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What Works? Developing evidence-based approaches to the Pupil Premium

What Works? Developing evidence-based approaches to the Pupil Premium. Maximising Support for Learning Workshop. Maximising Support for Learning Workshop E Slater 14 th July 2014. TOOLKIT OF STRATEGIES TO IMPROVE LEARNING SUMMARY FOR SCHOOLS SPENDING THE PUPIL PREMIUM

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What Works? Developing evidence-based approaches to the Pupil Premium

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  1. What Works?Developing evidence-based approaches to the Pupil Premium Maximising Support for Learning Workshop Maximising Support for Learning Workshop E Slater 14th July 2014

  2. TOOLKIT OF STRATEGIES TO IMPROVE LEARNING SUMMARY FOR SCHOOLS SPENDING THE PUPIL PREMIUM • Teaching assistants - no added value - very low/no impact for moderate cost • If teaching assistants are used with the intention of improving learning of ‘pupils’, they should not undertake the tasks they are routinely assigned (Higgins et al, 2011) Maximising Support for Learning Workshop E Slater 14th July 2014

  3. TRUE OR FALSE? Higgins (2011): • Very small or no effects on attainment • Greater impact when given a particular pedagogical role, particularly with training and support • ‘Pupils’ and teachers tend to suggest positive effects from teaching assistant support Maximising Support for Learning Workshop E Slater 14th July 2014

  4. A CASE STUDY OF THE DEPLOYMENT OF TEACHING ASSISTANTS IN SECONDARY SCHOOLS TO SUPPORT LEARNING My Research Questions: • In what ways are teaching assistants deployed to • support learning? • How does the model of deployment support • learning? • Conceptual Framework: • Factors Shaping the Deployment of Teaching • Assistants • Social Constructivist Teaching and Learning Maximising Support for Learning Workshop E Slater 14th July 2014

  5. FACTORS SHAPING THE DEPLOYMENT OFTEACHING ASSISTANTS Structural Factors - Government • no statutory baseline qualifications required • No specific job description - schools adapt the role to their own requirements • No career development or access to specific career paths • Finance for HLTA training cut - specialist training for conditions such as Autism and Dyslexia usually self-financed Maximising Support for Learning Workshop E Slater 14th July 2014

  6. FACTORS SHAPING THE DEPLOYMENT OFTEACHING ASSISTANTS (continued) • Out of hours work is often unpaid. Low pay • Teachers are not trained to manage teaching assistants Institutional Factors: Schools • Location - Subject Department/Learning Support - in class/withdrawal/team teach/teach alone • Training - teaching and learning strategies/ monitoring and assessment/specialist knowledge • Formal planning time Maximising Support for Learning Workshop E Slater 14th July 2014

  7. FACTORS SHAPING THE DEPLOYMENT OF TEACHING ASSISTANTS (continued) Teacher Factors: • Professional relationships • Opportunities for joint planning - strategies (voluntary) • Opportunities for ‘on-the-job’ training - modelling teaching and learning strategies • Behaviour management • Formative assessment and targets • Provision of open ended tasks - encouraging independent learning Maximising Support for Learning Workshop E Slater 14th July 2014

  8. FACTORS SHAPING THE DEPLOYMENT OF TEACHING ASSISTANTS (continued) Teaching Assistant Factors: • Being proactive in using training, observations and joint planning opportunities to support teachers and learners • Being careful not to over-support or to encourage over-dependence • Avoiding task completion for learners • Providing pastoral, emotional and social support for learners Maximising Support for Learning Workshop E Slater 14th July 2014

  9. RESEARCH DESIGN Nested Case Study involving: • Three Schools, Seven Lessons, Six Teachers, Seven TAs and Fourteen Learners WIDER CASE THE DEPLOYMENT OF TEACHING ASSISTANTS TO SUPPORT LEARNING IN SECONDARY SCHOOLS NESTED RUSHLEIGH SCHOOL NESTED MISTFELL SCHOOL NESTED WINDIHURST SCHOOL LESSON 6 LESSON 7 LESSON 4 LESSON 1 LESSON 2 LESSON 5 LESSON 3 Adapted from a diagram by G Thomas (2011) Maximising Support for Learning Workshop E Slater 14th July 2014

  10. METHODS OF DATA COLLECTION Qualitative Data obtained sequentially from: Initial Joint Interviews with Teachers and Teaching Assistants Lesson Observations Individual Interviews with Teachers Individual Interviews with Teaching Assistants Individual/Paired or Group Interviews with Learners Maximising Support for Learning Workshop E Slater 14th July 2014

  11. A CASE STUDY OF THE DEPLOYMENT OF TEACHING ASSISTANTS IN SECONDARY SCHOOLS TO SUPPORT LEARNING Questions Raised: • How do teaching assistants support learners in lessons (tasks)? • What approaches are they able (or given the opportunity) to use to support learning ? • In what locations do teaching assistants support learning? • Which learners are supported by teaching assistants? Maximising Support for Learning Workshop E Slater 14th July 2014

  12. They.... are VERSATILE ADAPTABLE RESOURCEFUL FINDINGS(Slater 2014) SHOW THAT: They.... provide pastoral, emotional and social support for needy learners and support for teachers They.... provide learning support for SEN and other learners with a range of learning needs TEACHING ASSISTANTS They.... provide learning support, usually (but not always) under the direction of a teacher They.... work in a variety of locations and scenarios Maximising Support for Learning Workshop E Slater 14th July 2014

  13. MODELS OF DEPLOYMENT Research (Blatchford et al 2009) highlights different ways in which Teaching Assistants are deployed. Four dominant models emerge: • Model 1 - the typical model of the three-pronged, hierarchical relationships between the teacher who delivers the lesson, the teaching assistant and learners TEACHER AND TEACHING ASSISTANT IN HIERARCHICAL TRIPARTITE RELATIONSHIP MODEL 1 TEACHER LEARNING SUPPORT TEACHING ASSISTANT LEARNERS Maximising Support for Learning Workshop E Slater 14th July 2014

  14. Model 2 - the teaching assistant supporting a small group of learners away from the classroom but under the teacher’s direction WITHDRAWAL GROUP MODEL 2 LEARNING SUPPORT TEACHER TEACHING ASSISTANT CLASS LEARNERS Maximising Support for Learning Workshop E Slater 14th July 2014

  15. Model 3 - A higher level teaching assistant and teacher sharing and team teaching a class: TEACHING ASSISTANT INDEPENDENTLY TEACHING OPTIONS GROUP (SEPARATE LOCATION) MODEL 4 TEACHER AND TEACHING ASSISTANT DIVIDE CLASS BETWEEN THEM MODEL 3 SATELLITE TEACHERS TEACHER TEACHING ASSISTANT TEACHING ASSISTANT • Model 4 - A teaching assistant independently running a lesson for learners: LEARNING SUPPORT LEARNING SUPPORT LEARNERS LEARNERS Maximising Support for Learning Workshop E Slater 14th July 2014

  16. MODELS OF DEPLOYMENT Across the three schools: • This study found examples of each model of deployment Maximising Support for Learning Workshop E Slater 14th July 2014

  17. IDENTICAL SCENARIOS – DIFFERENT OUTCOMES MODEL 1A MODEL 1B Model 1A - Teaching Assistant and learners work in isolation within the class - they complete closed task. Teacher - focuses exclusively on rest of class - Learners - make no contribution in plenary feedback . Model 1B - Teaching Assistant works with learner as a pair - other learners work in pairs - complete open-ended task -Teacher fully inclusive of TA and learner - learner hypothesises, and completes written task with assistance -contributes to plenary feedback Maximising Support for Learning Workshop E Slater 14th July 2014

  18. MODEL 2 - WITHDRAWAL GROUP(Year 8 - bottom set) • Teaching assistant and assigned group were present in class whilst teacher presented lesson content, objectives and outcomes • Learners chosen for group to complete an introduction to a novel using a writing frame. Included a close focus on literacy skills • Task could be ‘open’ or ‘closed’ depending on the approach taken Maximising Support for Learning Workshop E Slater 14th July 2014

  19. MODEL 2 - YEAR 8 WITHDRAWAL GROUP(continued) • Move to separate location - teaching assistant is ‘the more knowledgeable other’ (Vygotsky, 1978) • Skilful use of a range of questioning strategies (Bloom 1956). Recall - ‘do you remember..?’ statements followed by questions - ‘the character is a caring person - why? and open-ended - ‘what happened next?’ followed by focus on task - ‘how are we going to write this? Maximising Support for Learning Workshop E Slater 14th July 2014

  20. MODEL 2 - YEAR 8 WITHDRAWAL GROUP(continued) • Questioning on literacy skills - encouragement to use phonetics where appropriate - ‘massive’ and ‘what does ‘evil’ begin with?’ • Provision of ‘thinking time’ for learners to formulate answers to open-ended questions • Scaffolding the learning - working at the learner’s level of competence, withdrawal of support (fading) when appropriate and final transference of responsibility for learning to the learner (Wood, Bruner & Ross, 1976) Maximising Support for Learning Workshop E Slater 14th July 2014

  21. MODEL 2 - YEAR 8 WITHDRAWAL GROUP(continued) • Encouraged independent learning - for example, spelling phonetically and questioning techniques • Discouraged over-dependence - creating of a step-by-step guide - ‘what to do when stuck with the work’ • Monitored progress throughout the lesson • Verbal feedback and independent writing from learners gave a positive indication of learning having taken place Maximising Support for Learning Workshop E Slater 14th July 2014

  22. MY RESEARCH SUGGESTS THAT TEACHERS CAN CONTRIBUTE TO TEACHING ASSISTANTS’ EFFECTIVENESS BY: • Finding time for discussion and/or voluntary planning • Providing ‘open’ tasks, and modelling (social constructivist) teaching strategies to support the outcomes • Fully integrating teaching assistants and learners into lessons • Helping teaching assistants to understand target setting how to monitor assessment Maximising Support for Learning Workshop E Slater 14th July 2014

  23. RESEARCH FOUND THAT TEACHING ASSISTANTS CAN CONTRIBUTE TO SUPPORTING INDEPENDENT LEARNING BY: • Providing support as the more knowledgeable adult (Vygotsky, 1978) • Supporting peer interaction • Scaffolding the work - knowing when to withdraw support (Wood, Bruner & Ross, 1976) • Using a range of questioning techniques (Bloom, 1956) - providing thinking time for answers • Not completing tasks for the learner • Providing pastoral, emotional and social support to promote confidence Maximising Support for Learning Workshop E Slater 14th July 2014

  24. QUESTIONS Discuss: • How do these findings resonate with your own experiences of working with Teaching Assistants? • What practical implications do they suggest for your work in respect of the Pupil Premium - for example, how can you ensure that Teaching Assistants are able, enabled or allowed to maximise learning? • What kind of evidence might you look for to assess their success in deploying Teaching Assistants around the Pupil Premium agenda? Maximising Support for Learning Workshop E Slater 14th July 2014

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