Agenda Mixed Ability Day 2 JCSP Overview Research Assessment for - - PowerPoint PPT Presentation

Junior Certificate School Programme

The Junior Certificate

School Programme

Mixed Ability Teaching and Learning Laois Education Centre April 2014

Junior Certificate School Programme

JCSP Overview Updates Resources Research and Rationale

Coffee and Book Display Sharing Practice Sharing Practice Lunch Planning for Mixed Ability Conclusion and Evaluations Assessment for Learning

Agenda Mixed Ability Day 2

Junior Certificate School Programme

What is the JCSP?

.

The JCSP is an intervention within the Junior Cycle aimed at those students who are identified as being at risk of leaving school early perhaps without completing The Junior

Certificate.

All JCSP Students sit the Junior Cert examinations

A Social Inclusion Programme

Junior Certificate School Programme

JCSP - AIMS of the Programme

To retain students To bridge the gap To build strong and positive learning foundations To make school relevant and accessible to young people who find it difficult to cope with the school system.

Junior Certificate School Programme

• Builds Confidence & Self esteem
• Promotes Inclusion
• Celebrates Success academic and key skills
• Supports student Engagement in learning
• Promotes Active Learning Methodologies
• Champions Differentiation

The JCSP Framework

• Whole school approach
• Active teaching methodologies
• Student centred learning
• Engaging students in relevant real life experiences

The JCSP Programme promotes:

The JCSP Profiling Framework is a student focused framework to support differentiation in the mixed Ability Classroom

Junior Certificate School Programme

Updates

Thanks to all those in the Mixed Ability Teaching and Learning Group Today’s presenters from that group:

• Barbara Davis, JCSP Librarian
• Louise Kenny & Bernadette Flanagan - Maths
• Bébhinn O’Leary – Modern Languages
• Mick O’Riordan (on behalf of Erica Keane,

Gaeilge)

Junior Certificate School Programme

Updates

• Thanks to teachers involved in Statement

review – History, Home Economics, Science, Maths

• New Maths statements aligned with Project

Maths (Common Introductory Course)

• Great response to numeracy competition

Junior Certificate School Programme

New Resources: Differentiated Teaching and Learning

• Glossary
• Reflection poster
• Planning templates
• Draft pair-work rubric

Junior Certificate School Programme

Junior Certificate School Programme Demonstration Library Project

Junior Certificate School Programme

MIXED ABILITY RESEARCH

Barbara Davis JCSP Librarian Presentation Secondary School Warrenmount

Junior Certificate School Programme

DISCLAIMER

I am not a Mixed Ability expert, by any means, nor am I a teacher. I do not have an agenda or strongly held personal opinion about Mixed Ability. I am simply a librarian who would like to help by sharing some interesting research.

Junior Certificate School Programme

DIFFERENT GUISES

 Mixed Ability  Tracking  Setting  Streaming  Grouping  Differentiation  Ability Segregation  Homogenous/Heterogenous

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WORKING DEFINITION

‘The practice of evaluating and sorting students into categories for the purpose

• f providing differential instruction

within or across classrooms’

(Worthy, 2010)

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INTERNATIONAL RESEARCH

Junior Certificate School Programme

1960s

Willig’s early research suggested that inequalities may result from ability grouping in primary schools. Lacey and later Hargreaves developed the theory of differentiation-polarization, suggesting that an academically oriented value system led to a polarization

• f the student body into pro- and anti- school sub-
• cultures. This impacted on students’ behaviour and

values.

Relevant Research: (Willig, 1963; Lacey, 1966; Hargreaves, 1967)

Junior Certificate School Programme

1970s

Lacey’s research suggested that behaviour issues were more disruptive in lower sets and that streaming engendered anti-school cultures with low-stream students resisting rules and attempting to subvert them. Barker Lunn found greater participation in school activities and positive attitudes to school among children in non-streamed schools, particularly in those of average

• r below average ability.

(Adapted from Hallam & Ireson, 2004) Relevant Research: (Lacey, 1970; Findley & Bryan, 1975; Newbold, 1977; Rosenbaum, 1976; Lunn, 1970)

Junior Certificate School Programme

1980s

Evidence suggested that in mixed ability classes, the behaviour

• f students of lower ability tended to improve.

(Slavin & Karweit, 1985) Oakes found that behaviour among peers in a mixed ability setting was more supportive compared with the behaviour in lower ability classes, which was often characterised by hostility and anger. Oakes also found that ability grouping often ended up being a proxy for sorting by socioeconomic class. (Oakes, 1982,1985)

Junior Certificate School Programme

1980s

Some researchers suggested that mixed ability classrooms would allow students to help each other, with more capable students providing support and encouragement for the less able.

(Reid et al., 1982)

Others contended that students enjoyed lessons more when they were grouped into others of a similar ability.

(Kulik & Kulik, 1982)

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1990s

In the 1990s Boaler studied pupils studying mathematics in two contrasting grouping systems, mixed ability and sets. Boaler recorded dissatisfaction amongst students in the higher sets. Students expressed difficulties in coping with the fast pace of the lessons and the pressures of consistently working at a high level, suggesting there was little time for consolidation of learning.

(Adapted from Hallam & Ireson, 2004) Relevant Research: Boaler, 1997b

Junior Certificate School Programme

1990s

In Sukhnandan and Lee’s 1998 review of evidence they summarised: ‘research suggests that streaming and setting, compared with mixed-ability teaching, have a detrimental effect on the attitudes and self-esteem of average and low ability

• students. Research suggests that poor attitudes and low

self-esteem can lead to a decrease in achievement which can create a vicious circle from which it is difficult for low ability students to escape.’ (Sukhnandan & Lee, 1998)

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TRANSITIONS

‘The late 1970s and early 1980s witnessed a growing support for mixed-ability teaching, consistent with the more general public concern for educational equality that was pervasive at the time. But in the 1990s, concerns with educational equity have been eclipsed by discourses of ‘academic success’, particularly for the most ‘able’, which has meant that large numbers of schools have returned to the practices of ability grouping.’

(Boaler et al., 2000)

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2000s

In 2006, Van Houtte’s research found that the polarization effects derived from streaming had a lasting impact on the student population.

(Van Houtte, 2006)

This is concerning given the fact that there is evidence that inaccurate placement in groups influences pupils’ subsequent

• attainment. Those with similar attainment placed in different

groups made differential progress. Allocation to sets or streams was found to be a somewhat ‘arbitrary affair’ not based on ‘prior academic achievement or ability’.

(Hallam & Ireson, 2007)

Junior Certificate School Programme

2000s

In 2007 Susan Hallam and Judith Ireson explored secondary school pupils’ satisfaction with their ability grouping

• placements. They found that a substantial proportion of

pupils expressed a wish to change set. Though schools promote the idea of movement between sets, in practice this is not always the case. Several limiting factors were presented; the gap between work that has been undertaken in different sets, limitations

• n class numbers and timetabling presented serious

challenges.

(Hallam & Ireson, 2007)

Junior Certificate School Programme

2000s

In a retrospective study of ‘tracked’ grouping in a mathematics department in a comprehensive school in London, researchers recorded how the banding in mathematics was fuelled by “unhappiness” from parents who considered setting to be the most ‘natural’ and ‘effective’ context to teach this subject.

(Venkatakrishnan & Wiliam, 2003)

The dominant ideology of the school was also seen as a key factor in the success of different grouping styles.

Junior Certificate School Programme

2000s

The effect of ability grouping among gifted students was also explored. The big-fish-little pond effect suggests that many gifted students may suffer decreases in academic self-concept when they are grouped with similarly able

• students. However, their levels of boredom may also

decrease due to the provision of greater challenge.

(Preckel et al. 2010)

Junior Certificate School Programme

2000s

Rublin and Noguera (2004) commented on the importance of not implementing plans from the top down, without teacher input, support, and professional development, suggesting teachers needed to be involved in critical reflection about their belief and practice.

(Worthy, 2009)

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IRISH CONTEXT

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Moving Up

Emer Smyth Selina McCoy Merike Darmody ESRI

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Moving Up - ESRI

• In Ireland the NCCA commissioned the Education Policy

Research Centre of the Economic, Social and Research Institute (ESRI) to engage in a longitudinal study of students’ experience of curriculum in the first three years of their post- primary schooling, looking in depth at first, second and third year students.

• Moving Up presents the views of the key people involved in the

process, including school principals, teachers, parents and students themselves, and examines the ways in which schools can ease the transition to post-primary education.

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MOVING UP: FIRST YEARS

 Streaming is now practised in only a minority of

post-primary schools and is less common than in the 1990s.

 Where streaming does occur, it tends to result in

the labelling of students as ‘smart’ or ‘stupid’.

 Many students in streamed groups say that their

teachers move too quickly or too slowly when covering subject material in class.

Junior Certificate School Programme

MOVING UP: FIRST YEARS



Students in the higher stream classes take longer to settle in to post- primary school. Many experience difficulty in handling the increased pace of learning and volume of work alongside all the transition challenges.



Students in streamed schools, especially those in the lower streams make less progress in reading and mathematics during first year.



More schools now ensure that each first year class group is made up of students with a wide range of abilities.



Mixed-ability grouping in first year is a better alternative to streaming as it leads to improved progress in literacy and numeracy and can give students more confidence as learners.

Junior Certificate School Programme

EXPERIENCES OF SECOND YEARS

‘What emerges in the research is that while schools may believe that streaming enables them to better meet the learning needs of particular students […] the second year study shows that the practice may benefit the more able students, but does not benefit students in the lower streams. Instead, it contributes to lower educational aspirations, and increased disaffection from, and disengagement with school life. […] There is little evidence of students moving between streams, and it is this ‘cementing’ of students’ position in ability groupings that appears to have the most negative consequences.’

Junior Certificate School Programme

EXPERIENCES OF SECOND YEARS

‘Students in the lower stream are more likely to be

male and working class; they are offered fewer subjects, experience more didactic teaching, receive less homework and spend less time doing it. They are more like to feel that the pace of class-work is too slow, indicating perhaps that teachers have lower expectations of students in lower streams or feel they need to spend more time reinforcing coursework.’

Junior Certificate School Programme

EXPERIENCES OF SECOND YEARS

‘While schools do not want their students to fail, they can find it difficult to change established structures and practices. There can be a variety of background factors that militate against change. Adopting a mixed- ability approach to teaching is challenging, requiring significant support and professional development at school level. Schools may come under pressure from parents, the community or within the school itself to maintain the status quo, and may fear (and face) cream-off of more able students to nearby school.’

Junior Certificate School Programme

GEARING UP FOR THE EXAM: THIRD YEARS

‘Ability grouping has a significant effect on student

• utcomes: students in lower stream classes

achieve lower grades in the Junior Certificate exam than similar students in other classes. Their underachievement reflects less access to higher level subjects, a slower pace of instruction and lower expectations among teachers and students.’

Junior Certificate School Programme

Inclusive Learning Environments

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CREATING INCLUSIVE LEARNING ENVIRONMENTS IN IRISH SCHOOLS: TEACHERS’ PERSPECTIVES

 Research has consistently shown that teacher

perceptions and attitudes are key to successful inclusive practice.

 Interviews revealed that mixed-ability teaching

was not necessarily the norm in Irish secondary schools.

 Major concerns about the potential impact of

mixed ability grouping on academic progress and examination results for more able students.

 There was also a perceived pressure from some

staff and parents towards banding.

Junior Certificate School Programme

CREATING INCLUSIVE LEARNING ENVIRONMENTS IN IRISH SCHOOLS: TEACHERS’ PERSPECTIVES

‘...inclusive thinking and action at all levels; adequate funding at systemic level; proactive leadership within schools; responsive support infrastructure; ongoing professional development and time for joint planning; developing collaborative relationships between schools, parents and support agencies; and effective interventions by support agencies.’

(Shelvin et al., 2009)

Junior Certificate School Programme

Bibliography

• Abraham, J. (2007) Differentiating between and synthesizing quantitative, qualitative and longitudinal

research on polarized school cultures: a comment on Van Houtte. Journal of Curriculum Studies, 39(5), 597-602.

• Boaler, J. (1997a) Setting, social class and the survival of the quickest, British Educational Research

Journal, 23, 575-595.

• Boaler, J. (1997b) When even the winners are losers; evaluating the experiences of ‘top set’ students,

Journal of Curriculum Studies, 29, 165-182.

• Boaler, J., William, D. & Brown M. (2000) Students’ experiences of ability grouping – disaffection,

polarisation and the construction of failure, British Educational Research Journal, 28(5), 631-648.

• Findlay, W. & Bryan, M. (1975) The pros and cons of ability grouping, Phi Delta Kappan, 66, 12.
• Kulik, C.-L. C & Kulik, J.A. (1982) Effects of ability grouping on secondary school students: a meta-analysis
• f evaluation findings, American Educational Research Journal, 19, 415-428.
• Hallam, S., Ireson, J., Davies, J. (2004) Primary school pupils’ experience of different types of grouping in

school, British Education Research Journal, 30(4), 515-533.

• Hallam, S., Ireson, J. (2006) Secondary school pupil’s preferences for different types of structured

grouping practices, British Educational Research Journal, 32(4), 583-599.

• Hallam, S., Ireson, J. (2007) Secondary school pupils’ satisfaction with their ability grouping placements,

British Educational Research Journal, 33(1), 27-45.

• Hargreaves, D. H. (1967) Social relations in a secondary school (London, Tinling)
• Lacey, C. (1966) Some sociological concomitants of academic streaming in a grammar school. British

Journal of Sociology, 17(3), 245-262.

• Lacey, C. (1970) Hightown Grammar: the school as a social system (Manchester, Manchester University

Press).

• Lunn, B. (1970) Streaming in the primary school (Slough, NFER).

Junior Certificate School Programme

Bibliography

• Newbold, D. (1977) Ability grouping; the Banbury Enquiry (Slough, National Foundation for Educational Research).
• Oakes, J. (1982) The reproduction of inequity: the content of secondary school tracking. The Urban Review, 14(2), 107-120.
• Oakes, J. (1985) Keeping track: how schools structure inequality (New Haven, CT, Yale University Press).
• Preckel, F., Gotz T & Frenzel, A. (2010) Ability grouping of gifted students: Effects on academic self-concept and boredom.

British Journal of Psychology, 80, 451-472.

• Reid, M.E. Clunies-Ross, L.R., Goacher, B. & Vile, D. (1982) Mixed ability teaching: problems and possibilities (Windsor, NFER

Nelson).

• Rosenbaum, J.E. (1976) Making inequality: The Hidden Curriculum of High School Tracking (New York: Wiley).
• Rubin, B. C., & Noguera, P. A. (2004) Tracking and detracking: Sorting through the dilemmas and possibilities of detracking in
• practice. Equity and Excellence in Education, 37, 92-101.
• Shevlin, M. et al. “Creating inclusive learning environments in Irish schools: Teacher perspectives” NCSE. 2009. Web. 2

February 2014.

• <http://www.ncse.ie/uploads/1/creating_inclusive_learning_environments.pdf>
• Slavin, R. E. & Karweit, N.L. (1985) Effects of whole class, ability grouped and individualised instruction on mathematics

achievement, American Educational Research Journal, 22(3), 351-367.

• Smyth et al. (2004) Moving Up: The Experiences of First-Year Students in Post-Primary Education. (Dublin: Liffey Press)
• Sulhnandan, L. & Lee, B. (1998) Streaming, Setting and Grouping by Ability: a review of the literature (Slough, National

Foundation for Educational Research).

• Van Houtte, M. (2006) School type and academic culture: evidence for the differentiation-polarization theory. Journal of

Curriculum Studies, 38(3), 273-292.

• Venkatakrishnan, H. &, Wiliam, D. (2003) Tracking and Mixed-ability Grouping in Secondary School Mathematics Classrooms:

a case study. British Educational Research Journal, 29(2), 189-204.

• Willig, C.J. (1963) Social implication of streaming in junior schools, Education Research, 5, 151-154.
• Worthy, J. (2009) Only the Names Have Been Changed: Ability Grouping Revisited, Urban Review, 42, 271-295.

Junior Certificate School Programme

Assessment for Learning

Junior Certificate School Programme

Junior Certificate School Programme

43

Assessment OF Learning (Summative) Assessment FOR Learning (Formative) Happens after learning takes place An integral part of learning process Information is gathered by teacher Information is shared with learner Information is usually transferred into marks Information is available

• n quality of learning

Comparison with performance of others Is linked to learning

• utcomes and success

criteria Looks back on past learning Looks forward to the next stage of learning

Junior Certificate School Programme

Assessment for Learning: Key Elements

1. Learning Outcomes and Success Criteria 2. Effective Feedback 3. Effective Questioning 4. Self assessment - Students as owners of their own learning 5. Peer Assessment - Students as Instructional resources for each other Assessment for learning strategies need to be phased into practice over time.

AfL Assessment for Learning – A Practical Guide 2010 p38

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Learning Outcomes

Learning Outcomes are an explicit description of what a learner should know, understand and be able to do as a result of learning. (Learning and Teaching Institute, Sheffield Hallam

University)

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Learning Outcomes

“Lessons are guided by syllabus-linked learning

• utcomes that are shared with the students.”

SSE Guidelines

• Example: Students will be able to:
• Plan a balanced breakfast menu for two
• Demonstrate understanding of the concept of plate

tectonics

• Describe the environmental effects of a natural

disaster.

Junior Certificate School Programme

Separating the Learning Outcome from the Context of Learning

The context of learning is simply the actions, activities and/or tasks students will be doing to achieve the Learning Outcome.

Learning Outcome Context of Learning

Write clear instructions How to bake a cake Present an argument for or against a controversial proposition Four corner discussion on the statement, “student benefit should be reduced” Identify alliteration Lake Isle of Innisfree Identify the parts of an organ Dissection of heart

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Clarified Learning Outcomes

• Clear: focus on what will be learned in the

lesson, as distinct from what students will do in the lesson

• Useful: focus is on concepts, skills or knowledge

that is used rather than focusing on imparting knowledge

• Can be transferrable to a similar context

Adapted from source: Leahy, S, Lyon, C and Wiliam, D. (Nov.2005) Classroom Assessment: Minute by Minute, Day by Day. Educational Leadership

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If the learning outcome is free of context it can illustrate to students that there are many reasons for learning the concept

Learning Outcome with Context What students thought they were learning Learning Outcome without Context What students thought they were learning now To write instructions to make a sandwich “I would learn how to make a sandwich” To write instructions “We would be learning how to write instructions” To know why Samuel Pepys is important in understanding the events of the Great Fire

• f London

“We would be learning about what happened and what he

• wrote. We would

also learn how to put a fire out.” To know how primary sources help us to find out about the past “We would learn how other people lived in previous centuries.”

From Clarke, S. (2005) Formative Assessment in Action: Weaving the elelments together

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Junior Certificate School Programme

Coffee Time

Junior Certificate School Programme

Differentiation

Tomlinson (1999) suggests

that at its most basic level, differentiating instruction means ‘shaking up’ what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas and expressing what they learn. This means that a range of learning possibilities is available for students to acquire the content, understand the information and meet the learning objectives.

Junior Certificate School Programme

How do we differentiate?

K U D

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Content Process Product

…according to their students’

Readiness Interest

Learning Profile

Teachers can differentiate…

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

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Learning Outcomes Know

Facts Vocabulary Definitions Information

Understand

Concepts Essential Truths Big Ideas

Do

Skills Thinking Planning Synthesis

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Differentiation

Assessment for Learning

How?

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All students must Most students should Some students could

Junior Certificate School Programme

Differentiation

What’s working well in your class?

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Louise Kenny Bernadette Flanagan

Differentiated Teaching and Learning: Maths

Junior Certificate School Programme

Mick O’Riordan On behalf of Erica Keane

Differentiated Teaching and Learning: Gaeilge

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Gaeilge Resources

• www.folensonline.ie
• www.gillmacmillan.ie
• www.edcodigital.ie
• www.irishstudysite.com
• www.jcspraoi.com

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Gaeilge Resources

• www.lurgan.biz
• www.scoilnet.ie
• www.cogar.ie
• www.gaeilport.com
• www.seomraranga.com
• www.muinteoirigaeilge.ie
• www.potafocal.ie
• www.logainm.ie

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Bébhinn O’Leary

Differentiated Teaching and Learning: Modern Languages

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Lunch

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Planning for Differentiated Teaching and Learning

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Resources on laptops

• Planning a topic - Must, Should, Could

template

• Websites for Art and History
• Websites/apps for Maths

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JCSP Supporting Teaching and Learning

http://www.jcspliteracy.ie

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Top Tips!

Take stock of where you are Celebrate achievements/successes List strategies that work for you Think about needs of students Consider new strategies Get advice from or observe a colleague Start small with a favourite topic/subject

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Plan and prepare: space, activities, resources, feedback and assessment Make learning intention clear Communicate high expectations Reflect on your practice; keep notes Seek student feedback Share with colleagues

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Useful resources

• http://www.jcspliteracy.ie/
• http://www.pdst.ie/node/3248
• www.differentiationcentral.com
• www.worldofteaching.com
• www.elsp.ie
• www.worksheetswork.com

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Thank you for your contributions!