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Research from an Alumnus and Boosting Participation Rates

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We’re excited to share some alumni news –  James Pengelley from All Saints’ College, has recently published new research into how the use of computers for assessments impacts on students’ cognitive load. His research concluded that paper and computer assessments affect learners differently, with computer assessments adding additional cognitive load for more demanding tasks, leading to lower scores for more difficult items. James Pengelley’s work underscores the importance of designing assessment practices to ensure teachers, educators, and policy makers are fairly and equitably testing content rather than creating assessments that place learners under an unnecessary testing load. His research questions previous findings that computer-based assessments can be conducted without negative consequences on test outcome and calls for further research into the impact of different testing modes on students. A huge congratulations to James for such outstanding research on a very important topic!

Read James’ article here: A Testing Load: Investigating Test Mode Effects on Test Score, Cognitive Load and Scratch Paper Use with Secondary School Students

School Plus’ Partnership Opportunities
Applications for School Plus’ Partnership Opportunities will be open on Monday, 7th August! Partnerships are designed to provide schools with the resources and support they need to create sustainable change within their communities through funding, coaching, and program management support. Don’t miss this incredible opportunity, we strongly encourage schools to apply. Learn more by clicking on this link.

Three resources for our alumni

Boosting the participation ratio during our explanations

 

How can we make sure our students are listening, thinking and understanding? In this article, Craig Barton shares some easy-to-use strategies to ensure students aren’t opting out of the thinking when the teacher is explaining.

Are SEND children different?

 

Monique Nowers explains that students with special educational needs learn the same way as their peers but face greater barriers to education and are more vulnerable to ‘imperfect teaching’. By breaking down content into attainable steps and providing enough practice, teachers can effectively accommodate the differences of these learners.

Five Ways to use Worked Examples – Think Forward Educators

 

This blog post by maths guru, Alex Blanksby, shares how using worked examples can be more effective in enhancing understanding than getting students to attempt unfamiliar problems independently. The author gives some strategies for how to use these effectively in the mathematics classroom.

Teach Well’s work in Catalyst program gains national attention for Initial Teacher Education Review

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Four years ago, the Director of Catholic Education Canberra Goulburn, Ross Fox, decided to retrain his teaching workforce of 1500 staff in the Science of Learning. This educational reform emphasised the importance of all teachers being able to confidently deliver evidence-based high-impact teaching practices, with a shared focus on how students learn and understand new ideas. As part of the Catalyst program, Teach Well’s flagship Masterclass Series has been delivered under the name HITP in Action – Secondary & Central Series. The professional learning course, anchored to Rosenshine’s Principles of Instruction has been delivered to over 400 teachers and leaders across 3 years, with more than 160 participants in 2023 alone.

The Series is a five-day spaced professional learning experience, with two rounds of video coaching with personalised feedback from the expert Teach Well coaching team. Each workshop day brings the latest research on the Science of Learning to teachers and leaders, translating it into effective practice for the classroom. As Cheryl Daniel from St Patrick’s Parish School Cooma, NSW said “…[I] just wanted to extend a heartfelt thanks for taking the time to watch my film cycles and provide specific and valuable feedback. It has been so encouraging for me as an early career teacher to hear this feedback on my practice and it has motivated me to keep refining it to be even better. I am enjoying the HITP in Action program immensely and thank you for your efforts in making it happen.”

The Catalyst project has certainly paid off, with an independent review using NAPLAN data finding that the quantity of students performing below expected standards in reading dramatically reduced between 2019 and 2022, from 42 percent to only 4 percent. Teachers trained as part of the Series create a baseline of student academic data at the start of the course and track outcomes again at the end of the course. In 2022, 82% of teachers reported improved student academic progress, and 84% noted improvements in student participation. 99% of teachers reported they changed their practice and 97% said they would recommend the high-impact instructional strategies covered in the HITP in Action Series to other teachers.

This bold yet successful approach to reforming teacher practice at scale has been highlighted by a panel of experts advising the federal government on teaching degrees. The panel recommended a major review of teaching courses, led by Education Department Secretary and Sydney University vice-chancellor, Professor Mark Scott. Following a national meeting of education ministers, universities have been given two years to overhaul their teaching degrees, to ensure more teachers feel prepared for the classroom when they finish university. The proposal includes content such as an understanding of how the brain stores and retrieves information, effective methods for teaching reading and writing, classroom management and responsive teaching. Many of these areas of focus are covered in the HITP in Action Series and Teach Well’s flagship program, the Masterclass Series.

Federal Education Minister Jason Clare said that many teachers felt unprepared for the classroom when they finished university, and the aim was to make teachers feel more confident when they start the job. The move to align university courses to evidence-based practices, such as those delivered in the HITP in Action Series and the Masterclass Series, is part of a national push to fix Australia’s teacher shortages, and to prevent an estimated one in five new teachers leaving the profession within the first three years of their teaching careers. High-quality professional development can play a role in helping retain teachers in the profession. The World Bank (2019) considers “providing continuous support and motivation, in the form of high-quality in-service training and strong school leadership,” to be a key principle when considering teacher retention. Retention is one thing, but having highly effective teaching in every classroom, for every student, is another. The impact that an effective teacher has on student learning was highlighted by Sanders and Rivers (1996), amongst other researchers, who found that “the effects of teacher quality on student achievement are additive and cumulative.” Through the Catalyst program and the Masterclass Series, our hope is for all teachers, including our graduate teachers, to be confident and well-prepared for the complex demands of teaching. Teach Well is proud to be a part of the Catalyst program and congratulates all involved in its success to date.

Sources:

https://www.abc.net.au/news/2023-07-07/review-of-university-teacher-degrees-at-ministers-meeting/102564402

https://catalyst.cg.catholic.edu.au/news/cecg-recognised-at-national-level/

Seebruck, R. (2015). Teacher Quality and Student Achievement: A Multilevel Analysis of Teacher Credentialization and Student Test Scores in California High Schools. McGill Sociological Review, Vol 5: 1-18.