let’s think forum conference

Let’s Think Forum Conference 20 June 2014

17/06/2014 LTF - MA - Origins of CA - 2014 1

Evolution of Lets Think ’75 ’80 ‘85 ‘90 ‘95 ‘00 ’05 ‘10 ‘15

CASE CASE@KS1,2

GAIM CAME PCAME CAME@KS1

LTF

English

Art Drama, Visual Art and Music

CSMS

Technology

Tutors


Average Cognitive Development in School


Upper-Half


Lower 5%

Lower 10%

Lower 25%

Upper 25%

Upper 10%

Upper 5%

Average

1A

1B

2A

2A/2B

2B

2B*

3A

3A/3B

3B

4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

PIAGETIAN LEVEL

AGE (years)

Cognitive Development Boys; based on CSMS survey data, 1975 - 78

Form

al o

pera

tiona

lCo

ncre

te o

pera

tiona

l

>=8 7 6 5 4 3 2 1 ?

NC LEVEL

The full range at any given age


Parkside School Cambridge 1991 results in reasoning superimposed on CSMS norms


In Class A none of the pupils at Y7 entry were at Grammar School level.

By the end of Y8 9 pupils out of 16 (56%) were now in the top 80% of the National ability range—3 of the girls initially at a very low level on Conservations.

Two boys and one girl made very little change. The average percentile gain for the class was 48.1%

Class B

In Class B there were 2 boys in Y7 in the National top 80%. At the end of Y8 there were 7 out of 12 (58%)

The average percentile gain for the class was 28.6%.

Class C

In Class C there was one boy and one girl at Y7 entry above the Grammar school cut-off.

By the end of the end all the class bar one boy were above the National 80%, and even he had shown a gain from the 5th%le to the 49th.

The average percentile gain for the class was 49.9%

Class D

In Class D there were 3 boys (14%) in the Grammar school range in Y7—by the end of Y8 there were 13 (59%)out of a class of 22.

The average percentile gain for the class was 28.5%

40

50

60

70

80

90

100

10 20 30 40 50

VH%le

P

e

n

40

50

60

70

80

90

100

10 30 50 70 90

VH%le

P

e

n

50

60

70

80

90

100

10 30 50 70 90

VH%le

P

e

n

40

50

60

70

80

90

100

20 30 40 50 60 70 80 90

VH%le

P

e

n

The four classes at Parkside School. Individual pupils’ scores by gender


Overall there was little difference between the average gains—girls 39.9% and boys 38%. The teachers were so pleased with the classes that in Y9 they offered them the option of taking 3 science subjects rather than Combined Science, laying on extra lessons before School in the morning. When this Year Group took their GCSEs twice as many obtained C grade or above in Science, Maths and English as in previous years.


NC Level distribution at 14


Gains in grade C+ GCSE

3 years after CASE intervention in Y7&8

Science in 5 schools

Science Mathematics English


Gains in GCSE mean grades 3 years after CAME Let’s Think intervention in Y 7&8 in 11 schools

CAME schools’ average gain in: Maths 0.80 grade Science: 0.51 grade English: 0.52 grade


Long term effects of Let’s Think intervention

with 5-6 year olds in one London borough (H&F)

Let’s Think groups starting way below the national average ended up 5 years later well above, and made far greater gains than a matched control group.


But educational policy was not

based on such evidence *

several initiatives like the Numeracy and Literacy strategies dominated, with mixed results:


Rising Middle, Declining Top


Decline and convergence over 20 years



ICCAMS comparisons in Maths achievements 1976 and 2009

Recognition and misrecognition of the problem Politics – Blaming previous administrations Blaming schools, teachers, and parents System change trends– uncertain outcomes

• Downsizing LEAs, Universities, teacher training • Academies, Free Schools, PD market,

• Moving up grade thresholds in tests

Promising trends

• Move to problem solving in curriculum • Changes in inspection regime to emphasise learning • Attention to Social Enterprise in education


LTF current reach LTSS - about 50 schools over 4 years LSEF – about 60 schools over 2 years Grafton Teaching school partnership in Primary Maths – about 30 schools Secondary CASE course at Ruislip in Hillingdon – about 10 schools Lets Think In Secondary English Courses across the country – whole LEAs


LTFs Objectives for the near future

• Develop teachers’ networks, including online • Better describe the approach to Curriculum, Pedagogy, and CPD • Expand of LT Classroom practice - dissemination • Experiment with models PD for teachers, comparing effectiveness • Develop activities and materials as part of PD –lesson study models • Develop Tutor Capacity – peer tutors, associate tutors and lead tutors • Encourage action research on effectiveness • Research and collaboration with Universities s and LEAs


let’s think forum conference

Documents