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Design and implementation

of ICT-supported education

for highly able pupils

European Conference on Educational Research 25 – 27th August 2010

Prof. dr. Ton Mooij

Radboud University Nijmegen, ITS Open University of The Netherlands (Heerlen), CELSTEC

T. Mooij ECER August 2010

Overview

1. Introduction

2. Theory

3. Method

4. Results

5. Discussion

1. Introduction

“High ability”: indicators:

- four years: may read, write, do arithmetic, or exceptional social / emotional or expressive performances - in one or more areas of development

- important:family and environmental support,

self-regulation, coaching at / above actual levels of competence

- if not realised: forced underachievement, potentials not

actualised, unhappy, low motivation, bored, not liking school, disturbing, low school achievement

T. Mooij ECER August 2010

Age- or norm-based selection in school:

problem for high ability pupils

Longitudinal cohort study: pre-school characteristics and teacher’s perception of pupil’s functioning 2002 – 2004

Indications:

• class size: larger number pupils in class, negative effects • age-based monitoring: negative effects

• class mean performance: higher mean, negative effects

• acceleration: skipping grade(s) has positive effects

T. Mooij ECER August 2010

Risk --- OK ---Risk Age mean • General IQ • Language perf. • Arithmetic perf. • Social behaviour

Age- or norm-based selection

• General IQ • Language perf. • Arithmetic perf. • Social behaviour -1,5 -1 -0,5 0 0,5 1 1,5 Language 2-4 n = 8,105 Arithmetic 2-4 n = 7,735 1 2 3 4 5 6 7 8 9 10 deciles

Differences z-scores 2004-2002; grade 2-4

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-1,5 -1 -0,5 0 0,5 1 1,5 Language 2-4 n = 8,105 Arithmetic 2-4 n = 7,735 Language 4-6 n = 8,496 Arithmetic 4-6 n = 7,970 1 2 3 4 5 6 7 8 9 10 deciles

Differences z-scores 2004-2002

Grades 2-4 (red) and 4-6 (blue)

1. HOW TO SPECIFY AND SUPPORT LEARNING

PROCESSES OF HIGHLY ABLE PUPILS SO THAT

THEY CAN ACHIEVE ACCORDING TO THEIR

REAL POTENTIALS IN PRIMARY EDUCATION?

2. WHAT ARE THE EMPIRICAL EFFECTS OF

ADEQUATE LEARNING ARRANGEMENTS ON

HIGHLY ABLE PUPILS IN PRIMARY EDUCATION?

Research questions

T. Mooij ECER August 2010

T. Mooij ECER August 2010

2. Theory

Research: Curricular interventions and effects

1. Curriculum or content directed (compacting, projects)

Generally: positive cognitive effects on gifted pupils Non-gifted may even profit more

2. Social comparison processes and effects

Specific school-subject developments in achievement and self-concept High competition between pupils or classes – high levels of test anxiety Special programmes improved motivation, achievement, social and self-concept

3. Educational acceleration / skipping class(es)

4. Saturday or summer school programmes

Age-based versus criterion-based

learning and assessment

Age- or norm-based learning:

- mean-based tasks and specific adaptations - tasks or activities may not fit individual competence

Criterion-based learning:

- series of tasks according to psychometric criteria - curriculum: absolute evaluation, continuity in progress at

own levels of competence

T. Mooij ECER August 2010

Pupil level:

self-regulation and learning tasks

Zimmerman (2000):

self-regulation: self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals

competence-based learning:

- estimation of difficulty level of task - selection - types of support or coaching of task execution - assessment or evaluation of results

Self-regulation cycle of learning task selection,

coaching, and assessment

Fr Assessment - By others - By learner - Assessing others Self-regulation process - From task selection - To coaching - To assessment - To selection etc. Coaching learning - By others - By learner - Others Selectinglearning tasks - By others - By learner - Selecting tasks for others

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Education as a m

ultilevel system

pupil pupil small group class class school / location pupil pupil small group small group

class class school / location regional education / youth

pupil pupil small group

pupil small group class class

school / location school / location regional education / youth

pupil pupil small group small group

class

pupil pupil small group small group

class school / location

pupil pupil small group small group

class school / location regional education / youth national educational level / policy

T. Mooij ECER August 2010 T. Mooij ECER August 2010

Systemic design to improve

education and learning

Type of educational contextual dimension

Differentiation of learning materials and procedures

Integration by and use of ICT support

Strategies to improve development and learning

Combination with four learning aspects

Diagnostic, instructional, managerial, systemic

Model of “contextual learning guidelines”

Educational contextual dimension: Learning

aspect:

Differentiat. ICT support Improv. strat.

Diagnostic 1 6 11

Instructional 2 7 12

Instructional 3 8 13

Managerial 4 9 14

Systemic 5 10 15

T. Mooij ECER August 2010 T. Mooij ECER August 2010

Contextual learning model (1)

Differentiation of learning materials and procedures

• Diagnostic • Instruction

• Management • Systemic

1. Identify a pedagogical-didactic kernel structure for competence (sub)domains 2. Structure domains of competence in terms

of subskills and instructional lines 3. Include psychometrically valid indicators

to evaluate learning progress 4. Organise and match flexible groups of

learners and teachers / coaches 5. Use integrated systems for monitoring,

evaluation, and administration

Contextual learning model (2)

Integration by and use of ICT support

• Diagnostic

• Instruction

• Management • Systemic

1. Facilitate construction and use of a pedagogical-didactic kernel structure (PDKS)

2. Enhance structuring, transparency, and flexible use of instructional lines 3. Facilitate individualised instruction,

collaborative learning, and self-regulation 4. Encourage differentiated and multilevel

evaluation of learning

5. Integrate instruction and learning across different contexts, levels, and points in time

Contextual learning model (3)

Strategies to improve development and learning

• Diagnostic • Instruction

• Management • Systemic

1. Use a learner’s entry characteristics to stipulate instructional lines

2. Create and control pro-social relationships in and around school 3. Use collaborative didactic procedures to

stimulate self-regulation

4. Concentrate teacher coaching on those pupils most in need of this

5. Apply multilevel indicators to improve instruction and learning

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T. Mooij ECER August 2010

Hypothesis

Gifted pupils learning according to systemic

contextual learning conditions will do better than

gifted pupils in traditional education, in particular

because the self-regulatory capacities of gifted

pupils can be used more, and better, in the

improved systemic conditions.

T. Mooij ECER August 2010

3. Method

Goal: realise guidelines ‘contextual learning model’

• Development of prototype PDKS

• Development of prototype software

• Pilots in pre-school / primary school

• Collaborative research and development in practice

• Experimental longitudinal research

T. Mooij ECER August 2010

4. Results

Pedagogical-Didactic Kernel Structure

Competency domains: skill-views:

language general - cognitive social - emotional arithmetic / mathematics physical - medical general - psychological motor Skill view

Language mathematicsArithmetic / Cognition

Reading Preliminary reading Auditory discrimination Auditory analysis Concept Auditory discrimination word Auditory discrimination sound Auditory analysis sound Auditory analysis word ... ... ... ... ... ... ... ...

T. Mooij ECER August 2010

internal represen-tation of information production of sounds one-word sentences more-word sentences two-word sentences

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T. Mooij ECER August 2010

Example of special instructional line:

School behaviour judgement

T. Mooij ECER August 2010

Figure 8: Results of screening

of entry characteristics

T. Mooij ECER August 2010

Implementation: practice examples

Pre-school and primary education

• collaboration with pre- / primary school teachers

• screening of entry characteristics of four-year olds

• experiences in practice:

• collaboration between parents and teachers

• multi-perspective communication about competence levels • introduction of other types of play and learning materials • further specific educational support in small groups

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T. Mooij ECER August 2010

Age-independent collaboration

between pupils

1. School level / throughout school • curriculum: PDKS-related

• learning tasks: criterion-based competencies / free • general social-emotional and behavioural rules 2. Small group level / collaboration

• teacher: instructs, coaches, checks requirements • pupil chooses other pupil(s)

3. Pupil level

• placement of pupil at own levels of competence • tasks: self-chosen or assigned, individual progress

T. Mooij ECER August 2010

5. Discussion

1. Model of contextual learning guidelines seems adequate 2. Intense innovation processes in pre-school practice 3. Cases of individual high ability pupils and motivation effects 4. Further systemic educational and ICT-development in

collaboration with teachers 5. Longitudinal experimental research

Some references

Mooij, T. (2006). Theoretical and methodological significance of Information and Communication Technology in educational practice.European Educational Research Journal, 5(2), 77-79.

Mooij, T. (2007). Contextual learning theory: Concrete form and a software prototype to improve early education. Computers & Education, (48)1, 100-118.

Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education.

Computers in Human Behavior, 23(3), 1499-1530.

Mooij, T. (2007). Learning for self-regulation: Improving instructional benefits for pupils,

teachers, parents, schools, and society at large. Heerlen, The Netherlands: Open

University of The Netherlands (OUNL).

Mooij, T. (2008). Education and self-regulation of learning for gifted pupils: Systemic design and development. Research Papers in Education, 23(1), 1-19. Mooij, T., & Driessen, G. (2008). Differential ability and attainment in language and

arithmetic of Dutch primary school pupils. British Journal of Educational Psychology, 78(3), 491-506.

Mooij, T. (2009). Education and ICT-based self-regulation in learning: Theory, design and implementation. Education and Information Technologies, 14(1), 3-27.

Figure

Figure 8: Results of screening  of entry characteristics

References

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