostic and  Parents working in prescriptive criptive. harm rmony ony with the school.  Encoura urage self-regula regulati tion on.  Keep parents infor ormed med  Comments ents on progress ress and invo volve lved. and and on the gap gap betwe ween en curre rent nt performan ormance ce and optimal mal perfo formance rmance.  Instil til a sense e of confi fidenc dence e that there is growth th and what is realistica isticall lly y possib ible e to achieve. eve.  Feedba back ck as “ feed forwa ward rd ” ( Booyse, 2016). 22

Pillar 7: With learners not to them  Learners taking responsibility for their own wn learning.  Learners are involve ved and make decisions.  Co Continu nuou ously sly refl flect ect on their own growth wth and development pment.  Understanding the building g blocks s of advanced thinking and learning. 23

The importance of teacher self-efficacy to develop advanced performers 24