dr. linda darling-hammond's keynote presentation
TRANSCRIPT
Supporting Deeper Learning
How Can We Develop Teaching that
Ensures Success in the 21st Century?
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
2
The Changing Demand for Job Skills
“Deeper
learning”
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
THINK critically & solve
complex problems
COMMUNICATE effectively
WORK collaboratively
LEARN how to learn…
…through mastery of rigorous academic content
DEEPER LEARNING
APPLY KNOWLEDGE AND SKILLS TO NEW CHALLENGES
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
The Path to Deeper Learning:
Metaphors from the Trenches
He was as tall as a six-foot-three-inch tree.
John and Mary had never met. They were like two hummingbirds who had also never met.
She walked into my office like a centipede with 98 missing legs.
He fell for her like his heart was a mob informant and she was the East River.
Even in his last years, Grandpappy had a mind like a steel trap, only one that had been left out so long, it had rusted shut.
He was as lame as a duck. Not the metaphorical lame duck, either, but a real duck that was actually lame.
She grew on him like she was a colony of E. coli and he was room-temperature Canadian beef.
The plan was simple, like my brother-in-law Phil. But unlike Phil, this plan just might work.
Her vocabulary was as bad as, like, whatever. Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Reform of Curriculum, Teaching, and
Assessment is Underway World Wide
…The goal is less dependence on rote
learning, repetitive tests and a ‘one size fits
all’ type of instruction, and more on engaged
learning, discovery through experiences,
differentiated teaching, the learning of life-
long skills, and the building of character
through innovative and effective teaching
approaches and strategies…
-- Singapore Education Minister
Tharman Shanmugaratnam, 2005
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Goal of Common Core State Standards
Fewer
Higher
Deeper
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Knowledge, Skills, and Dispositions
for Postsecondary Success 7
College &
career
readiness
competencies
Common Core State
Standards
SBAC or PARCC
Assessment
Research Experimentation Communication Collaboration
Use of technology ,
etc.
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
How Can We Support
Teaching for Deeper Learning?
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
NINE LESSONS FROM THE LEARNING SCIENCES (RAND, 2013)
5. Teach students to learn to learn
6. Address misunderstandings directly
7. Promote teamwork as a process and outcome
8. Exploit technology to support learning
9. Foster students’ creativity
How Teachers Can Support
Deeper Learning 1. Make it relevant to students’ concerns
2. Teach through the modes of inquiry in the disciplines
3. Simultaneously develop lower- and higher-order skills
4. Teach for transfer
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Dependent learners Independent learners
rely heavily on the teacher are self-reliant
cannot make decisions about their
learning
can make informed decisions
about their learning
do not know their own strengths
and weaknesses
are aware of their strengths and
weaknesses
do not connect classroom learning
with the real world
connect classroom learning with
the real world
think that the teacher is wholly
responsible for their learning
take responsibility for their own
learning
do not know the best way to learn
something
know about different strategies for
learning (generally and personally)
do not set learning goals. plan their learning and set goals.
work only when extrinsic motivators
such as grades or rewards are
offered
are intrinsically motivated by
making progress in learning
do not reflect on how well they are
learning and why
often reflect on the learning
process and their own progress
characteristics of dependent and independent learners
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Teaching for Student Agency
1. Create complex, authentic tasks worth doing
2. Plan for choice and inquiry
3. Connect tasks to authentic assessments
4. Build effective scaffolding that supports competence, confidence, and motivation
5. Support self- and peer-assessment and revision
6. Build reflection & extension into learning
7. Enable collaboration & peer learning
8. Develop social-emotional skills
9. Identify strengths, learning styles, and goals with students
10. Support student decision making, social responsibility, and leadership
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
What Kind of Schools Can Support
Deeper Learning?
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
How Can Schools
Support Deeper Learning?
Commonality & personalization
Problem- and project-based instruction
Authentic assessment
A culture of revision
and redemption
A focus on talent
development
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
USING ASSESSMENT FOR STUDENT & TEACHER LEARNING
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
3 Things We Must Do to Support
Deeper Learning in the U.S.
1. Redesign Assessment
-- Fewer, higher, and deeper
-- More performance-based
-- Educationally useful and usable
2. Involve Teachers in Assessment
3. Redefine Accountability
-- From test-and-punish to
support-assess-and-improve
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Current Tests Focus
on Lower-Level Skills
After NCLB, most states phased out
performance assessments.
RAND study of 17 states’ tests: Only
2% of math items and 21% of ELA
items assess higher-order skills.
16
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Side Effects of High-Stakes
Multiple-Choice Testing on Teaching
“I have seen more students who can pass [the
test] but cannot apply those skills to anything if
it’s not in the test format. I have students who
can do the test but can’t look up words in a
dictionary and understand the different
meanings…. As for higher quality teaching, I’m
not sure I would call it that. Because of the
pressure for passing scores, more and more
time is spent practicing the test and putting
everything in the test format”
-- A Texas teacher Presented at the P21 Summit on 21st Century Learning (www.p21.org)
CST Math Item
Testing Standard 25.1
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
“To be helpful in achieving the learning goals laid out in the Common Core, assessments must fully represent the competencies that the increasingly complex and changing world demands…. To do so, the tasks and activities in the assessments must be models worthy of the attention and energy of teachers and students.”
-- The Gordon Commission
19
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
CCSS Assessments Should Offer Greater Depth
SBAC Research Task: Nuclear Power
Conduct research on the
pros and cons of nuclear power. Summarize what you have learned, evaluating the credibility of sources.
Write an evidence-based memo offering a recommendation about whether to support or oppose the plan, addressing both sides of the issue.
As chief-of-staff for a
U.S. Congresswoman,
you need to address a
proposal by a power
company to build a
nuclear plant in the
state, to be announced
tomorrow morning.
You must:
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Assessment Continuum
C-PAS
College
Ready
Assess-
ments
Narrow Assessment Assessments of Deeper Learning
CCSS
Assessments
(SBAC &
PARCC)
Common
Performance
Tasks
(Ohio,
WA, NH)
Student-
Designed
Projects (Envision, NY
Performance
Standards Consortium,
Singapore, IB)
Traditional
Tests
Des
crip
tions
Standardized,
multiple-
choice tests of
routine skills
Standardized
performance
tasks
(1-2 weeks)
that include
structured
inquiry and
demand more
integrated
skills,
including
collaboration
Exa
mple
s
Standardized
tests with m-c
& open-ended
items + short
(1-2 day)
performance
tasks of some
applied skills
Performance
tasks that
require
students to
formulate and
carry out their
own inquiries,
analyze &
present
findings, and
(sometimes)
revise in
response to
feedback
Longer, deeper
investigations,(2
-3 months) &
exhibitions,
including
graduation
portfolios,
requiring
students to
initiate, design,
conduct,
analyze, revise,
and present their
work in multiple
modalities Presented at the P21 Summit on 21st Century Learning (www.p21.org)
High School Biology Exam,
Victoria, Australia 3. When scientists design drugs against infectious agents, the term “designed drug”
is often used.
A. Explain what is meant by this term.
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Scientists aim to develop a drug against a particular virus that infects humans. The
virus has a protein coat and different parts of the coat play different roles in the
infective cycle. Some sites assist in the attachment of the virus to a host cell;
others are important in the release from a host cell. The structure is
represented in the following diagram:
The virus reproduces by attaching itself to the
surface of a host cell and injecting its DNA into the host
cell. The viral DNA then uses the components of host cell
to reproduce its parts and hundreds of new viruses bud off
from the host cell. Ultimately the host cell dies.
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Analysis and Application of
Knowledge B. Design a drug that will be effective against this virus. In your answer outline the
important aspects you would need to consider. Outline how your drug would
prevent continuation of the cycle of reproduction of the virus particle. Use
diagrams in your answer. Space for diagrams is provided on the next page.
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Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Design and Scientific Inquiry
Before a drug is used on humans, it is usually tested on animals. In this case, the
virus under investigation also infects mice.
C. Design an experiment, using mice, to test the effectiveness of the drug you have
designed.
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________________________________________________________________ Presented at the P21 Summit on 21st Century Learning (www.p21.org)
SINGAPORE EXAMINATIONS AND ASSESSMENT BOARD 25
To Assess Experimental Skills and
Investigations, Students…
Identify a problem, design and plan an
investigation, evaluate their methods and techniques
Follow instructions and use techniques, apparatus and
materials safely and effectively
Make and record observations, measurements, methods,
and techniques with precision and accuracy
Interpret and evaluate observations and experimental
data
SINGAPORE SCHOOL-BASED SCIENCE
PRACTICAL ASSESSMENT
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
GCSE ICT Task (England)
Litchfield Promotions promotes bands and puts on performances in England. They need to be sure that each performance will make enough money to cover all the costs and make a profit. Many people need to be paid: the bands; sound engineers; and, lighting technicians. There is also the cost of hiring the venue.
Litchfield Promotions needs to create an ICT solution to ensure that they have all necessary information and that it is kept up to date. Their solution will show income, outgoings and profit.
Candidates need to:
1) Work with others to plan and carry out research to investigate how similar companies have produced a solution.
2) Clearly record and display your findings.
3) Recommend and evaluate a solution addressing the task requirements.
4) Produce a design brief explaining & critiquing your solution.
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Queensland’s System of
Assessments
Pre-Secondary Level Senior Level (Grades 11-12)
Curriculum
guidance Essential Learnings: Scope and sequence
guides, unit templates, plus assessable elements and quality descriptors (rubrics)
Syllabi for each subject outlining content and assessments
External
tests National tests of literacy and numeracy at grades
3, 5, 7, 9—centrally scored
Queensland Core Skills Test, grade 12
Locally
administered performance
tasks
Queensland Comparable Assessment Tasks
(QCAT): Common performance tasks at grades 4, 6, and 9—locally scored
Course assessments, outlined in syllabus—locally scored/externally moderated
Locally
developed assessments
Local performance assessment systems—locally
scored and externally moderated
Graduation portfolios—locally scored/externally moderated
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
28
Extended Experimental Investigation at the Senior
Level (Grade 11-12)
Over four or more weeks, students must develop and conduct an extended experimental investigation (lab or field based) to investigate a hypothesis or to answer a practical research question. The outcome of the investigation is a written scientific report of 1500 to 2000 words. The student must: • develop a planned course of action • clearly articulate the research question and provide a statement of purpose for the investigation • provide descriptions of the experiment • show evidence of student design • provide evidence of primary and secondary data collection and selection • execute the experiment(s) • analyze data • discuss the outcomes of the experiment • evaluate and justify conclusion(s)
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
The goal is Assessment
of, as, and for Learning
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Putting Standards into Action
“Standards documents, even elegant ones with
benchmarks and commentary, can affect
achievement only if the standards come to be held
as personal goals by teachers and students….
That will happen only if a concerted effort is made to
engage teachers and students in a massive and
continuing conversation about what students should
learn, what kinds of work they should do, and how
well they should be expected to do it.”
-- Lauren Resnick, “Standards for Education” (1995)
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
How Performance Assessment
Shapes Learning and Teaching
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Making Assessment Useful to
Students: The Student Profile
CCSS consortia test scores – by subject and claim
Grade point average (cumulative and by subject)
College Admissions tests (e.g., SAT, ACT)
Graduation portfolio
-- Social studies research paper
-- Science investigation
-- Mathematical modeling project
-- Literary analysis
-- Art exhibition
Classroom-administered performance tasks
Oral presentation / exhibition and scored discussion evaluation
Teacher rating of student note-taking and collaboration skills
Student self-report of aspirations and goals and actions taken to
achieve personal goals
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
< Knowledge, Skills, and
Dispositions > <
Stu
de
nt
Me
as
ure
s >
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Policy Contexts for
Performance Assessments
• Formative tools for diagnosis and instruction
• Components of summative assessments
• Scored component of course exams
• Assessments for proficiency-based decisions
• Graduation portfolios, including exhibitions
• Digital portfolios for college admissions/
placement / advisement
•Part of multiple measures assembled for
educator evaluation & school accountability
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
There are several key themes that emerge from an examination of these systems:
Common Practices Across
Leading-Edge Systems
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
1. The student assessment process is guided by common standards grounded in a thoughtful, standards-based curriculum. It is managed as part of a tightly integrated system of standards, curriculum, assessment, instruction, and teacher development.
Teaching and Learning are supported
by a coherent SYSTEM
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
2. A balance of assessment measures
includes evidence of actual student
performance on challenging tasks that
evaluate applications of knowledge and
skills.
Performance is Valued
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Through Scoring, Teachers Learn to…
Understand the big ideas in the discipline and
what is valued in the larger community
See well-designed tasks they can emulate
Evaluate student work based on standards
and evidence
Analyze how students approach problems,
their understandings and misconceptions
Consider, with colleagues, how to shape
teaching to improve performance
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Elements of a Teaching, Learning, and
Assessment System
Clear standards, useful curriculum frameworks
Tasks in ‘sit-down tests’ that are rich and
require application of knowledge
Curriculum-embedded tasks that ensure that
key skills are taught and practiced
Teachers involved in developing and scoring
tasks with training and moderation
Multiple measures of learning assembled and
used to inform learning and decisions for
students, teachers, and schools Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Recommendations
1. Ensure that assessment is embedded in a learning
system for both students and adults, connected to
curriculum, instruction, and professional development.
2. Include performance tasks as a part of state
assessment systems and involve teachers in the design, use, and scoring of these tasks.
3. Make sure that criteria and rubrics for scoring tasks
are clear and explicit for both students and teachers.
4. Involve teachers in collaborative scoring sessions with training and moderation to learn to score reliably,
and with opportunities to discuss the implications for
their teaching.
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Recommendations
5. Expand opportunities for teachers to engage in
analysis of student work – both their own and
other students to inform and guide their practice.
6. Provide teachers with coaching and
professional development to develop standards-
based instruction.
7. Build communities of practice engaged in
continuous improvement as part of new
accountability systems focused on using multiple
measures of meaningful learning.
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Rethink Accountability
Testing does not equal accountability
Genuine accountability to students and families is
based on providing
-- High quality teaching
-- Adequate resources for learning
-- Information that leads to real improvement & equity
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
A New Approach to Accountability
should include:
Resource
Accountability
Professional
Accountability
Meaningful Learning
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
Accountability must become
Reciprocal
Focused on capacity-building
Performance based
Part of a multiple measures judgment system
for all decisions regarding students, teachers,
and schools
From Test-and-Punish to
Support-Assess-and-Improve
Presented at the P21 Summit on 21st Century Learning (www.p21.org)
21st Century Learning for All
“What the best and
wisest parent wants for
his or her child, that
must the community
want for all of its
children. Any other
goal is narrow and
unlovely. Acted upon,
it destroys our
democracy.”
-- John Dewey
Presented at the P21 Summit on 21st Century Learning (www.p21.org)