I take it back! Almost.

The New Zealand PIAAC results out today indicate huge improvements for New Zealand in regard to literacy.  It also has us slightly above the OECD average for numeracy.  Finally, we did pretty well in regard to problem-solving scoring in the front pack of countries. We actually appear at the top of the 'proficiency in problem solving in technologically-rich environments' graph.  Well done NZ! 

First thing... I was wrong. I predicted we may have dropped in our rankings, but we have not.  Happy to be wrong.

BUT...
A couple of things I'd like to mention because there is so much depth to the data. The really interesting stuff will be hidden away. 

When you read the bullet points be aware that 'low numeracy' is defined as level one, or a score below 226 or below.  The ALLS included level 2 as well (>276).  If we then add up the PIAAC scores of level one and two we get 51%.  

That is exactly the same as ten years and at least half a BILLION dollars ago!

Second, much of this can be put down to the high scores of people born overseas.  What happens when we remove them from the equation?  This is important because the results engender questions about how skills are learned and maintained in NZ. The concern may be whether we are importing skills, but perhaps not developing them.  However, note that the Pasifika and Maori trajectory is on a steep rise. This suggests great things for both groups.  If this keeps up, they'll be leading the charge.

Anyway, I suspect the talking points over the next few months will relate to:

• The impact of age on L&N
• The impact of education on L&N
• 25% overseas - The second highest of any participating country (Where did they go to school?)
• Why did the Education and Training industry score so low in numeracy, and why have things gotten worse since 2006?   
• Field of study mismatch. We report being either over or under qualified for our roles more than other countries.  Why?

The difference in maths achievement scores can by attributed to strategy use

I'm not sure if anyone has noticed, but New Zealand has a growing mathematics problem. We are not getting better, despite significant increase in emphasis and funding. Poor mathematical performance correlates with limited life outcomes, so its important to get it right.  While there are a range of reasons for the lackluster performance, there is one that no one talks about yet is potentially a prime reason for our troubles.  


The problem no one speaks of
We don't teach, or use, appropriate learning strategies. Literacy (reading, writing, speaking and listening) has a bootstrapping effect, this is less so in maths. Therefore, you might get away with poor strategies in literacy, but poor strategy use in maths is unforgiving.  



Strategies
There are three categories of learning strategies: Memorisation strategies, elaboration strategies, and control strategies.  

Memorisation strategies are based on the idea that you want to be able to recall the relevant information when you need it. Sound reasonable? It shouldn't. This approach correlates not only with lower performance, but negative performance. Did you catch that? Negative performance. 

Elaboration strategies are strategies designed to elaborate knowledge. Control strategies are related to organising and managing yourself. Both relate to high performance.

Memorisation strategies are passive, and therefore cognitively simple, resulting in little long-term cognitive change. In contrast, elaboration and control strategies result in cognitive complex activity that results in learning.


How does NZ perform in regard to the strategies we teach and use?
This year the OECD issued a report that looked at the different strategies used and taught by different countries. Drawing on PISA results the authors found that the high-performing countries teach and use elaboration and control strategies, the lower-performing countries use memorisation.  Guess where NZ sits? Unfortunately, nearer the bottom than the top.

Also note, that the researchers did not ask the teachers - who would argue that they do not rely on memorisation. Rather they asked the students. Student feedback reveals that they have not been taught to use elaboration or control strategies. Despite what teachers might suggest, the fact is that the students beliefs are oriented toward memorisation.  Click the title of the paper to go directly to the paper.  

How teachers teach and students learn

Echazarra,A., et al.  (2016), "How teachers teach and students learn: Successful strategies

       for school", OECD Education Working Papers, No. 130, OECD Publishing, Paris.

  

Abstract:

Fewer 15-year-olds in Hong Kong-China, Japan, Korea, Macao-China, Chinese Taipei and Viet Nam reported that they use memorisation as a learning strategy than did 15-year-olds in some of the English speaking countries to which they are often compared (Purdie and Hattie, 1996). For instance, 12% of students in Japan and 17% in Korea said they learn as much as they can by heart when they study for a mathematics test. By contrast, 26% of students in Canada, 28% in Ireland, 29% in the United States, 35% in Australia and New Zealand, and 37% in the United Kingdom reported so (Figure 4.1). This may sound surprising to many but mathematics instruction has changed considerably in many of these countries (OECD, 2011). Students in Ireland, the Netherlands, Spain, the United Kingdom and Uruguay reported the most frequent use of memorisation strategies, while those in Albania, Macao-China, the Russian Federation, Serbia and the Slovak Republic reported the least frequent use. [END]

I should note that the statements below are typical of those used to identify memorisation strategies: 

• I go over some problems in mathematics so often that I feel as if I could solve them in my sleep (sleep).
• When I study for mathematics, I try to learn the answers to problems off by heart (heart).
• In order to remember the method for solving a mathematics problem, I go through the examples again and again (examples).
• To learn mathematics, I try to remember every step in a procedure (procedure).

Seems reasonable right?  Perhaps what you were taught?  Well it isn't! Agreeing with these statements relates to lower performance.

Note that NZ and Australia had the second highest memorisation responses (35%). The myth that the Asian countries follow a drill and skill approach is wrong.  We are closer to that description!  Their learners appear more self-sufficient and able to learn.  Not so NZ learners. We seem to have bought into rehearsal strategies, despite the rhetoric from the MoE.


This study raises serious questions about what is really happening in classes at a social level. We need to start teaching learners to elaborate and control, otherwise we will continue to drop in the world rankings, and its getting pretty damn embarrassing!

The difference in maths achievement scores can by attributed to strategy use

I'm not sure if anyone has noticed, but New Zealand has a growing mathematics problem. We are not getting better, despite significant increase in emphasis and funding. Poor mathematical performance correlates with limited life outcomes, so its important to get it right.  While there are a range of reasons for the lackluster performance, there is one that no one talks about yet is potentially a prime reason for our troubles.  


The problem no one speaks of
We don't teach, or use, appropriate learning strategies. Literacy (reading, writing, speaking and listening) has a bootstrapping effect, this is less so in maths. Therefore, you might get away with poor strategies in literacy, but poor strategy use in maths is unforgiving.  



Strategies
There are three categories of learning strategies: Memorisation strategies, elaboration strategies, and control strategies.  

Memorisation strategies are based on the idea that you want to be able to recall the relevant information when you need it. Sound reasonable? It shouldn't. This approach correlates not only with lower performance, but negative performance. Did you catch that? Negative performance. 

Elaboration strategies are strategies designed to elaborate knowledge. Control strategies are related to organising and managing yourself. Both relate to high performance.

Memorisation strategies are passive, and therefore cognitively simple, resulting in little long-term cognitive change. In contrast, elaboration and control strategies result in cognitive complex activity that results in learning.


How does NZ perform in regard to the strategies we teach and use?
This year the OECD issued a report that looked at the different strategies used and taught by different countries. Drawing on PISA results the authors found that the high-performing countries teach and use elaboration and control strategies, the lower-performing countries use memorisation.  Guess where NZ sits? Unfortunately, nearer the bottom than the top.

Also note, that the researchers did not ask the teachers - who would argue that they do not rely on memorisation. Rather they asked the students. Student feedback reveals that they have not been taught to use elaboration or control strategies. Despite what teachers might suggest, the fact is that the students' beliefs are oriented toward memorisation.  Click the title of the paper to go directly to the paper.  

How teachers teach and students learn

Echazarra,A., et al.  (2016), "How teachers teach and students learn: Successful strategies

       for school", OECD Education Working Papers, No. 130, OECD Publishing, Paris.

  

Abstract:

Fewer 15-year-olds in Hong Kong-China, Japan, Korea, Macao-China, Chinese Taipei and Viet Nam reported that they use memorisation as a learning strategy than did 15-year-olds in some of the English speaking countries to which they are often compared (Purdie and Hattie, 1996). For instance, 12% of students in Japan and 17% in Korea said they learn as much as they can by heart when they study for a mathematics test. By contrast, 26% of students in Canada, 28% in Ireland, 29% in the United States, 35% in Australia and New Zealand, and 37% in the United Kingdom reported so (Figure 4.1). This may sound surprising to many but mathematics instruction has changed considerably in many of these countries (OECD, 2011). Students in Ireland, the Netherlands, Spain, the United Kingdom and Uruguay reported the most frequent use of memorisation strategies, while those in Albania, Macao-China, the Russian Federation, Serbia and the Slovak Republic reported the least frequent use. [END]

I should note that the statements below are typical of those used to identify memorisation strategies: 

• I go over some problems in mathematics so often that I feel as if I could solve them in my sleep (sleep).
• When I study for mathematics, I try to learn the answers to problems off by heart (heart).
• In order to remember the method for solving a mathematics problem, I go through the examples again and again (examples).
• To learn mathematics, I try to remember every step in a procedure (procedure).

Seems reasonable right?  Perhaps what you were taught?  Well it isn't! Agreeing with these statements relates to lower performance.

Note that NZ and Australia had the second highest memorisation responses (35%). The myth that the Asian countries follow a drill and skill approach is wrong.  We are closer to that description!  Their learners appear more self-sufficient and able to learn.  Not so NZ learners. We seem to have bought into rehearsal strategies, despite the rhetoric from the MoE.


This study raises serious questions about what is really happening in classes at a social level. We need to start teaching learners to elaborate and control, otherwise we will continue to drop in the world rankings, and its getting pretty damn embarrassing!

Understanding bar graphs 

Superman has his Fortress of Solitude to ponder problems.  Reed Richards has his thinking room to ponder the meaning of the universe.  I suggest you too, develop a small thinking space in your day, during which you can ponder new ideas, and sharpen the mind. Case in point - two clips below. 

Last year I was asked to make several clips that would support learners' statistical knowledge. I decided that the series should concentrate at the lower levels.  This clip covers an activity that demonstrates how a bar graph works.  The second clip takes this a bit further and shows how data can be better represented.

If you are an educator, I think that the two clips (while not perfect) might provide some good ideas.  They are easy to do to, and produce lots of god learning.  

Number 1

Number 2

Ideas for teaching probability

When I was at school I had a darn hard time coming to terms with the concept of probability. It was confusing, and I had no idea as to how it would empower me in the real world.

Anyway below is an old clip I put together that introduced the concept.  Although it is a little clunky, I think there are some good ideas in it, perhaps even to provide some grist for the mill, so to speak.

The Blond Hair Problem Solution

A lot of you attempted 'The blond hair problem'.  Well done!

Here is the solution.