Evidence-Informed Innovation Program: Enhancing Educational Outcomes through Purposeful Staff Development

1. Evidence-Informed Innovation Program Enhancing educational outcomes with purposeful staff development Thinking Skills Metacognition Collaborative Learning Depth of Knowledge

2. About the Program Paul Main |Creator As senior leaders know, turning new ideas into whole-school action can be a challenge. This program addresses the gap of moving cognitive theory into concrete classroom practice by bringing staff on a reflective journey centred around individual action research projects. When trying to change a school culture, micro-managing teachers through a new initiative that they don’t see the relevance for can have negative consequences. To create sustainable change, we have to let our staff explore those professional interests that are pertinent to their immediate challenges. Meaningful staff development has to be led by teachers [but carefully guided by an expert.] This program is aimed at extending the cognitive ‘know-how’ for both staff and students. Using the new thinking toolkit from Structural Learning, teachers are now designing purposeful strategies that address their needs in their classrooms. This PowerPoint is designed to be shared in your staff meetings and act as a catalyst for thought provoking discussions. email: paul@structural-learning.com twitter: @paulmain79 website: structural-learning.com phonenumber: +44 (0)7968056689

3. This program aims to enhance student outcomes by engaging staff in a project that explores the essence of cognition and learning.

4. structural-learning.com

5. What are the principles behind Structural Learning? The evidence-informed principles behind Structural Learning have been well documented in educationalliterature. Learners see information as a system of connections; a gateway tohigher orderthinking. Studentsusethebricksto order their ideas and review their understanding. Relational Thinking Metacognition The strategy has the potential to develop the non-cognitive capacities associated with academicsuccess. The building of knowledge structures acts as a catalyst for learningconversations. Dialogic Teaching Intellectual Character structural-learning.com

6. Professional Learning for Educators The step-by-step visual guide that accompanies the program breaks down the research and development process into ‘bite size chunks’. The workbook provides teachers with the structure and design to conduct their action research projects with confidence and clarity. Included in the A4 spiral bound reflection book are observational scales to measure cognitive and character traits associated with academicsuccess. Choosing the EvaluationDesign Experiment Each method has strengths and limitations. Often there is a trade-off between robustness and the practicalities of running classroom research in a busy school. Depending on the priorities of the research, chooseon e of the following methods below and explain how you will conduct theexperiment. vsClassB Repeating aProcess LongtitudinalStudy withtheinterventions over several lessons plain to youhow all But I must explain to youhowall But I must explain to youhowall deaofdenouncing this mistaken idea of denouncing this mistaken ideaofdenouncing andpraising pleasureandpraising pleasure andpraising ClassA ut I must ex is mistakeni pleasure B th

7. StructuralLearning InnovationProgram Over an academic year, small teams of teachers experiment with the thinking toolboxin their classrooms. Staff are encouraged to utilise the programs educational research to inform bestpractice. Evidence of impact is gathered and disseminated at regular focus meetings. The project concludes with a Teachmeet presentation and the research being published within the educationcommunity. Knowledge is not passively received and absorbed but actively built up by theindividual. Watson(2000)

8. Academic Outcomes from usingStructural Learning Productive and focused dialogue DeeperKnowledge and betterwriting Clearer thinking and deeper insights The packets that organise information and make sense of experience are ‘schemas’, the building blocks of cognition. Daniel Goleman(1985) structural-learning.com

9. Benefits of CriticalThinking A well-cultivated criticalthinker: Communicates effectively with others in figuring out solutions to complexproblems. Uses abstract ideas to interpret information effectively, comes to well-reasoned conclusions and solutions, testing them against relevant criteria andstandards. Thinks open-mindedly within alternative systems of thought, recognising and assessing, their assumptions, implications, and practicalconsequences. Raises vital questions and problems, formulating them clearly andprecisely. structural-learning.com

10. Knowledge, Skills and Language Subject Knowledge Structural Learning promotes critical thinking, deeper comprehensionof subject knowledge and linguisticexpression. Thinkingand academic Skills Language structural-learning.com

11. Why Participate? YourSchool Visibility as an Institution that promotes the development of ‘life-long’ learners A balanced approach for developing academic results and broader student outcomes YourStudents YourStaff An engaging, staff-led approach toCPD A greater focus on ‘thinking for themselves’ Academic Confidence andmetacognitive ‘Know-How’ A stepping-stone into the world of educational and cognitive research Deeper SubjectKnowledge Deeper Learning Insights andInterventions

12. The EarlyInnovators structural-learning.com paul@paulmain.com @paulmain79

13. How does Structural LearningWork? Structural Learning helps students systematically turn information into knowledge. The strategy is flexible enough to be used across subjects and keystages. Applying Using the brick structures to promote critical and creativethinking. Connectingand Reinforcing Connecting the bricks to showrelationships. Knowing Using thecoloured bricks to organise information. Verbs: Evaluate,Predict, Elaborate,Generalise. Verbs: Sequence,Compare, Relate,Evidence. Verbs: List, Categorise, Recall,Eliminate structural-learning.com paul@paulmain.com @paulmain79

14. Enhancing Cognitive Functions: Examples of how Structural Learning can address specificneeds. Examples of Problems associated with Lower Attaining Students Examples of Problems associated with Higher Attaining Students MemoryProblems… The organisational principle improvesrecall Lacking Comprehension… Studentsunderstand concepts at deeperlevels Lack ofFocus… The game like qualitykeeps the learners attention ontask Ideas areunstructured… Careful planning means writing has more balance andpurpose Worried about getting it‘wrong’… The brick structures can be adjusted and adapted tofeedback. Students rush to ‘Right’answer… The bricks cause students toreflect and ask themselves criticalquestions. CognitiveBoredom… The level of challenge can be increasedprogressively. Difficulty changingperspective… Access to other students ideas can help move learners fromtheir defaultposition.

15. 1. LaunchSession The first step of the program is to provide an opportunity for staff to ‘play’ with new ideas. This launch pad is the catalyst for asking deeper questions about how our students think and learn. as CreateNew Strategies AskDeeper Questions ExploreNew Ideas Plan the Research

16. 2. ClassroomApplication Regular classroom application will lead to more confidence for both learners and teachers. Sustainable progress typically involves iteration and reflection as methods are fine tuned in the classroom. The observational scales will act as a 'SatNav', guiding the project's direction as we moveforward. Creative Freedom Reflective Practice Replicable Processes User-Friendly Methodologies

17. 3. InnovationMeetings The innovation meetings keep progress on track and the momentum going. These meetings are a chance to share practice and initial findings with colleagues. This refining process helps staff shape their ideas into concrete strategies. These sessions are also themed with new cognitive evidence that helps to validate theirpractice. Cognitive Research Refinement Disciplined Innovation Professional Discussion

18. Potential ResearchAgendas These research agendasare a good starting point for developing research questions that resonate with a personal interest as well as a learnerpriority. Metacognition P4C SOLOTaxonomy Preparation for Writing Text Comprehension Non FictionWriting Thinking Strategies Writing and Language Development SENSupport Gifted andtalented Stretch and Challenge Speaking and Listening Depth of dialogue Inquiry BasedLearning Specific Cohorts GroupWork Learning is not a one-off event, but rather a process of learning and change overtime Helen Temperley,2011

19. Simple Data Collection

20. Rethinking ProfessionalDevelopment Two reports have helped schools rethink the very nature of their professional developmentactivities. PrincipleOne The most effective CPD lasted 2 terms or longer. This involved a move away from one off sessions and towards sustainedengagement. PrincipleOne The only way to improve student outcomes is to improveteaching PrincipleTwo Teachers need to be given opportunities to apply professional knowledge in theirclassrooms PrincipleTwo CPD should have a ‘Rhythm’of follow-up, consolidation and supportactivities. Teacher CPD OECD Dev’ Trust PrincipleThree Teacher Action Research was reported as having the biggest impact PrincipleFour When teachers work well collaboratively they tend also to work well withstudents PrincipleThree Learning Opportunities should be relevant tostaff PrincipleFour The content of the CPD needs to be aligned with the principles of the student learning beingpromoted structural-learning.com

21. Participation Agreement Fully ManagedProgram Easy Data Collection Methods ‘Digestable’Evidence Regular Meeting time to reflect onprogress School Receives School Contributes Contribution of Research Findingsand SuccessStories ClassroomKits of the brick building thinking tool NationalRecognition Classroom Expertise and PedagogicalIdeas By turning to collaborative action research…we can renew our commitment to thoughtfulteaching… RichardSager structural-learning.com

22. Engagement with StructuralLearning There are different levels of engagement depending on the purpose of the project. We want to make sure that we can involve you regardless of budget. We welcome all ideas and have mapped out some broad benchmarks toconsider. Partnership Organisations: You see the potential of SL and want to co- develop and deliver the next stage with us. You have ideas of how to develop the conceptfurther. StrategicPartnerships Research Entities: You have a vested interest in creating new knowledge and are seeing this an opportunity to develop somethingground-breaking. Large ResearchProjects Forward-Looking Groups of Schools: Your TSA, Trust or Federation sees the opportunity to work collaboratively and cost effectively. SchoolClusters Path Finding Schools: The principles behind SL resonate and you want to run the R&D project across the whole school. This is going to be developed into a school-widestrategy. Innovative school teams: You have a team of teachers ready to engage in the program. You want to kick things off with a facilitatedsession. WholeSchool Small ScaleProject Passionate Teachers: You like the concept and can imagine using Structural Learning in your classroom. This could lead to wider research involving your wholeschool. SingleClassroom

23. ThinkingTogether #cognitive #talk #engage #scaffolding #growth #betterwriting #21stC #ideas #mind #develop #results #motivation #problemsolver #concrete structural-learning.com