ballico cressey keynote
TRANSCRIPT
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Campbell’s Attraction
Apply the monomyth concept to
ed leadership!
Sept 2013 Sept 2014
Science Labs
under equipped
Sept 2013 Sept 2014
Regular Math
Classes
Sept 2013 Sept 2014
Typical School Start
Countywide
“Prometheus: blasted from within or without, on his rock. A failed hero.” (p.29)
1st task: retreat from the world as it is
2nd task: return transfigured
Very little we need! The Cretean maze and the thread.
The little is close at hand.
Enlightenment cannot be communicated, only the WAY to enlightenment can be communicated
The belly of the whale
Uncreate-Imperishable
Status Quo: School
Assistance: A book? A TED Talk?
Departure: The vision/the meeting
Trials: CTO, CBO, The Board, The Union
Approach: Negotiations, the contract, the leaseCrisis
Parents! Ed Code!
Treasure: The rollout works!
A new ed leader is born
Result: Excited students
Return: Peer acceptance
Resolution: Year 2
Sequel: More grade levels, bigger projects, more !
If you aren’t willing to ask what if… Then you will always be left with… what is.
#leadwild@DCulberhouse
“the suck”
No one was allowed to say “Mogadishu”
They had to say “the suck”
But in school, we need a name for the problem.
“the suck”
Excitement Level: Resting
Brainstorming
RealityFailure to exit “the
suck”
“X”
defeating “the suck”
Excitement Level: Resting
Brainstorming
Reality
Completion
“X”
defeating “the suck”
“the suck”
Excitement Level: Resting
Brainstorming
Reality
Completion
“X”
defeating “the suck” Due Date
Project Announced
Project Due
Typical Student Activity
Ideal Student Activity
LastMinuteRush
FinishedEarly &
Reflection
CompletionFast Start
We have to “uncondition” the students from failure. They have been in “the suck” for years.
BAD NEWS
The teacher preceding you
likely never conquered “the suck”
“I’m giving you a B to motivate you…”
Mariposa USD Universal Grading Guidelines
Providing a consistent experience for our
students and parents
8/20/14
Why?
We should provide
a smooth gradebook
experience district wide
from K-12
TK 12
To allow for circumstances where a student is genuinely unable to make a request in advance of making a late submission, there will be a delay of seven days before a penalty is applied. A student may submit details of mitigating circumstances during that time, with as much detail as possible and supporting documents where appropriate. If illness is the reason for the late submission a doctor’s letter is always required. Mitigating circumstances must relate to unforeseen and unavoidable events occurring on (or about) the day of submission. If suitable mitigating circumstances are not presented by the student within the time allowed, the policy requires that marks be deducted as follows: ! Up to 24 hours late, loss of 5% of the mark awarded; ! Between 1 day and 7 days late, loss of 10% of the mark awarded; ! Between 8 days and 14 days late, loss of 15% of the mark awarded; ! Between 15 days and 21 days late, loss of 20% of the mark awarded; ! More than 21 days late, work disallowed.
Policy on late workEach student will have a total of 4 free late (calendar) days applicable to any assignment (including the lit review and project milestone) except the final project paper. These can be used at any time, no questions asked. Each 24 hours or part thereof that a homework is late uses up one full late day. Once these late days are exhausted, any homework turned in late will be penalized 20% per late day. Late days are not applicable to final projects.
Some instructors penalize any late paper that is not justified by a documented illness or other acceptable excuse. Some allow students to hand in one late paper without penalty, if the student informs the instructor in writing before the paper is due and turns the paper in within a week or by a specified extended deadline. Others allow one "excused" late paper but penalize additional late papers up to a full grade per day. Penalties range from a third of a grade per calendar day or class day to a full grade per day late. In no case should a penalty exceed more than one grade per day. Also, penalties should be applied consistently throughout the quarter for all students.
Why?
For top performance,
we must lower our
students’ affectivefilter
Why?
We must provide feedback
to affect a response.
Grading is that feedback.
If the grade is only at the end, kids do not change and adapt in time
1. Grades should typically be updated online once a week.
Students and parents need routine feedback.
Larger projects may take longer to grade.
2. As a guideline, classwork and homework should equal approximately 60% of a student grade, with tests and quizzes comprising the rest.
Some models might include: 60/40 or 30/30/40 or 30/30/20/20, with a balanced approach that doesn’t overrate either tests or classwork/homework.
3. Coding: AB, INC, MI
These codes will give parents more information when they access grades.
Grade 4 and up
4. Late work: missing assignments should be marked at a maximum of 70%, losing 10% point value per week, until the trimester or quarter ends.
At the end of a grading period (quarter or trimester), the score becomes permanent.
*In class assignments may be given a “no makeup” option - these are typically completed in less than one class.
5. In the place of “extra credit”, meaning additional work done outside the normal scope of class, students should be able to earn bonus points for finishing and turning in work before established deadlines.
This encourages students to finish their work early and have time for feedback before the assignment is due.
The idea is to get kids finishing work earlier and not have the option of raising a grade at the “last second”
6. Emails or messages from parents or students regarding grades should be returned within three business days.
Ideally, answers will happen in one business day - but sometimes folks are busy with projects and events.
How to Lesson Design like a
QUESTION
Can you be a chef and work at McDonald’s?
That is an “Indian Village”
Experience designer.
SPOTSpecific
TransformativeOut of comfort zonePositive
REPS4-6 Repsto move from
KNOW to
UNDERSTAND
ProgressionI teach them this so that I can teach them that…
successIf only 4 of my students are getting A’s, I’m going to get fired.
#1 Smart Start
Smart School Start
2014Academic Mini-Mixer
Dogs and CatsEstimated time: 20 minutes
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Things unique to the dog
Things shared by both
Things unique to the cat
The Dog's Diary
8:00 am - Dog food! My favorite thing! 9:30 am - A car ride! My favorite thing! 9:40 am - A walk in the park! My favorite thing! 10:30 am - Got rubbed and petted! My favorite thing!12:00 pm - Milk bones! My favorite thing! 1:00 pm - Played in the yard! My favorite thing! 3:00 pm - Wagged my tail! My favorite thing! 5:00 pm - Dinner! My favorite thing! 7:00 pm - Got to play ball! My favorite thing! 8:00 pm - Wow! Watched TV with the people! My favorite thing!11:00 pm - Sleeping on the bed! My favorite thing!
The Cat's Diary
Day 983 of My Captivity
My captors continue to taunt me with bizarre little dangling objects. They dine lavishly on fresh meat, while the other inmates and I are fed hash or some sort of dry nuggets. Although I make my contempt for the rations perfectly clear, I nevertheless must eat something in order to keep up my strength.
The only thing that keeps me going is my dream of escape. In an attempt todisgust them, I once again vomit on the carpet. Today I decapitated a mouse and dropped its headless body at their feet. I had hoped this would strike fear into their hearts, since it clearly demonstrates my capabilities. However, they merely made condescending comments about what a "good little hunter" I am.
There was some sort of assembly of their accomplices tonight. I was placed in solitary confinement for the duration of the event. However, I could hear the noises and smell the food. I overheard that my confinement was due to the power of "allergies." I must learn what this means, and how to use it to my advantage.
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Things unique to the dog
Things shared by both
Things unique to the cat
Focus on completion, with immediate feedback (grades)
Don’t take things home.
Specific Positive
Transformative
#2 Number Time
TRUE STORY
“I do not teach addition or subtraction until second trimester….”
Number Time! Thing of the day ___________Circle 1 2 3 4 5 6 7 8 9 10
Draw them!
+ -
Fact Families
+ ==
How many of 10?
-
Specific Positive
Out of the comfort zone? Transformative
The need for speed
#3 8•pARTS
Name ___________________________
Adverb Verb Noun Adjective
Make a three word phrase - label the subject and predicate
Interjection
Prepositions
Conjunctions
Pronouns
Simile - Analogy
Concept: Jon Corippo
Write a short paragraph - !use one of each part of speech
That is my grammar lesson plan until Oct 1
Name ________________________ Number______________
Imperative
Declarative
Interrogative
Exclamation
Dialogue - Character 1
Dialogue - Character 2
Dialogue - Character 1
Dialogue - Character 2
(Use quotes and commas!)
Plural Possessive
Singular Possesive
Use there and their correctly:
________________________________________
________________________________________
Title the Picture- USE CAPS CORRECTLY!!:
________________________________________
________________________________________
Use an appositive:
________________________________________
________________________________________
Write a sentence with a semi colon:
________________________________________
________________________________________
Write a compound sentence:
________________________________________
________________________________________
Write a complex sentence:
________________________________________
________________________________________
Copyright: Jon Corippo
That is my writing lesson plan until October 31.
4-6 Reps?
#4 Iron Chef
#GTAMTV
Miseen
Place
One slide per studentmise en place:
10 min build
guaranteed sites defined jobs clear parameters
RECIPE
Student presenters
1 Min x 1 Slide Each
Don’t grade these!
- ARTISTIC IMPRESSION- TECHNICAL ACCURACY - OVERALL PERFECTION
Grading?
Focus on completion, with immediate feedback (grades)
Don’t send things home.
Don’t take things home.
Clear rubrics. Focus on skills, not facts.
4-6 Reps?
#5 Lit Circles 2.0
Summarize Characterize
Conflict Wishes
Somebody Wanted But So Then
Char vs Char
Char vs Self
Char vs Nature
Char vs Machine
Char vs Society
Description Actions Dialogue Interior Monologue How Society sees them
What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
The Training. Play 30 second commercials
Summarize Characterize
Conflict Wishes
Somebody Wanted But So Then
Char vs Char
Char vs Self
Char vs Nature
Char vs Machine
Char vs Society
Description Actions Dialogue Interior Monologue How Society sees them
What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
The Training. Play 30 second commercials
Find commercials on
Download off YouTube. Optional
BUY-IN.
YOUR STUDENTS WILL ASK TO WATCH AND ANALYZE VIDEOS OVER AND OVER
Note: This is “close watching” as opposed to “close reading” - but the skills gained are the same
THIS WILL HAPPEN
Kids will see Irony, Paradox, Poetic Justice,
Foreshadowing and more in REAL LIFE
NOT just books.
THIS PROCESS IS MORE
IMPORTANT THAN
STANDARDIZED SCORES
Think Practical Final
A one or two period build.
Trifold. Short Film. Website. Game.
FOUR Cs
THROWDOWN
VOTE!
http://mrvaudrey.com/2012/05/03/the-only-lesson-theyll-remember/
VOTE!
VOTE!
Creator CuratorCrea-urator
FOUR Cs
THROWDOWN
