Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Joint Practice Development Project 2014

Joint Staff Conference 25 June 2015, Southend and Thurrock Adult Community Colleges
by

Jessica Russell

on 8 July 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Joint Practice Development Project 2014


The Education & Training Foundation
Joint Practice Development Project
March - July 2014

What is Joint Practice Development?
``
Lots of things!

They started by interviewing some of their own learners about their motivation at the start of the course and what kept them going during the course.

Linking to theories of motivation and goal achievement we mapped the learners' responses.
JPD builds practice with colleagues

JPD goes beyond 'transferring' good practice as in the traditional CPD model

Engages with learners. Fielding states that 'recipient involvement (is) crucial'

Engages with research evidence and education theory

'Research... is an important element of practice development.' National Foundation for Educational Research
After collating and analysing the learners' responses we found that what
keeps
learners motivated to stick with their learning is often not the same as what brought them to the class in the first place
One learner summed it up:
If I can't come to class...
I get the
Sticking with it

The learners interviewed on the project said it was the learning experience within the group that also became important to them, as well as their original goal e.g. finding a job.

This correlates with the statement that 'Teachers and good teaching are by far the most important factor in adults’ enjoyment of learning, their motivation and their persistence.' (NRDC 2008)
What might this mean for my practice?
It tells us that creating a class environment, where a strong community can grow and thrive, will also support individual learners to develop their inner motivation and the 'grit' to stick with learning when life inevitably gets in the way...
'Achievement has to be built on self-confidence and the learner knowing how
to learn and that they can learn.

Sometimes group bonding and a "sense of belonging" has to be built up using fun activities, letting discussion establish social bonds etc. before the scheme of work priorities.

Adults don’t become learning machines as I (the tutor) walk in the room on day one.'

Tutor, Stick With It, QIA/NRDC report.
Just as tutors can create powerful communities of practice which learners say enhances their experience and motivation, so the JPD Project offered tutors, from Southend and Thurrock, the opportunity to create their own communities of practice.

We called them 'buddy groups'.

They can be also be more formally termed professional learning communities.

Stanford Education Professor Milbrey McLaughlin believes that, ''The path to change in the classroom, lies within and through professional learning communities.'

Tutors not only interviewed their own learners
they also:

completed self-evaluations
visited each others classes
took part in action sets


It's a supersized JPD Project.
You get the picture...
What have we learned on the JPD Project so far?

how to build learners' skills and confidence in group work
how to support the development of different aspects and styles of reflective learning and practice
giving effective feedback on learning where language skills are pre-entry level
managing the successful integration of new learners into existing communities of practice e.g. on roll-on, roll-off courses
how to support the development of learners' critical thinking skills
the hows and whys of collaborative and experiential learning
On this first JPD cycle we are about here
What did the tutors involved in the JPD Project do?
`
Identifying how people are feeling can help to build a strong community of practice in your classroom.
I
Joint Practice Development (JPD) was defined by Michael Fielding, Emeritus Professor of Education as 'learning new ways of working through mutual engagement...'
Buddy groups were formed over three curriculum areas:

Maths
English
ESOL

All these communities linked together like this
Most important of all, now the tutors on the JPD Project are going to explore their individual thoughts, experiences and joint journeys with you in the workshops.

Thank you
These are some of the other areas tutors on the JPD Project have been exploring and reflecting on together:
The tutors' research with learners told us why what we do in class and how we do it really matters to our learners.

Now we have evidence that shows how we can build intrinsic motivation in learners, so that they can stick with their learning through tough times, even when things aren't going well.

'No one knows everything, everyone knows something, all knowledge resides in humanity.'

Professor Pierre Lévy,
Dept. of Communication University of Ottawa
In the early 1990s social anthropologist, Jean Lave, and teacher, Étienne Wenger, identified such groups as 'communities of practice'.

As tutors, we build and strengthen these communities through all activities; from induction and initial assessment to curriculum delivery and feedback to and from learners.
Fielding et al., Factors Influencing the Transfer of Good Practice, 2005 accessed at http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/RR615.pdf.pdf

Elliot, Murayama & Pekrun, A 3 x 2 Achievement Goal Model, 2011 accessed at http://www.psych.rochester.edu/people/elliot_andrew/assets/pdf/ElliotMurayamaPekrun2011.pdf

Ruby, Analysis of Motivation and Demographic Factors that Influence Physical Analysis of motivation and demographic factors that influence physical therapists' decisions to attain the doctorate of physical therapy, 2008

Graham & Weiner, Theories and Principles of Motivation, 1996 accessed at http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/graham_weiner96.pdf

US Dept of Education, Promoting Grit, Tenacity and Perserverance, 2013 accessed at http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf

Lave & Wenger, Situated Learning. Legitimate peripheral participation, 1991

Quality Improvement Agency / NRDC, Stick With It: Motivating Skills for Life learners to persist, progress and achieve, 2008

Bloom, Reflections on the Development and Use of the Taxonomy, 1994

Table of Learners Feel/Appreciate/Tutor Action: adapted from a resource produced by http://knowledgecommunities.org/

Learning Wales, Professional Learning Communities accessed at http://learning.wales.gov.uk/yourcareer/professional-learning-communities/?skip=1&lang=en

McLaughlin & Talbert, Building School-based Teacher Learning Communities: Professional Strategies to Improve Student Achievement, 2006

Milbrey McLaughlin quote from US Dept of Education, The Promise of Communities of Practice, 2011 accessed at http://www.ed.gov/oii-news/promise-communities-practice

All web pages accessed June 2014










References & Sources
Full transcript