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DESIGNING “QUAD D” KEY ASSIGNMENTSCTE TEACH in partnership with the California Department of Education
Agenda
Welcome & Introductions
Design a Quad D assignment
Closing Why change?
What is Quad D?
Understanding essential elements of Quad D
assignments
How a mentor can help!
R & D
• Rob & Duplicate!
Today’s Outcomes• Understand how rigor, relevance and relationships
support effective instruction
• Build a toolbox of strategies to become a “21st century/Quad D” classroom
• Evaluate elements of Quad D key assignment and create one
• Take information back to share with others/organization
Table Team Resume• Using template
• Builds student to student relationships• Builds teacher to student relationships
• Great to use in beginning of new semester• Intro to teamwork class projects• Helps students recognize strengths & weaknesses of others, find
common interests among group, inclusive, draws all students in
What are the problems the world faces today?
7
A New RealityThe world is no longer the safe, stable andpredictable place that it once was and, as a
result, there are ever increasing and incrediblechanges on our nation's future horizon.
• What impact will this changing world have on education?
• How can schools prepare our youth for these realities?
• How do we provide the essential skills and empowerment they need to be contributors in solving important world and community problems?
Why Change?
Our Students Have Changed
What do you Notice?
iBrain
• Documents evolutionary change in wiring of young minds
• Previous Generations think “back to front”
• Today’s youth thinks “front to back”
Who are students today?• Digital natives• Live in global world• Technology has changed the ways students learn
• Students today – Do to Learn• Previous generations – Learn to Do
Example
The education industry thinks technology adds
cost; all other industries use technology to drive
down costs.
But is Education Keeping Up?
Ian Jukes• Service class jobs are being replaced by technology
• Example – What effect will drones have on delivery labor market?
• Creative class jobs are facilitated by technology• Example – since 2007, 800,000 app jobs launching 50 Billion apps
• “We must teach our students for their futures, not our past”
Bottom Line• Our students and world have changed…..
So we have to change!
Struggling Students
Source: Education Week, Children Trends Database: 4.28.2013
100 Girls Project
For every 100 women enrolled in college,
77 men are enrolled.
For every 100 girls diagnosed with a special education disability,
217 boys are diagnosed with a special education disability.
For every 100 girls diagnosed with emotional disturbance,
324 boys are diagnosed with emotional disturbance
For every 100 females ages 15 to 19 that commit suicide,
549 males in the same range commit suicide.
For every 100 women ages 18 to 21 in correctional facilities,
1430 men are in correctional facilities .
-The Boys Initiative,
2004
Missed Income Opportunity to Society?
• If all 2011 HS dropouts had graduated….over their lifetime they would have earned....
oNationally – $154 BillionoCalifornia – $21 Billion
Source: Alliance for Excellent Education 2011
High School Dropouts are More Likely To:
• Commit crimes• Rely on government assistance programs
Reducing nations ability to compete globally
Source: Alliance for Excellent Education 2011
750 Students• Describe school in one word
Boring!
Top 5 Dropout Reasons• Classes were not interesting – 47%
• Missed too many days, could not catch up – 43%
• Spent time with others not interested in school – 42%
• Had too much freedom, not enough rules – 38%
• Was failing – 35%
Source: Bill & Melinda Gates Foundation
How to Make it More Interesting?
• Rigor • Relevance• Relationships!
• Relationships• Relevance• Rigor
Can’t Have Rigor w/o the First Two!• Students need to have relationships
• Teacher to student• Student to student
• Students need to “see” the relevance• To their world or you lose them• Improves both long term and short term memory
Relationships...• Builds trust• Promote motivation and risk-taking• Enhance learning• Need to be in place to build the safety and use higher order thinking (rigor)
Shift in TeachingManagement-based Teaching
Relationship-based Teaching
Rules Mandated Negotiated
Power Without question Authority with respect
Indicators Students are passive and quiet
Students are actively engaged
Risk-taking Discouraged Encouraged
Control Mechanisms
Negotiate feed back/punishment
Positive reinforcement/reward
Teacher Role Disseminate knowledge Guide learning and give encouragement
30
Page 250 The Daggett System for Effective Instruction
Comparing Learning to…
• Student’s life• Family’s life• Student’s community and
friends• Our world, nation, state• World of Work• World of Service• World of Business and
Commerce that we interact with
Use the Real World…
• Moral, ethical, political, cultural points of view, and dilemmas
• Real world materials• Internet resources• Video and other media• Scenarios, real life
stories• News - periodicals,
media
Adding Relevance to Any Lesson or Unit
What is Rigor
With your elbow partner discuss the following:• Your definition of rigor• The skills you think 21st Century Learners need to be successful in
life
32
What is Rigor?Rigor is…
Scaffolding thinkingPlanning for thinkingAssessing thinking about
contentRecognizing the level of
thinking students demonstrate
Managing the teaching/ learning level for the desired thinking level
Rigor is NOT…..
More or harder worksheets
AP or honors coursesThe higher level book in
readingMore workMore homework
Top 21st Century Skills• Communication & Collaboration• Critical thinking & problem solving• Creativity & innovation • Information, media and technology skills• Productivity & accountability• Leadership & responsibility• Life & career skills
• Flexibility & adaptability• Initiative & self-direction• Social & cross-cultural skills
Source: Partnership for 21st Century SkillsSource: Partnership for 21st Century Skills
Rigor/Relevance Framework® 35
Rigor/Relevance Framework36
18
RIGOR
RELEVANCE
A B
DCHigh
HighLow
LowLow Rigor
Low ApplicationLow Rigor
Low Application
High RigorLow
application
High RigorLow
application
High Rigor&
Application
High Rigor&
Application
High ApplicationLow Rigor
High ApplicationLow Rigor
Rigor/Relevance Framework37
18
RIGOR
RELEVANCE
A B
DCHigh
HighLow
LowTeacherWorks
TeacherWorks
Student
Thinks
Student
Thinks
StudentThinks &
Works
StudentThinks &
Works
Student
Works
Student
Works
p. 5 Using R/R Handbook
Verbs by Quadrant
39
Products by Quadrant A definitionworksheetlistquiztestworkbooktrue-falsereproductionrecitation
Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline
Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification
Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention
Questions By QuadrantC
How are these similar/different?
How is this like…?
What’s another way we could say/explain/express that?
What do you think are some reasons/causes?
Why did…..changes occur?
What is a better solution to…?
How would you defend your position about that?
________________________________________
A
What is/are…?
How many…?
How do/does…?
What did you observe…?
What else can you tell me about…?
What does it mean…?
What can you recall…?
Where did you find that…?
Who is/are…?
How would you define that in your own terms?
D
How would you design a…to …?
How would you compose a song about…?
How would you rewrite the ending to the story?
What would be different today, if that event occurred as…?
Can you see a possible solution to…?
How could you teach that to others?
If you had access to all the resources, how would you deal with…?
What new and unusual uses would you create for…?
_______________________________________B
Would you do that?
Where will you use that knowledge?
How does that relate to your experience?
What observations relate to…?
Where would you locate that information?
Calculate that for…?
How would you illustrate that?
How would you interpret that?
How would you collect that data?
How do you know it works?
A B
DCToday's Students “Do” To Learn
A B
DCInstead of Learning to Do
The 21st Century/Quad D Classroom• Creates rigor, relevance & builds relationships• Infuses students with 21st century skills• Inspires critical thinking and problem solving
What Makes You Say That?Interpretation with Justification Routine
1. What's going on?2. What do you see that makes you say that?
I See…I Think…I WonderA routine for exploring works of art and
other interesting things
What do you see?
What do you think about that?
What does it make you wonder?
I see…I think…I wonder…
Think, Puzzle, ExploreA routine that sets the stage
for deeper inquiry
What do you think you know about this topic?
What questions or puzzles do you have?
How can you explore this topic?
Connect, Extend, Challenge• CONNECT: How are the ideas and information presented
CONNECTED to what you already
• EXTEND: What new ideas did you get that EXTENDED or pushed your thinking in new directions?
• CHALLENGE: What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?
Future Think• Predict what would happen if?• What affect on government?• What affect on industry?• Weigh pros & cons• How would this affect
you & your family?
I Used to Think…, But Now I think…
A routine for reflecting on how and why our thinking has changed
But Change is Hard?• Let’s practice!
• Stand up• Everybody cross arms• Which arm on top?• Now bring arms to your side and cross arms again with opposite
arm on top.
Is Change hard or is it just “Different”?
So Lets Begin!• How do we define a key assignment?
• One that meets Quad D criteria!
Quad D Key Assignment Requires Students To:
• Complete an assignment that covers an extended period of time, involves ongoing instruction and research, and uses problem-solving/design process to address assigned project or problem
• Uses technology/software/equipment applicable to field
Continued• Work in teams/individually to develop solutions, requires:
• Collaboration• Communication• Creativity• Cultural Understanding
• Conduct research and read complex informational text summarizing ideas crucial to assignment
• Propose solutions/strategies and can justify• Develop written implementation/action plan with tasks,
timeline, costs, etc. • Build/test pro-type or product, repair, evaluate or redo as
needed
Continued• Use high school math skills
• Identify/apply scientific or social sciences needed to complete the assignment
• Complete final written document and make an oral presentation of their work
• See learning and self-reflect on new insights gained
Requires Teachers To:• Complete ongoing formative assessments with feedback
and a summative written and performance evaluation that assesses both technical and academic skills of the assignment
Key Assignment Review• Employability
• Identify all 11 criteria in assignment• Table discussion• Share out
Your Turn!• Evaluate key assignment you brought
• Or
• Evaluate one of ours• What’s missing?• What can be tweaked to make it Quad D?
Design a Key Assignment• Using template
Lunch! Be back at 12:30!
For Understanding
• What is a Key Assignment?
• What is the Value of Key Assignments?
“Education ceases to be learning
when the 3 R’s are read, remember,
and regurgitate.”
Mentoring With Today’s 3R’s
• Relationships
• Relevance
• Rigor
Relationships• Trust – Confidentiality
• Professional Friend
• Promote motivation and risk-taking
• Build a safe rapport
Relevance• The Why?
• What’s in it for me, my teaching, my students?
Rigor• We All Must Use Higher Levels of Thinking
• We Must Provide Support (scaffolding) to Help Teachers Advance Their Teaching to Higher Levels of Thinking
• Monitor and Assess your Teacher’s Work to Inform Your Mentoring
The Big Shift
Students must be able to perform at a deeper
level of cognition - literally, "depth of
knowledge".
Teachers need pragmatic, real-world, achievable strategies
and tools to get students there.
Lesson Plan: Begin with the End in Mind
What students need to know
& why
Experiences that will facilitatestudent’s learning
Teacher Works* Student Works
Student Thinks/ Works
Student thinks, analyzes, problem
solves, creates solutions
Student Thinks
Students use competence and
knowledge to create and implement
solutions
“The person who learns the most is the
person who does the most work.”
Harry Wong
Lesson Plan: Begin with the End in Mind
• Applications• Cover letters • Resumes• Interviewing• Professional dress• Communication• Resources
(Teacher Works*) (Student Works )
(Student Thinks & Works)
• Analyze job descriptions
• Synthesize skills and job requirements
• Evaluate job offers• ID item to negotiate
(Student Thinks)
• Prepare and Tailor documents
• Locate Job Boards• ID 2 Employers• Mock Interview
• Choose employer• Notify employers• Justify choice• Write Summary• Present and Justify
Employment documents, mock interview, written summary, mind maps and presentation will be assessed.
Resume paper, graphic organizers, computers, interview video, examples of employment documents and job descriptions.
Computer screen magnifier for sight impaired student. Use visual graphics for EL students and visual learners.
From the Sage on the Stage to the Guide on the Side!
Project Power Point of models of correctly completed applications, cover letters, resumes. Be sure to chunk information into several bits at a time and then check for understanding by asking questions and observing students as they complete their worksheets.
Show a short video or do a skit hat isn't quite perfect on interviewing, communication skills and professional dress.
Ask students where are some good places to look for online job boards and list them. Fill in any gaps where students could look online for jobs in your field.
Arrange and schedule with business professionals to interview students.
• Show Power Point examples of correctly completed applications, cover letters, resumes.
• Chunk information into several bits at a time and then check for understanding (question by quadrant and observation) as students complete their documents.
• Show a short video or do a skit that isn't quite perfect on interviewing, communication skills and professional dress.
• Students list good places to look for jobs. Teacher fills in any gaps where students could look online for jobs in your field.
• Arrange and schedule with business professionals to interview students.
Introduce employment docs, interviewing, professional dress & communication.
• Demonstrates how to complete each section of employment documents, students will complete each corresponding section.
• Students evaluate each others documents. Teacher will check each section for accuracy and ask and answer questions.
• Students evaluate and discuss interview skit or video for communication, interviewing skills and professional dress for your field.
• Students identify appropriate job boards for their field.
• Students practice professional dress and interviewing with each other.
• Teacher monitors each pair of interviewing students and provides feedback.
Applications,, practice interview and dress, identify job boards
Peer evaluation & discussion
• Each day students will record and diagram their progress using a mind mapping website.
• They will synthesize and organize their research information, making connections .
• Students will share out any new or interesting discoveries they have made.
• Teacher will fill in any missing information.
• Students create portfolio, containing resume, cover letter and application.• Students mock interview with business
professionals and present portfolio. • Business professional evaluates student’s portfolio,
documents, communication skills, and appearance• Using technology students write summary about
their experience and justification and present to peers, family and friends
Portfolio, job selection, justify, summary, present
Students begin a real job search and report back to class on their experience.
Allow students more time to research theiremployer. Have students research employability before teacher presents. Mock interviews went well, do again!
Need to learn strategies to control nervousness.
Coaching and Mentoring
• Consult - Provide resources and information
• Collaborate – Co-develop ideas
• Coach - Support teacher’s thinking, problem solving and goals.
Source: Blended Coaching
Student Work
• Use student work as your starting point
• Use data to drive instruction
• Discuss solutions to help students learn
• Takes the focus off the teacher
Source: Working Smarter, not Harder, by Focusing on Student Work
Ingredients:
• Relationships
• Relevance
• Rigor
• Consult, Collaborate, Coach
• Student Work
Directions
• Begin with the end in mind
• Lesson Planning
• Check thinking levels (pulse)
• Reflect
• Plan next steps
Recipe : Recipe for Success
From the Classroom of: A CTE TEACH Mentor Teacher
Roadshow!
Challenges Opportunities
Thank You!• Contacts• Marie Perotti – Project Coordinator
• Becky Sharp – Peer Coach [email protected]
• Jule Barta – Curriculum [email protected]