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Raymond McNulty, Senior Vice President, International Center for Leadership in Education
March 27, 2008Mesa, AZ
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• Identify the essential characteristics of successful schools
• Best Practices/Research to assist schools
• Organize into useful tools
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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• Not an expert
• I’m a learner and I change my opinion and what I do based on what I learn.
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Themes
1. General Thoughts2. Change / Four Megatrends3. 21st Century Skills4. Three Questions5. 3 R’s / Participation Gap6. Learning Criteria7. Closing Advice
2020
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General Thoughts
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The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.
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• Basic Knowledge/Skills
• English Language (spoken)
• Reading Comprehension • (in English)• Writing in English • (grammar, spelling, etc.)• Mathematics
• Science
• Government/Economics
• Humanities/Arts
• Foreign Languages
• History/Geography
“Are They Really Ready To Work?”
Applied Skills
•Critical Thinking/Problem Solving
•Oral Communication
•Written Communication
•Teamwork/Collaboration
•Diversity
•Information Technology Application
•Leadership
•Creativity/Innovation
•Lifelong Learning/Self Direction
•Professionalism/Work Ethic
•Ethics/Social Responsibility
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We’ve created false proxies for learning…
• Finishing a course or textbook has come to mean achievement
• Listening to lecture has come to mean understanding
• Getting a high score on a standardized test has come to mean proficiency
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Learning should have its roots in..
• Meaning, not just memory
• Engagement, not simply transmission
• Inquiry, not only compliance
• Exploration, not just acquisition
• Personalization, not simply uniformity
• Collaboration, not only competition
• Trust, not fear
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Leadership is about action, not position.
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Educators need to become the agents of change.
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“This is the story about the big public conversation the nation is not having about public education… whether an entire generation of kids will fail to make the grade in the Global Economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.”
Time Magazine Dec. 18, 2006
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A few years ago, we got a wake up call when the 1999 PISA
results were published.
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US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries: 1999
U.S. RANKREADING 15TH
MATH 19TH
SCIENCE 14TH
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The new ones?
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PISA 2003: US 15 Year-Olds Rank Near The End Of The Pack Among
29 OECD Countries
U.S. RANK READING 20TH
MATH 24TH
SCIENCE 19TH
Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003
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Problems are not limited to our high-poverty and high-minority
schools . . .
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U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6)
in Math
0
2
4
6
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Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
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U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-
Performing Students*
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400
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* Students at the 95th PercentileSource: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/
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U.S. Ranks 23rd out of 29OECD Countries in the Math Achievement of
High-SES Students
300
350
400
450
500
550
600
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Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
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BANKING
• Sears
• IBM
• Digital…. “In Search of Excellence”
• Xerox
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What got us to where we are today in education,
will not get us to where we need to be!
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Change / Four Megatrends
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THE IMPLEMENTATION DIP….
THE POSSIBILITY CURVE..
Fullan--1990
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Challenges
• Globalization
• Demographics
• Values / Beliefs
• Technology
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GlobalizationGlobalization
• 9/11
• 11/9
• Information Tech (Work to Worker)
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GlobalizationGlobalization
• Tax Returns
• MRIs
• Reuters
• McDonalds
• A- Level
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Computer Sales
Dell
Sony
Compaq
HP
IBM Think Pad
Apple
NEC
Gateway
Toshiba
Quanta
Wispron
Asustek
Compal
Inventec
Computer
Manufacturers
Mainland China
Companies
90 %
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ChinaChina
• Clothes / Shoes
• Furniture
• Consumer Electronics
• Computers
• Bio Technology
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Cities with 1 Million PeopleCities with 1 Million People
• United States
• Eastern / Western Europe
• China (2006)
• China (2020)
9
36
100 +
160 +
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2007 – World Economic Leaders
1. United States
2. Japan
3. England
4. Germany
Source: Goldman Sacks
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2040 – World Economic Leaders
1. China2. India3. United States4. Mexico5. Russia6. Brazil7. Germany8. England
Source: Goldman Sacks
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16th Spain 17th Netherlands 18th France 19th Britain 20th USA 21st ???—no one country will ever
again be the dominant focus of the entire century.
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Challenges
• Globalization
• Demographics
• Values / Beliefs
• Technology
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Start WorkingEnd WorkingLongevity
1900 2000 2100
47
62
77
21
62
1418
107
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Over 85Over 85
• 1994 3.5 Million
• 2020 7 Million
• 2050 27 Million
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2000 Population2000 Population
U.S. 28.3 % 21.0 %
India 43.7 % 12.2 %
19 55
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• 1910 3.0 / 100
Demographics / Economic
• 1946 4.6 / 100
• 2000 1.4 – 1.8 / 100
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Registered VotersRegistered VotersSchool Age ChildrenSchool Age Children
• 1960 50 %
• 2005 18 %
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Redefining the Idea of Age
Age 40 = 30
Age 50 = 40
Age 65 = beginning of second half of life
WOOFS = Well Off Older Folks
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Challenges
• Globalization
• Demographics
• Values / Beliefs
• Technology
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Larger ContextLarger Context
• 1901 – 24G.I.
• 1925 – 42Silent
• 1943 – 60Boomers
• 1961 – 81Gen X
• 1982 - Millennial
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Percent MinorityPercent Minority
• G.I. 14.3 %
• Silent 19.9 %
• Boomers 25.5 %
• Gen X 36.2 %
• Millennial 40.3 %
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Millennial ParentsMillennial Parents
• Accountability
• Protective
• Connected 24 / 7
• Cool to be Smart
• Team Skills
• Cool to Know Technology
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Challenges
• Globalization
• Demographics
• Values / Beliefs
• Technology
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Information TechnologyInformation Technology
• ProcessingProcessing
• CommunicationsCommunications
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Nano TechnologyNano Technology
• Atom UpAtom Up
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Image source: www.dell.com
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Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG
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SPOTSPOT
• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco
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SPOTSPOT
• Integrated ProjectionIntegrated Projection
• Projection KeyboardProjection Keyboard
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Projection KeyboardProjection Keyboard
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Projection KeyboardProjection Keyboard
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Projection Keyboard and ProjectorProjection Keyboard and Projector
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World Wide WebWorld Wide Web
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GoogleGoogle
• 2003 350,000 searches a day
• 20061,000,000,000 searches a day
Source: Thomas l. Friedman
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Semantic WebSemantic Web
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Semantic WebSemantic Web Analyze DocumentsAnalyze Documents
Key words and headersKey words and headers Meaning/conceptsMeaning/concepts
Complete TaskComplete Task
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Information Systems Hardware Tools Capacity
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Grid ComputingGrid Computing
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Semantic WebSemantic Web
1980s: “internetworking protocols” link computers
(Internet)
1990s:“hypertext transfer protocol” link documents
(WWW)
2000s:“grid protocols” link databases
(Grid computing)
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Language TranslationLanguage Translation
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Translation GogglesTranslation Goggles
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KeyboardKeyboard
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Qwerty Keyboard
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Dvorak Keyboard
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Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20002000
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Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20062006
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Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20102010
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Bio / Nano / InfoBio / Nano / Info
‘68 ‘78 ‘88 ‘98 ‘08
CapacityCapacity
ApplicationsApplications
Size
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Bio-InfoBio-Info
Cell Cell
DNADNA
HardwareHardware
SoftwareSoftware
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Genetically Engineered FoodsGenetically Engineered Foods
• Tomato
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The Last Remnants of The Last Remnants of Industrial AgeIndustrial Age
• Government
• Schools
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Three Question Exercise
1. What will the world be like 20 years from now?
2. What skills will your child need to be successful in that world?
3. What would learning look like if it was designed around your answers?
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Education exists in the larger context of society.
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When society changes – so too must education if it is to
remain viable!
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• E-mail• Web pages• Google• iPODs• Laptops• Digital cameras• Doppler radar• Cell Phones• Debit cards
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• Blogs
• Wikis
• Tagging
• Text messaging
• MySpace
• Podcasts
• PDAs
• Genetic code
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Children Aged 8-14 Help Parents Online…
• Email/pictures – 38%
• Respond to correspondence – 36%
• Get directions – 35%
• Help file income tax online – 14%
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21st Century LearnersDigital Native LearnersDigital Native Learners
MultitaskingMultitasking Multimedia learningMultimedia learning Online social networkingOnline social networking Online info searchingOnline info searching Games, simulations &Games, simulations & creative expressions creative expressions
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21st Century Skills
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• Agricultural Age… Farmers
• Industrial Age… Factory Worker
• Informational Age… Knowledge Worker
• Conceptual Age… Creator / Empathizer
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Three reasons for this…
• Abundance
• Asia
• Automation
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#1 Abundance
• Malls, Target, PetsMart, Best Buy,
• Homes, Cars
• Self Storage
• Trash …. USA spends more on trash bags than 90 countries spend on everything
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Abundance has produced an ironic result…
Lessened the significance of things because you can get it anywhere.
(no longer enough to create a product that’s reasonably priced and functional)
Products must be more R – Directed
beautiful, unique, meaningful, “aesthetic imperative”
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Abundance Elevates R – Directed Thinking
Electric lighting was rare a century ago…
Today it is commonplace and abundant.
Yet….
Candles ― who needs them anymore?
$2.4 billion business a year
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#2 ASIA
• Knowledge workers new competition.. India, Philippines, China
• Programmers 70k – 80k are paid what a Taco Bell worker makes
• Chip designers 7k in USA …..1K in India• Aerospace Engineers USA 6K… $650 in
Russia• Accountant USA 5K… $300 in Philippines
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#3 Automation
• Last century machines proved they could replace human backs
• This century new technologies are proving they can replace human “left brains”
• Any job that depends on routines is at risk.
• Automation is changing even doctors work.
• Outsource.com
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Left hemisphere is sequential, logical and analytical. The Left powered the
Information Age. Still necessary, but no longer sufficient.
Right hemisphere is non linear, intuitive and holistic. The Right qualities of
inventiveness, empathy, joyfulness and meaning will power the Conceptual Age.
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A new age valuing….
• High Concept: the capacity to detect patterns / opportunities to create, to be artistic / emotional beauty and to combine seemingly unrelated ideas into something new.
• High Touch: involves the ability to empathize with others, understand the subtleties of human interaction to find joy and elicit it in others
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High Concept / High Touch• GM’s top leader… I see us being in the
art business.• MBA’s becoming the blue collar workers
for the conceptual age.• Graphic designers have increased ten
fold in the last decade.• Since 1970, 30% more people are
earning a living as writers.• More Americans today work in art,
entertainment and design than as lawyers, accountants and auditors.
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The future belongs to a very different kind of mind..
• Creators and empathizers
• Pattern recognizers
• Meaning makers
• And more……….
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21st Century SkillsLearning & Innovation Skills– Creativity & Innovation– Critical Thinking &
Problem-solving– Communication &
Collaboration
Information, Media & Technology Skills– Information Literacy– Media Literacy– ICT Literacy
Life & Career Skills
– Flexibility & Adaptability
– Initiative & Self-direction
– Social & Cross-cultural Skills
– Productivity & Accountability
– Leadership & Responsibility
www.21stcenturyskills.org
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End Morning Session
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Three Question Exercise
1. What will the world be like 20 years from now?
2. What skills will your child need to be successful in that world?
3. What would learning look like if it was designed around your answers?
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The 3 R’s
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• Rigor
• Relevance
• Relationships
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Rigor/Relevance Rigor/Relevance FrameworkFramework
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R&R Framework ...A Useful Tool to evaluate
CurriculumInstructionAssessmentActivities
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1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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Knowledge Taxonomy
6 Evaluate spending habits of spouse
1 Identify money
2 Explain values
5 Set goals based on budget
4 Match expenses to budget
3 Buy something within budget
Managing Resources
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Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4.4. Application to real-world Application to real-world predictable situationspredictable situations
5.5. Application to real-world Application to real-world unpredictable situationsunpredictable situations
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Managing ResourcesManaging Resources
11 Know money valuesKnow money values22 Solve word problemsSolve word problems33 Relate wealth to quality of lifeRelate wealth to quality of life44 Prepare budgetPrepare budget55 Handle lottery winningsHandle lottery winnings
Application Model
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
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KNOWLEDGE
A P P L I C A T I O N
•• Extended Extended ResponseResponse
•• Product Product PerformancePerformance
Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework
•• PortfolioPortfolio•• Product Product
PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection
•• Process Process •• PerformancePerformance•• Product Product
PerformancePerformance
•• Multiple ChoiceMultiple Choice•• Constructed Constructed
ResponseResponse
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American Education
Ri g o r
S t u d e n t s
2007 and Beyond
1850 - 1950
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
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StrategiesStrategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional TechnologyInstructional Technology LectureLecture Note-taking/GraphicNote-taking/Graphic
Organizers Organizers
MemorizationMemorization
Presentations/ExhibitionsPresentations/Exhibitions
Research Research
Problem-based learningProblem-based learning
Project DesignProject Design
Simulation/Role-playing Simulation/Role-playing
Socratic SeminarSocratic Seminar
Teacher Questions Teacher Questions
Work-based LearningWork-based Learning
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Selecting Strategies on Rigor/RelevanceSelecting Strategies on Rigor/Relevance
Guided PracticeGuided PracticeLectureLectureMemorizationMemorization
Best Strategies for Quadrant A - Acquisition
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Cooperative LearningCooperative LearningDemonstrationDemonstrationInstructional TechnologyInstructional TechnologyProblem-based LearningProblem-based LearningProject DesignProject DesignSimulation/Role PlayingSimulation/Role PlayingWork-based LearningWork-based Learning
Selecting Strategies on Rigor/RelevanceSelecting Strategies on Rigor/Relevance
Best Strategies for Quadrant B - Application
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BrainstormingBrainstormingInquiryInquiryInstructional TechnologyInstructional TechnologyResearchResearchSocratic SeminarSocratic SeminarTeacher QuestionsTeacher Questions
Selecting Strategies on Rigor/RelevanceSelecting Strategies on Rigor/Relevance
Best Strategies for Quadrant C - Assimilation
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BrainstormingBrainstorming Cooperative LearningCooperative Learning InquiryInquiry Instructional TechnologyInstructional Technology Presentations/ ExhibitionsPresentations/ Exhibitions Problem-based LearningProblem-based Learning
Project DesignProject Design
ResearchResearch
Simulation/Role-playingSimulation/Role-playing
Socratic SeminarSocratic Seminar
Teacher QuestionsTeacher Questions
Work-based LearningWork-based Learning
Selecting Strategies on Rigor/RelevanceSelecting Strategies on Rigor/RelevanceBest Strategies for Quadrant D - Adaptation
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Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
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• Rigor
• Relevance
• Relationships
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• Relevance
• Relationships
• Rigor
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• Relationships
• Relevance
• Rigor
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R X R X R = LCWRS
Relationships X Relevance X Rigor =
Life, College, Work Ready Students
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“It is virtually impossible to make things relevant for, or expect personal excellence
from a student you don’t know.”
Carol Ann Tomlinson
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You can’t teach kids you don’t know….
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KEY ISSUE
In many cases, hard data is the total focus at the exclusion of soft data.
This is often a short-term fix but a long-term mistake!!!!!
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RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
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BB
DDCC
AA
RIGOR
RELEVANCE
Rigor/Relevance Rigor/Relevance FrameworkFramework
High
HighLow
Low
RelationshipsRelationships
Relationships of Little Importance
Relationships EssentialRelationships
Important
RelationshipsImportant
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Achievement GapParticipation Gap
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Participation Gap• Self-Worth: Self-Worth occurs when
students know they are valued members of the community; have a person they can trust; believe they can achieve.
• Active Engagement: Active Engagement happens when students are deeply involved in the learning process.
• Purpose: Purpose exits when students take responsibility for who and what they want to become.
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The Aspirations Profile:The Aspirations Profile:Understanding our students betterUnderstanding our students better
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Aspirations:the ability
to dream and set goals for the future,
while being inspired in the present
to reach those dreams.
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STUDENT ASPIRATIONS / PARTICIPATION GAP
SELF WORTH
ACTIVE ENGAGEMENT
PURPOSE
BelongingHeroesSense of Accomplishment
Fun & ExcitementCuriosity & CreativitySpirit of Adventure
Leadership & ResponsibilityConfidence to Take Action
Relationships
Relevance
Rigor
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SELF WORTHBelongingHeroesSense of Accomplishment
6-8 9-12 STATEMENT54% 49% I am proud of my school.49% 49% I enjoy being at school.58% 41% Teachers care about my problems and feelings.54% 46% Teachers care about me as an individual.50% 45% Teachers care if I am absent from school.19% 21% I have never been recognized for something positive at school.52% 48% If I have a problem, I have a teacher with whom I can talk.68% 51% Teachers respect students. 49% 37% Students respect teachers.36% 29% Students respect each other .
NATIONAL DATA
Copyright 2008 Quaglia Institute
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6-8 9-12 STATEMENT42% 48% School is boring.68% 55% At school I am encouraged to be creative.47% 37% My classes help me understand what is happening
in my everyday life.67% 54% Teachers enjoy working with students 47% 37% Teachers have fun at school.41% 28% Teachers make school an exciting place to learn.79% 71% My teachers present lessons in different ways .
ACTIVE ENGAGEMENT
Fun & Excitement
Curiosity & Creativity
Spirit of Adventure
NATIONAL DATA
Copyright 2008 Quaglia Institute
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6-8 9-12 STATEMENT62% 64% I am a good decision maker.54% 59% I see myself as a leader.30% 35% Other students see me as a leader.91% 91% I believe I can be successful.80% 77% Teachers expect me to be successful.58% 64% I believe I can make a difference in this world.79% 66% I put forth my best effort at school.44% 36% I know the goals my school is working on.41% 30% Students council represents all students at school.
PURPOSE Leadership & Responsibility
Confidence to Take Action
NATIONAL DATA
Copyright 2008 Quaglia Institute
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I am proud of my school. T = 85S = 50
I am excited to be working with students. T = 96Teachers enjoy working with students. S = 56Students have fun at school. T = 78School is boring. S = 47Students make school an exciting place to work. T = 87Teachers make school an exciting place to learn. S = 31I have fun at school. T = 85Teachers have fun at school. S = 39Students care if I am absent from school. T = 78Teachers care if I am absent from school. S = 46I enjoy working here. T = 88I enjoy being at school. S = 50
NATIONAL DATADelusional Discrepancies
Copyright 2008 Quaglia Institute
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I am excited to tell my colleagueswhen I do something well. T = 59I am excited to tell my friends when I get good grades. S = 57 I see myself as a leader. T = 75
S = 58My colleagues see me as a leader. T = 50Other students see me as a leader. S = 34I feel comfortable asking questions in staff meetings. T = 66I feel comfortable asking questions in class. S = 66
NATIONAL DATASad Similarities
Copyright 2008 Quaglia Institute
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Remember this…..
Using only achievement data as the total focus of your plan to improve learning is a mistake. The inclusion of culture/climate data, sometimes referred to as “soft data,” helps build sustainable long term results.
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The Learning Criteria
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Made to Stickby Chip and Dan Heath
Made to Stickby Chip and Dan Heath
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Six Principles
•Simplicity•Unexpectedness•Concreteness•Credibility•Emotions•Stories
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Focus On Simplicity• Finding the essential core of our ideas?
• COMMANDER’S INTENT.. No Plan survives contact with the enemy! …Like writing a plan to have your friend play chess for you…….
• Southwest Airlines Commander’s Intent• “We Are the Low-Fare Airline”
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The Curse of Knowledge
• It can feel unnatural to speak concretely about a subject matter we know so much about……
• “Tappers and Listeners”
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Arizonia Commander’s Intent
• Develop and implement school plans to support and enhance 21st Century Teaching & Learning
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How do you want learning evaluated?
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The video of the movie Star Wars earned $193,500,000 in rental fees during its first year. Expressed in scientific notation, the number of
dollars earned is:
(1) 1935 x 108 (3) 1.935 x 106
(2) 193.5 x 106 (4) 1.935 x 108
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(4) 1.935 x 108
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The Learning Criteria helps you put into action what you
believe about learning.
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Evaluation Systems
Many of our systems are incomplete because we over measure some things and not measure enough of others.
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Success Beyond the Test
• Core Academics
• Stretch Learning
• Student Engagement
• Personal Skill Development
Rigor
Relevance
Relationships
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Core Stretch LearnerEngagement
Personal Skill Development
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Core
StretchLearner EngagementPersonal Skill Development
Dimensions of the Learning Criteria
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Learning Criteria to Support Rigor, Relevance & Relationships
• Every school has its own DNA.
• School success is measurable beyond the tests.
• Data must drive school improvement initiatives.
• School growth and continuous improvement is an ongoing, collaborative process.
International Center for Leadership in Education, Inc.
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The Learning Criteria to Support 21st Century Learners ©
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Dimensions
• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
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Begin with the End in
Mind
CORE
• Minimal Learning• Rigor• Relevance• Engagement
Does Help
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K8 Core Academic Learning Sample Data Indicators
• Percentage of students meeting proficiency level of state testing requirements (required)
• Achievement levels on standardized tests/assessments other than state exams [e.g., Lexile, DRA’s (Developmental Reading Assessment), STAR, Scholastic Reading Inventory, etc.]
• Percentage of performance-based assessments aligned with state and district standards used in reading, math, writing, and science (portfolio development, student-led conferencing, etc.)
• Percentage of students requiring remediation (summer school or tutorial) in reading, mathematics
• Follow-up surveys of academic achievements of students as
they move to middle school/high school
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9-12 Core Academic Learning Sample Data Indicators
• Percentage of students meeting proficiency level on state tests (required)
• Average scores on ACT/SAT/PSAT
• Achievement levels on standardized tests other than state exams
• Percentage of students requiring English/math remediation in college
• Percent of students graduating high school in four years
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Core LearningStudent
OutcomesSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
Dimensions
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Begin with the End in
Mind
STRETCH
• Strong Rigor• Strong Relevance• Engagement
Helps
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Penn FosterVirtual High School
• Credit Recovery• Increase Graduation Rates• Decrease Dropout Rates• Career Training Programs
For more information please call Don Kidd at 352-212-1395
or email [email protected].
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K8 Stretch Learning Sample Data Indicators• Students make more than one year’s growth in literacy
• Interdisciplinary work and projects (problem based learning)
• Students reading at least 60% non-fiction each day and using research-based comprehension
• Students participate in daily enrichment courses (music, art, physical education, foreign language, etc.)
• Completion of three or more years of world language before grade 6
• Number of students enrolled in choice based academic explorations such as electives, clubs, independent studies, expert groupings, etc.
• Number of students involved in self-regulated learning opportunities such as peer coaching, student-led conferencing, student and teacher data notebooks, peer data conferencing, etc.
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9-12 Stretch Learning Sample Data Indicators
• Interdisciplinary work and projects (e.g., senior exhibition)
• Participation/test scores in International Baccalaureate courses
• Average number of college credits earned by graduation (dual enrollment)
• Enrollment in AP courses/scores on AP exams/percentage achieving >2 (online)
• Percent of students completing career majors or career/technical education programs
• Four or more credits in a career area (online)
• Four or more credits in arts (online)
• Achievement of specialized certificates (e.g., Microsoft, Cisco Academy) (online)
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Stretch LearningStudent
OutcomesSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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Criteria
• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)
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Begin with the End in
MindPERSONAL SKILL
DEVELOPMENT
• Total Learning• Embedded
throughout curriculum
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K8 Personal Skill Development Sample Data Indicators
• Participation or hours in service learning
• Students holding leadership position in clubs, classrooms, or sports
• Time management
• Ability to plan and organize work
• Respect for diversity
• Reduction in number of student incidences of conflict
• Follow-up survey of middle school students on development of personal skills
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9-12 Personal Skill Development Sample Data Indicators
• Participation or hours in service learning
• Students holding leadership positions in clubs or sports
• Assessment of personal skills: time management, ability to plan and organize work,
• leadership/followership, etc.
• Respect for diversity
• Work as a member of a team
• Trustworthiness, perseverance, other character traits
• Follow-up survey of graduates on development of personal skills
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Personal Skill DevelopmentStudent
OutcomesSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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Criteria
• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)
• Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
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Begin with the End in
Mind
LEARNER ENGAGEMENT• Relationships
important • Life long learner• Enhances other
three categories
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K8 Learner Engagement Sample Data Indicators
• Student satisfaction surveys
• Student risk behaviors (Asset Survey)
• Attendance rate
• Discipline referrals
• Tardiness
• Student participation in classroom and school leadership (Junior Leadership Team, etc.)
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9-12 Learner Engagement Sample Data Indicators
• Student satisfaction surveys
• Student risk behaviors (asset survey)
• Attendance rate
• Participation rate in extracurricular activities
• % of students taking ACT/SAT
• Tardiness rate
• % of students going to two and four year colleges
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Learner EngagementStudent
OutcomesSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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Themes
1. General Thoughts2. Change / Four Megatrends3. 21st Century Skills4. Three Questions5. 3 R’s / Participation Gap6. Learning Criteria7. Closing Advice
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We can complain about the troubling inadequacies of the
present ----
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or we can face them.
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We can talk and dream about the glorious schools of the future ---
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OR WE CAN CREATE THEM!
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International Center for Leadership in Education, Inc.
1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail –
[email protected] - http://www.leadered.com/McNultyPP.shtml