It’s a REVOLUTION…It’s a REVOLUTION…

……not just another swing of not just another swing of the pendulum!the pendulum!

Tyrrell County SchoolsTyrrell County Schools

Preparing for Changes to ComePreparing for Changes to Come

Thursday, February 24, 2011 1:30-5:30Thursday, February 24, 2011 1:30-5:30

Let’s list the changes:Let’s list the changes:• Teacher Teacher

Evaluation Evaluation InstrumentInstrument

• Curriculum Curriculum – Every subject!Every subject!

• AssessmentsAssessments

• Graduation Graduation RequirementRequirement

• Student Student Accountability Accountability StandardsStandards

• Accountability Accountability ModelModel

Why all the change?Why all the change?• First of all…the world is a very different place!First of all…the world is a very different place!

• September 2006 – SBE adopted the mission – “every September 2006 – SBE adopted the mission – “every public school student will graduate from high school, public school student will graduate from high school, globally competitive for work and postsecondary globally competitive for work and postsecondary education, and prepared for life in the 21education, and prepared for life in the 21stst century.” century.”– SBE identified five goals to support this missionSBE identified five goals to support this mission

• REPORT FROM THE BLUE RIBBON COMMISSION ON REPORT FROM THE BLUE RIBBON COMMISSION ON TESTING AND ACCOUNTABILITY TO THE NORTH TESTING AND ACCOUNTABILITY TO THE NORTH CAROLINA STATE BOARD OF EDUCATIONCAROLINA STATE BOARD OF EDUCATION

• January 2008January 2008

http://http://www.ncpublicschools.org/www.ncpublicschools.org/docs/acre/history/docs/acre/history/accountabilityfinalreport.pdfaccountabilityfinalreport.pdf

Blue Ribbon Commission Report

SBE’s Framework For Change NCDPI’s Response to Framework For Change

ACRE Accountability and Curriculum Revision Effort

A Simple Vision

Essential Standards

Assessments

Accountability

ACRE Accountability and Curriculum Revision Effort

A Simple Vision

Essential Standards

Assessments

Accountability

Essential Standards

…and the Common Core

Please remember:• ELA and Math Curriculum will be the Common Core Standards

• ALL other areas will be the Essential Standards

Essential Standards/Common Core:Essential Standards/Common Core:

http://www.ncpublicschools.org/acre/http://www.ncpublicschools.org/acre/standards/standards/

Instructional Support Tools Instructional Support Tools (Crosswalks):(Crosswalks):

http://www.ncpublicschools.org/acre/http://www.ncpublicschools.org/acre/standards/support-tools/standards/support-tools/

Similar Goals for Standards

North Carolina’s Mandates

“Essential”

“Narrow”

“Deep”

“Rigorous + Relevant”

“Readiness for College and

Career”

Common Core

“Essential”

”Fewer, Higher,

Clearer”

”Focused”

“Enduring”

“Measurable”

“Clear and Concise”

“Prioritized and

Focused”

”Rigorous”

”Readiness for College and

Career”

11

Similar Goals for Standards

North Carolina’s Mandates

“Essential”

“Narrow”

“Deep”

Common Core

“Essential”

”Fewer, Higher,

Clearer”

Commonalities in all curriculum areas:

• 21st Century teaching and learning

• Developed based on the Revised Blooms Taxonomy

• Emphasizes teaching processes to be applied in authentic settings

Why are Why are 2121stst century skills century skills

important?important?

The students!

Today’s education faces irrelevance unless we bridge the gap between how students

live and how students learn.

YouTube - LearnToLearn14's ChannelYouTube - LearnToLearn14's Channel

Implicit in the word teach is student learning….

If you say you taught something and the students didn’t learn it…did you teach or just present information?

But 21But 21stst Century teaching and Century teaching and learning is certainly a lot more learning is certainly a lot more than using technology in the than using technology in the

classroom!classroom!

Please find this handout…

http://edorigami.wikispaces.com//

educational-origami -

home

Jigsaw Activity:Jigsaw Activity:• Divide into groups of 4 or 5 (with those around you)Divide into groups of 4 or 5 (with those around you)

• Each group will be given 3 categories to discussEach group will be given 3 categories to discuss

• Identify SPECIFIC ways your classroom (or school) Identify SPECIFIC ways your classroom (or school) has shifted from the 20has shifted from the 20thth Century Paradigm to the Century Paradigm to the 2121stst Century Paradigm Century Paradigm

• Select one idea to share with the whole groupSelect one idea to share with the whole group

• (Discuss for approximately 5 minutes)(Discuss for approximately 5 minutes)

Please find this document in your Please find this document in your handouts…handouts…

http://www.p21.org/

route21/

Questions or comments regarding 21Questions or comments regarding 21stst Century teaching and learning?Century teaching and learning?

It’s not just reading ’riting and It’s not just reading ’riting and ‘rithmatic anymore!‘rithmatic anymore!

•The new 3 R’s The new 3 R’s in education:in education:– RigorRigor– RelevanceRelevance– RelationshipsRelationships

• Now there are 4 Now there are 4 C’s as well:C’s as well:– CollaborationCollaboration– Creativity and Creativity and

innovationinnovation– CommunicationCommunication– Critical ThinkingCritical Thinking

Many thanks to Connie Chappelear, AOP-G Mathematics and Many thanks to Connie Chappelear, AOP-G Mathematics and Science Regional Center; Martha Fout, Coastal-PeeDee Science Regional Center; Martha Fout, Coastal-PeeDee Mathematics and Science Regional Center; and Alice Gilchrist, Mathematics and Science Regional Center; and Alice Gilchrist, USSM Mathematics and Science Regional Center for preparing USSM Mathematics and Science Regional Center for preparing several of the slides (especially the ones that “move.”)several of the slides (especially the ones that “move.”)

The Revised Bloom’s Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

The Original “Bloom’s TaxonomyThe Original “Bloom’s TaxonomyThe Original Bloom’s Taxonomy

Bloom Revised BloomBloom Revised Bloom

• Remember

• Apply

• Understand

• Analyze

• Evaluate

• Create• Evaluation

• Analysis

• Synthesis

• Application

• Comprehension

• Knowledge

In combination the six revised categories are termed

“COGNITIVE PROCESS” CATEGORIES

and they exist along the cognitive process dimension.

Q: What happened to Q: What happened to knowledge?knowledge?

A: It became a separate dimension –

The Knowledge Dimension

THE TAXONOMY TABLETHE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSIONK

NO

WL

ED

GE

DIM

EN

SIO

N

RememberRemember

• retrieve relevant knowledge from long term memory

– Recognizing– Recalling

Can you recall the name of a particular object?

UnderstandUnderstand• Construct meaning from instructional

messages, including oral, written and graphic communication.

– Interpreting– Exemplifying– Classifying– Summarizing– Inferring– Comparing– Explaining

Can you represent verbal information visually (interpreting)?

ApplyApply

•  Carry out or use a procedure in a given situation.

– Executing

– Implementing

Can you use information in another

situation?

AnalyzeAnalyze• Break material into its constituent parts

and determine how the parts relate to one another and to an overall structure or purpose.– Differentiating– Organizing– Attributing

Can you break information into parts to explore relationships?

EvaluateEvaluate

• make judgments based on criteria and standards

– Checking

– Critiquing

Can you make & justify a decision or course of action?

CreateCreate• Put elements together to form a

coherent or functional whole; reorganize elements into a new pattern or structure

– Generating– Planning– Producing

Can you generate new products, ideas, or ways

of viewing things?

• Factual Knowledge• Conceptual Knowledge• Procedural Knowledge • Metacognitive Knowledge

HOT ARTICHOKE DIP (Serves 10 to 14)

2 14-oz cans artichoke hearts

16 oz. mayonnaise

1 c. grated Parmesan cheese

Garlic salt (optional)

====================================

1. Drain artichoke hearts.

2. Mash artichokes with fork.

3. Mix with mayonnaise, cheese, and garlic salt.

4. Bake at 350 degrees for 15 minutes or until cheese is melted.

5. Serve with crackers or party rye.

Factual KnowledgeFactual Knowledge• The basic elements

students must know to be acquainted with a discipline or solve problems in it.

– Knowledge of terminology

– Knowledge of specific details and elements

Conceptual KnowledgeConceptual Knowledge• The interrelationships among

the basic elements within a larger structure that enable them to function together.

– Knowledge of classifications and categories

– Knowledge of principles and generalizations

– Knowledge of theories, models and structures

Procedural KnowledgeProcedural Knowledge• How to do something,

methods of inquiry and criteria for using skills, algorithms, techniques and methods.– Knowledge of subject-specific skills

and algorithms– Knowledge of subject-specific

techniques and methods– Knowledge of criteria for

determining when to use appropriate procedures

Metacognitive KnowledgeMetacognitive Knowledge• Knowledge of cognition in general as well

as awareness and knowledge or one’s own cognition.– Strategic knowledge– Knowledge about cognitive tasks, including

appropriate contextual and conditional knowledge

– Self-knowledgeHow did I get that answer?

THE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSION

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

KN

OW

LE

DG

E D

IME

NS

ION

Factual Knowledge

Conceptual Knowledge

ProceduralKnowledge

Metacognitive Knowledge

http://http://projects.coe.uga.edu/projects.coe.uga.edu/

epltt/index.php?epltt/index.php?title=Bloomtitle=Bloom

%27s_Taxonomy%27s_Taxonomy

What are the benefits (and detriments) of the fact that

the revised Taxonomy is no longer a cumulative

hierarchy? 

REFLECTIONREFLECTION

THE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSION

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

KN

OW

LE

DG

E D

IME

NS

ION

Factual Knowledge

Conceptual Knowledge

ProceduralKnowledge

Metacognitive Knowledge

Discussion Activity:

1. Discuss with someone at your table, a question you would pose or an assignment you would create in your content area to fit in one of the 24 grid squares.

2. Share selected ideas with group.

Don’t forget:Don’t forget:

Questions or comments about Revised Questions or comments about Revised Bloom’s Taxonomy (RBT)?Bloom’s Taxonomy (RBT)?

Remember:Remember:• If a child doesn’t know how to read…If a child doesn’t know how to read…

– ……we teach.we teach.

• If a child doesn’t know how to If a child doesn’t know how to compute…compute…– ……we teach.we teach.

• If a child doesn’t know how to If a child doesn’t know how to behave…behave…– ……we teach.we teach.

• If a child doesn’t know how to think…If a child doesn’t know how to think…– ……we teach!we teach!

We say, “We didn’t have to We say, “We didn’t have to be taught how to think!”be taught how to think!”

•Where did we learn?Where did we learn?

The demise of the dinner The demise of the dinner table!table!

http://www.youtube.com/wahttp://www.youtube.com/watch?v=V2raeNBXNXItch?v=V2raeNBXNXI

Next steps:Next steps:For the remainder of the 2010-2011 school For the remainder of the 2010-2011 school year - year -

• Incorporate 21Incorporate 21stst century skills into our century skills into our lesson planninglesson planning

• Use RBT in lesson designUse RBT in lesson design

• Be cognizant of incorporating literacy Be cognizant of incorporating literacy objectives into content instruction. objectives into content instruction. (See handouts)(See handouts)

Summer 2011:Summer 2011:

• Transition Team – Teacher leaders attend Transition Team – Teacher leaders attend training on the new curriculumtraining on the new curriculum

• Conduct district-wide professional Conduct district-wide professional development prior to the start of school development prior to the start of school to provide time for teachers to become to provide time for teachers to become familiar with the new curriculumfamiliar with the new curriculum

2011-2012 School Year:2011-2012 School Year:

• Work with building level teacher leaders Work with building level teacher leaders to become familiar with the new to become familiar with the new curriculum and use crosswalks to raise curriculum and use crosswalks to raise consciousness about changes for the next consciousness about changes for the next yearyear

• Use professional development days (‘DoI’) Use professional development days (‘DoI’) to begin to draft new pacing guidesto begin to draft new pacing guides

Summer 2012:Summer 2012:

• Use professional development days Use professional development days to create new pacing guides and to create new pacing guides and develop new units and lessonsdevelop new units and lessons

2012-2013 School Year:2012-2013 School Year:

• Implement new curriculum!Implement new curriculum!

• Use ‘DoI’ to revise and modify pacing Use ‘DoI’ to revise and modify pacing guides as neededguides as needed

Questions?Questions?

Stand by Me – Playing for Change – Stand by Me – Playing for Change – Song Around the WorldSong Around the World