ITP Synthesis 2009 Webinar 15 April 2010. This presentation The process Key findings Challenges and opportunities 21/01/2014© THE UNIVERSITY OF WAIKATO.

ITP Synthesis 2009

Webinar 15 April 2010

This presentation

• The process

• Key findings

• Challenges and opportunities

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The synthesis process

• All ITPs visited October – December 2009

• Interviews with • Senior management

• Those responsible for embedding literacy and numeracy

• Tutors from a range of programmes

• Interview focus on achievements, progress and challenges

• Two page summary prepared for each ITP• Returned for checking

• Report synthesised trends and themes

Key findings

• Overview

• Main impacts

• Progress

• Challenges and opportunities

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Main finding: Overview

• ITPs are making steady progress in moving towards making embedded literacy and numeracy core business

• The capability plan development has been a valuable process and allowed ITPs to be more strategic about provision

• ITPs were considering scalable and sustainable solutions from the initiation of their project to move forward into 2010 and beyond

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Findings: Impacts - tutors

• Changes in tutor confidence and teaching practice

• Changes in attitudes towards & knowledge of students

Knowing the demands of their content, the learner, knowing what to do and how to do it

‘This is a significant and sustainable impact because changes in pedagogy and learner-teacher interactions are at the heart of educational reform.’ (Final Report)

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Findings: Impacts - tutors

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• A tutor incorporated group activities and literacy and numeracy approaches into a unit on equine genetics and reproduction. He reported that not only did his learners appreciate being able to work in groups to negotiate the new content, but that the approaches adopted resulted in learners having a “deeper understanding” than learners in previous courses on the same content. This deeper learning was significant and had led the tutor to incorporate further embedded literacy and numeracy approaches. (Example from final report)

Findings: Impacts - tutors

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• The tutors from one ITP discussed the value of a consistent approach to address particular learner needs.

• In numeracy, in particular, they were now providing learners with a number of different ways for solving a problem rather than insisting it was addressed in a specific way.

• They were encouraging learners to select the approach that was best for them.

• In this way their teaching was said to have become more learner-centred and to promote learner independence. (Example from final report)

Findings: Impacts - students

• Due to timing of the synthesis it was too early for ITPs to provide organisational level data of impact on student outcomes

• However, there were reports of• Improved retention

• Better quality first assignments

• Evidence of higher achievement from some courses

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Findings: Impacts - students

• Anecdotal reports from all ITPs of • Greater student engagement/ confidence

• Greater student engagement with text

• Increased student independence

• Student use of the language of embedded literacy and numeracy

• Students more prepared to ask questions

• Students more prepared to stay after class to clarify problems

• Reports from businesses of changes in students

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Findings: Impacts - students

• A building tutor noted that subsequent to his focus on vocabulary students were better prepared and more willing to read text. His students had referred to the instructions for assembling a kitset without prompting, and problem solved the meaning of new words and instructions. (Example from final report)

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Findings: Impacts - students

• A graphics tutor who had taught a metric measurement and estimation unit considered her class made more informed and insightful design choices.

• One trades skills class had jumped a level in the progressions and were now confident enough about their speaking and listening skills to give a presentation. (Examples from final report)

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Six months later – what are your thoughts on impacts?

• Tutor

• Students

• Student achievement

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Findings: Progress – organisational

• Importance of senior leadership commitment• Wide variation in nature of active involvement

• Pivotal contribution of embedding coordinator• Only some full time

• Quality of relationships central to progress

• Issues of supporting multiple campuses

• Steering groups, development groups and teams established to lead and support development

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Findings: Progress - organisational

Literacy and numeracy was becoming embedded in

• Programme, course and lesson documentation

• Promotional material

• Internal self-review, job descriptions & appraisal processes

• Assessment – diagnostic, pre and post

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Findings: Professional development

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Findings: Professional development support

• Champions• Supported to share teaching strategies

• Observe colleagues

• Ripple effect• Inclusion of ideas in all courses taught

• Sharing ideas amongst colleagues – motivating colleagues

• Action enquiry projects

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Findings: Professional development events

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Challenges & opportunities

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Challenges & opportunities

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Concluding comment

• Implementing embedded literacy and numeracy has been a catalyst for change on a number of levels – student, tutor, programme and organisational

• Infrastructure development coupled with increased tutor capability and the development of a supportive organisational culture indicate that ITPs are in a good position to make further gains with embedding literacy and numeracy

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