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2.PISA para países y economías y PISA para Centros Educativos: Principios, resultados y perspectivas de futuro

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2. PISA para países y economías y PISA para Centros Educativos: Principios, resultados y perspectivas de futuro, D. Andreas Schleicher, Director General de Educación de la OCDE.

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Thank you. Let's talk a bit more about the PISA assessment. 00:00:10
I think Minister van Grieken made an important point. 00:00:16
We have not been able to assess everything that is important in life. 00:00:20
We have started, but some things that we do know are very, very important for the success of people. 00:00:24
And that's the capacity of students to access, manage, integrate, evaluate, reflect on written information, literacy. 00:00:30
It's the capacity of people to think quantitatively, to reason analytically, to find ways to model the world in mathematic terms. 00:00:43
That's mathematics. 00:00:54
and it's the capacity of people to think like a scientist 00:00:55
in a world that is increasingly dominated by scientific aspects. 00:01:00
That's not everything, but it's a lot. 00:01:04
Actually, we have data that show that those kinds of skills, 00:01:07
knowledge and skills, are highly predictive for people's later lives. 00:01:11
In fact, you can see this is true for the economic life 00:01:17
when you look at the earnings of people, employment of people, 00:01:20
very strong links to this. 00:01:22
but it's also true for many social aspects of life. 00:01:24
You may be surprised, but we find a strong link 00:01:28
between the skills that people have in mathematics 00:01:30
and the extent to which they participate in society. 00:01:33
People at the high end of the skill distribution 00:01:38
see themselves often as actors in social processes. 00:01:40
They believe they can do things. 00:01:43
People at the low end of the skill distribution 00:01:45
see themselves often as objects of political process. 00:01:48
They do not feel that sense of empowerment. 00:01:51
Those foundation skills are important ingredients for people's active participation in our life 00:01:55
and societies. 00:02:01
That being said, PISA is moving forward also. 00:02:03
This year, a little bit later, we're going to launch the first results from our PISA 00:02:07
assessment of social skills. 00:02:13
In 2015, we assessed not only whether students can solve problems individually, that's very important, 00:02:15
but also whether they can effectively collaborate with others to share their knowledge, integrate their knowledge. 00:02:25
Because today, the world no longer rewards people just what they do individually, 00:02:30
but very much so to what extent they can actually collaborate, compete, connect with people, 00:02:34
connect with people who think differently. 00:02:40
So again, as you can see, the world is changing, demanding a greater amount of social skills. 00:02:42
PISA is changing, trying to reflect those things in the way we assess student knowledge and skills. 00:02:48
And you will find that kind of collaborative problem-solving skill test also in future PISA for Schools tests. 00:02:53
We're even moving one step further in the 2018 assessment towards looking at global competency. 00:03:02
What do I mean by this? It's not about people who speak multiple languages or who travel the world. 00:03:11
It's about the capacity of individuals to look at the world through different perspectives, 00:03:17
through different lenses, through different ways of thinking, different ways of walking, 00:03:23
to appreciate different ideas, different values, different cultures of people. 00:03:28
And that is something that is, you know, in a world that is becoming increasingly diverse, 00:03:32
in important skillset. So we want to reflect that in the PISA assessment. 00:03:38
We've also put emphasis on looking at some of the social and emotional skills 00:03:44
that make people successful. Effort, persistence. I'm going to actually show you some results 00:03:49
from our current PISA test that actually show you sometimes, you know, cognitive skills 00:03:55
and social and emotional skills often go together, but not always. 00:04:00
always. And we need to look at those kinds of differences. There's a lot of effort being 00:04:05
made to actually expand the range of competencies that we can quantify, that we can measure. 00:04:10
When I started with PISA, which was a long time ago, I would never dream that one day 00:04:20
we could assess social skills. We've done that now. Today, it's hard to imagine how 00:04:24
you would assess you know things like creativity or maybe empathy things that 00:04:31
we know are important but you know we should not prejudge the future 00:04:37
assessments will evolve as learning will evolve and we have to become better it's 00:04:42
hard to improve what you cannot see what you cannot measure so becoming better in 00:04:47
this the second point I want to make about PISA is that we're not so much 00:04:51
interested to look at just whether students can reproduce what they know. 00:04:57
That's not the core of PISA. We're trying to look at what students 00:05:00
can do with what they know. And that is an important difference, and it makes 00:05:08
actually a big difference for schools in Spain in general. If we had just looked 00:05:13
at students' knowledge in physics, chemistry, and biology, Spain would have 00:05:19
done slightly better than it does on the current PISA test. It's not enough. 00:05:25
The modern world no longer rewards you just for what you know. Google knows 00:05:31
everything. The modern world rewards you really what you can do with 00:05:36
what you know. The modern world rewards whether you can think like a 00:05:41
scientist. We call it epistemic knowledge, epistemic understanding or conceptual 00:05:45
understanding. In fact, the world of knowledge in science evolves 00:05:50
very rapidly. But those enduring features are your capacity to think like a scientist, 00:05:54
to design an experiment, to understand the difference between a theory and a fact. Those 00:06:02
things are really, really important, and not just for the few people who become scientists 00:06:10
later in their lives, but for everyone. So that's an important part of the philosophy 00:06:13
of PISA. It may not be something that students usually encounter in a school test. The PISA 00:06:18
The tests do look very different from a normal school test. 00:06:24
There are very few kind of questions that you can just check, 00:06:28
multiple choice questions. 00:06:31
Most of the questions do require an engagement. 00:06:33
That actually, and a quite high level of complex thinking in this, 00:06:37
but that's intentionally we want to do that. 00:06:40
We are also putting a great deal of effort to look at the context 00:06:43
in which students learn, teachers teach, and schools operate. 00:06:47
When you compare schools, you know, you can only meaningfully compare schools when you 00:06:51
actually know something about the context in which schools operate. 00:06:57
If you have a lot of students from disadvantaged, well, you are in a different context than 00:07:01
are you in a quite wealthy neighborhood like this one here. 00:07:06
Understanding that context, incorporating this into the assessment design is a very 00:07:11
important ingredient of the PISA process. 00:07:15
And beyond that, we're also very interested to understand something about the practices 00:07:19
in the school, things like the disciplinary climate, the learning approaches, the way 00:07:23
teachers work, teachers collaborate. 00:07:28
All of those are very, very important features that we try to reflect because we want to 00:07:31
actually explain the differences between schools. 00:07:36
And you'll be amazed. 00:07:40
When we started with PISA, through our statistics, we could explain about 35 percent of the variation 00:07:41
of schools. Most of the variation that we observed were something that we couldn't 00:07:48
explain with our kind of data. Today, we can statistically account for 85% of the variation 00:07:54
of schools. The models have become very powerful. That doesn't mean that we understand the 00:08:02
causal nature of those relationships, but the models have become very, very powerful 00:08:08
to help us predict what makes a school succeed, what makes an education system succeed. 00:08:14
The answer of how you get there is a different story, it's a complex story, and it's a story 00:08:22
that is very deeply embedded in culture and tradition. 00:08:26
But the factors that are the ingredients for success are pretty constant, and that's something 00:08:29
that is very, very important to the PISA design. 00:08:34
So an evolving instrument, something that adapts as reality changes, and something that 00:08:37
tries to explain one more point on the reality you know when we tested reading 00:08:43
skills in the year 2000 very hard to think back that far now but in the year 00:08:49
2000 we still read books you know printed texts there was the way we 00:08:55
actually read most of the time and that was actually something that involved a 00:09:00
certain type of cognitive processes and a processing linear text extracting 00:09:03
information that somebody else has written. That was reading. And you know when as a teacher 00:09:09
you had a student who'd ask a question, you could ask that student, well, you know, look 00:09:17
it up in an encyclopedia and you can actually trust the answer you find to be true, generally. 00:09:20
Today your students look up something on Google and they find 20,000 different answers and 00:09:28
And they have to make judgments. 00:09:35
They have to navigate information. 00:09:37
They have to resolve conflicting pieces of information. 00:09:39
They have to build a mental representation of information 00:09:42
they can't see in front of them. 00:09:45
The Internet on your screen, 00:09:48
you just see such a small slice of this complex world of knowledge. 00:09:49
You have to navigate. 00:09:53
Literacy is no longer about extracting information. 00:09:55
It's about constructing information. 00:09:58
It's a completely different construct. 00:10:00
So what happened to PISA? 00:10:04
Well, you know, Pisa did the same thing. 00:10:05
In the past, you know, you get a printed text, you read it. 00:10:07
Today, students have to solve the problems on a computer. 00:10:12
It's more challenging for some students. 00:10:15
Some of the things are more cognitively demanding, 00:10:17
but that is the way in which the world changes 00:10:19
and the way in which the test changes. 00:10:22
Some people say, well, if you want to measure change, 00:10:25
you cannot change the test. 00:10:28
That's basically a very kind of conservative view 00:10:30
on measuring progress, but if the world is changing 00:10:33
and you don't change your test, you quickly become irrelevant. 00:10:36
So actually making sure that the tests evolve is very important. 00:10:41
This is basically giving you a map of the education systems 00:10:45
you can compare yourself today with. 00:10:49
In gray, you can see the countries of the OECD, 00:10:53
the principal industrialized countries, Spain included, 00:10:56
and then in blue, other countries that have joined 00:10:59
the PISA assessment, and the number is becoming bigger and bigger. 00:11:02
The next assessment is including – the last one we did was 72 countries, the next one 00:11:05
is going to be 80 countries, and probably the one after will be in the order of 120 00:11:10
countries. 00:11:16
So there's actually a growing number of countries for which we have comparative data. 00:11:17
Some have only very patchy data. 00:11:21
Here for example you can see there are four tiny provinces in China – Beijing, Shanghai, 00:11:23
Jiangsu and Guangdong, quite diverse provinces. 00:11:29
Shanghai is like Madrid in Spain. 00:11:34
It's a very kind of elite city, very great education system. 00:11:36
If you go to Guangdong, GDP is more like Mexico. 00:11:39
Huge variability in this. 00:11:44
But it's only for China. 00:11:45
We have only a few parts of the country covered yet. 00:11:46
We are still working on that. 00:11:49
And same for India and other parts of the world. 00:11:50
But it's progressing. 00:11:53
More and more schools and countries 00:11:55
are joining the assessment. 00:11:56
So you get a more and more complete picture, and you can have more choices with whom you 00:11:58
can compare yourself. 00:12:01
I just want to sort of show you a little bit about progress in education. 00:12:03
The last assessment focused on science, very, very important set of skills today, thinking 00:12:10
like a scientist. 00:12:17
Many of the questions that frame ourselves around us are framed in science. 00:12:18
And the first time we assessed science in depth was in 2006. 00:12:23
Again, it's very hard to remember what happened in 2006. 00:12:28
One of the things that you might remember is that you didn't have a smartphone yet. 00:12:32
The iPhone was not yet invented. 00:12:36
Twitter was still a sound by then. 00:12:40
The Amazon was still a river. 00:12:44
All of those kinds of developments are actually happened since the year 2006. 00:12:48
But actually in the industrialized world, schools did not respond to that. 00:12:54
Results and science have remained more or less as they have been. 00:13:00
And the world continued to change. 00:13:03
You know, maps became dynamic. 00:13:05
Cars became electric. 00:13:08
Cars started to drive without a driver, you know. 00:13:10
We talk about virtual reality, bringing the world's most advanced knowledge in real time 00:13:14
in what you do, robotics, human genetics, all of those things have dramatically evolved 00:13:19
between 2009 and 2012, but actually if we sort of reflect deeply on this, schools did 00:13:26
not change very much. 00:13:34
What we teach in science, how we teach in science, and the learning outcomes in the 00:13:35
industrialized world have been pretty stagnant over that period. 00:13:40
And you know the world continues to change. 00:13:44
Huge amounts of things happen in the world around us. 00:13:46
Science is evolving exponentially in every aspect. 00:13:50
People are developing linearly. 00:13:56
We have a hard time keeping up with this change. 00:13:59
And certainly if you look in education over the last decade, we have seen very, very little 00:14:01
change. 00:14:07
But it's not universal. 00:14:08
You know, you have actually some countries that have been remarkable in their outcomes. 00:14:10
You know, Portugal is a country that used to perform well below the OECD average, 00:14:14
you know, was sort of the poor cousin of Europe, and now is above the OECD average. 00:14:20
It's continued to progress. 00:14:26
Singapore is a country that's also important, you know. 00:14:28
Singapore is a top performer and doesn't stand still. 00:14:31
It's also an important lesson for us, you know. 00:14:35
High-performing countries are not just some stars that remain there and you can just approximate them. 00:14:37
No, they also continue to improve, and actually often faster than anyone. 00:14:42
The most advanced schools, the most advanced education systems keep improving very, very fast. 00:14:47
And it's actually hard to do. 00:14:55
If you catch up, you know, like Portugal, it's easy. 00:14:57
You just look at what others are doing and try to see what you can learn from this. 00:15:00
If you're at the frontier, you cannot emulate. 00:15:03
way. You have to invent the future. And that's one of the reasons why, you know, the PISA 00:15:07
for schools, schools like here in Madrid and around the world, we want to bring them together 00:15:12
so that they can work together to invent the frontier, the next education system. If we 00:15:17
can bring the most innovative teachers and school leaders together around the world, 00:15:23
we can build the world's most advanced education system. So generally, limited progress, but 00:15:27
some countries do show us that actually progress is possible. 00:15:34
So this is basically what motivates us to look behind this, and I just want to sort 00:15:39
of put countries' education systems on a map, and this is, I think, a very important point 00:15:43
that Minister van Grieken made, that actually when you look at quality on the vertical axis 00:15:49
and the capacity of education systems to moderate social disadvantage, equity on the horizontal 00:15:57
access you can see there is no obvious trade-off everybody wants to be in the 00:16:03
green area here where performance is very good and where all students succeed 00:16:09
and you can see that area is not empty it's not that you know you have to 00:16:13
choose between quality and equity there are actually countries all over the 00:16:18
world actually that demonstrate that we can deliver strong performance for 00:16:21
students from all social backgrounds there are also countries that struggle 00:16:26
with both. If you are not doing well, it doesn't mean that you're equitable. Actually, it can 00:16:30
be difficult for both areas. There are countries in the top left corner where you can say they 00:16:37
do quite well on average, but you can see important social disparities. I told you how 00:16:43
great Singapore is as an education system overall, but actually social background makes 00:16:49
quite a big difference, even in Singapore. And then there are countries that don't do 00:16:54
so well but come out quite equitably. But really the important point is that we should 00:16:59
not give up to achieve excellence and equity at the very same time. It's possible for countries 00:17:03
and it's possible for schools. Same thing that we see among countries as what we see 00:17:10
among schools. Some schools have an amazing capacity to attract the most talented teachers 00:17:15
in the most challenging classrooms and to make sure that every student benefits from 00:17:21
excellent learning. Let's have a look at this in another way. This is actually, you know, 00:17:26
some people they look at this chart and say, well, you know, this is all about culture 00:17:34
and context. How can you actually change those things? So in this chart, I'm going to take 00:17:39
the culture and the context out. I compare apples with apples. I compare students across 00:17:47
countries who have the same family background. Have a look at this. I start with the Dominican 00:17:53
Republic. In the red square, I show you students from the 10% poorest families internationally. 00:17:58
In the green triangle, you can see the students from the 10% wealthiest families internationally, 00:18:05
how they do in the Dominican Republic. And what you see is that there's a huge achievement 00:18:11
gap. You come from a poor family, you do really poorly in the Dominican Republic. You come 00:18:16
from the wealthy family, you do okay. 00:18:21
Some people who see that say, well, you know, 00:18:25
that's what we told you. 00:18:27
Poverty is destiny. 00:18:28
There's nothing we can do about it. 00:18:30
But when you actually see how this plays out 00:18:32
in different countries, you can see that the same student 00:18:35
with the same social background and the same family income 00:18:37
and the same employment of the parents 00:18:41
have so different performance levels across countries. 00:18:43
The most interesting one is this. 00:18:50
You know, look at the 10% of the poorest children in Vietnam. 00:18:51
They come from, you know, really difficult family backgrounds. 00:18:57
And they do as well as the average student in the OECD area. 00:19:02
And they do better than the 10% wealthiest students in some other countries. 00:19:06
It's a powerful illustration that poverty need not be destiny, 00:19:12
that education systems can do well in order to moderate social disadvantage. 00:19:16
Of course, it doesn't happen by chance. 00:19:22
If you actually go to visit schools in Vietnam, you'll be amazed. 00:19:24
You go to a rural community in Vietnam, 00:19:27
and you're going to see the school is in a fantastic condition. 00:19:29
It has great principals and great teachers. 00:19:32
And you ask yourself, how did they succeed to get those very talented teachers 00:19:36
into those difficult schools? 00:19:41
And the answer is, that's how every career path goes. 00:19:44
If you are a vice principal in a high-performing school like this one and you say, I want to become principal, well, the education system will tell you, it's a great ambition, but please first help us turn around one of the lowest-performing schools. 00:19:47
Go to teach in a rural community. 00:20:00
And if it works, actually, you're going to have a great career. 00:20:02
And that's what they do with every teacher. 00:20:06
That's what they do with every school. 00:20:07
And that's how they leverage the potential of disadvantaged children. 00:20:08
And what's so interesting, this is not only mirrored in the PISA results. 00:20:13
It's also mirrored in the mindset of students. 00:20:17
Once we ask students a question about mathematics, 00:20:21
we ask them, you know, 00:20:25
what do you believe makes you successful in mathematics? 00:20:26
We call this self-efficacy, but that's sort of the idea of it. 00:20:30
And then, you know, the majority of students in Spain said 00:20:36
the answer is very simple, you know, it's about talent. 00:20:39
If I'm not a genius, I'm not going to be studying mathematics 00:20:42
and I'm going to do something else. 00:20:45
So, they believe, you know, that success is something that is outside their control. 00:20:48
In the education system, schools will just source it. 00:20:53
If you ask that same question to a student in, you know, Vietnam, China, Singapore, nine 00:20:57
out of ten students tell you, if I try really, really hard, I trust my teacher is going to 00:21:04
help me and I'm going to be successful. 00:21:09
So, the education system tells those students every day, you know, it depends on you. 00:21:12
If you put the effort in, we will invest whatever it takes to help you to succeed. 00:21:16
And the schools have the time and resources for this. 00:21:21
Teachers spend many hours every day to work individually with students from disadvantaged 00:21:25
backgrounds, struggling students, to support and to help them. 00:21:29
And I'm going to come in a moment to this, how they can do this. 00:21:34
You know, you ask yourself how can teachers afford this. 00:21:36
Teachers work very closely with parents. 00:21:39
strong engagement between schools and community because this is part of the teacher's kind 00:21:42
of role in those countries. Well, you know, here I just want to show you the bottom line. 00:21:48
The bottom line is really that the world's most disadvantaged children can achieve world 00:21:53
class standards if the conditions are right. This is not just about education. I'm not 00:21:59
saying that. It's not just about schools. It's about the whole context. But it's something 00:22:04
I think the world can clearly learn from a lot. 00:22:09
So far I've talked about learning outcomes, but I want to look at something different. 00:22:15
We ask students also, what do you want to do in your life? 00:22:20
We know how well you did on the science test, but do you want to become a scientist? 00:22:24
And actually the answer is different. 00:22:30
This is the share of students who said, at age 30 I want to become a scientist, in human 00:22:33
science and any kind of sciences and you can see it varies a lot and you just a minute ago i told 00:22:39
you you know how great countries like japan korea vietnam china and finland maybe germany are in 00:22:45
terms of science learning outcomes but as you can see on the chat the students don't want to become 00:22:51
scientists something has gone wrong in this education system they learned something but 00:22:58
but they lost that aspiration to actually move into science. 00:23:03
Well, if you look to students in Spain, 00:23:08
they are scoring much higher on this. 00:23:11
Many students in Spain, and even the United States 00:23:14
is another good example. 00:23:17
The United States doesn't do well on the PISA science test, 00:23:18
but the students aspire to become 00:23:22
a scientist or an engineer. 00:23:25
So now you look at this chart, and maybe you ask yourself, 00:23:29
oh, perhaps we have to choose. 00:23:32
Either our students learn something about science, 00:23:34
or they want to become scientists. 00:23:38
Let's have a look at this in a little bit more detail. 00:23:41
One of the things that we have seen 00:23:45
is that the big moderator that translates better performance 00:23:47
and better aspirations has something 00:23:55
to do with enjoyment, students liking science. 00:23:57
You can see on this chart, if you do not enjoy science, 00:24:02
Science is just a boring school subject for you. 00:24:05
You may still do well on the test, particularly true for girls. 00:24:08
They do quite well on the test. 00:24:12
But you can see on the chart here that it doesn't translate into better learning outcomes, 00:24:14
or only marginally. 00:24:19
If you do better on the test, you move up here, 00:24:20
only a little bit gain on the kind of career aspiration. 00:24:23
But where students really like science, they enjoy science, 00:24:28
you can see the picture is totally different. 00:24:32
There you can see basically UN students, you know, see science as something that opens 00:24:34
life opportunities that they enjoy. 00:24:39
You can see suddenly better performance actually means better career aspirations. 00:24:41
So that's the missing link. 00:24:47
There's performance, there's career aspirations, but those are moderated through something 00:24:49
that has to do with effective dimension, social and emotional components. 00:24:55
And it tells us, you know, if you're a science teacher and you're not getting that right, 00:25:00
you're not getting your students really interested in the subject, well, you may still get good 00:25:04
science results, but your students will not become scientists. 00:25:10
So you can group countries like this. 00:25:15
In red, I'm going to put countries that do well on the scientists. 00:25:17
Here in violet, I'm going to put countries where students believe in science to solve 00:25:22
social problems sort of their trust in scientific methods and in blue I put 00:25:28
those countries that have career aspirations in science of course you 00:25:33
want to be in the middle can we get everything right and the answer is 00:25:38
actually some countries do Singapore is a great example you know they did well 00:25:44
on the PISA test students trust scientific method as students want to 00:25:49
become scientists. 00:25:55
Canada, Slovenia, Australia, United Kingdom, 00:25:57
and at a lower level, also Ireland and Portugal. 00:25:59
So it is actually possible to combine 00:26:01
the cognitive, the social, and emotional factors that 00:26:05
drive science outcomes. 00:26:08
You look at Chinese Taipei, Hong Kong, New Zealand, Denmark, 00:26:10
and there you can see students do well on the science test. 00:26:13
They also trust in science, but they 00:26:17
don't want to do it themselves. 00:26:20
Here you have a whole list of countries, 00:26:23
And I mentioned some already where you can say they do really well on the science test, 00:26:25
but students don't believe in science and they don't want to become scientists. 00:26:31
There is something important missing in those education systems, and we only see it if we 00:26:34
look at it. 00:26:40
If you only look at the scores, you're not going to see it. 00:26:41
And then there are some countries like Spain where you can say students generally believe 00:26:44
in science, they are very positive about scientific careers, but the schools do not prepare them 00:26:48
well enough for it. The red part is missing. And then you have basically countries where 00:26:54
you can see sort of there's only one of those two remaining components there. But the important 00:27:00
point is, you know, we need to look at science in a quite holistic way to get a good comprehensive 00:27:04
assessment of what is good. And I think the interesting part also here is that it's not 00:27:10
an either or. Like excellence and equity, we do not have to sort of contrast, you know. 00:27:15
Some people believe, well, if you want to do well on science, you just have to learn 00:27:21
and work hard, and it's not fun. 00:27:26
It's not true. 00:27:28
Actually you can make science teaching fun and get good results. 00:27:30
Not easy, but it's possible. 00:27:35
I want to sort of talk about something that is really sort of touching on a very difficult 00:27:38
issue, and that's basically about learning outcomes, how they relate to what we do. 00:27:42
If in Madrid you teach one hour more science, you're going to get better science outcomes. 00:27:50
If you teach one hour more mathematics, you're going to get better math outcomes. 00:27:56
If you teach one hour history more, you get better history outcomes. 00:27:59
Within a school, within a country, there's a clear, positive relationship between time 00:28:04
and outcomes. 00:28:10
Time really matters. 00:28:11
That's why we have so much competition. 00:28:12
Every teacher wants to have their subject being more. 00:28:14
It really matters. 00:28:17
If I look at this across countries, you'll be surprised. 00:28:20
It looks like this. 00:28:25
On the horizontal axis, you have the amount of time that students, on average, spend learning. 00:28:26
And on the vertical axis, their performance. 00:28:32
You look at this chart, and it looks like the more students learn, the more time they 00:28:35
spend in school in a country, the worse they come out in PISA. 00:28:38
Isn't that the opposite I just said? 00:28:43
More time produces better outcomes? 00:28:45
In a country, more time produces better outcomes, and across countries, more time makes things 00:28:48
worse. 00:28:53
How do you resolve that? 00:28:55
Actually the answer is quite straightforward. 00:28:59
Learning outcomes are always the product of the quantity of learning, the hours you spend, 00:29:03
and the quality of instruction. 00:29:11
Both things matter. 00:29:14
And you can see that very nicely on the next chart. 00:29:16
Here I show you basically in blue the amount of time that students spend in school and 00:29:18
it varies across countries. 00:29:23
In yellow I show you things like homework and tutoring, lots of things that happen in 00:29:25
terms of learning out of school. 00:29:29
And so the total length tells you the amount of time that students spend learning. 00:29:32
But I can now also show you the value that is created per hour of learning. 00:29:38
And you can see that varies hugely across countries. 00:29:46
If you go to countries on the left side, like Finland is the number one here, Germany, Switzerland, 00:29:49
and Japan, there you can really see that students don't spend that much time learning at home 00:29:54
or learning at school, but every hour creates huge value. 00:30:00
You go to the right-hand of the chart, and you can see actually, you know, may not just 00:30:06
be a little time, but often learning gains are very limited. This tells us that, you 00:30:12
know, the productivity in education, the value that is created per hour, varies hugely across 00:30:18
countries. It's also true, you know, China is an interesting part, you know. Overall, 00:30:24
the results in China are very good, you know. Why are they good? Because students work 60 00:30:29
hours, you know. More than adults are allowed to work, you know. Students work more than 00:30:34
60 hours, or about 60 hours. But if you look actually per hour of learning, actually China 00:30:39
is not so great. It's very important for us not only to look at the volume of learning 00:30:45
time, but also the quality of instruction. Both can vary. And that explains the relationship 00:30:51
across countries. Some countries achieve very good results with limited time, and other 00:30:58
countries don't achieve very good results despite lots of time. It's important to look 00:31:04
at the quality of learning and the quantity of learning. 00:31:10
Of course, you know, quantity always helps. 00:31:14
If you teach the same style, adding one more hour, 00:31:16
you get better outcomes. 00:31:20
But often, you know, schools are much more better off 00:31:22
if they can actually change the way they teach, 00:31:26
change the way students learn. 00:31:28
Because the only scarce resource in education 00:31:31
is student learning time. 00:31:33
You can always add more money to education. 00:31:36
is always going to be a good investment. 00:31:38
Money and education is always well spent. 00:31:41
But what you can't do is extend the hour, the day, beyond 24 hours. 00:31:44
So there are limits to what we can do with students, 00:31:49
and using the time of students well, 00:31:51
because also students want to have a good work-life balance, is important. 00:31:54
I should also say that time in school usually counts more than time on homework. 00:31:59
That's very clear. 00:32:04
the amount of time that students spend in school 00:32:05
is more closely related to learning outcomes 00:32:09
than the amount of time that students spend out of school 00:32:12
but both are very important 00:32:14
I often hear people criticizing homework 00:32:16
but actually if we want students to become independent learners 00:32:20
students who can basically regulate their own learning processes 00:32:22
and so on, then homework is a very important ingredient 00:32:26
to get there, so it fulfills the purpose 00:32:29
even if its level of productivity in the school sense 00:32:31
is not so high, always. 00:32:35
Last point I want to make on this is really about governance. 00:32:38
One of the things that our data show very clearly 00:32:43
where schools are involved in setting 00:32:46
the direction for their school, working on staff management, 00:32:50
human resources, all of those kinds of things, 00:32:53
we do generally see better outcomes. 00:32:56
Same for teachers. 00:32:59
Teachers are very important, the kind of responsibility 00:33:01
that rests on teachers for managing this affairs is a very important predictor for outcomes. 00:33:04
And that's an area where, you know, even in Madrid, you know, many schools in high-performing 00:33:11
education systems have much greater responsibilities. 00:33:17
You know, in some countries schools have to, you know, decide whom they hire, decide how 00:33:20
they pay their teachers, decide on the way they design their curriculum, very complex 00:33:26
human resource management decisions resting on the shoulders of schools and 00:33:31
of teachers as well and that's the way I mentioned this already how different 00:33:35
countries make different spending choices if you compare for example 00:33:41
Madrid with Shanghai the student staff ratio in Madrid and in Shanghai is about 00:33:48
the same you spend about the same number of teachers for every group of students 00:33:56
between Madrid and Shanghai. 00:34:01
But the class size in Shanghai 00:34:04
is almost twice as large as in Madrid. 00:34:07
And now you ask yourself, how can that be? 00:34:13
You know, we have the same number of teachers 00:34:16
and a similar sort of proportion relative to students. 00:34:17
And in Madrid, the class size is half 00:34:21
than the class size in Shanghai. 00:34:23
What does it mean? 00:34:25
What do the teachers do in Shanghai if they don't teach? 00:34:26
and the answer is 00:34:29
because the class size is twice 00:34:31
as in Madrid 00:34:34
teachers only teach half the hours 00:34:35
depending on your status 00:34:38
teachers teach between 11 and 16 hours per week 00:34:40
and now you say 00:34:43
oh these lucky teachers 00:34:46
but actually they work more 00:34:47
than teachers in Madrid 00:34:48
or about the same number of hours 00:34:49
so what do they do in the hours 00:34:52
in which they don't teach 00:34:55
well you know 00:34:56
They spend a lot of time working with their colleagues 00:34:58
to prepare lessons, to analyze lessons. 00:35:00
They would actually once per week 00:35:02
observe somebody else's classroom. 00:35:03
Once per month, they take part in a teacher competition. 00:35:05
Once per year, they walk in the province. 00:35:08
They will call the parents of the students once per week. 00:35:11
Very, very intensive. 00:35:16
They spend about eight hours per week 00:35:17
with students individually 00:35:19
to help struggling students to succeed. 00:35:21
So what you can see here is that two cities 00:35:24
spend the same amount of money, 00:35:27
spend the same resources, 00:35:31
but the way they use their resources 00:35:33
varies hugely across countries. 00:35:35
In some countries, 00:35:37
there's a lot of responsibility 00:35:39
for resource management on the school. 00:35:40
In other countries, 00:35:42
all of that is more centrally done. 00:35:44
So it's very important for us to look at this. 00:35:46
Now, the final part, 00:35:49
I want to devote actually more closely 00:35:51
to the PISA 4 schools assessment. 00:35:53
What I show you in this 00:35:56
is basically a picture on the vertical axis you see the performance of 00:35:57
individual schools in Spain and on the horizontal axis you see the social 00:36:02
background of schools now and what you can see is that actually as the social 00:36:07
background becomes more privileged you know as you move from to the right here 00:36:12
you can see that schools generally do better this is basically telling you 00:36:17
that on average sort of more privileged schools come out better just for fun 00:36:21
I've also separated the schools between the north and the south of Spain now 00:36:26
because some people say well you know in the north of Spain the school systems 00:36:31
are a lot better than in the south of Spain actually you know when you look at 00:36:34
this in relation to a social background similar schools come out quite similarly 00:36:38
now the difference is largely accounted for by social background now you can see 00:36:43
basically if you look at the yellow and this blue school here they come out more 00:36:48
all is the same. So it's a story of social disadvantage that you can see here. 00:36:52
But that's the overall pattern. The interesting feature comes when you look at this 00:36:56
actually, you know, you now look at individual schools. Have a look at this. 00:37:00
I take two schools coming from the same neighborhood, 00:37:05
same social neighborhood. Actually one blue one 00:37:08
and a yellow one. And you can see, despite the fact 00:37:12
that they have children from the same family backgrounds, they come out 00:37:16
both formulae here being at one standard deviation above the mean, they are 100 PISA points apart. 00:37:20
Now what does 100 PISA points mean? Almost three school years. Huge performance difference 00:37:30
between two schools with the same kind of family background. And that's sort of something 00:37:38
what the power of school level comparisons are. They actually show us that something 00:37:44
is different. And you can basically see that that is the idea why we started this PISA 00:37:48
for Schools comparison. The big differences don't lie between countries, they don't 00:37:53
lie between regions, they don't lie between the north and the south of countries, they 00:37:57
actually lie between individual schools. And that's why we devote a lot of attention 00:38:02
to actually build tests for individual schools, look at the results, and give the results 00:38:08
to schools we don't compare the results now we don't basically one of the things 00:38:13
that we decided not to do is Peter for school to store you know provide a list 00:38:18
of schools ranking of schools some are good some this not the purpose the 00:38:22
purpose is really to give every school its own tools you can see how you do and 00:38:26
how you compare with similar schools or different schools this is philosophy 00:38:32
this is the idea of this assessment it's not an outside look into the school but 00:38:37
But it's basically a look inside the school to the outside world. 00:38:41
Now that's basically the idea. 00:38:45
And the test is comparable. 00:38:48
We use a slightly simpler test for the schools because typically they don't want to spend 00:38:50
so much time on this as we do in the regular PISA test where we sort of have huge populations 00:38:56
and large sets of items. 00:39:01
So it's a little bit simpler version, but we can compare the results reasonably well. 00:39:03
So basically, you can see in this information of how well your students perform relative 00:39:08
to other schools, relative to similar schools, relative to other countries, relative to other 00:39:15
education systems, there are many comparisons you can make. 00:39:21
You can also see, learn something about the learning environment, discipline, school climate, 00:39:26
All of the things that we actually measure and that you find reflected in your report. 00:39:33
And so you can start, for example, here somewhere in Spain, and then you can see, you know, 00:39:38
how do you compare against other regions in Spain in a school. 00:39:44
And you can say, well, now I'm actually also interested in how schools in England compare, 00:39:48
and you can actually see that kind of comparisons. 00:39:53
Or you say, well, let's see how my school compares between Madrid and New York. 00:39:55
as well. And the same is true when you look at high performing education systems. How 00:40:01
does my school compare against a school in Shanghai, a school in Japan, a school in Finland, 00:40:06
and so on. So that's basically the idea, to give schools the tools to see themselves in 00:40:13
a global perspective, in a comparative perspective. 00:40:19
The assessment so far is focused, as I said at the beginning, on reading, math and science. 00:40:23
We will be making the assessment of collaborative problem-solving skills also available as part 00:40:28
of the next round. 00:40:33
That's something that we've just developed for PISA. 00:40:34
We have the student questionnaires looking at the social demographic features, and we 00:40:36
have the questionnaire for schools that basically looks at the characteristics of schools. 00:40:41
And that's basically sort of a timeline. 00:40:47
We piloted this in 2013-14, and so since 2015, all of this is now available to basically 00:40:50
any school in Spain that wants to compare itself in this framework. 00:40:58
And you're not the only country. 00:41:03
The United States actually was the country starting that first. 00:41:04
Russia came into the picture quite late, but actually has all of the schools of the city 00:41:08
of Moscow have taken part in this, England and Wales, then Brunei, another exotic country, 00:41:15
and then the United Arab Emirates and so on. 00:41:21
There are countries that have dedicated time and resources to this. 00:41:24
You can see the results of the school, you can think about what you want to do, comparing 00:41:30
yourself and then plan those kinds of improvements. 00:41:35
In fact, some schools have gone very far in this. 00:41:38
Some schools in the neighborhood of Washington in the United States have built a whole professional 00:41:42
development program around practices that they found in other countries. 00:41:47
They were actually, you know, something that you will know, that the world knows quite 00:41:51
well that, you know, in a country like Singapore, every school has a professional learning community 00:41:55
where teachers would regularly meet with the principal to discuss, you know, pedagogical 00:41:59
practice, all of those kinds of things. 00:42:04
In Washington, they were totally surprised. 00:42:06
They didn't know this exists, so they said, well, let's learn from this. 00:42:07
work with them they build a whole program around practices in other 00:42:11
countries the last point I really want to make is here you have an example from 00:42:15
pizza for schools here you take a very high-performing school in the case of 00:42:21
Spain and the red dog now and you look the result is great but you look at the 00:42:26
social background and you say also while the school actually should be great it 00:42:31
is pretty much on the predicted line a little bit better than what you predict 00:42:36
that's the blue line a little bit better but sort of more or less where you 00:42:40
expect it to be and that's the perspective that you wouldn't get if we 00:42:44
simply would you know give you the performance results only without 00:42:48
actually contextualizing performance in the social demographic context of schools 00:42:51
here you know I compare your school here I compared your schools with schools in 00:42:57
Spain now but now I can compare your schools with schools in Finland actually 00:43:02
you can see that here very nicely if you look at actually schools in France and 00:43:08
Finland the schools and France are the ones that basically participated in the 00:43:13
2015 test and you can see actually in France if you come from a disadvantaged 00:43:21
neighborhood you could do actually really poorly if you come from a 00:43:26
privileged neighborhood you do pretty much as well as a school this high 00:43:29
performing in Spain. What's so interesting about the Finnish schools is that the impact 00:43:34
of social background doesn't make so much of a difference. The line is also a little 00:43:39
bit shorter. One has to admit that. The line in Finland is not as long as in France. That 00:43:44
means society in Finland is somewhat more homogeneous than society in France and Spain. 00:43:49
That's something we have to take into account. But you can see it reflected here. But the 00:43:53
point about Finland is that in Finland it doesn't matter so much whether your student 00:43:57
comes from a wealthy or disadvantaged family back home, 00:44:01
schools come out more or less the same. 00:44:05
And Spain, as you could see before, is somewhere in the middle. 00:44:09
But now what you can do is you can actually see 00:44:12
how does my school compare against schools in Finland. 00:44:15
And actually what you can see here is that 00:44:17
actually that school in Spain that did so well 00:44:19
also would have done well in Finland. 00:44:22
Sort of a world-class school. 00:44:26
It also would have done really well in France. 00:44:28
It is actually quite competitive internationally. 00:44:31
Had I taken a school at the lower spectrum, 00:44:35
well, you know, the answer might have been different, 00:44:38
and you might not have seen the success 00:44:40
that you actually do see here on that chart. 00:44:41
You can look at this by level of proficiency. 00:44:45
You know, one of the things that we always do 00:44:47
is we don't only give students a score. 00:44:49
We assign them levels of proficiency. 00:44:51
We want to actually explain what is it 00:44:53
that those students can and cannot do. 00:44:56
It's very important. 00:44:58
It's very important concept. 00:44:59
You don't only get a score of 510 or 470, but actually PISA can tell you this student is capable to read but has not developed the reading skills for learning. 00:45:00
You can say those kinds of things depending on the level and you can see how basically your students perform. 00:45:14
You can also see how they perform on different task types. 00:45:20
For example, again, you know, I mentioned this at the beginning. 00:45:24
We look at what students know of science. 00:45:28
Do they know something in biology, chemistry, and physics? 00:45:31
Is that the strength of your school, 00:45:36
or is the strength of your school that students can think like a scientist? 00:45:37
We can see both of those things. 00:45:41
You can look at the share of top-performing students. 00:45:43
Here you can see, for example, your school, that was the high-performing school, 00:45:46
has about 5% of top-performing students, 00:45:50
students who reach level 5 and 6, and actually, you know, you might think, oh, 5% is too low, 00:45:53
but actually, I encourage you, you know, try out some of the PISA tasks yourself, level 00:45:59
5 and 6. 00:46:04
You'll find them really challenging. 00:46:06
Students have to demonstrate some very complex mathematical or scientific thinking skills 00:46:08
to get those tasks right, and you get basically 5 and 100. 00:46:13
If you were in Finland, it would be not much more. 00:46:17
It would be about 6. 00:46:19
Now, Germany, also 6. 00:46:20
Portugal, 3%. 00:46:22
So you can actually compare yourself 00:46:24
with whatever country you are interested in 00:46:25
at the top and the bottom end of the performance distribution, 00:46:28
which is also important, beyond the mean score. 00:46:31
The last point I really want to make 00:46:34
is actually that things can change. 00:46:36
Here's a school in 2013. 00:46:40
It was a wealthy school and a high-performing school 00:46:42
in the case of Spain. 00:46:46
And then you can see when we tested that school again in 2015, 00:46:48
It had become a little bit more disadvantaged, but it had become a lot better. 00:46:52
So actually we can see that some schools are moving very, very fast. 00:46:58
Here's another one, 2013, and you can see actually in 2015 that school moved upwards. 00:47:02
So it's not a static picture. 00:47:10
Countries change, regions change, schools change in the learning outcomes. 00:47:13
You can see yourself not only in a static picture, but increasingly in a kind of dynamic 00:47:17
way. 00:47:23
So in summary, you can benchmark your schools internationally. 00:47:24
You can use PISA for schools for peer learning opportunities, to study practice, to drive 00:47:28
practice, to explore new ideas, to bring people together. 00:47:34
By the way, one of the things that we want to do either at the end of this year or the 00:47:38
beginning of next year to bring actually schools together in Paris at the OECD 00:47:42
internationally to look at this and we are also sort of creating a website 00:47:47
where schools can connect that's all I wanted to share with you I hope we have 00:47:52
stood some time for questions and I look forward to your question thank you very 00:47:58
Thank you very much. 00:48:04
I think it's a good question. 00:48:59
I think what you can see is the share of students that do well and the share of students that 00:49:08
don't do so well. 00:49:15
You can also see to what extent student performance depends on the social background in your school. 00:49:17
Is your school more or less successful than other schools in moderating social inequality? 00:49:23
It's true that we are not looking at individual student results. 00:49:29
It's not something the PISA for Schools test does. 00:49:32
But it tells us something about the distribution of schools, of students. 00:49:35
Sometimes we believe, well, you know, it's only natural that, you know, some students 00:49:40
do well and others do not so well. 00:49:43
But actually you can see that this varies across schools. 00:49:45
Some schools are quite successful in moving all students along and others not so successful. 00:49:48
And sometimes we can actually relate this to policy and practice. 00:49:54
You know, Minister van Grieken mentioned the example of grade repetition. 00:49:59
One device that students often use is, you know, if schools often use it, if a student 00:50:04
doesn't do well, we'll let them do the same thing another year. 00:50:08
Actually, if you look at the PISA results, it doesn't really help students to improve. 00:50:11
It's something that doesn't help students to improve. 00:50:18
It's very expensive. 00:50:22
often stigmatizing for the student. 00:50:23
If you look at what do school systems do 00:50:26
that are very good in keeping all students moving forward, 00:50:28
they are good in early diagnostics. 00:50:32
Teachers spend a lot of time 00:50:35
to actually find struggling students 00:50:36
early on in their trajectory. 00:50:38
They have a lot of time and resources to intervene, 00:50:40
to help struggling students to succeed. 00:50:43
So sometimes it's not a surprise 00:50:45
that the distribution is narrower in one school 00:50:46
than in another school, 00:50:48
in one country than in another country. 00:50:49
But there's a lot of attention being actually paid by PISA for schools to the distribution, 00:50:51
even if deliberately we choose not to look at individual student results, 00:50:58
because we would be worried that we have lists of students 00:51:03
and it becomes a kind of different nature of the instrument. 00:51:05
Hello, good morning. 00:51:14
Being important as is the quality of learning for productivity, 00:51:15
In the reports, the methodologies are made visible, which is the great debate that exists almost globally, 00:51:19
if you see the methodologies, and that would be to imitate or export. 00:51:29
It's a very interesting question. Of course, that's something that we study all the time in PISA. 00:51:34
What are the kind of teaching and learning strategies that are relating to better learning outcomes? 00:51:42
And indeed, there are some patterns, some very important patterns. 00:51:48
For example, what we can see is that where there is a greater culture of teacher collaboration 00:51:51
in a school, generally outcomes tend to be better, sort of a combination of professional 00:51:56
autonomy and the collaborative in culture is a predictor of better learning outcomes 00:52:01
in school. 00:52:06
We've also looked at teaching strategy, and here some of our results were a little bit 00:52:07
surprising for some. 00:52:12
Many people say, well, if you want to teach science well, you should look at inquiry-based 00:52:15
approaches to science, where students have a lot of hands-on experience and so on. 00:52:20
You look at the PISA results, actually, those practices often did not relate to better outcomes. 00:52:24
Maybe not because they're not done so well, maybe because the practice is not a good idea. 00:52:31
Whereas some of the quite traditional teaching methods, teaching-directed approaches, actually 00:52:36
were quite predictive for learning outcomes. 00:52:42
So across countries, you can actually see some really interesting patterns that predict 00:52:43
the quality of learning. 00:52:48
You can also look at what effort do countries make to attract people into the teaching profession? 00:52:51
What choices do they make between a better teacher and a smaller class? 00:52:57
All of those kinds of things are quite apparent from the PISA study. 00:53:01
How far you can extrapolate from that and apply to an individual school, that's a sort 00:53:06
of question that every school, every country, every region needs to answer. 00:53:11
This is just the broad picture that it gives, but PISA provides a lot of ideas that actually 00:53:14
explain differences in the quality of the instructional environment. 00:53:19
We have also looked at things, you know, one of the things that I found particularly interesting, 00:53:23
we asked teachers themselves what kind of methods of teaching do they typically deploy. 00:53:28
Do I use a more constructivist approach to teaching or a more kind of instrumental one? 00:53:35
And then we can look actually how students learn, and we have asked the students the 00:53:41
same question, you know, is in your instruction, in your lesson, is memorization dominant or 00:53:46
elaboration strategy, deep learning strategy, and things like this prevalent. 00:53:52
So we know from the teacher what they believe they are doing, and we know from the student 00:53:56
what they are experiencing in the classroom, and we can put the two together. 00:54:00
Sometimes they match perfectly in some countries. 00:54:06
In other countries, they are totally different, and so you can actually evaluate the picture 00:54:09
of instructional climate from many different lenses and perspectives. 00:54:15
It doesn't always give you clear-cut answers. 00:54:19
It only gives you sort of, it's a mosaic, you have to put stones in and it becomes more 00:54:22
and more colorful over time, but it gives a lot of ideas about good instructional practice 00:54:25
in countries. 00:54:31
Buenos días. 00:54:32
¿No existe la posibilidad en una prueba como esta 00:54:41
que los centros, los países, 00:54:43
preparemos la prueba para obtener mejores resultados 00:54:45
en lugar de mejorar simplemente la educación de nuestros alumnos? 00:54:47
Gracias. 00:54:51
I think I must disappoint you. 00:54:58
You know, if we had tested knowledge, 00:55:00
you can prepare your students. 00:55:04
That's easy. 00:55:06
Testing competency is very hard to prepare your students. 00:55:08
You know, PISA assesses, or the idea of this test is to test thinking skills. 00:55:10
Can you think like a scientist? 00:55:15
The best way you can prepare your students is to teach them well, 00:55:17
is to teach them to think like a scientist. 00:55:21
But there's no short-term strategy, unfortunately. 00:55:23
There are no short-term wins, you know, teaching particular things in a particular lesson. 00:55:27
Also, that's the one reason. 00:55:32
PISA has a focus on competency. 00:55:33
It doesn't lend the assessment to be what we call instructionally sensitive. 00:55:35
to short-term things. 00:55:39
The other part is 00:55:42
we assess the cumulative yield of learning 00:55:43
at PISA very intentionally. 00:55:46
We do not test 10th grade knowledge. 00:55:47
We are testing basically 00:55:51
the cumulative yield 00:55:52
from primary education 00:55:54
up to 10th grade. 00:55:55
So some of the PISA tasks, 00:55:57
when you look at the mathematics, 00:56:00
it's actually quite simple, 00:56:01
but it's embedded in quite complex, 00:56:02
demanding situations. 00:56:04
So again, you cannot just, 00:56:06
if you didn't do well 00:56:08
between grade one and grade nine, 00:56:09
and now suddenly you have a superb classroom in grade 10, 00:56:11
you still will not get a good PISA score 00:56:14
because it looks at the cumulative yield of education. 00:56:16
So it's not a very instructionally sensitive test, 00:56:18
so you can't do very much to prepare your students 00:56:23
in the short term. 00:56:26
We actually looked at... 00:56:27
We did this quite intentionally like this 00:56:29
because if it would be sort of a very specific, 00:56:30
narrow test on 10th-grade knowledge, 00:56:33
then, you know, it would have been too easy to do well on the PISA test 00:56:35
and we wouldn't really reflect the quality of the education over a sufficiently long period of time. 00:56:41
I would think more that among the remaining 15%, 00:57:20
you'll find things like character qualities of the teacher, 00:57:46
or things that are really hard to capture. 00:57:50
You know, honestly, of course, you know, 00:57:53
people talk about intelligence and those kinds of factors, 00:57:55
but I, you know, become almost skeptical 00:57:58
because I wouldn't want to think that, you know, 00:58:01
Finnish students are inherently more intelligent 00:58:04
than, you know, American students or a Spanish student. 00:58:05
I do believe, actually, that a lot of the variability 00:58:08
that we see comes down to what happens to those children 00:58:12
in school or out of school in their experiences. 00:58:15
Yeah, you know, intelligence may play a role, but it can't be a very, very significant role 00:58:18
because the share of unexplained variation really is quite low. 00:58:25
It may, of course, be entangled with social background. 00:58:28
There may be lots of kind of interactions here that we need to look at carefully. 00:58:31
But overall, I think most of the things that we can measure are ones that we can pretty well predict. 00:58:34
And my hunch, really, that the remaining 15% will have to do with something that is very difficult to make tangible, 00:58:40
like character qualities of teachers, enthusiasm, the kind of things that are not captured in formal training 00:58:48
and qualifications of teachers as we measure them in the PISA. 00:58:55
One of the things that we are going to do, and I'm very pleased that the region of Madrid is joining this as well, 00:58:59
us actually to do a video study of teaching practices which will allow us 00:59:05
to actually observe more closely what actually happens in the classroom and to 00:59:10
derive you know policy lessons from that and I think maybe we get at the 00:59:14
remaining 15% with those kinds of things but you know I don't want to dismiss the 00:59:18
issue of intelligence but my general experience is that we attribute far too 00:59:22
much importance to this like for social background whereas it from the results 00:59:27
see clearly that it can't be such a big part of the story. 00:59:33
Okay, you made a quick reference to the value of professional learning communities 00:59:47
and how at the very heart of school transformation and education systems will be teacher collaborations. 00:59:54
So there were some quick references and I was very impressed by some of them. 01:00:03
I'm a firm believer in those if we really want to make a difference. 01:00:09
So based on your knowledge of all the school systems, what would be two recommendations 01:00:13
for our schools in Spain to enhance teacher collaboration in a way that makes a difference 01:00:22
to our schools and our results for that matter? 01:00:29
Thank you. 01:00:33
Yeah. 01:00:34
You know, I think there are things that you can do in a school, and there are things that 01:00:35
you can do in a system. I start with an example from the system, like the city of Madrid. 01:00:38
The city of Shanghai does something. For example, they have a digital platform where teachers 01:00:48
can upload their lesson plans. If you have a great idea, a great project, an interesting 01:00:54
lesson, a video or a taping, you can upload it, other teachers can see it. But the trick 01:01:00
is a different one. The more other teachers in the province download your lessons, comment 01:01:05
on your lessons, criticize your lessons, improve your lesson, use your lesson, the more popular 01:01:11
you become in the system. And they have a reputational metric associated with this, 01:01:16
you know, like we do on Facebook and on eBay. And at the end of the school year, your principal 01:01:21
will not only ask you, you know, how well did you teach your own students, but what 01:01:26
contribution did you make to the profession? What do other teachers think about your model 01:01:30
And so that's sort of a lever you can deploy at the system level. 01:01:35
It can be very effective to create a community of teachers. 01:01:38
At the school level, professional learning communities are a very powerful tool as well. 01:01:41
I'll give you one example. 01:01:46
Our data show that it's very rare in Spain for teachers to observe other teachers' classrooms. 01:01:48
One in ten teachers says that they've done it once in a year. 01:01:55
It's nothing. 01:01:58
If you go to many of the high-performing education systems, 01:02:00
it will be like 50% or 60% or 70% of teachers. 01:02:03
And that's a very powerful way to reflect on your own teaching practice 01:02:07
by seeing how the similar lesson is being taught by another teacher. 01:02:11
Easy to do, not expensive, 01:02:16
and very powerful in shaping instructional practice. 01:02:18
And it's important to organize this with peers. 01:02:21
You know, it doesn't generally work well when it's done from the outside, 01:02:24
You know, sending an inspector in the classroom. 01:02:27
It's really something that schools can do better internally. 01:02:29
And so I think classroom observation. 01:02:34
The third element that we often find is appraisal and feedback. 01:02:38
You know, one of the data points, and I'm sure the school is an exception to this, 01:02:43
but one of the data points that surprised me when I looked at the PISA data and the TALIS data, 01:02:47
that only about 25% of the teachers say 01:02:52
their principal has ever talked to them 01:02:58
about their pedagogical practice. 01:03:00
So teachers are very much in isolation in the classroom, 01:03:03
and they complain about this. 01:03:05
When you ask teachers, actually, 01:03:06
my job is getting more difficult every day. 01:03:09
I mean, this is the one thing that we can say about teaching, 01:03:13
that it's getting tougher every day. 01:03:16
You get more difficult kind of social issues to deal with. 01:03:18
the curriculum becomes more demanding 01:03:21
all of those things happen 01:03:23
but you're left alone in the classroom 01:03:25
with a training that happened 20 years ago 01:03:26
that's when you did your initial training 01:03:29
there's little investment and little appraisal 01:03:30
little feedback 01:03:33
it becomes even more surprising 01:03:34
principals speak rarely with their teachers 01:03:38
about professional practice in Spain 01:03:41
but even the fellow teachers rarely 01:03:42
there's very little interaction 01:03:44
there's a lot of exchange and coordination 01:03:46
in Spanish schools 01:03:49
Also sharing instructional material resources, teachers work on that. 01:03:50
But when you look at the deep professional collaboration that really makes a difference, 01:03:53
classroom observations, appraisal feedback, sharing really sort of very little of that 01:03:58
happens. 01:04:03
And I think this is something that is a very powerful . 01:04:04
It comes also back perhaps a little bit to the model, the philosophy that schools use 01:04:07
to teach. 01:04:14
If you look at the work model in, I mean, maybe this is a bit too stereotypical, but 01:04:16
in Spain, you know, a teacher is someone who teaches in the classroom. 01:04:21
That's a little bit how the work organization is defined. 01:04:24
If you look to many of the high-performing schools and countries, teaching is just one 01:04:28
of many responsibilities that teachers have, and a working day includes, you know, less 01:04:33
teaching and a lot more other things, and I think that is a very important ingredient 01:04:38
That's harder to change because it impacts on things like, you know, 01:04:46
you have to trade your office classes or more teachers. 01:04:49
And so that's more difficult to change. 01:04:51
But this kind of war culture also creates a kind of spirit that teaches, you know. 01:04:53
In Japan, for example, lesson study is a very important part of this. 01:04:58
I was, you know, I had once a visit in a very poor area in China. 01:05:04
And I was so impressed how they were dealing with very disadvantaged children. 01:05:09
You know, this was the first generation of children that was educated there, really. 01:05:12
The parents had no education. 01:05:15
And then I asked the teacher, you know, 01:05:17
how do you actually keep contact with those parents? 01:05:19
You know, this is a totally different world in the school for them. 01:05:22
And she said, oh, well, you know, I call every parent about twice per week 01:05:26
to talk to them and to help them with parenting, 01:05:30
with, you know, education, with all of this. 01:05:33
And then I said to her, well, you know, 01:05:35
that must be adding up to a lot of your time. 01:05:36
It must be a huge burden on your shoulders. 01:05:39
And she said, well, yeah, maybe, 01:05:41
but actually I never thought about it like this you know if I would if these 01:05:44
50 parents wouldn't help me I could do my job you know this is part you know I 01:05:48
have to leverage their capacity to help me teaching 50 students in my classroom 01:05:52
and so again it's part of the work organization and it's creating a much 01:05:57
more collaborative climate between teachers and schools but so again there 01:06:02
are some easy things you know creating platforms and networks for teachers easy 01:06:07
to do system-wide there are some things that depend very much on the leadership 01:06:11
within the school and the climate for collaboration and then there are things 01:06:15
that are you know require changes in the work organization and the changes in the 01:06:20
concept of what a teacher's role really is 01:06:25
Autor/es:
Dirección General de Innovación, Becas y Ayudas a la Educación.
Subido por:
Gestiondgmejora
Licencia:
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Visualizaciones:
157
Fecha:
13 de marzo de 2017 - 11:59
Visibilidad:
Público
Centro:
C RECURSOS Dirección General del Mejora. Gestión de Aplicaciones
Duración:
1h′ 06′ 40″
Relación de aspecto:
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Resolución:
720x404 píxeles
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556.04 MBytes

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