july 18, 2011 willard r. daggett - acteaz · pdf filedr. willard r. daggett ... occupations...
TRANSCRIPT
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CTE at a CrossroadsCTE at a Crossroads
July 18, 2011
Dr. Willard R. Daggett
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“Th h B f Ti“These are the Best of Times ‐
These are the Worst of Times”These are the Worst of Times
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These are the Best of TimesThese are the Best of Times
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These are the Worst of TimesThese are the Worst of Times
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The ChallengesThe Challenges
• Common Core State Standards (CCSS)
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The ChallengesThe Challenges
• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)( )
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The ChallengesThe Challenges
• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)( )• Teacher effectiveness based on student
performanceperformance
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The ChallengesThe Challenges
• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)( )• Teacher effectiveness based on student
performanceperformance• Prepare students for the world beyond
schoolschool
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CrossroadsCrossroads
• Job Specific vs. Applied Academic• Specialization vs. Collaborationp
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The ChallengeThe Challenge
CCSS/NGA/Teacher Evaluation into CTE OROR
CTE into CCSS/NGA/Teacher Evaluation
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The ChallengeThe ChallengeB t A d i d CTE‐ Between Academic and CTE
‐Within CTE
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WHY WHAT HOWWHY – WHAT ‐ HOW
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WHYWHY
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Schools are ImprovingSchools are Improving
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Schools are ImprovingSchools are Improving
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Skills GapSkills Gap
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Schools are ImprovingSchools are Improving
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Schools are ImprovingSchools are Improving
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Schools are ImprovingSchools are Improving
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Semantic WebSemantic Web
•Analyze Documents—Key words and headers (Google)Key words and headers (Google)
•Meaning / Concepts—Wolfram Alpha
•Complete Taskp
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ImplicationsImplications
k Homework Term Papere ape
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‐Wolfram Alpha‐Wolfram Alpha
• will search all language and give you response in your languageresponse in your language
• will respond in writing or verbally (in your l )language)
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SPOTSPOTSPOTSPOT
•• Integrated ProjectionIntegrated Projection•• Projection KeyboardProjection Keyboard•• Projection KeyboardProjection Keyboard
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Projection KeyboardProjection KeyboardProjection KeyboardProjection Keyboard
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Projection Keyboard and ProjectorProjection Keyboard and ProjectorProjection Keyboard and ProjectorProjection Keyboard and Projector
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Information TechnologyInformation Technology
• Availability of Information
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Moore’s Law – Doubles Every 2 YearsComputing
CapacityCapacity
1991 2011 2021
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What they needWhat they need
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Lexile Framework® for Reading Study Summary of Text Lexile MeasuresSummary of Text Lexile Measures1600
Interquartile Ranges Shown (25% - 75%)
1400
sure
(L)
1000
1200
exile
Mea
s
800Text
Le
600High
SchoolCollege
LiteratureHigh
SchoolCollege
TextbooksMilitary Personal
UseEntry-LevelOccupations
SAT 1,ACTSchool
LiteratureLiterature School
TextbooksTextbooks Use Occupations ACT,
AP*
* Source of National Test Data: MetaMetrics
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FinancialFinancial
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2011 U S Federal Budget2011 U.S. Federal Budget
• Borrowing 41% of every dollar it i diis spending
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Federal ObligationsFederal Obligations
•Medicare 24.8T•Social Security 21.4TSocial Security 21.4T•Debt 9.4T•Retirements 5.6T •Other 0.4TOther 0.4TTOTAL 61.6T
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Federal ObligationsFederal Obligations•$534,000 per household•More than 5 timesMore than 5 times
—Mortgages C L—Car Loans
—College Loans—Credit Cards
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D fi i1,000
Deficitns
)in
Bill
ion
Dol
lars
(
240
125
US
D
104 125
JapanEarthquake
EducationStimulus
States’ BudgetShortfall
PublicPension Fund
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why WHAT howwhy – WHAT ‐ how
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What WorksWhat Works
RESEARCH
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What WorksWhat Works
RESEARCHMODELSCHOOLSSCHOOLS
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What WorksWhat Works
RESEARCHMODELSCHOOLS
STRUCTURESCHOOLS
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What WorksWhat Works
RESEARCHMODELSCHOOLS
STRUCTURESCHOOLS
BESTBEST PRACTICES
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What WorksWhat Works
RESEARCHMODELSCHOOLS
STRUCTURESCHOOLS
ACTION BESTACTION PLAN
BEST PRACTICES
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What WorksWhat Works
MODELSCHOOLS
STRUCTURE
RESEARCHSCHOOLS
ACTION BESTACTION PLAN
BEST PRACTICES
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1 S d d D i i1 Standard Deviation
• Students do better than 84% of t d t t i th t i iti tistudents not in that initiative
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1 S d d D i i1 Standard Deviation
• Students do better than 84% of t d t t i th t i iti tistudents not in that initiative
• Typically represent 2 years growth in one year
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FocusFocus
•What is effective?
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Application of KnowledgeApplication of KnowledgeEffective
0.8
1
.65 SD = 1.30 Years
G th Y0.65
0.6
Growth per Year
0.2
0.4
0
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Student Teacher RelationshipStudent Teacher RelationshipEffective
1.72 SD = 1.44 Years
G th Y0.720.6
0.8 Growth per Year
0.2
0.4
0
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Literacy StrategiesLiteracy StrategiesEffective
1
Effective.61 SD = 1.22 Years
G th Y0.8
1 Growth per Year
0.610.4
0.6
0
0.2
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FocusFocus
•What is effective?Wh t i t?•What you can impact?
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Socioeconomic StatusSocioeconomic Status
1
Effective
0 6
0.8
0.570.4
0.6
0
0.2
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You Cannot Change WhereYou Cannot Change Where YOUR STUDENTS CAME FROMYOUR STUDENTS CAME FROM
HoweverHowever
Y C Ch Wh YOURYou Can Change Where YOURSTUDENTS ARE GOINGSTUDENTS ARE GOING
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FocusFocus
•What is effective?Wh t i t?•What you can impact?
•What is most efficient?What is most efficient?
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Effectiveness and Efficiency Framework
High Cost
Low Cost
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Effectiveness and Efficiency FrameworkHigh Student Performance
EEEEffffee
High Cost
Low Cost
eeccttiivveenneessss
Low Student Performance
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Effectiveness and Efficiency FrameworkHigh Student Performance
EE
CC DDEEffffee
High Cost
Low Cost
CC DDeeccttii
AA BBvveennAA BBeessss
Low Student Performance
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Class SizeClass SizeEffective Efficient
1
0 8
1
0.6
0.8
0.6
0.8
0.2
0.4
0.2
0.4
0.210
0.200
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Summer SchoolSummer SchoolEffective Efficient
1
0 8
1
0.6
0.8
0.6
0.8
0.2
0.4
0.2
0.4
0.230
0.200
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00 00
720.
90
0.75
0.90
0.75
0.9 0
0.80
0.75
0.90
0.7
0.620.
67
0.60
0
0.69
0.60
0.65
0.55
0.55
0.40
0
0.21
0.20
0.30
0.220.23
0.20
udent
acher
PD
Prior
chieve
orm.
Eval.
acher
larity
Meta
trats.
teracy
trats.
Peer
Tutor
Class
Size
bility
roup
Teach
Test
mmer
hool
Stu
TeP
Ac Fo E Te ClM StLit St TC S Ab
G Te T
Sum
Sch
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Greatest ImpactGreatest Impact
• What is effective?Wh t i t?• What you can impact?
• What is most efficient?
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Greatest ImpactGreatest Impact
• Culture of High ExpectationsR l f I t ti• Relevance of Instruction
• Strong Relationshipsg p
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FindingsFindings
•Teachers are our greatest hope.
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Student Teacher RelationshipStudent Teacher RelationshipEffective Efficient
1 1
Effective Efficient
0.720.6
0.8 0.90
0.6
0.8
0 2
0.4
0 2
0.4
0
0.2
0
0.2
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Application of KnowledgeApplication of KnowledgeEffective Efficient
0 8
1
0 8
1
0.650.6
0.8
0.800.6
0.8
0.2
0.4
0.2
0.4
0 0
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Professional DevelopmentProfessional DevelopmentEffective Efficient
0 8
1
0 8
1
0.62
0.6
0.8
0.750.6
0.8
0.62
0.2
0.4
0.2
0.4
0 0
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Teacher Expectations and ClarityTeacher Expectations and ClarityEffective Efficient
1 1
0.750.6
0.8 0.90
0.6
0.8
0 2
0.4
0 2
0.4
0
0.2
0
0.2
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Assessment to Inform and Differentiate Instruction
1 1
Effective Efficient
0.8
0.80
0.8
0.650.4
0.6
0.80
0.4
0.6
0.2 0.2
0 0
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Meta‐Cognitive StrategiesMeta Cognitive StrategiesEffective Efficient
1 1
Effective Efficient
0.690.6
0.8
0.800.6
0.8
0 2
0.4
0 2
0.4
0
0.2
0
0.2
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Literacy StrategiesLiteracy StrategiesEffective Efficient
1 1
Effective Efficient
0.6
0.8
0.6
0.8
0.610.4
0.650.4
0
0.2
0
0.2
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why what HOWwhy – what ‐ HOW
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Plan Instruction based on how Students LearnPlan Instruction based on how Students Learn
Effective Efficient1.28
0 8
1
0 8
1
1.28
0.6
0.8
0.700.6
0.8
0.2
0.4
0.2
0.4
0 0
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Application ModelApplication Model1 Knowledge in one discipline1. Knowledge in one discipline2. Application within discipline3 li i di i li3. Application across disciplines4. Application to real‐world predictable
situations5. Application to real‐world unpredictable pp p
situations
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Knowledge TaxonomyKnowledge Taxonomy1 Awareness1. Awareness2. Comprehension 3. Application4 Analysis4. Analysis5. Synthesis 6. Evaluation
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Application ModelApplication Model1 Knowledge in one discipline1. Knowledge in one discipline2. Application within discipline3 li i di i li3. Application across disciplines4. Application to real‐world predictable
situations5. Application to real‐world unpredictable pp p
situations
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LevelsBloom’sBloom’s
CC DD6 CC DD56
43
AA BB32
1 2 3 4 5
AA BB1
1 2 3 4 5ApplicationApplication
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Rigor/Relevance Framework6
DC• Analyze the graphs of the
perimeters and areas of squares having different‐length sides.
• Determine the largest rectangular
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the
45 DC
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
3
4 • Determine and justify the similarity or congruence for two geometric shapes.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
C l l f d i i i
2
A B• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.C l l l f i l h
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
1 A B• Calculate volume of simple three‐dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
, p , g• Determine the median and mode of real
data displayed in a histogram • Organize and display collected data, using
appropriate tables, charts, or graphs.
1 2 3 4 5g
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Rigor/Relevance Framework6
DC• Analyze the graphs of the
perimeters and areas of squares having different‐length sides.
• Determine the largest rectangular
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the•Express probabilities as fractions, percents,
d i l
45 DC
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
or decimals.•Classify triangles according to angle size and/or length of sides.
3
4 • Determine and justify the similarity or congruence for two geometric shapes.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
C l l f d i i i
•Calculate volume of simple three‐dimensional shapes.
•Given the coordinates of a quadrilateral
2
A B• Calculate percentages of advertising in a
newspaper.• Tour the school building and identify
examples of parallel and perpendicular lines, planes, and angles.
•Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
1 A B, p , g• Determine the median and mode of real
data displayed in a histogram • Organize and display collected data, using
appropriate tables, charts, or graphs.
1 2 3 4 5
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Rigor/Relevance Framework6
DC• Analyze the graphs of the
perimeters and areas of squares having different‐length sides.
• Determine the largest rectangular
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the
• Calculate percentages of advertising in a newspaper.
45 DC
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
3
4 • Determine and justify the similarity or congruence for two geometric shapes.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
lines, planes, and angles.• Determine the median and mode of real data displayed in a histogram.
• Organize and display collected data
2
A B• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.C l l l f i l h
• Organize and display collected data, using appropriate tables, charts, or graphs.
1 A B• Calculate volume of simple three‐dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
1 2 3 4 5g
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LevelsBloom’sBloom’s
CC DD6 CC DD56
43
AA BB32
1 2 3 4 5
AA BB1
1 2 3 4 5ApplicationApplication
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Rigor/Relevance Framework
3DC
3A B
2• Calculate with numbers, including decimals, ratios, percents and fractionspercents, and fractions.
• Understand two‐dimensional motion and
j i b i h
1trajectories by separating the motion of an object into x and y components.
1 2 3 4 5
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Rigor/Relevance Framework
3DC
3A B
2• Know the characteristics and phenomena of sound waves and light wavesand light waves.
• Understand the effect of sounds, words, and imagery
li i di
1on a listening audience.
1 2 3 4 5
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DDCC DDCC
AA BBAA BB
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International Center forInternational Center for Leadership in Education, Inc.
1587 Route 1461587 Route 146Rexford, NY 12148Ph (518) 399 2776Phone (518) 399‐2776Fax (518) 399‐7607E‐mail ‐ [email protected]