Signposts in the Customized Learning

WorldCharting our course and finding our way

What is the destination?

Standards Based vs Standards Referenced

“ Standards are used to guide curriculum. Student progress in demonstrating proficiency of standards is measured and used to determine advancement to higher learning levels”

Instead of

“Standards are used to guide curriculum and measure student progress. Students generally advance in age based cohorts (grade levels) and may advance without demonstration of proficiency on specific standards.”

STANDARDS-BASED EDUCATIONSBE

PERFORMANCE-BASED EDUCATIONPBE

MASS CUSTOMIZED LEARNING MCL A Vision

PROFICIENCY-BASED EDUCATIONPBE

PERSONAL MASTERYRISC

Partners/Resources

Department of Education

Maine Cohort for Customized Learning

Western Maine Educational Consortium

Great Schools Partnership

Maine Curriculum Leaders Association

Maine School Superintendents Association

Why, What and How

The Rationale: Why must we do this work?

Background Knowledge: What must we know to do this work?

Process: How will we do this work?

The Rationale

WHY must we do this work?

1. Too much content (Impossible!)

2. Implement the research (Finally!)

3. Become standards-based (Truly!)

Sample Math Standard

Develop fluency in adding, subtracting, multiplying, and dividing whole numbers

- All four operations? Fluency?

The NCTM document includes 241 benchmarks, after unpacking there are more than 741 unique elements (Marzano, 2002)

It is important to unpack standards documents and break them down into measureable topics: “measurement topics”

We must have a “GUARANTEED AND VIABLE CURRICULUM”

THE RESEARCH: WHAT WORKS IN SCHOOLS

1. GUARANTEED AND VIABLE CURRICULUM

2. CLEAR GOALS AND EFFECTIVE FEEDBACK3. PARENT AND COMMUNITY INVOLVEMENT

4. SAFE AND ORDERLY CLIMATE5. STAFF COLLEGIALITY AND PROFESSIONALISM

6. INSTRUCTION

7. CLASSROOM MANAGEMENT8. CURRICULUM DESIGN

9. HOME ATMOSPHERE

10. LEARNED INTELLIGENCE AND PRIOR KNOWLEDGE

The Research:The Art and Science of Teaching

1. What will I do to establish and communicate learning goals, track student progress, and celebrate success?

2. What will I do to help students effectively interact with new knowledge?

3. What will I do to help practice and deepen their understanding about new knowledge?

4. What will I do to help student generate and test hypotheses about new knowledge?

5. What will I do to engage students?

6. What will I do to establish or maintain classroom rules and procedures?

7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

8. What will I do to establish and maintain effective relationships with students?

9. What will I do to communicate high expectations for all students?

10. What will I do to develop effective lessons organized into a cohesive unit?

STRATEGIC DIRECTION & ALIGNMENTSTRATEGIC DIRECTION & ALIGNMENT

LEADERSHIPLEADERSHIP

Our

Vis

ion,

Mis

sion

, Lea

rner

Out

com

esO

ur Guiding Principles &

Core ValuesCurriculuCurriculummCurriculuCurriculumm

InstructiInstructiononInstructiInstructionon

AssessmeAssessmentntAssessmeAssessmentnt ReportinReportin

ggReportinReportingg

Guaranteed & Viable

Measurement Topics Scopes, Scales

Learning Goals

Content, Reasoning Processes, Habits of

Mind

Guaranteed & Viable

Measurement Topics Scopes, Scales

Learning Goals

Content, Reasoning Processes, Habits of

Mind

A Common Instructional Language(Framework

)

“The Art & Science

of Teaching”

Learning Opportunities Tied to Learning

Goals

A Common Instructional Language(Framework

)

“The Art & Science

of Teaching”

Learning Opportunities Tied to Learning

Goals

Flexible Options

Formative Assessment

Practices Inform

Instruction

Evidence of Proficiency

Flexible Options

Formative Assessment

Practices Inform

Instruction

Evidence of Proficiency

Provide Learners

with Feedback Specific to Learning

Goals

Electronic Resources Help Track

Student Progress

Provide Learners

with Feedback Specific to Learning

Goals

Electronic Resources Help Track

Student Progress

Research-BasedBest Practices

Signpost #1Growth Mindset

“When teachers and students focus on improvement rather than on whether

they are smart, kids learn a lot more”

http://tedxtalks.ted.com/video/Social-Media-Changing-Learning;search

%3AEduardo%20Briceno

www.mindsetonline.com

Signpost 2: Classroom Rules and

Procedures

What will I do to establish or maintain classroom rules and procedures?

(Design Question 6: Art and Science of Teaching)

Tools

Code of Collaboration

Standard Operating Procedures (SOPs)

Flow Chart

Parking Lot

Reflective Thinking

Tools

www.langfordlearning.com/.../Tool-Time-Handbook-12.1-for-Education

http://www.cbsadams50.org/shared-vision/

http://www.maine.gov/doe/cbp/index.html

Signpost #3Learning Goals

What will I Do to Establish and Communicate Learning Goals, Track Student Progress, and Celebrate Success?

(Design Question #1, Art and Science of Teaching)

Learning Goals & Students

“…if the learning intentions (goals) and success criteria are transparent, then there is a higher likelihood that students will become engaged in reducing the gap between where they started and where we would like them to finish.” (Hattie and Timperley, 2007 from Putting FACES on the Data, Sharratt and Fullan, 2012)

Learning Goals & Students

1. Clear, specific learning goals

2. Clear “success criteria”

3. Tracking progress on the goals

4. Feedback on the goals

5. Feedback on the student’s standing related to the goals

6. Celebrate success

*Improved Student Engagement and Student Achievement

Learning Goals vs

Activities/Assignments

LEARNING GOALSvs

ACTIVITIES/ASSIGNMENTS

TodayDo the examples

on pg. 15Finish homeworkWork on math

project

Activities/Assignments

As a result of what we do today, you will beable to demonstrate that you:

Understand the order of operations

Can solve unit rate problems

Learning Goals

Goals or Activities?marzanoresearch.com/classroomstrategiesthatwork

1.Students will be able to recognize the protagonist, theme, and voice of a piece of literature.

2.Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout.

Goals or Activities?

3.Given a set of coordinates, students will be able to graph the slope of a line.

4.Students will compare and describe the slopes of two lines.

Goals or Activities?

5.Students will understand the differences and similarities between metamorphic, igneous, and sedimentary rock.

6.Students will understand how the Borgia family influenced the Renaissance.

Goals or Activities?

7.Students will be able to explain how the problems created by the French and Indian War contributed to causes of the American Revolution.

8.Students will produce a play dramatizing the problems created by the French and Indian War and how they contributed to causes of the American Revolution.

Goals or Activities?

9.Students will understand that matter is made up of atoms and that atoms, in turn, are made up of subatomic particles.

10.Students will write a paper describing the relationships among atoms and subatomic particles.

Communicating Learning Goals

From Becoming a Reflective Teacher, Marzano (2012), p 186

Teacher Evidence:Teacher has a learning goal posted so all students can see it.The learning goal is a clear statement of knowledge or information as opposed to an activity or assignment

Communicating Learning Goals

Teacher Evidence:

Teacher makes reference to the learning goal throw-out the lesson

Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it.

Teacher makes reference to the scale or rubric throughout the lesson.

Communicating Learning Goals

Student evidence:

When asked, students can explain the learning goal for the lesson.

When asked, student can explain how their current activities relate to the learning goal.

Communicating Learning Goals

Student evidence:

When asked student can explain the meaning of the levels of performance articulated in the scale or rubric.

Communicating Learning Goals

Unpacking standards

Capacity Matrices

Rubrics/Scales/ Success Criteria

Descriptive Feedback

Anchor papers/anchors/exemplars

Tracking Progress on Learning Goals

Students use bar graphs or line graphs to track proficiency on a learning goal

Reflection on individual performance with regard to habits of mind, code of cooperation, or any other goal the student is working on individually or collectively

Teacher observation, check lists and other methods for tracking where students are

Signpost #4: Source of Goals

The MCCL Curriculum Model

Common Core Math Standard

Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

MCCL Standard

Is skilled at multiplying fractions and whole numbers.

with this content knowledge

to practice getting better at these life-long learning habits

doing these reasoning processes

ComplexReasoning

ContentKnowledge

A Model of CurriculumWe want learners to be:

Life-LongHabitsof Mind

Learning OpportunitiesLessonsUnitsProject-basedIntegrated Units

Etc. Etc…..

Measurement Topic/Scope

See Number Sense handout

SCORING SCALE

Proficiency Levels

Learning Goals/Targe

ts

Evidence….

Level of Rigor

4

3 COMPLEX TARGETED KNOWLEDGEDK: concepts, principlesPK: skills/processes

2 SIMPLER FOUNDATIONAL KNOWLEDGEnecessary for achieving the Targeted Knowledge

DK: terms, detailsPK: skills/processes

1 With help, has the SIMPLER FOUNDATIONAL KNOWLEDGE

0 Even with help, does not have the SIMPLER FOUNDATIONAL KNOWLEDGE

THIS WORK IS NOT ABOUT:Identifying

WHO is going to teach it

WHEN it is going to be taught

WHERE it is going to be taught

HOW it is going to be taught

THIS WORK IS ABOUT:Identifying

WHAT is the essential knowledge

WHAT is the scope or progression of that knowledge

WHAT are the proficiency levels for that knowledge

WHAT level of processing (learning) do we want for that knowledge

WHAT are various ways students could demonstrate that knowledge

How?Grade Span Groups

with Teacher MentorsWatch for signposts

along the way!