Paraparaumu College, with Kenakena School and Paraparaumu Beach School (TLIF 5-045) - The development of a Learning Framework that provides a coherent pathway between primary and secondary schools Publications
Publication Details
Project Reference: Paraparaumu College, with Kenakena School and Paraparaumu Beach School (TLIF 5-045) - Underpinning our collective approach was a specific focus on not only the ‘what’ of our curriculum but also … the ‘how’. In essence, we wanted to explore how learning pathways could be made cohesive and how collaborative planning, inquiry, and collective problem solving could be effectively implemented. Our progress towards attaining these goals is reflected in the supportive and collaborative environment that was evident amongst our project teachers, the willingness of our teachers to inquire into their practices, and their flexibility to trial and implement different approaches.
Author(s): (Inquiry Team) led by Aaron Mead (Deputy Principal, Paraparaumu College) and co-led by Marie Mead (Kenakena School), Cathy Franks (Paraparaumu Beach School) and Sara Speight (Paraparaumu College)
Date Published: February 2019
Overview
Teachers at Paraparaumu College and Kenakena School had already collaborated on a TLIF project that had developed shared understandings about pedagogical approaches to digital learning. This project was intended to build upon and extend that work through collaborative inquiry that would include a second primary school and focus upon learner transitions from primary to secondary school. The idea was to design a shared learning framework that could be tested and refined through rapid-fire inquiry.
Underpinning our collective approach was a specific focus on not only the ‘what’ of our curriculum but also … the ‘how’. In essence, we wanted to explore how learning pathways could be made cohesive and how collaborative planning, inquiry, and collective problem solving could be effectively implemented. Our progress towards attaining these goals is reflected in the supportive and collaborative environment that was evident amongst our project teachers, the willingness of our teachers to inquire into their practices, and their flexibility to trial and implement different approaches.
Project report
The project succeeded in finding greater than anticipated coherence between what is important at primary and secondary school. This involved increased attendance to students’ learning dispositions and the key competencies, and on what teachers can do, at any level of schooling, to foster these dispositions and competencies.
Due to the Covid-19 lockdown it was not possible to complete the project as intended. However, further learning about brain development and emotional intelligence extended the teachers’ understandings about how to foster wellbeing alongside learning. The project reinforced the value of teachers building collaborative relationships and shared understandings between teachers as part of the process of creating rich, personalised pathways for learners and supporting them through transitions.
The inquiry story
This inquiry involved senior leaders and groups of classroom teachers at Paraparaumu College, Kenakena School, Paraparaumu Beach School.
What was the focus?
This inquiry built upon learning from a previous TLIF project (2-080) involving teachers at Paraparaumu College and Kenakena School that had included the development of a framework that could be used to personalise learning experiences that drew upon digital technologies. Its purpose was to develop a learning framework that would facilitate the development of a localised curriculum in each school that would be responsive to learners and the context. The college had data suggesting that Year 9 students found little continuity in their experiences of learning at primary school and at college. Thus, a second purpose was to create greater continuity from primary to secondary school through greater collaboration between teachers. The intention was to focus on both what was taught and how, so students could experience smooth transitions through seamless learning pathways.
The project team developed the following inquiry question: “Will embedding a collective learning framework within our local primary and secondary schools have an impact on the provision of cohesive learning pathways for students?”
What did the teachers try?
The project used an iterative design methodology where teachers work collaboratively to introduce change, learn about what works and what does not, and refine their practice in subsequent research cycles. Collaboration happened through opportunities to come together as a whole group to co-construct the learning framework and though opportunities to work in smaller collaborative inquiry groups. Some of these worked on within-school inquiries and some on inquiries that went across the schools. There was an emphasis on the collection and use of student voice data, including from the Me and My School survey and from focus groups.
The inquiries were completed using a rapid cycle methodology, until they were interrupted by the Covid-19 lockdown. Examples included:
- joint inquiry between Paraparaumu College and Paraparaumu Beach School on establishing a cross-sector mathematics programme
- working groups that explored how to foster positive learning dispositions through exploring the concepts of the ‘learning pit’ and a ‘growth mindset and through use of the SOLO Taxonomy
- a local hikoi that enabled teachers to explore local history and the learning opportunities it offers to students.
Learning from the inquiries was explored in focus group discussions and captured in a shared learning framework that identifies what students need to successfully transition to secondary school.
What happened as a result of this innovation?
The learning framework was the main outcome of this project. It reflected the discovery, made early in the project, that the differences in learning environment were not as great as the teachers had imagined. The framework put lifelong, ‘future ready’ learners at the centre. It prioritised the facilitation of resilience and a growth mindset, wellbeing, learner competencies, and connection and belonging. This was to be achieved through ‘personalisation pedagogies’, shifts in teacher dispositions, connections with whānau and community, and self-evaluation. The teachers recognise the impact of external systems on this framework and identified positive student wellbeing as a valued outcome. The framework is not settled and will be subject to further testing.
The team used Guskey’s five levels of data (or ‘information’) to consider the outcomes of the project:
- Level 1: Participant’s reactions: Teachers valued the connections that were created where previously, in some cases, there had been none. They said they had reframed their positioning to understand themselves as being part of an individual students’ learning journey and that this meant that it is important to work collectively. They had reflected critically on their assumptions about what makes for a good transition.
- Level 2: Participants’ learning: Teachers said that they had greater awareness of what students will bring with them from primary school and what learning is like at secondary school. This had involved asking questions and challenging many assumptions. They recognised that teachers don’t need to teach the same way in different sites, but all teachers need to pay attention to students’ competencies and learning dispositions. They understood how learner competencies can develop through fostering a growth mind set and the resilience necessary to move in and out of the Learning Pit. They had learned that holistic transition requires teachers to have some understanding of brain development and emotional intelligence.
- Level 3: Organisational support and change: The teachers identified the need for more sharing of planning and programmes between schools, more time for interschool collaboration, and widening circles of connection.
- Level 4: Participants’ use of new knowledge and skills: Prior to lockdown, the small group inquiries into elements of the framework had begun to grow shared understandings of the pedagogical approaches they involved. Following lockdown, the team decided to move away from the small group inquiry process and work more collaboratively in a bigger group. This included a session with Nathan Wallis on emotional intelligence and brain development.
- Level 5: The development of the framework helped move the participating teachers to a shared vision of future ready, courageous learners who felt connected and a sense of belonging. Whether the project had impacted on the transition process and whether students perceived greater coherence between the pedagogy and curriculum experienced at primary and secondary school was a question that could not be answered at the time the final report was prepared. The team intended to pursue this after the Year 8 students had made their transition to Year 9.
What did they learn?
While the shared learning framework has not been settled, the project team believes the concept is correct. They have learned about the importance of focusing on key competencies and dispositions rather than simply curriculum content and skills. Secondary school teachers have learned the value of deliberately connecting to what new students bring from primary school and adopting some of the pedagogical approaches with which they are familiar. Everyone has learned the value of building collaborative relationships between educators in different environments. Individual teachers are just part of the learning journey for each student. For students to find coherence in learning and experience wellbeing, they need teachers to collaborate to make that happen.
Inquiry team
This project was led by Aaron Mead (Deputy Principal, Paraparaumu College) and co-led by Marie Mead (Kenakena School), Cathy Franks (Paraparaumu Beach School) and Sara Speight (Paraparaumu College).
Early in the project, the team accessed external support from Mary Chamberlain (Evaluation Associates) and Rose Hipkins (NZCER). Further support was later accessed from Nathan Wallis (neuroscience educator).
For further information
If you would like to learn more about this project, please contact the project leader, Aaron Mead, at mea@paraparaumucollege.school.nz
Reference list
Guskey, T. R. (2016). Gauge impact with 5 levels of data. SMEC2016 Organising Committee, 37(1), 32-37.
Nottingham, J. (2017). The learning challenge: How to guide your students through the learning pit to achieve deeper understanding. Corwin Press.
Biggs, J.B., & Collis, K. F. (2014). Evaluating the quality of learning: The SOLO taxonomy (Structure of/he Observed Learning Outcome). Academic Press.
Dweck, C. (2017). Mindset-updated edition: Changing the way you think to fulfil your potential. Hachette UK.
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