new fairfield leadership retreat share
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Slides from the Common Instructional Language retreat with New Fairfield administrators and instructional leaders.TRANSCRIPT
EDUCATION CONNECTION
Building a CommonLanguage of Learning
21st CenturyEducation
New Fairfield Public Schools
August 23 & 24, 2011
© JPC Sr. 2011
© JPC Sr. 2011
Here is the 2 day plan…
1. Reviewing the outcomes.
2. A little context to get you thinking.
3. Identifying critical instructional elements.
4. Indicators and scale.5. Instructional rounds
process planning.6. Wrap and reflect.
© JPC Sr. 2011
Outcomes for These Sessions
Our goal is to create a common language around the most critical classroom elements that
will drive progress toward our district mission of appropriate student
preparation.
To accomplish this, we will:1. Work to achieve coherence of mission,
goals, and philosophy.2. Share contextual information.3. Identify and prioritize common
instructional elements as a basis for instructional rounds and other activities.
4. Create specific descriptors that provide a sustainable common language.
5. Develop a shared process understanding for the use of instructional rounds.
© JPC Sr. 2011
Mission, Goals, and Theory
New Fairfield Public Schools’ Mission Statement
We are a community of learnersdedicated to academic, social, and personal
excellence.
Goal for the Strategic Plan
To incorporate technology and use data to drive and personalize instruction, ensuring continuous
improvement for all students.
Theory of Action
If we continually develop the instructional expertise of the staff of the New Fairfield Public Schools, then curriculum and instructional practices will be strengthened and all students
will learn in deeper and more meaningful ways.
An Organizing Framework
Under the goal of achieving a common language for our instructional rounds, we
will be identifying and prioritizing key elements of effective classrooms.
© JPC Sr. 2010
Respond in these Four Areas1. Goals/Content/Curricula
Alignment2. Planning/Procedure/
Teacher Actions3. Teaching and Student
Engagement4. Assessment and Data
Draw from…1. CCT2. Marzano & Elmore3. New Fairfield’s
Effective Teaching Conversation
4. Disruptive Technology and CCSS
Disruption Number One
There is no escape…
The future of work and learning
processes/resources are
digital.
© EC/JC 2011
Yes, It’s Happened Before Our Eyes
© JPC Sr. 2011
Think About Exponential Growth
Since 1994 the number of web sites has grown from 5,000 to 250,000,000 (50,000 % increase)
Distinct content pages now number in the trillions…
Every day, Google handles about 6,200,000,000 page views and processes 20 petabytes of data.
275,000 words are typed every minute onto blogger
And then there is the newest internet monster Facebook...
© EC/JC 2011
Facebook as the New Internet
o In October 2007, FB had a mere 20 million US users.
oToday (as of 1/4/11) it has over 146 million US based users.
oThat accounts for 70% of all US based internet users.
© EC/JC 2011
The World is One Network
My youngest son is in Brazil on a Rotary Exchange.
Before he was notified of his placement (Uberlandia) by Rotary officials, he had already spent two hours facebook chatting with an outbound student from the host city who knew he was coming and more than a week getting to know the family he was being placed with.
© EC/JC 2011
The World is One Information Sharing
Network
1. Google2. Facebook3. YouTube4. Yahoo!5.
Windows Live (Microsoft search)
6. Baidu.com (A Chinese language search
engine)
7. Blogger.com8. Wikipedia9. QQ.COM
(A Chinese language IM program)
10. Twitter
© EC/JC 2011
The World’s Top 10 Traffic Sites
From Turn the Page to Hit The Button
In the second quarter of 2010, Amazon sold 180 Kindle Edition Books for every 100 hard-covers sold.
In the fourth quarter, Kindle editions outsold paperbacks as well.
Amazon has been selling books for 16 years and Kindle books for 3 years.
© EC/JC 2011
The King Is Dead, LLTK
More content hours were uploaded to YouTube in 2010…
…than have been broadcast by the three major networks in their entire history.
http://www.youtube.com/create© EC/JC 2010
From Passive to Empowered
The cell phone has reached 90% of the market faster than any other device in the last 50 years.
Nearly half (47%) of US teens say their social life would end or be worsened without their cell phone, and nearly six in 10 (57%) credit their mobile device with improving their life
After having his wisdom teeth out in August, my youngest son had to be warned by the nurse that he may not remember what he was texting because of the impact of the anesthesia. © EC/JC 2011
Still Not Sure?It really is no longer a prediction…
- Restated Truth One –
CURRENTwork and learning
processes/resources are
already primarily digital.
© EC/JC 2011
Disruption Number Two
You Can’t Learn Without Access
Adequate preparation
for a higher order thinking digital
environment requires one-one access by staff and students.
© EC/JC 2011
It Just Makes SenseOne cannot prepare
students to master skills and be information
literate, independent, higher-order thinkers if
they are not consistently doing meaningful work with the tools that will
help define their success.
© EC/JC 2011
Practice + Feedback = Fluency
2011 NEASC Standards
A rating of DEFICIENT is appropriate if any of the following exist:
1. A lack of challenging and measurable 21st century learning expectations for all students which address academic, social, and civic competencies, and a lack of school-wide analytic rubrics that identify targeted high levels of achievement for all 21st century learning expectations
2. The school does not have a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school’s 21st century learning expectations
3. Insufficient opportunities for all students to practice and achieve each of the 21st century learning expectations
4. Instructional practices on the whole are not consistent with the school’s core values, beliefs, and 21st century learning expectations© EC/JC 2011
© JPC Sr. 2008
They ARE Different
Adapted from Marc Prensky – “Digital Game Based Learning”
Digital Immigrants
Digital Interpreters Mostly textPaper basedInformation streamOne task at a timeFontsLogical orderOne conversationReward in the endSerious workDeliberation Legacy content
Digital Natives
Digital FluencyMostly mediaScreen basedInformation floodMulti-taskingGraphicsRandom accessNetworkedInstant gratificationGames and engagementTwitch speedFuture content
They Are Wired Differently
By Age 21…1. 20,000 hours of video
games2. 250,000 emails/text
messages (BTW - my son sent 4,450 texts in March of 2011)
3. 10,000 hours on the phone4. 10,000 hours watching TV5. 250,000 commercial
messages.InfoSavvy Group, June 2010
Jukes, McCain, McDonald
© EC/JC 2011
Disruption Number Three
Further Print Investment is a Waste
Continued investment in a print-based
infrastructure and the lack of strategic
transitional planning for a complete move to digital are ultimately
counterproductive both educationally and
fiscally.© EC/JC 2011
Putting It All Together
These are the factors that have come together over the last two years to make the new math of
one-to-one for everyone possible.
© EC/JC 2011
+ + =Affordable
1 to 1DeliveryModels.Low cost,
apps and open sourcematerials.
Low cost,i-net focusedNetbooks and
Devices.
No or low costcloud-based computing
software and storageoptions on a mass
basis.
Essential Planning Questions
How do our goals for learning need to be adjusted to reflect the skills and attributes required for academic,
vocational, and personal success in a flat, digital, integrated, and highly collaborative/competitive world?
Aligning Goals for Learning With The Real World© JPC Sr. 2009
Preparing Students For a Knowledge Economy
Align Your Systems With Your Goals for Learning
Type of AssessmentRequired
Subject Area Responsibilities
Everyone’s Responsibility
© JPC Sr. 2009
Content(Declarative)
Facts
Content Skills
(Procedural)Discrete Skills
21st Cent. Skills(Contextual)
Applied Understandings
Type of Knowledge
Desired
Type of InstructionRequired
Lecture, video, films, assigned readings and
memory activities.
Classroom or textbook problems, experiments,
discussions, practice and repetition.
Complex projects,real time explorations,
authentic and technology supported applications.
Amount of Time
Required
Discrete units,spiraled and predictable.
Ongoing, systemic and without a finite
or predictable end.
Discrete units,spiraled and predictable.
Recall & recognitionbased quizzes, tests,
and activities. Multiplechoice, matching, etc.
(SAT/AP/Exams)
Checklists, analytic rubrics,
or other agreed upon skill standards
(AP/CMT/CAPT/Exams)
Holistic and, analytic rubrics,
or other agreed upon skill standards
(Portfolios, Exhibitions, Etc)
21st Century Skills1. Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks.2. Work independently and collaboratively to solve problems and accomplish goals.3. Communicate information clearly and effectively using a variety of tools/media in varied contexts for a variety of purposes.4. Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.5. Effectively apply the analysis, synthesis, and evaluative processes that enable productive problem solving.6. Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.
© JPC Sr. 2010
Contextual Comparison
© JPC Sr. 2011
Consensus 21st Century Skills
1. Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks.
2. Work independently and collaboratively to solve problems and accomplish goals. 3. Communicate information clearly and effectively using a variety of tools/media in varied contexts for a variety of purposes. 4. Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.
5. Effectively apply the analysis, synthesis, and evaluative processes that enable productive problem solving. 6. Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.
Common Core S.S. SummaryReadingRead informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. WritingThe ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidenceResearch—both short, focused projects (such as those commonly required in the workplace) and longer term in depth researchSpeaking and ListeningThe standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.LanguageThe standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.Media and TechnologyCritical analysis and production of media.MathDevelop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.
NONE
NONE
How must our methods of assessing
student learning evolve so that
we can meet the twin demands of
feedback and accountability in
a skill based world?
Essential Planning Questions
Feedback and Accountability in a Skill Based World© JPC Sr. 2009
How should we adjust our teaching and
delivery methods to both leverage the
power of Information Age technologies and
to meet a new generation of learners in their own learning
environment?Leveraging Information Age Tools and Strategies
© JPC Sr. 2009
Essential Planning Questions
© JPC Sr. 2009
The Rules of Engagement
1.Each student has learning experiences at intermediate difficulty for that student.
2.Expectations for the student are high but achievable for that student.
3.Students make decisions about their own learning that lead them to be autonomous learners.
4.Students’ perspectives are valued.5.There is both a sense of community and
individuality.6.Instruction is tied to student interests
(and is culturally relevant).From Powerful Learning by Ron Brandt, ASCD, Alexandria, VA: ASCD
Engagement + Purpose = Learning
So students can…
1.Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks.
2.Work independently and collaboratively to solve problems and accomplish goals.
3.Communicate information clearly and effectively using a variety of tools/media in varied contexts for a variety of purposes.
4.Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.
5.Effectively apply the analysis, synthesis, and evaluative processes that enable productive problem solving.
6.Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.
© JPC Sr. 2007
Teachers must…1.Design instructional experiences that
facilitate the ownership & development of these critical skills.
2.Create, lead & facilitate a rigorous, content rich & student centered learning environment.
3.Improve the quality & depth of assessment of student learning.
4.Work collaboratively to support a variety of student learning & professional goals.
5.Continuously improve their own technical knowledge & problem solving abilities.
Responsibilities for 21st Century Learning Success
Common Core Instructional Shifts
1. Balance of literature and literary non-fiction (K-5) 2. Literacy as part of science and social studies/history;
informational text as part of ELA (6-12)3. Appropriately complex text4. Questions regarding text are text-dependent5. Writing to inform or argue using evidence6. Academic Vocabulary
---------------------------7. FOCUS, FOCUS, FOCUS – Deeper understanding of fewer
concepts (Less focus on data, statistics, probability in elementary math, more focus on number, operations and algebraic thinking)
8. COHERENCE – One year builds to the next9. FLUENCY – These standards expect speed and accuracy10. DEEP UNDERSTANDING – fewer standards allow for this11. APPLICATION – deep understanding will provide students the
ability to apply what they know
© JPC Sr. 2011
What Does This Mean?
So, considering these changes and more – what would you think our most important classroom behaviors should be in our attempt to create an instructional environment that is
aligned with these new teaching and learning realities?--------------------------------------------------------------------------------------
--Implications for:
What we teach… How we teach… How we assess learning... General classroom practices…
We are going to review our own experience and best practice content to generate an instructional model that serve as the
foundation of our “Problem of Practice” for the implementation of instructional rounds in the district.
© EC/JC 2011
Describing This Evidence
The difference between “accurate measurement” and
“valid assessment.”
© JPC Sr. 2007
© JPC Sr. 2007
The Pareto Principle
In any system of work, 20% of the
causes are responsible for
80% of the effects.
© JPC Sr. 2007
Keep this shift in mind…
- From -View Judge Explain
- To -Establish a reliable standard; then…
View Describe Analyze
© JPC Sr. 2007
Pay close attention to the language.
Judgment - Descriptive “reliable” vs. “corroborated
by at least one other
source” “effective” “1st person
narrative”
To help this shift…