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Let’s Think Forum Conference
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Evolution of Lets Think ’75 ’80 ‘85 ‘90 ‘95 ‘00 ’05 ‘10 ‘15
CASE CASE@KS1,2
GAIM CAME PCAME CAME@KS1
LTF
English
Art Drama, Visual Art and Music
CSMS
Technology
Tutors
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Lower 5%
Lower 10%
Lower 25%
Upper 25%
Upper 10%
Upper 5%
Average
1A
1B
2A
2A/2B
2B
2B*
3A
3A/3B
3B
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
PIAGETIAN LEVEL
AGE (years)
Cognitive Development Boys; based on CSMS survey data, 1975 - 78
Form
al o
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tiona
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>=8 7 6 5 4 3 2 1 ?
NC LEVEL
The full range at any given age
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Parkside School Cambridge 1991 results in reasoning superimposed on CSMS norms
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In Class A none of the pupils at Y7 entry were at Grammar School level.
By the end of Y8 9 pupils out of 16 (56%) were now in the top 80% of the National ability range—3 of the girls initially at a very low level on Conservations.
Two boys and one girl made very little change. The average percentile gain for the class was 48.1%
Class B
In Class B there were 2 boys in Y7 in the National top 80%. At the end of Y8 there were 7 out of 12 (58%)
The average percentile gain for the class was 28.6%.
Class C
In Class C there was one boy and one girl at Y7 entry above the Grammar school cut-off.
By the end of the end all the class bar one boy were above the National 80%, and even he had shown a gain from the 5th%le to the 49th.
The average percentile gain for the class was 49.9%
Class D
In Class D there were 3 boys (14%) in the Grammar school range in Y7—by the end of Y8 there were 13 (59%)out of a class of 22.
The average percentile gain for the class was 28.5%
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The four classes at Parkside School. Individual pupils’ scores by gender
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Overall there was little difference between the average gains—girls 39.9% and boys 38%. The teachers were so pleased with the classes that in Y9 they offered them the option of taking 3 science subjects rather than Combined Science, laying on extra lessons before School in the morning. When this Year Group took their GCSEs twice as many obtained C grade or above in Science, Maths and English as in previous years.
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Gains in grade C+ GCSE
3 years after CASE intervention in Y7&8
Science in 5 schools
Science Mathematics English
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Gains in GCSE mean grades 3 years after CAME Let’s Think intervention in Y 7&8 in 11 schools
CAME schools’ average gain in: Maths 0.80 grade Science: 0.51 grade English: 0.52 grade
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Long term effects of Let’s Think intervention
with 5-6 year olds in one London borough (H&F)
Let’s Think groups starting way below the national average ended up 5 years later well above, and made far greater gains than a matched control group.
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But educational policy was not
based on such evidence *
several initiatives like the Numeracy and Literacy strategies dominated, with mixed results:
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ICCAMS comparisons in Maths achievements 1976 and 2009
Recognition and misrecognition of the problem Politics – Blaming previous administrations Blaming schools, teachers, and parents System change trends– uncertain outcomes
• Downsizing LEAs, Universities, teacher training • Academies, Free Schools, PD market,
• Moving up grade thresholds in tests
Promising trends
• Move to problem solving in curriculum • Changes in inspection regime to emphasise learning • Attention to Social Enterprise in education
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LTF current reach LTSS - about 50 schools over 4 years LSEF – about 60 schools over 2 years Grafton Teaching school partnership in Primary Maths – about 30 schools Secondary CASE course at Ruislip in Hillingdon – about 10 schools Lets Think In Secondary English Courses across the country – whole LEAs
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LTFs Objectives for the near future
• Develop teachers’ networks, including online • Better describe the approach to Curriculum, Pedagogy, and CPD • Expand of LT Classroom practice - dissemination • Experiment with models PD for teachers, comparing effectiveness • Develop activities and materials as part of PD –lesson study models • Develop Tutor Capacity – peer tutors, associate tutors and lead tutors • Encourage action research on effectiveness • Research and collaboration with Universities s and LEAs
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