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
-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
Education as a m
ultilevel system
pupil pupil small group class class school / location pupil pupil small group small groupclass 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
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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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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 ... ... ... ... ... ... ... ...
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internal represen-tation of information production of sounds one-word sentences more-word sentences two-word sentences
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Example of special instructional line:
School behaviour judgement
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Figure 8: Results of screening
of entry characteristics
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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
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.