Professor Anthony Bryk : Master Class and Public Lecture in Bristol 21st May 2014

Prof Tony Bryk (President of the Carnegie Foundation for the Advancement of Teaching).  He will be providing a one day masterclass, followed by a public lecture on the Design-Educational Engineering and Development (DEED) approach to school improvement. This work has inspired several projects in the UK including a study into student engagement in Oasis Academy John Williams 

Tony Bryk masterclass

Book me a place!...

Professor Tony Bryk

Tony Bryk was a leading figure in the Consortium on Tony BrykChicago School Research (CSSR).  Over twenty years they developed a theoretical and empirical framework which is holistic, participatory and based on understanding that “schools are complex organisations consisting of multiple interacting sub-systems. Each subsystem involves a mix of human and social factors that shape the activities that occur and the meaning that individuals attribute to these events. These social interactions are bounded by various rules, roles and prevailing practices that, in combination with technical resources, constitute schools as formal organisations. In a simple sense, almost everything interacts with everything else”.  (2010: 45). Bryk et al went on to identify essential school supports – agents, processes and structures – which were characteristic of improving schools, as measured by student engagement in learning and achievement.  Each of these supports, stimulated by leadership, focus on dynamic processes of change and learning and need to be implemented tenaciously and attended to as a whole. They provide an explanation of how the organisation and relational dynamics of a school, including parents and community, interact with work inside its classrooms to advance student learning.  Professor Tony Bryk Summary

Professor Bryk’s work in Design Educational Engineering and Development as a framework for sustainable improvement in schools has inspired the Hampshire Teaching Schools Alliance in their project ‘Deep Learning Across Transitions’.

As well as the Master Class Professor Bryk will be doing two public lectures one in Bristol on Wednesday 21st May 2014 17:00 – 1900: University of Bristol Bryk public lecture and one at the University of Winchester on Thursday 22nd May 2014 1700-1900, at the Stripe Auditorium: University of Winchester Bryk public lecture

To book for Bristolhttp://bristol.ac.uk/education/events/2014/1031.html

More information can be viewed here

To book for Winchester contact Rhona Rogers at Pioneer.alliance@harrison.hants.sch.uk 

Tony Bryk final

Learning Dispositions + Authentic Inquiry in a Primary School

What happens when you turn a curriculum topic over to 10-11 year old children,  give them freedom to choose their focus, and increasing autonomy to make their own decisions to design, create and run a showcase event? Indeed, how do staff cope with stepping back like this? If Ofsted inspectors were to walk in, how could the school evidence learning? How can you evidence the development of lifelong learning dispositions, and how does this relate to the school’s strategic concerns about the progress of different pupil groups on traditional attainment measures? What roles do social learning tools like reflective blogging have to play?

This movie provides a brief glimpse into a two year series of pilots at Bushfield School, documented in more detail in this report. It represents the convergence of both University of Bristol and Open University research and development into learning analytics that can evidence processes associated with deeper learning, especially dispositional analytics (learn more: replay talk / workshop).

(See Reports for the entire library of school case studies.)

Screen Shot 2014-04-25 at 15.43.46Small, T., Shafi, A. and Huang, S. (2014) Learning Power and Authentic Inquiry in the English Primary Curriculum: A Case Study, Report No. 12, ViTaL Development & Research Programme, University of Bristol. [pdf]

This report documents progress in a two-year action-research programme at Bushfield School, Milton Keynes, with two main purposes: firstly, to build on the School’s success in developing children’s capacity to learn; secondly, to track and measure the impact of its interventions for this purpose. The school combined the Effective Lifelong Learning Inventory (ELLI) with the Authentic Inquiry learning methodology from University of Bristol. Qualitative and quantitative data are combined to examine the impact of the pilots from the perspective of staff and pupils, comparing learning power against a range of demographic and attainment datasets, in the distinctive context of a primary school already experienced in the Building Learning Power approach.