WEBVTT 00:00:00.000 --> 00:00:18.880 There's been a huge richness of material this afternoon and I want us to go away perhaps with 00:00:18.880 --> 00:00:25.240 eight things that we could perhaps remember but out of the 1 million and 8 points which 00:00:25.240 --> 00:00:29.440 have been raised with us and which are very important I think for the future. 00:00:29.440 --> 00:00:33.520 The first is the point about the role of research. 00:00:33.520 --> 00:00:40.920 Deb started by saying that she was summarising 20 years of research into millions of student 00:00:40.920 --> 00:00:46.860 experiences reported on in thousands of programmes of research. 00:00:46.860 --> 00:00:53.340 The use of the research based on what research there is for answering policy and curriculum 00:00:53.340 --> 00:00:59.160 questions is a the first message at least you can always ask is there any research on this is it 00:00:59.160 --> 00:01:05.760 brought together and can we listen to what it says rather than just jumping in with another idea the 00:01:05.760 --> 00:01:13.920 second one was the concept of effect sizes that's Deb spoke about and that was discussed a bit in 00:01:13.920 --> 00:01:20.820 the discussion in the question time with Manu and and this was an attempt to quantify what difference 00:01:20.820 --> 00:01:24.300 different kinds of practices made and there were some questions 00:01:24.291 --> 00:01:29.571 questions asked about it in that exchange with Manu about what that meant about causation. 00:01:29.691 --> 00:01:33.451 How could you know that the intervention caused the response rather than correlation? 00:01:34.091 --> 00:01:39.471 And also that some of these interventions taken in isolation made no difference, 00:01:39.831 --> 00:01:45.211 but sometimes they were part of a bundle of things which might reflect cultural significance. 00:01:45.771 --> 00:01:49.311 So, for example, the question about school uniforms, which we didn't come back to, 00:01:49.311 --> 00:01:52.011 is something we might like to discuss another time, 00:01:52.011 --> 00:01:54.771 because it could be of very little importance of its own, 00:01:54.851 --> 00:01:58.251 but it might be part of a kind of ethos that had other values. 00:01:58.931 --> 00:02:05.311 So the whole idea of effect sizes was not to say that A causes B in all circumstances, 00:02:05.831 --> 00:02:11.451 but the idea was to begin to encourage us to look at the nearest comparator 00:02:11.451 --> 00:02:14.731 to what we're interested in and ask ourselves some questions. 00:02:15.051 --> 00:02:17.251 And Deb's answer to Manu was very strong on that. 00:02:17.971 --> 00:02:20.871 The third thing is to remember the video that we had. 00:02:20.871 --> 00:02:24.011 And remember the impressions we had there. 00:02:24.011 --> 00:02:26.011 I think the impression that I went away with 00:02:26.011 --> 00:02:27.851 was a little boy telling his mother 00:02:27.851 --> 00:02:29.751 what stage she'd got to in the reading 00:02:29.751 --> 00:02:32.511 and showing the bee going from hive to hive. 00:02:32.511 --> 00:02:34.611 That was a really imaginative presentation 00:02:34.611 --> 00:02:38.091 of a young child with an idea of his own learning, 00:02:38.091 --> 00:02:42.091 a five-year-old, and it was a very gripping picture. 00:02:42.091 --> 00:02:45.991 And I went away to think about what that means in my context. 00:02:45.991 --> 00:02:48.591 The fourth thing is the importance 00:02:48.583 --> 00:02:53.443 collaboration and this was emphasized by Deb she talked about collaboration 00:02:53.443 --> 00:02:58.903 between teachers and she talked about collaboration between students and it 00:02:58.903 --> 00:03:03.463 may be that the tradition of of students discussing things with each other is 00:03:03.463 --> 00:03:07.003 one of the strengths of some of the Asian traditions that we can bring in 00:03:07.003 --> 00:03:11.443 some other contexts so that was an important thing and how to foster an 00:03:11.443 --> 00:03:16.183 environment and this came up a bit in the question from the from the web about 00:03:16.183 --> 00:03:20.903 how can you get passionate teachers well one thing is to have an environment in which they are able to 00:03:20.903 --> 00:03:28.183 collaborate and the fruits of their collaboration are valued and and get positive responses so that's 00:03:28.183 --> 00:03:35.763 the fourth one the fifth one is about leadership and i think that's worth remembering and coming 00:03:35.763 --> 00:03:42.123 into in more detail and we were talked about transformational leadership and instructional 00:03:42.123 --> 00:03:47.523 leadership and my hearing from Deb was that she was not saying that one was right and one was wrong 00:03:47.523 --> 00:03:53.543 and Li Yan was suggesting that instructional leadership might be more strongly the culture 00:03:53.543 --> 00:03:59.703 in parts of Asia but the importance was the balance and Deb's examples of leaders were not 00:03:59.703 --> 00:04:05.843 just school principals but also included teachers as well. It was a leadership, dispersed leadership 00:04:05.843 --> 00:04:11.623 in the school and how it balanced the strengths of transformational and instructional leadership 00:04:11.623 --> 00:04:12.883 but she also encouraged 00:04:12.874 --> 00:04:18.014 us to think about the virtues of instructional leadership as well. 00:04:18.014 --> 00:04:19.434 That was the fifth one. 00:04:19.434 --> 00:04:25.154 The sixth one was about formative assessment and feedback, and this was emphasised for 00:04:25.154 --> 00:04:26.774 us by Li Yen. 00:04:26.774 --> 00:04:33.314 It was the importance in allowing opportunities for feedback to students about how they were 00:04:33.314 --> 00:04:39.854 doing and how they had done, and for the importance of formative assessment, and that goes quite 00:04:39.854 --> 00:04:44.414 beyond the question of examinations and that is something I think we will want to come back to 00:04:44.414 --> 00:04:49.634 with you and with groups from other countries as well and I thought that Lee Yen's example the 00:04:49.634 --> 00:04:54.754 negative example she gave was very disappointing really because it was the example of these 00:04:54.754 --> 00:05:01.634 students who'd worked through the winter holiday so hard and all they got was just um it was yi 00:05:01.634 --> 00:05:06.374 wasn't it has been done there was no feedback on how they'd done it with all that work and all the 00:05:06.374 --> 00:05:12.314 effort and their parents felt let down as well which was very significant finding so the importance 00:05:12.314 --> 00:05:18.854 of feedback and formative assessment was number six number seven went followed from it which was 00:05:18.854 --> 00:05:25.174 about examinations and teaching to the test and we had a bit of a discussion about that in the in 00:05:25.174 --> 00:05:32.594 the question time and I think that that will deserve more more examination by us because if 00:05:32.594 --> 00:05:35.234 If there's one thing that is so obvious 00:05:35.234 --> 00:05:37.174 that we're almost not saying it is this 00:05:37.165 --> 00:05:41.845 of the culture of examination success being important in this part of the 00:05:41.845 --> 00:05:47.725 world is very very very strong and it's felt by parents by by school children 00:05:47.725 --> 00:05:53.245 and even parents who want to support a more wider development of their children 00:05:53.245 --> 00:05:57.325 don't want to let them down so there is a strong tension for them and I think 00:05:57.325 --> 00:06:00.805 some of the implications of this and good teaching and learning we haven't yet 00:06:00.805 --> 00:06:06.745 got to the bottom of and my eighth and last one was to leave us with 00:06:06.745 --> 00:06:12.505 a word from Deb which was when I had said at the beginning of the day that it 00:06:12.505 --> 00:06:18.185 is difficult to translate visible learning into Chinese she had said that 00:06:18.185 --> 00:06:22.045 visible learning is about teachers seeing learning through the eyes of 00:06:22.045 --> 00:06:26.665 their students and students seeing themselves as their own teachers those 00:06:26.665 --> 00:06:30.625 are the words that she used and I think that one of the things that struck me 00:06:30.625 --> 00:06:35.525 was how much that rang true in all of our contexts, 00:06:35.525 --> 00:06:38.925 even if the way it works out in detailed practice is different. 00:06:39.485 --> 00:06:42.625 So those are the eight learning points that I've taken from today. 00:06:43.825 --> 00:06:50.105 We are going to put the slides used by the speakers on the website, 00:06:50.705 --> 00:06:53.185 and I have promised, I'm telling my colleagues this now, 00:06:53.265 --> 00:06:56.705 I've promised that we'll send an email to those of you who registered to attend 00:06:56.705 --> 00:06:59.445 when that's done to show you how to get on to it 00:06:59.445 --> 00:07:01.465 so that you know how to get the connection 00:07:01.457 --> 00:07:03.497 and we'll make sure that you can get those. 00:07:04.057 --> 00:07:06.997 And I think that it's been a rich learning. 00:07:07.177 --> 00:07:08.537 It's asked a lot of questions 00:07:08.537 --> 00:07:11.637 and I'm very grateful to our speakers 00:07:11.637 --> 00:07:12.977 for leading us through this 00:07:12.977 --> 00:07:15.877 and leaving us thinking about an awful lot of things 00:07:15.877 --> 00:07:17.617 that we needed to think about. 00:07:17.897 --> 00:07:20.937 So on your behalf, another thanks to Deb and to Lee Yen. 00:07:21.097 --> 00:07:21.757 Thank you very much. 00:07:24.837 --> 00:07:26.657 I'll be very brief in closing. 00:07:27.417 --> 00:07:30.517 Before we give our final thanks to the presenters 00:07:30.517 --> 00:07:34.597 and to all of you, five very brief points. 00:07:35.097 --> 00:07:39.377 The first one is, this is the end of the day, 00:07:39.537 --> 00:07:41.537 but the beginning of further discussion. 00:07:41.817 --> 00:07:44.017 We have 20 further questions online, 00:07:44.417 --> 00:07:46.737 and I'm sure you also have more questions 00:07:46.737 --> 00:07:48.197 and more contributions indeed. 00:07:48.877 --> 00:07:52.897 I encourage you again to join our discussion group, 00:07:52.897 --> 00:07:55.517 Cambridge Assessment Singapore, on LinkedIn. 00:07:56.377 --> 00:07:58.777 If you simply enter these three terms, 00:07:58.777 --> 00:08:03.777 Cambridge Assessment Singapore, you'll be taken to our group and I encourage you to join. 00:08:03.777 --> 00:08:10.777 We will take our further questions there and we'll also post links to the materials on our website. 00:08:10.777 --> 00:08:18.777 The second point is this is very much still early days for us in the development of our events program. 00:08:18.777 --> 00:08:25.757 We need to know what works and what doesn't work. We need to conduct an evidence-based professional 00:08:25.748 --> 00:08:30.248 professional development program, if I dare say so, and you can help us do so. 00:08:30.248 --> 00:08:34.988 There are evaluation forms in your packs and it would be hugely helpful if you could take 00:08:34.988 --> 00:08:42.988 a few minutes while I address my points number three, four and five to fill those in. 00:08:42.988 --> 00:08:50.408 The third point is equally in your packs you will find our upcoming program and I want 00:08:50.408 --> 00:08:53.508 to highlight two particular events that come up. 00:08:53.508 --> 00:08:59.188 Thankfully the question of what does all of this mean in a bilingual context was raised 00:08:59.188 --> 00:09:03.388 and bilingual education has been and will continue to be a very important topic for 00:09:03.388 --> 00:09:04.728 us to address. 00:09:04.728 --> 00:09:09.008 It is both an opportunity and a challenge for many of the schools and our students in 00:09:09.008 --> 00:09:10.008 those schools. 00:09:10.008 --> 00:09:15.628 We are very fortunate to invite Dr. Peter Mehisto, an expert on bilingual education, 00:09:15.628 --> 00:09:19.788 author of a book on the topic with Cambridge University Press. 00:09:19.788 --> 00:09:25.428 We will come to Ho Chi Minh City in Vietnam on the 25th of March to conduct a full day 00:09:25.428 --> 00:09:31.848 seminar with us on implementing bilingual education, pedagogy and management, which is very much 00:09:31.848 --> 00:09:37.168 a practice-based approach to what it means to run a bilingual education program. 00:09:37.168 --> 00:09:44.028 I would invite you to join us either in person or indeed online as we make the materials available 00:09:44.028 --> 00:09:46.888 after the event. 00:09:46.888 --> 00:09:50.048 The other program that I would like to draw your attention 00:09:50.039 --> 00:09:55.639 to is on the 3rd of June on the topic of school-based assessment, where we will have Professor 00:09:55.639 --> 00:10:00.779 Kerry Kennedy from the Hong Kong Institute of Education leading a session with the second 00:10:00.779 --> 00:10:08.259 discussant in a similar format as today. 00:10:08.259 --> 00:10:12.599 My fourth point to those of you who have these. 00:10:12.599 --> 00:10:17.359 It was mentioned before that these are worth a fortune and we would hate to lose them, 00:10:17.359 --> 00:10:18.979 so please do return them. 00:10:18.979 --> 00:10:19.979 Thank you. 00:10:19.979 --> 00:10:26.619 Finally, and number five, coffee and refreshments are being served outside and I would very much 00:10:26.619 --> 00:10:30.479 encourage you to hang around for a little while longer to discuss with your colleagues 00:10:30.479 --> 00:10:32.199 and indeed all of us. 00:10:32.199 --> 00:10:37.259 I'm sure there are many ideas that have been generated and these days are not only about 00:10:37.259 --> 00:10:40.959 the content, it's also about making links and making new friends and I would encourage 00:10:40.959 --> 00:10:42.399 you to do so. 00:10:42.399 --> 00:10:48.259 And finally, let us join one last time to thank our presenters, Deborah Masters and Li Yan 00:10:48.259 --> 00:10:52.659 Huang as well as Isabel Nisbet as a chair and of course indeed to thank all of you very 00:10:52.659 --> 00:10:55.699 much for coming and for your active contribution to this event. 00:10:55.699 --> 00:10:56.699 Thank you.