Guidelines for Sites M2 Selection Criteria
International Criteria for Case Selection
In this study, each country will identify and investigate classrooms 1 in which such innovative practices are used. The selection of these cases is a key component of this study, and the selection process is discussed in more detail in a later section of this document. The selection will be based on the following set of common international criteria, which will be modified to accommodate the circumstances and cultural differences in each country. To qualify as an IPPUT, a practice must be one:
1. That shows evidence of significant changes in the roles of teachers and students, the goals of the curriculum, the assessment practices, and/or the educational materials or infrastructure. These changes should be related to the ¡§innovativeness¡¨ criterion addressed below. The evidence for this change might systematically document the previous practices and roles by comparing them with those associated with the introduction or development of the innovation. Or the evidence might show how the practices in this classroom are significantly different from those in typical classrooms in the country.-M2 event
2. In which technology plays a substantial role. Technology should not merely replace previous practices but make a significant contribution to change. Technology may make a contribution by providing specialized tools or capabilities that support learning (such as simulations, scientific visualizations, multimedia, or communications) or by providing a ¡§Trojan Horse¡¨ by which other changes are delivered. In any case, the technology should provide an added value to the pedagogical practice and this contribution should be articulated clearly.
3. That shows evidence of measurable positive student outcomes. There should be some kind of documentation that shows that the intended goals and objectives were attained or that shows a desirable impact on an important indicator, such as student learning, enrollment or completion rate, etc. This evidence might be formal evaluations (if such exist), quantified data that demonstrates positive change (e.g., increased achievement scores, diminished gaps in achievement among groups, increased enrollment in rigorous courses, increased graduation rates, etc.), or in-depth qualitative data, such as systematic analysis of student products compared with previous products. In general, multiple forms of supporting evidence would make a stronger case than a single form would.
4. That is sustainable and transferable. The emphasis here should be put on sustainability and transferability. To identify innovations that are sustained and transferred is an important goal of this study. But because they are innovations, their sustainability and transferability may not yet be proven. Rather, there should be evidence or reasons to believe that they are able to be sustained and transferred. ¡§Lighthouse cases¡¨ is a special consideration. In some countries, schools are set up with special resources or trainings, or special teachers, or reduced classes in order to test the new and promising innovations that, if successful, will be transferred elsewhere. These schools and classes should be considered for inclusion. However, it will be necessary to make an argument for these schools that the innovations that are proven to work here will work elsewhere, or that the special resources, training, etc. that were provided for these schools will be provided to others as the innovation is transferred. What should be excluded are schools or classrooms where success is dependent on a charismatic teacher or administrator, or a special set of resources, or a special group of students or economic factors that are not likely to be reproduced elsewhere.
Locally Defined Criteria for Case Selection
1. Promote active and independent learning in which students take responsibility for their own learning, set their own learning goals, create their own learning activities, and/or assess their own progress and/or the progress of other students.
2. Provide students with competencies and technological skills that allow them to search for, organize, and analyze information, and communicate and express their ideas in a variety of media forms.
3. Engage students in collaborative, project-based learning in which students work with others on complex, extended, real-world-like problems or projects.
4. ¡§Break down the walls¡¨ of the classroom¡Xfor example, by extending the school day, changing the organization of the class, or involving other people (such as parents, scientists, or business professionals) in the education process.
5. ¡§Break down the walls¡¨ of subject areas and promote cross curricular learning
6. Address individual difference
7. Provide students with individualized self-accessed learning, customized to meet the needs of students with different entry levels, interests, or conceptual difficulties.
8. Address issues of equity for students of different genders or ethnic or social groups and/or provide access to instruction or information for students who would not have access otherwise because of geographic or socioeconomic reasons.
9. Improve social cohesiveness and understanding by having students interact with groups and cultures that they would not interact with otherwise.