sterling nov 2016

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TrinityCollegeDublin,TheUniversityofDublin

Bridge21- AnApproachTo21st CenturyTeaching&LearningInIrishSecondarySchoolClassrooms

BrendanTangneyTrinityCentreforResearchinITinEducation

SchoolofComputerScience&StatisticsandSchoolofEducation

[email protected]/tangney

STERLINGNETWORKFORCURRICULUMSTUDIES

9TH NOVEMBER2016

“Thepurposeofpubliceducationisnottoservethepublicbuttocreateapublic”.ThomasJefferson

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Educationalinnovationisnoteasytoaccomplish

“educationalinnovationisnoteasytoaccomplish;informaleducationsettings,itisoftenregardedasahighlydemandingchallengethatusuallymeetsresistancebecauseofitsintrinsiccomplexity(OECD/CERI,2009).Asitalsoimpliesaslowprocessofchange,innovationfrequentlyfailstobecomesystemicortoyieldasustainableoutcome(Fullan,2011a,2011b;Hannon,2009;Levin,2008;Shapiro,etal.,2007),thoughtrueeducationalinnovationsarethose“…products,processes,strategiesandapproachesthatimprovesignificantlyuponthestatusquoandreachscale”(Shelton,2011).”(Kampylis,Bocconi,&Punie,2012)

http://juniorfellow.ewb.ca/systemic-change/


PublicationsITheModel1. SullivanS.,MarshallK.,TangneyB.,Teachingwithoutteachers;peerteachingwiththe

Bridge21modelforcollaborativetechnology-mediatedlearning,JournalofITEducation:InovationinPractice– 2015,(14),63-83

2. LawlorJ.,MarshallK.,TangneyB.,Bridge21– Exploringthepotentialtofosterintrinsicstudentmotivationthroughateam-based,technologymediatedlearningmodel,Technology,PedagogyandEducation,2015,p1-20.

3. LLawlorJ.,ConneelyC.,TangneyB.,Towardsapragmaticmodelforgroup-based,technology-mediated,project-orientedlearning– anoverviewoftheB2Cmodel,Proceedingsofthe2010TechEducaConference,Athens,May,2010,pp602-609.

4. TangneyB.,BrayA.,OldhamE.,RealisticMathematicsEducation,MobileTechnology&TheBridge21ModelFor21stCenturyLearning– APerfectStorm,in MobileLearningandMathematics:Foundations,Design,andCaseStudies,CromptonH.,&TraxlerJ.,(Eds)Routledge,pp96-105.

ComputerProgramming1. Tangney,B.,Oldham,E.,Conneely,C.,Barrett,E.,Lawlor,J.,Pedagogyandprocessesfora

computerengineeringoutreachworkshop– theB2Cmodel,IEEETransactionsinEducation,2010,vol53no1,pp53-60.

2. Sullivan,K.,Byrne,J.R.,Bresnihan,N.,O'Sullivan,K.&Tangney,T.CodePlus - DesigninganAfterSchoolComputingProgramme forGirls. 45thAnnualConferenceFrontiersinEducation(FIE),21- 24October2015ElPaso,USA,pp5.

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PublicationsIITeacherCPD1. GirvanC., Conneely C., TangneyB.,Extendingexperientiallearninginteacherprofessionaldevelopment.

TeachingandTeacherEducation58:129-139 · August2016. DOI:10.1016/j.tate.2016.04.0092. Fisher,L.,Byrne,J.R.&Tangney,B.(2015)ExploringTeacherReactionsTowardsa21StCenturyTeachingand

LearningApproachtoContinuingProfessionalDevelopmentProgrammeinComputerScience, 7thInternationalConferenceonComputerSupportedEducation(CSEDU),23- 25May2015Lisbon,Portugal,pp22-31

3. Byrne,J.R.,Fisher,L.&Tangney,B.(2015)ComputerScienceTeacherreactionstowardsRaspberryPiContinuingProfessionalDevelopment(CPD)workshopsusingtheBridge21Model ,10thInternationalConferenceonComputerScience&Education(ICCSE),22-24July2015Cambridge,UK,inpress

4. Byrne,J.R.,Fisher,L.&Tangney,B.(2015)EmpoweringTeacherstoTeachComputerScience- AsocialconstructivistapproachusingtheBridge21ModelforCSCPD.,45thAnnualConferenceFrontiersinEducation(FIE),21- 24October2015ElPaso,USA,9pp.

UseinSchools1. Conneely,C.,Girvan,C.,Lawlor,J.,Tangney,B.,AnExploratoryCaseStudyintotheAdaptionoftheBridge21

Modelfor21st CenturyLearninginIrishClassrooms,ineditor(s)Butler,D.,Marshall,K.,Leahy,M., ShapingourFuture:Howthelessonsofthepastcanshapeeducationaltransformation,Dublin,LiffeyPress.2015,pp348-381.

2. JohnstonK.,ConneelyC.,MurchanD.,TangneyB.,EnactingKeySkills-basedCurriculainSecondaryEducation:LessonsfromaTechnology-mediated,Group-basedLearningInitiative,Technology,PedagogyandEducation,2014,pp1-20.

3. ConneelyC.,MurchanD.,TangneyB.,&JohnstonK.(2013).21CenturyLearning–Teachers’andStudents’ExperiencesandViewsoftheBridge21ApproachwithinMainstreamEducation.ProceedingsofSocietyforInformationTechnology&TeacherEducationInternationalConference(SITE),5125-5132.

4. LouiseMerrigan,CarinaGirvan,KevinMarshallandBrendanTangney(2013).TeacherAttitudesToAssessment,AfLandICTforAssessmentinBridge21Schools,CaseStudyReportfortheNCCA,(p51),Dublin:CentreforResearchinITinEducation,TrinityCollegeDublin.

5. CarinaGirvan,CiaránBauerandBrendanTangney(2013)Integratingthe Bridge21Modelfor21stCenturyLearninginIrishSecondLevelClassrooms.CaseStudyReportfortheNCCA.(pp.49).Dublin:CentreforResearchinITinEducation,TrinityCollegeDublin.


Bibliography

• Anderson,T.andJ.Shattuck(2012)."Design-BasedResearch:ADecadeofProgressinEducationResearch?"EducationalResearcher41(1):16-25.Bocconi,S.,Kampylis,P.G.,&Punie,Y.(2012a).

• Bocconi,S.,Kampylis,P.G.,&Punie,Y.(2012b).InnovatingTeachingandLearningPractices:KeyElementsforDevelopingCreativeClassroomsinEurope.eLearningPapersNo.30;September2012.

•DedeC.(2010).ComparingFrameworksfor21stCenturySkills.InJ.Bellanca &R.Brandt(Eds.),21stCenturySkills (pp.50-75).Bloomington:SolutionTreePress.

• Fullan,M.andM.Langworthy (2014).Arichseam:Hownewpedagogiesfinddeeplearning,London:Pearson:

• Innovatinglearning:KeyelementsfordevelopingcreativeclassroomsinEurope.JointResearchCentre–InstituteforProspectiveTechnologicalStudies.EuropeanCommission.PublicationsOfficeoftheEuropeanUnion:Luxembourg.doi,10,90566.

• Kampylis,P.,Bocconi,S.,&Punie,Y.(2012).TowardsamappingframeworkofICT-enabledinnovationforlearning.JRCScientificandPolicyReports.

• Puentedura,R.(2012).TheSAMRmodel:Backgroundandexemplars.Retrievedfromhttp://hippasus.com/rrpweblog/

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TheTeam

Aibhín Bray,CarinaGirvan,Ciarán Bauer,ClaireConneely,Clionna Hannon,GraceLawlor,JakeByrne,JohnLawlor,JosephRoche,Katriona O’Sullivan,KeithJohnston,KevinMarshall,KevinSullivan,LorraineFisher,MeganKuster,MichelleO’Kelly,Rónán Smith,SharonKearney

SupportersSince2007

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Motivations

MotivationI– IntegratingICTintotheclassroom

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Beliefs- ICTintheClassroom


Technology

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TheSAMRModelforIntegratingICTintotheClassroom

Puentedura,R.(2012)


InnovativeLearning

LearningactivitiesattheSAMRredefinitionlayer“donotsitwellwithinaconventionalschoolsystemfeaturingdidacticmethodsofteachingandlearning,aVictorian-styleclassroom(theteacheraddressingrowsofstudents)andshortsingle-subjectclassperiods.Instead,theyaremoreinkeepingwiththewidely-discussed21CLearningapproachtoeducation”.

(Tangney B., Bray A., Oldham E., 2015)

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MotivationIII– The21st CenturySkillsAgenda


21st CenturyTeachingandLearning

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MotivationIII– Tacklingeducationaldisadvantage


ProgressiontoHigherEducationByDublinPostalDistrict

“deep reservoirs of educational disadvantage, mirroring in large part economic disadvantage, are also part of the Irish higher education story.” (Higher Education Authority, Consultation Paper on the National Plan, 2014).

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Overlap

SocialDisadvantage

Technologyinthe

Classroom

21CTeaching &Learning

Innovative learningenvironmentsNewpedagogies


InnovativePedagogies

“The‘newpedagogies’arenotjustinstructionalstrategies.Theyarepowerfulmodelsofteachingandlearning,enabledandacceleratedbyincreasinglypervasivedigitaltoolsandresources,takingholdwithinlearningenvironmentsthatmeasureandsupportdeeplearningatalllevelsoftheeducationsystem. ‘Deeplearning’…developsthelearning,creatingand‘doing’dispositionsthatyoungpeopleneedtothrivenowandintheirfutures.”(Fullan andLangworthy (2014,p1)

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Bridge21AModelof21CTeaching&Learning


Bridge21aPragmaticModelof21st CenturyTeachingandLearning

(LawlorJ.,MarshallK.,TangneyB., 2015)(Conneely,C.,Girvan,C.,Lawlor,J.,Tangney,B 2015)

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KeyAspects


Set-Up

•DivergentThinkingWarmUp

•DefineProblem•Research•ConvergentThinkingInvestigate

•Tasks•Roles•SchedulePlanning

•Create•Review•ReflectCreate

Present

Reflect

Bridge21LessonTemplate

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• Brainstorm– everythingyoucandowiththisobject

• BrainstormalltheeventsyoucanfromWWIandplaceonatimeline

• Selectthenamesofthreesoldiersfromalocalmonument

• Researchusingmultipleprimary&secondarysources

• Preparetotellonestorywithavideoandtwoonpaper– addalloftheinformationtothetimeline

SampleLesson– History- WorldWarI


STEM– ContextualisedMathsExample

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Bridge21StudentNumbers&Impact

• 2015/16 (1,000)– 225 inTYworkshops(weeklong)– 200inIntroductiontoBridge21(1-2days)– 125 CSTYworkshops(weeklong)– 200PrimarySchoolProgram(1day)– 285 CodePlus- girlsonlysecondaryschools(20hourprogramme)

• Since2007(12,000)

• Impact– StudentMotivation(Lawlor,Marshall,Tangney2015)– Computing(Tangneyetal2010,Sullivanetal2015)– PeerLearning(Sullivan,Marshall,Tangney2015)– Maths(Bray,Tangney2015)– Physics(Wickham,Girvan,Tangney2016)– LanguageLearning(Bauer,Devitt,Tangney2015)

TowardsSystemicChange

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CurrentReformProcess- JuniorCycle

19/9/2012 29

Year1•Age~13– JuniorCylce

Year2•Age~14– JuniorCycle

Year3•Age~15– JuniorCycle•StateExamination– JuniorCertificate

Year4•Age~16– TransitionYear– flexibiltyincurriculum

Year5•Age~17– SeniorCycle

Year6•Age~18– SeniorCylce•HIGHSTAKESSTATEEXAMINATION•Gradesaresolerequirementforentryto3rd level


Bridge21ModelSupportsJuniorCycleReform

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Assessmentoflearning&

achievement

LearningModel School

DevelopmentActivities

A“21stCentury”School

Theroleoftheteacher

Classroom&schooldesign

Teacher&student

development&trainingneeds

Assimilatingcontent/curriculumforstudent-ledlearning

Embeddingkeyskillswithinsubjectcontent

AdaptingtheBridge21ModelforUseinSchool

Joinedupsolutionsneeded

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CFES Essential Skills for College and Career Readiness

1. Grit: Determination and passion for long-term goalsi

2. Leadership: Problem solving based in problem-based and project-based learningii

3. Teamwork: Collaboration on projects involving communication and problem solvingiii

4. Raised Aspirations: Overcome family and community barriers to setting higher education

goalsiv

5. Perseverance: Toughness and ego strength that helps individuals achieve long term

goalsv 6. Adaptability: Flexibility when working with people with different views and culturesvi

i Duckworth, Peterson, Matthews, & Kelly, 2007. ii Savery, ,2015; Gamage & Pang, 2003. iii Anderson, 2008. iv Referencing informing this definition include Battiste, 2009;James, Jurich, & Estes, 2001; Sinclair, McKendrick, & Scott, 2010. v Bennis & Nanus, 2004; Heckman & Rubinstein, 2001. vi Williams, 2005; Hoff, 1999.

CollegeForEveryStudent- EssentialSkills


Alignment of Academic Capital Formation, Noncognitive Variables for College Admissions, and CFES Core PracticesAlignment (with Essential Skills)Academic Capital Formation

Noncognitive Variables (Usedin College Admissions)

CFES Practices

Human Capital Understanding College Costs Understanding Career Pathways

Long Term Goals Knowledge in a Field Positive Self-Concept

College & Career Pathways (Grit) (Raised aspirations)

Cultural Capital College & Career Knowledge Overcoming Barriers Commitment to Cross-Generation Uplift

Realistic Self-Appraisal Handling the System Community Involvement Leadership Experience

Leadership Through Service (Leadership)(Teamwork)

Social Capital Networking Trustworthy Information Navigation of systems

A Strong Support Person

Mentoring • Adult-student • Peer

(Perseverance)(Adaptability)

AcademicCapitalFormation,non-cognitivevariables&CollegeForEveryStudentpractices

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Bridge21- 21stCenturyTeaching

&Learning(400teachers)

ComputerScienceWorkshopsusing

Bridge21(600teachers)

TA21/CFES(1,100students)

Impact&Evaluation

TrinityAccess213YearGoogleFundedProject(2014– 2017)


Opportunities/Supports21st CenturySkillsAcademicCapitalFormation

CPDCommunityofPractice

Networks‘WholeCohort’Initiatives

ResearchPublicationsEvidenceBasedPolicy

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COREPRACTICES


TeacherProfessionalDevelopment(Girvan, Conneely , Tangney,2016)

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Roleoftheteacher

itwasverymuch90%theywereworking,10%me

itlookslikeI'mdoingnothing

Iwouldhavebeenchalkandtalkyouknow,andnowoftentimesIsaynothinginclass

TheotherthingI'dsaywhichIthinkisreallyimportant,frommypointofview,isthekidstaughtmealot


Responsibilityforlearning (Conneely ,Girvan,LawlorandTangney2015)

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Level9PostgraduateCertificate

PostGraduateCertification

StudentOutcomes• Teamwork• CriticalThinkingSkills• ProblemSolvingSkills

PostGraduateCertificate• Level9- TCDAccredited• Fri/SatModulesinTCD&Google• 6Modules- 30ECTs€400(€1600Saving)

InclusiveEducation

DigitalMediaLiteracy

TeacherasResearcher

Leadership&Change

Management

ComputationalThinking

InformationLiteracy

ContextualMaths

STEMPedegogy

IntrotoScratch

Programming

PythonProgramming

Raspberry-PiComputerSystems

AdvancedScratch

Programming

IndividualWorkshops• Freeforteachers• DeliveredLocally

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TrinityAccess21DataandImpact


Year1• Age13• 11Subjects

Year2• Age14• 11Subjects

Year3• Age15• JuniorCertificate

LongitudinalStudy

11ProjectSchools1100Students

andtheirteachers

Year4• Age16• TransitionYear

Year5• Age16/17• 7Subjects

Year6• Age17/18• LeavingCertificate

2014/15

2015/16

2016/17

2016/17

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TheEmergentTheoreticalFramework

TA21 ConstructsConcerns about college costs

NetworksTrust

InformationCultural Capital

Habitual PatternsAgency

Collaboration LearningTechnology Mediated learning

Critical Thinking

Cultural Capital Theory

Human Capital Theory

21st Century SkillsCapabilities

Social Capital Theory


ResearchM

etho

dology

DoesTA21-CFESincreaseseducational

aspirationsLongitudinal(3-year)quantitativesurvey

1100TA21students

Aspirations

Experience

Participation250HighControls

200Matchedcontrol

DoesTA21-CFESimprovesstudents

capabilitiesLongitudinal

Qualitativetracking4school10studentsineachover3years

Developmentofcapabilities

Experience

Plansforlife

ParticipationinthePGCertincreases21stCenturyTeaching

practicesQuantitativepreand

postQualitativepost

100teachers(to-date)

21st centuryskills

Confidence

Technologyuse35Controlteachers(noCPD)

ParticipationinAlacarteofferings

increases21st centuryteachingpractices Quantitativeand

qualitativepreandpost

300teachersto-date

Experience

Use ofskills40controlteachers

(noCPD)

Researchquestions Method ParticipantsMeasures

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SampleOutcomes


47.1 38.6 27.4 51 44.2 26.6 36.6 29.8 18.5

57

50.3

40.6

52.450.3 50

45

42 42.7

48.3

60 59.5

55.1

51.7

45

54.2

51.1

60

15

20

25

30

35

40

45

50

55

60

65

Pre Year1 Year2 Pre Year1 Year2 Pre Year1 Year2

TA21 TAP High

Plansafterschool

Trade

Furthereducation

Degree

IncreaseinDegree

ReducedfurtherEd

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TeacherOutcomes

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Teacherpromotionofcriticalthinking


Teacherpromotionofcollaboration

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Teacherpromotionofselfdirectedlearning

2

2.4

2.8

3.2

3.6

4

Time1 Time2

Year1 Year2 Control


TeacherSelfEfficacyinUsingComputerstoTeach

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ThePoweroftheAccreditedCertificate

“it(thecert)mademedosomethingIhadwantedtodoforalongtimebutwasn’tconfidenttodo...thefactIwasbeinggradedmademebuildthewebsiteandincorporateitintomyclasses...IamhappynowasIhaveitdone”(Teacher)


21CSchoolofDistinctionAwardScheme§ Aimstoidentify,recognise,showcaseanddisseminatetheeffortsofsecondaryschoolsnationwide(particularlythosewithintheDEISscheme)totransformtheirschoolcultureand/ortodevelopinnovativeapproachestoteachingandlearningthroughuseoftechnology.

§ Digitallogo,awardevent,selectionofsmallnumberofschoolsonanequalfooting,selectionofindividualstoparticipateaspanellistsinCFESNationalConference2016,subsidisedplacesonPostgradCert,school-basedworkshopsin21CTeaching&Learning,consultation/supportonareasrequiringfurtherdevelopment.

ProjectExpansionNationalProgramme

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ConclusionBlood,swearandtearsbeingexpended.IsittheRightStuff?