High Leverage Skills – NEASC

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High Leverage Skills for aDigital AgeFocus, Measure, & ConnectJonathan P. Costa, Sr.April 30th, 2015http://digitallearningforallnow.comhttp://www.slideshare.net/jpcostasrcosta@educationconnection.org

Jonathan P. Costa

Building CoherenceResources & LinksGo to http://www.slideshare.net/jpcostasr and look for.High Leverage Skills NEASC (slides)21st Century Skills CrosswalkCommon Core Venn DiagramBig NineLeverage Gap AnalysisHighest Leverage SkillsNEASC KickstartersMy contact information - costa@educationconnection.org My book about the end of books - http://digitallearningforallnow.comOther formative supporting resources the classics.The Goal: A Process of Ongoing Improvement, by Eliyahu M. Goldratt and Jeff CoxResults: The Key to Continuous School Improvement, by Mike SchmokerGood to Great: Why Some Companies Make the Leap...And Others Dont, by Jim Collins

Jonathan P. Costa

Explicitly Connect Foundational Systems

MissionLeadershipFocus

What?How Well?How?GoalsMeasuresPractices3Imbalance betweenAll the thingsyou have to do..and all the thingsyou want to do.4Our MissionTo prepare EVERY student for learning, life,and workin the 21st century.

This is the defining challenge of our times in public school.5Our world has changedIt is digital, flat, open and pluralistic.It is unpredictable and volatile.It is increasingly unforgiving to those who are unskilled.

6Less paper, morepixels.

In lessthanONEgeneration:From going out of your way to communicate..

...to going out of your way not to.8From making an effort to get into the information stream

In lessthanONEgeneration:to having to make an effort to get out of it.

9

Let students use their own stuff.BYOD

Crowd Source the HardwareThe print capacity model dictates that for everything we use we must provide a copy to ensure equity.What if we allowed students to use their own equipment and only provided for those who could not afford it?

10Essential QuestionsWhich worries you more.

Continuing to perpetuate an analogue instructional model that is out of alignment with appropriate preparation for the real world.- or Managing the numerous challenges that come with a transition to a new model of provisioning instruction in public schools.

Essential QuestionsWhich is more likely.

Your district will finally devote enough resources to buy every student an electronic device of their choosing- or You decide that the problems and inconveniences of the initial move are worth the aggravation of making the switch to a BYOD based 1:1 instructional modelUntil everyone can have the same thing, no one can have anything.

Equitably deficient.

The only solution then is to wait wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?Its not about the device, its about what we do with it.The only solution then is to wait wait until that day when we can afford to buy every student the same device.

Is it really more equitable to say that no one has access to technology until everyone can have the same thing?

Its not about the device, its about what we do with it.The only solution then is to wait wait until that day when we can afford to buy every student the same device.

Is it really more equitable to say that no one has access to technology until everyone can have the same thing?

Its not about the device, its about what we do with it.The only solution then is to wait wait until that day when we can afford to buy every student the same device.

Is it really more equitable to say that no one has access to technology until everyone can have the same thing?

Its not about the device, its about what we do with it.

13The Real Equity Problem

Equity through denial supports the development of a digital achievement gap.

Corwin Press - 2011How does denying children access to technology in the name of equity serve their needs?Without access they will never have the opportunity to develop the skills that their more appropriately resourced peers have at home every day.

14A device gap is less objectionable than an access gap.

What is worse?15Less about what device you have, moreabout what you do with it.

16Your browseris the equalizer.

17Ever increasing power used to be needed to run increasingly bloated software programs.This made device upgrading and selection important strategic decisions. In this era, anything that gets you to the browser will get the learners job done. The cloud

is a liberator.

18With off-site data storage, devices are portals and nothing else. Lost, damaged, stolen, infected? It matters not we can just wipe it, replace it, and start from scratch. All of your data and programs are liberated from the device.Consider the Shift from Analog to Digital LearningAnalog

Read the part of Chapter 6 on the Boston Massacre and be prepared to answer questions.Digital

Team One find 5 historical narratives by different authorsTeam Two find 5 primary source documents from the trialTeam Three find 5 British history references and opinionsTeam Four find 5 contemporaneous editorials.19What Are The Shifts Involved?Analog

What are the goals of this lesson (student learning)?

How would you measure its success?

What is happening in the learning environment where this work is being completed?

What are the students doing what skills do they need to be successful?

What is the teacher doing what skills does he/she need to be successful?

Digital

What are the goals of this lesson (student learning)?

How would you measure its success?

What is happening in the learning environment where this work is being completed?

What are the students doing what skills do they need to be successful?

What is the teacher doing what skills does he/she need to be successful?

20Coherence Begins With a Focus on Student LearningUnderstand and ComprehendAcquireFactualKnowledgeInformationLiteracyCritical Stance Based on EvidenceCommunicateEffectivelyDefine andSolve ProblemsUnderstand and Respect OthersCreativityAndAdaptabilityIntegrity andResponsibility Here are the universal studentskills that can leveragethe greatest improvements.CommonCore Standards21st CenturyDigital Learning21Coherence Begins With Student Learning Focus

Universal Skill SetImportance & ImpactYour Own PracticeTotal ScoreRankingE1/21 - Demonstrate independence in reading complex texts or viewing media and writing, speaking or producing content about them.7512E2/21 - Build a strong base of knowledge through content rich texts or other appropriate sources of information.6410E3/21 Use digital tools to obtain, evaluate, synthesize, and report findings/information clearly and effectively in response to a variety of tasks and purposes.5611M3/E4 - Construct and engage in viable arguments based on evidence and critique reasoning of others.8917E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences.9817M1/M2/M8/21 - Make sense of problems and persevere in solving them437E6/21 - Come to understand other perspectives & cultures through reading, listening, and collaborations22421 - Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.3710E7/21 - Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior112Discrepancy Gap Analysis MatrixUniversal Skills Leverage PointsJonathan P. CostaCommon Core Portrait Statements / EDUCATION CONNECTION - Costa 21st Century Skills Crosswalk22High Leverage Focus on Student LearningCritical and Creative Problem SolvingCommonCore Standards21st CenturyDigital LearningMaking the Main Thing the Main ThingRigorConstruct and/or Analyze Arguments Based on EvidenceMeaningful and Fluent CommunicationDigital and Informational Literacy23 Align Your Systems With Your Goals for Learning Type of AssessmentRequired

Subject Area ResponsibilitiesEveryones ResponsibilityContent(Declarative)FactsContent Skills(Procedural)Discrete SkillsCC/21st Cent. Skills(Contextual)Applied Understandings Type of KnowledgeDesired

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 relevant skill applications.

Amount of TimeRequired

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/SB/CAPT/Exams)Holistic and, analytic rubrics,or other agreed upon standards of rigor(Portfolios, Exhibitions, SB)COHERENCECurriculaCoherence Is Supported by AssessmentMeasure what you value, value what you measure.

25Costa - Strategic Coherence Planning Focus Measure - ConnectMeasure What You Value1st Level

26Costa - Strategic Coherence Planning Focus Measure - ConnectItemInsufficient 1 Sufficient - 2Proficient - 3Excellent - 4Use a variety of thoughtfully selected communication tools for a range of purposes (e.g. to inform, instruct, motivate and persuade) messages, and audiences.Is unable to apply media and techniques that incorporate the basic elements and/or