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- 1. 10/11/2016 1 Trinity College Dublin, The University of Dublin Bridge21 - An Approach To 21st Century Teaching & Learning In Irish Secondary School Classrooms Brendan Tangney Trinity Centre for Research in IT in Education School of Computer Science & Statistics and School of Education tangney@tcd.ie www.bridge21.ie www.slideshare.net/tangney STERLING NETWORK FOR CURRICULUM STUDIES 9TH NOVEMBER 2016 “The purpose of public education is not to serve the public but to create a public”. Thomas Jefferson
- 2. 10/11/2016 2 Trinity College Dublin, The University of Dublin Educational innovation is not easy to accomplish “educational innovation is not easy to accomplish; in formal education settings, it is often regarded as a highly demanding challenge that usually meets resistance because of its intrinsic complexity (OECD/CERI, 2009). As it also implies a slow process of change, innovation frequently fails to become systemic or to yield a sustainable outcome (Fullan, 2011a, 2011b; Hannon, 2009; Levin, 2008; Shapiro, et al., 2007), though true educational innovations are those “…products, processes, strategies and approaches that improve significantly upon the status quo and reach scale” (Shelton, 2011).” (Kampylis, Bocconi, & Punie, 2012 ) http://juniorfellow.ewb.ca/systemic-change/ Trinity College Dublin, The University of Dublin Publications I The Model 1. Sullivan S., Marshall K., Tangney B., Teaching without teachers; peer teaching with the Bridge21 model for collaborative technology-mediated learning, Journal of IT Education: Inovation in Practice – 2015, (14), 63-83 2. Lawlor J., Marshall K., Tangney B., Bridge21 – Exploring the potential to foster intrinsic student motivation through a team-based, technology mediated learning model, Technology, Pedagogy and Education, 2015, p1-20. 3. LLawlor J., Conneely C., Tangney B., Towards a pragmatic model for group-based, technology-mediated, project-oriented learning – an overview of the B2C model, Proceedings of the 2010 TechEduca Conference, Athens, May, 2010, pp 602-609. 4. Tangney B., Bray A., Oldham E., Realistic Mathematics Education, Mobile Technology & The Bridge21 Model For 21st Century Learning – A Perfect Storm, in Mobile Learning and Mathematics: Foundations, Design, and Case Studies, Crompton H., & Traxler J., (Eds) Routledge, pp 96-105. Computer Programming 1. Tangney, B., Oldham, E., Conneely, C., Barrett, E., Lawlor, J., Pedagogy and processes for a computer engineering outreach workshop – the B2C model, IEEE Transactions in Education, 2010, vol 53 no 1, pp53-60. 2. Sullivan, K., Byrne, J. R., Bresnihan, N., O'Sullivan, K. & Tangney, T. CodePlus - Designing an After School Computing Programme for Girls. 45th Annual Conference Frontiers in Education (FIE), 21 - 24 October 2015 El Paso, USA, pp5.
- 3. 10/11/2016 3 Trinity College Dublin, The University of Dublin Publications IITeacher CPD 1. Girvan C., Conneely C., Tangney B., Extending experiential learning in teacher professional development. Teaching and Teacher Education 58:129-139 · August 2016. DOI: 10.1016/j.tate.2016.04.009 2. Fisher, L., Byrne, J. R. & Tangney, B. (2015) Exploring Teacher Reactions Towards a 21St Century Teaching and Learning Approach to Continuing Professional Development Programme in Computer Science, 7th International Conference on Computer Supported Education (CSEDU), 23 - 25 May 2015 Lisbon, Portugal, pp 22-31 3. Byrne, J. R., Fisher, L. & Tangney, B. (2015) Computer Science Teacher reactions towards Raspberry Pi Continuing Professional Development (CPD) workshops using the Bridge21 Model , 10th International Conference on Computer Science & Education (ICCSE), 22-24 July 2015 Cambridge, UK, in press 4. Byrne, J. R., Fisher, L. & Tangney, B. (2015) Empowering Teachers to Teach Computer Science - A social constructivist approach using the Bridge21 Model for CS CPD., 45th Annual Conference Frontiers in Education (FIE), 21 - 24 October 2015 El Paso, USA, 9pp. Use in Schools 1. Conneely, C., Girvan, C., Lawlor, J., Tangney, B., An Exploratory Case Study into the Adaption of the Bridge21 Model for 21st Century Learning in Irish Classrooms, in editor(s) Butler, D., Marshall, K., Leahy, M., Shaping our Future: How the lessons of the past can shape educational transformation, Dublin, Liffey Press. 2015, pp 348- 381. 2. Johnston K., Conneely C., Murchan D., Tangney B., Enacting Key Skills-based Curricula in Secondary Education: Lessons from a Technology-mediated, Group-based Learning Initiative, Technology, Pedagogy and Education, 2014, pp1-20. 3. Conneely C., Murchan D., Tangney B., & Johnston K. (2013). 21 Century Learning –Teachers’ and Students’ Experiences and Views of the Bridge21 Approach within Mainstream Education. Proceedings of Society for Information Technology & Teacher Education International Conference (SITE), 5125-5132. 4. Louise Merrigan, Carina Girvan, Kevin Marshall and Brendan Tangney (2013). Teacher Attitudes To Assessment, AfL and ICT for Assessment in Bridge21 Schools, Case Study Report for the NCCA, (p51), Dublin: Centre for Research in IT in Education, Trinity College Dublin. 5. Carina Girvan, Ciarán Bauer and Brendan Tangney (2013) Integrating the Bridge21 Model for 21st Century Learning in Irish Second Level Classrooms. Case Study Report for the NCCA. (pp. 49). Dublin: Centre for Research in IT in Education, Trinity College Dublin. Trinity College Dublin, The University of Dublin Bibliography • Anderson, T. and J. Shattuck (2012). "Design-Based Research: A Decade of Progress in Education Research?" Educational Researcher 41(1): 16-25.Bocconi, S., Kampylis, P. G., & Punie, Y. (2012a). •Bocconi, S., Kampylis, P. G., & Punie, Y. (2012b). Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe. eLearning Papers No. 30; September 2012. •Dede C. (2010). Comparing Frameworks for 21st Century Skills. In J. Bellanca & R. Brandt (Eds.), 21st Century Skills (pp. 50-75). Bloomington: Solution Tree Press. •Fullan, M. and M. Langworthy (2014). A rich seam: How new pedagogies find deep learning, London: Pearson: •Innovating learning: Key elements for developing creative classrooms in Europe. Joint Research Centre– Institute for Prospective Technological Studies. European Commission. Publications Office of the European Union: Luxembourg. doi, 10, 90566. •Kampylis, P., Bocconi, S., & Punie, Y. (2012). Towards a mapping framework of ICT-enabled innovation for learning. JRC Scientific and Policy Reports. •Puentedura, R. (2012). The SAMR model: Background and exemplars. Retrieved from http://hippasus.com/rrpweblog/
- 4. 10/11/2016 4 Trinity College Dublin, The University of Dublin The Team Aibhín Bray, Carina Girvan, Ciarán Bauer, Claire Conneely, Clionna Hannon, Grace Lawlor, Jake Byrne, John Lawlor, Joseph Roche, Katriona O’Sullivan, Keith Johnston, Kevin Marshall, Kevin Sullivan, Lorraine Fisher, Megan Kuster, Michelle O’Kelly, Rónán Smith, Sharon Kearney Supporters Since 2007
- 8. 10/11/2016 8 Motivation III – The 21st Century Skills Agenda Trinity College Dublin, The University of Dublin 21st Century Teaching and Learning
- 9. 10/11/2016 9 Motivation III – Tackling educational disadvantage Trinity College Dublin, The University of Dublin Progression to Higher Education By Dublin Postal District “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).
- 10. 10/11/2016 10 Trinity College Dublin, The University of Dublin Overlap Social Disadvantage Technology in the Classroom 21C Teaching & Learning Innovative learning environments New pedagogies Trinity College Dublin, The University of Dublin Innovative Pedagogies “The ‘new pedagogies’ are not just instructional strategies. They are powerful models of teaching and learning, enabled and accelerated by increasingly pervasive digital tools and resources, taking hold within learning environments that measure and support deep learning at all levels of the education system. ‘Deep learning’ … develops the learning, creating and ‘doing’ dispositions that young people need to thrive now and in their futures.” (Fullan and Langworthy (2014, p1)
- 11. 10/11/2016 11 Bridge21 A Model of 21C Teaching & Learning Trinity College Dublin, The University of Dublin Bridge21 a Pragmatic Model of 21st Century Teaching and Learning (Lawlor J., Marshall K., Tangney B., 2015) (Conneely, C., Girvan, C., Lawlor, J., Tangney, B 2015)
- 13. 10/11/2016 13 Trinity College Dublin, The University of Dublin • Brainstorm – everything you can do with this object • Brainstorm all the events you can from WWI and place on a timeline • Select the names of three soldiers from a local monument • Research using multiple primary & secondary sources • Prepare to tell one story with a video and two on paper – add all of the information to the timeline Sample Lesson – History - World War I Trinity College Dublin, The University of Dublin STEM – Contextualised Maths Example
- 14. 10/11/2016 14 Trinity College Dublin, The University of Dublin Bridge21 Student Numbers & Impact • 2015/16 (1,000) – 225 in TY workshops (week long) – 200 in Introduction to Bridge21 (1-2 days) – 125 CS TY workshops (week long) – 200 Primary School Program (1 day) – 285 Code Plus - girls only secondary schools (20 hour programme) • Since 2007 (12,000) • Impact – Student Motivation (Lawlor, Marshall, Tangney 2015) – Computing (Tangney et al 2010, Sullivan et al 2015) – Peer Learning (Sullivan, Marshall, Tangney 2015) – Maths (Bray, Tangney 2015) – Physics (Wickham, Girvan, Tangney 2016) – Language Learning (Bauer, Devitt, Tangney 2015) Towards Systemic Change
- 15. 10/11/2016 15 Trinity College Dublin, The University of Dublin Current Reform Process - Junior Cycle 19/9/2012 29 Year 1 •Age ~13 – Junior Cylce Year 2 •Age ~14 – Junior Cycle Year 3 •Age ~ 15 – Junior Cycle •State Examination – Junior Certificate Year 4 •Age ~16 – Transition Year – flexibilty in curriculum Year 5 •Age ~17 – Senior Cycle Year 6 •Age ~ 18 – Senior Cylce •HIGH STAKES STATE EXAMINATION •Grades are sole requirement for entry to 3rd level Trinity College Dublin, The University of Dublin Bridge21 Model Supports Junior Cycle Reform
- 17. 10/11/2016 17 Trinity College Dublin, The University of Dublin 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. College For Every Student - Essential Skills Trinity College Dublin, The University of Dublin Alignment ofAcademic Capital Formation, Noncognitive Variables for College Admissions, and CFES Core Practices Alignment (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) Academic Capital Formation, non-cognitive variables & College For Every Student practices
- 19. 10/11/2016 19 Trinity College Dublin, The University of Dublin CORE PRACTICES Trinity College Dublin, The University of Dublin Teacher Professional Development (Girvan, Conneely , Tangney , 2016)
- 21. 10/11/2016 21 Trinity College Dublin, The University of Dublin Level 9 Postgraduate Certificate Post Graduate Certification Student Outcomes • Teamwork • Critical Thinking Skills • Problem Solving Skills Post Graduate Certificate • Level 9 - TCD Accredited • Fri/Sat Modules in TCD & Google • 6 Modules - 30 ECTs €400 (€1600 Saving) Inclusive Education Digital Media Literacy Teacher as Researcher Leadership & Change Management Computational Thinking Information Literacy Contextual Maths STEM Pedegogy Intro to Scratch Programming Python Programming Raspberry-Pi Computer Systems Advanced Scratch Programming Individual Workshops • Free for teachers • Delivered Locally
- 22. 10/11/2016 22 Trinity Access 21 Data and Impact Trinity College Dublin, The University of Dublin Year 1 • Age 13 • 11 Subjects Year 2 • Age 14 • 11 Subjects Year 3 • Age 15 • Junior Certificate Longitudinal Study 11 Project Schools 1100 Students and their teachers Year 4 • Age 16 • Transition Year Year 5 • Age 16/17 • 7 Subjects Year 6 • Age 17/18 • Leaving Certificate 2014/15 2015/16 2016/17 2016/17
- 23. 10/11/2016 23 The Emergent Theoretical Framework TA21 Constructs Concerns about college costs Networks Trust Information Cultural Capital Habitual Patterns Agency Collaboration Learning Technology Mediated learning Critical Thinking Cultural Capital Theory Human Capital Theory 21st Century SkillsCapabilities Social Capital Theory Trinity College Dublin, The University of Dublin Research Methodology DoesTA21-CFES increases educational aspirations Longitudinal (3-year) quantitative survey 1100 TA21 students Aspirations Experience Participation250 High Controls 200 Matched control DoesTA21-CFES improves students capabilities Longitudinal Qualitative tracking 4 school 10 students in each over 3 years Development of capabilities Experience Plans for life Participation in the PG Cert increases 21st Century Teaching practices Quantitative pre and post Qualitative post 100 teachers (to- date) 21st century skills Confidence Technology use 35 Control teachers (no CPD) Participation in A la carte offerings increases 21st century teaching practices Quantitative and qualitative pre and post 300 teachers to-date Experience Use of skills 40 control teachers (no CPD) Research questions Method Participants Measures
- 24. 10/11/2016 24 Sample Outcomes Trinity College Dublin, The University of Dublin 47.1 38.6 27.4 51 44.2 26.6 36.6 29.8 18.5 57 50.3 40.6 52.4 50.3 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 Year 1 Year 2 Pre Year 1 Year 2 Pre Year 1 Year 2 TA21 TAP High Plans after school Trade Further education Degree Increase in Degree Reduced further Ed
- 27. 10/11/2016 27 Trinity College Dublin, The University of Dublin Teacher promotion of self directed learning 2 2.4 2.8 3.2 3.6 4 Time 1 Time 2 Year 1 Year 2 Control Trinity College Dublin, The University of Dublin Teacher Self Efficacy in Using Computers to Teach