BREAK Please return at 10:30. CHANGING CURRICULUM MEANS CHANGING YOUR MIND

BREAK

Please return at 10:30.

CHANGING

CURRICULUMMEANS

CHANGING YOUR MIND

“ Things are more like they are today than they ever have been.”

DWIGHT D. EISENHOWER

Goals, outcomes, purposesGoals, outcomes, purposesof educationof education

Instruction,teachiInstruction,teaching strategies, ng strategies, pedagogy, pedagogy, materialsmaterials

Assessment, Assessment, Monitoring,Monitoring,EvaluationEvaluation

CURRICULUM

OUTCOMES

OUTCOMES: What will students need to know and be able to do as

they enter the 22nd Century?

GeneticsRoboticsInformation technologyNano TechnologyGlobalizationEnvironmentDemographics

OUTCOMES: What will students need to know and be able to do as

they enter the 22nd Century?

Talk with your neighbor: What would be some important skills, knowledge and dispositions?

INSTRUCTIONALSTRATEGIES

INSTRUCTIONAL STRATEGIES

Teaching for transferScaffoldingMulti-sensoryProviding feedback for self-

assessmentCooperative LearningSocratic DialogueModeling

KNOWLEDGE-BASED CONSTRUCTIVISM

IN WHAT WAYS DO YOU:show that you value students’ points of view?cause students to question their own and other’s assumptions?challenge students with relevant problems? structure standards, units, and lessons around big ideas and enduring concepts?engage students in assessing their own learnings?

FORMING HABITS

Levels of Competence—

Unconscious Incompetence

Conscious Incompetence

Conscious Competence

Unconscious Competence

ASSESSMENT

ASSESSMENT--

“ It is easier to count the bottles than it is to describe the wine.”

FOUR STORIES

What recurring patterns and themes do you find as youconsider thefour stories?

FEEDBACK SPIRAL

Clarify (Revisit)Goals and Purpose

* From Assessment in the Learning Organization, Shifting the Paradigm Page 27 - Edited by Arthur L. Costa and Bena Kallick, ASCD 1995

PlanTake Action/Experiment

Assess and

Gather EvidenceGather Evidence

Study / Reflect /Evaluate

Modify Actions Basedon New Knowledge

Clarify Goalsand Purpose

Plan

Take Action /Experiment

Assess / Gather Evidence Study / Reflect /Evaluate

Modify Actions Basedon New Knowledge

Clarify (Revisit)Goals and Purpose

Plan Take Action /Experiment

Assess / GatherEvidence

Study / Reflect /Evaluate Modify Actions Basedon New Knowledge

FEEDBACK SPIRALS IN YOUR LIFE

Reflect on a time in your life when rich data from assessment energized a spiral for your continuous learning. Share it with others.

ASSESSMENT DATA SHOULD PROVIDE FEEDBACK:

Precise, timely & frequent. Useful to the teacher in making instructional decisions. Useful to the learner to improve performance.

Appropriate to stage of development

TRIANGULATIONTRIANGULATION

Mastery UnderstandingMastery Understanding E.g. Standardized Tests,E.g. Standardized Tests,

Criterion Referenced TestsCriterion Referenced Tests

AppliedAppliedUnderstandingUnderstandings:s:E.g. Exhibitions,E.g. Exhibitions,PerformancesPerformances

EvaluationEvaluation

Growth Growth Over Over Time:Time: E.g. E.g. Portfolios,Portfolios,JournalsJournals

TESTS:

Criterion ReferncedStandardized

ASSESSMENT STRATEGIES:

QuickTime™ and aYUV420 codec decompressor

are needed to see this picture.

JOURNALS


JOURNAL ENTRIES

Listening with Empathy and Understanding

“Listening before prejudging someone’s contribution makes sense. Being patient helps. I was surprised at the great ideas and how much everyone added.”

Sir Francis Drake High School, San Anselmo, California

JOURNAL ENTRIESMetacognition:“I sometimes have to talk to myself and tell myself to work harder, or to stop slacking.”

“They give us time to think about everything—all of our actions and work and that is something that really helps. Not many kids get that; it’s so neat.”

Sir Francis Drake High School, San Anselmo, California

JOURNAL ENTRIESPersistence:

“In the last project when I couldn’t have been more stressed. I wanted to quit and walk away, but no matter how much I wanted to give up because I had no idea what I was doing or how it was going to be done, no matter how much I wanted to throw the Makita because it wasn’t working, no matter how much responsibility I was forced to take on I stuck with it until the end always knowing (hoping) it would turn out great.”

JOURNAL ENTRIESListening with Empathy and Understanding

“Listening before prejudging someone’s contribution makes sense. Being patient helps. I was surprised at the great ideas and how much everyone added.”

CHECKLISTS


HOW ARE WE DOING CHECKLIST

HABIT OF MIND:Listening with Understanding andEmpathy

OFTEN SOME-TIMES

NOTYET

See

HOW AM I DOING CHECKLIST

HABIT OF MIND:Listening with Understanding andEmpathy

OFTEN SOME-TIMES

NOTYET

HEAR

OBSERVATION OF

PERFORMANCE DURING PROBLEM SITUATIONS




RUBRICS


STUDENT DEVELOPED RUBRIC FOR CLASSROOM BEHAVIOR4 Don't talk. Sits on chair and lissens to

teacher. Works hard. Good.3 Talks a little. Sits on chair and mostly

lissens to teacher. Works. Pretty good.2 Talks a lot. Sits on knees and maybe

lissens. Works a little bit. Bad.1 They talk loud and never lissens. Walk all

around. Don't write a thang. Bad to the bone!

SAMPLE RUBRIC FOR PERSISTING

EXPERT:Stays on task no matter how diff icult it isto find the answers to solutions.Evaluates the use of a variety ofstrategies to solve the problem. Searchesfor and draws on wide range of resources.

PRACTITIONER:Stays on task when trying to find answersor solutions to problems. Draws onavailable resources

APPRENTICE:Tries to complete tasks when the answersor solutions are not readily available, butgives up when task is too difficult. Getsoff task easily. Draws on limited range ofresources.

NOVICE:Gives up easily and quickly on diff iculttasks. I s unaware of resources.

COMPOSE A RUBRIC FOR”STRIVING FOR ACCURACY AND

PRECISION”

Domain 1 Domain 2

EXPERT

PRACTITIONER

APPRENTICE

NOVICE

ART WORK


“ When I was doing this work, I was thinking about how hard the kids at Furr had to work and what they had to overcome in order to succeed. The body is the body of a student and the head represents our mascot, the bull. The uplifted hand stands for persistence.”

Juan, Furr High School

Houston, Texas

PORTFOLIOS


Direction

Collection

Selection

Reflection

OUTCOMES

PORTFOLIOS

PORTFOLIOS

HOW MIGHT ASSESSMENT DATA FROM A PORTFOLIO PROVIDE INFORMATION ABOUT STUDENT LEARNINGS AS STATED IN YOUR GENERAL LEARNER OUTCOMES?

INTERVIEWS




PARENT

COMMUNITY

NETWORKING

CENTER

VAL D’AMATO

ASSESSING

THE CULTURE OF THE SCHOOL AND CLASSROOM

RECOGNITIONS

WasatchElementary School

Salt Lake City, Utah

SIGNALS IN THE SCHOOL ENVIRONMENT:

MOTTOES RECOGNITIONS ACRONYMS SELF-

ASSESSMENT

MOTTOES:

“ THE UNITED MIND WORKERS”

BLEYL MIDDLE SCHOOL STAFFCypress-Fairbanks School

DistrictHouston,Texas

POSTERS

ACRONYMS:

QUEEN ELIZABETHSCHOOLSTUDENTS:

Pose powerful Questions

Try to Understand others

Empathize with others

Are Eager learners

Never give up

WHERE THINKING REIGNS SUPREME!

ACRONYMS:

HAMPTONHIGHSCHOOLSTUDENTS

Have empathy for othersAre accurate and preciseManage their impulsivityPose powerful questionsTake time to thinkObserve Through All SensesNever give up

SLOGANS

“ SAVVYSABERS‘PAWS’

TO THINK”

James Campbell High SchoolEva Beach, Hawaii

QuickTime™ and aTIFF (Uncompressed) decompressor


SLOGANS

“ Thought is taught at Huntington Beach High School”

Huntington Beach, California

SLOGANS

“ THINKING MAKES US WHITTIER”

WHITTIER HIGH SCHOOL,

WAUKESHA, WISCONSIN

BRISBANE GRAMMAR SCHOOL STUDENTS:

N EVER GIVE UPI MAGINE AND GENERATE NOVEL IDEASL EARN CONTINUOUSLY

S TRIVE FOR ACCURACY AND PRECISION I NQUIRE AND PROBLEM SOLVEN ETWORK WITH OTHERSE NGAGE ENTHUSIASTICLY IN LEARNING

L ISTEN WITH UNDERSTANDINGA RE AWARE OF THEIR OWN THINKINGB RING FORTH AND APPLY PAST KNOWLEDGE O BSERVE THROUGH ALL SENSESR ESPOND WITH WONDERMENT AND AWEE MPATHIZE WITH OTHERS

LETTER OF REFERENCE

Imagine you’ve been asked to write a letter of reference for the most outstanding student you’ve ever had.

What might be some attributes you would describe? What evidence would you cite to support your claim?

THINK - PAIR - SHARE

GENERATE WAYS YOU MIGHT SIGNAL THINKING AND HABITS OF MIND AS GOALS AND VALUES OF YOUR SCHOOL.

THINKING

NOT ANOTHERLAYER TO BEADDED TO ANALREADYOVERCROWDEDCURRICULUM….

THINKING:

RATHER,THINKING ISWOVEN THROUGHOUTTHE CURRICULM AND THE SCHOOL.

LIKE A TAPESTRY---

MODELING:

“ What you are speaks so loudly, they can’t hear what you say.”

Ralph Waldo Emerson

“ THE BEST WAY TO PREDICT THE FUTURE IS TO

INVENT IT.”Alan Kay

Apple Computer Co.

IMPLICATIONS AND APPLICATIONS

Based on your learning in these presentations, what will you:

• Stop doing• Continue doing• Start doing?

Documents

BREAK Please return at 10:30. CHANGING CURRICULUM MEANS CHANGING YOUR MIND