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WHAT TO TEACH TEACHERS FOR IBSE TO HAPPEN? A Diagnostic Tool for CPD Providers

WHAT TO TEACH TEACHERS FOR IBSE TO HAPPEN? A Diagnostic Tool for CPD Providers. Wynne HARLEN Susana BORDA CARULLA. Fibonacci European Training Session 5, March 21 st to 23 rd , 2012. Agenda. What is the IBSE Diagnostic Tool for CPD providers? Why an IBSE Diagnostic Tool?

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WHAT TO TEACH TEACHERS FOR IBSE TO HAPPEN? A Diagnostic Tool for CPD Providers

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  1. WHAT TO TEACH TEACHERS FOR IBSE TO HAPPEN? A Diagnostic Tool for CPD Providers Wynne HARLEN Susana BORDA CARULLA Fibonacci European Training Session 5, March 21st to 23rd, 2012

  2. Agenda • What is the IBSE Diagnostic Tool for CPD providers? • Why an IBSE Diagnostic Tool? • The content of the tool • How and when to use it • Taking action: how to help?

  3. What is the IBSE Diagnostic Tool for CPD Providers? • List of criteria for judging the implementation of IBSE • Through observation and analysis of classroom practices • Specific interactions that indicate IBSE • DOES NOT cover all aspects of good practice, only those SPECIFIC to IBSE • K-9 (children ages 5-13)

  4. Why an IBSE Diagnostic Tool? • DIAGNOSE CPD requirements, NOT score teachers • Identify strengths and weaknesses in IBSE implementation • Provide feedback to CPD providers concerning teachers’ training requirements • when designing a CPD programme • during or after the implementation of a CPD programme (pre-test post-test) • HelpDEFINE what we mean by IBSE in terms of teaching and learning practices

  5. The content of the tool: instructions on planning and coordinating an evaluation • Deciding on the objective of the evaluation • Selecting and training the observers • Planning the class visits • Gathering the data • Analyzing the data and taking action

  6. The content of the tool: forms for data collection LINES • Interview with the teacher • The observer • The session • The class • The teacher • The topic and objective of the session • Section A: Teacher-Pupil Interactions • Building on pupils’ ideas • Supporting pupils’ own investigations • Guiding analysis and conclusions • Section B: Pupil Activities • Carrying out investigations • Working with others • Section C: Pupils’ Records • Any records pupils make of their work • Written record COLUMNS (sections A, B, C) : • Explanations and examples for each item • Making a judgement (Yes, No, NA) • Complementary information

  7. Using the tool: planning an evaluation • Read the instructions carefully! • Decide on the objectives of your evaluation • Diagnosis or assessment of impact? • Are pre-requisites for inquiry in place? • Are basic material needs covered? (materials, books, classroom space) • Select and train the observers • Your observer’s profile • How will you interpret each item within your IBSE programme? • Training observers as a formative process • Plan the class visits • Decide on appropriate time of school year for observations • Decide on number of consecutive sessions to observe: • at least 2 sessions • ideally a full sequence

  8. Using the tool: gathering the data • Explain the purpose of your visit to the teacher: NOT to score them but to identify training needs • Before or after the session: interview with the teacher, record data directly on the form • During the session: take notes on a separate sheet of paper, record data on the form only AFTER the session • Record data on the form quickly after your observation

  9. Using the tool: recording the data on the form (Sections A, B, C) 1. Make your judgement for each item: 2. Provide qualitative evidence to support all NO and NA judgements

  10. Using the tool: examples for NA judgements • Items 4e – 4i on the execution of an experimental design: NA for a session where pupils did not actually carry out the experiment because it will happen in the next session • Items 7ª - 7e on pupils’ written records: may be NA for kindergartners

  11. Analyzing the data • Identifying high “No” and “NA” frequencies for each item • High “No” frequency: need for attention within the CPD programme • High “NA” frequency: are teachers not creating the necessary opportunities for this aspect of IBSE to occur? Need support in building teaching plans? • Qualitative data is the key to interpreting quantitative data

  12. Analyzing the data • Grouping items for analysis • Group items according to: • The priorities of your CPD programme • Actions already undertaken in your CPD programme • i.e.: group items 1a, 2a, 2b to focus on appropriate use of questions by teacher and pupils • Comparing teaching and learning practices • Identify corresponding items in sections A and B (i.e.: items 2e and 4d on “fair testing”) • Do “No” judgements correspond? If not, what does this mean?

  13. What’s next? • Becoming familiarized with the items: “Preparing to observe IBSE” • Observing a class session to recover “real” data • Analyzing class visits: what can we do with this data? • What are the specificities of IBSE in different levels of schooling? • Should the tool be used in the same manner in all levels? • This is still a work in progress!

  14. Any questions? • Please focus on questions concerning the use or the general structure of the tool. Questions on specific items and examples will be dealt with in the following workshop. THANK YOU!

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