international center for leadership in education dr. willard r. daggett regional office of education...
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International Center for Leadership in Education
Dr. Willard R. Daggett
Regional Office of EducationRegional Office of Education
May 9, 2007May 9, 2007
Skills Gap
WhyWhy WhatWhat HowHow
Change ProcessChange Process
Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline3. Application across 3. Application across
disciplinesdisciplines4. Application to real-world 4. Application to real-world
predictable situationspredictable situations5. Application to real-world 5. Application to real-world
unpredictable situationsunpredictable situations
WhyWhy WhatWhat HowHow
Change ProcessChange Process
Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline3. Application across 3. Application across
disciplinesdisciplines4. Application to real-world 4. Application to real-world
predictable situationspredictable situations5. Application to real-world 5. Application to real-world
unpredictable situationsunpredictable situations
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the
perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
WhyWhy WhatWhat HowHow
Change ProcessChange Process
TheStudents are
Different
Schools Success in Changing
World
Input Process Output
InputInput
• The Students are Different
ResearchResearch
• Donald Roberts - Stanford• Jordan Grafman – National Institute of
Neurological Disorders• Hal Pashler – University of California• Cheryl Grady – Rothman Research Center,
Toronto• David Meyer – University of Michigan• Claudia Knooz – Duke
MultitaskingMultitasking
• Toggling
• Prefrontal Cortex
• Pew Research
Today’s YouthToday’s Youth
• Digital Learners
• Multimedia
• Find and manipulate data
• Analyze data and images
TheStudents are
Different
Schools Success in Changing
World
Input Process Output
WhyWhy WhatWhat HowHow
Change ProcessChange Process
Challenges
• Technology
Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB
2004 iPod = 4 GB2004 iPod = 4 GB
2005 iPod = 20 GB2005 iPod = 20 GB
2006 iPod = 80 GB2006 iPod = 80 GB
1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe
Image source: www.dell.com
Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG
Information TechnologyInformation Technology
• ProcessingProcessing
• CommunicationsCommunications
Nano TechnologyNano Technology
• Atom UpAtom Up
SPOTSPOT
• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco
SPOTSPOT
• Integrated ProjectionIntegrated Projection
• Projection KeyboardProjection Keyboard
Projection KeyboardProjection Keyboard
Projection Keyboard and ProjectorProjection Keyboard and Projector
Language TranslationLanguage Translation
Translation GogglesTranslation Goggles
• In 1965 Gordon Moore forecasted that the processing power of a silicon chip would double every 18 months.
Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.
• Over the past 30 years, these enormous jumps have cut technology costs by 99.999% (or 35% per year).
Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.
Information TechnologyInformation Technology
• ProcessingProcessing
• CommunicationsCommunications
Bio TechnologyBio Technology
• Biological ScienceBiological Science
• Practical ApplicationPractical Application
Information TechnologyInformation Technology
• ProcessingProcessing
• CommunicationsCommunications
Bio TechnologyBio Technology
• Biological ScienceBiological Science
• Practical ApplicationPractical Application
Nano TechnologyNano Technology
• Atom UpAtom Up
Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20002000
Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20072007
Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20102010
Bio / Nano / InfoBio / Nano / Info
‘68 ‘78 ‘88 ‘98 ‘08
CapacityCapacity
ApplicationsApplications
Size
Challenges
• Technology
• Globalization
GlobalizationGlobalization
• 9/11
• 11/9
• Information Tech (Work to Worker)
IBM:• Last 4 years / $2 billion
• Next 2 years / $6 billion
• 43,000 employees (2007)
International Research and Development Center
India
Kamdar, Mira. (2007). Planet India. Scribner. p. 12
GlobalizationGlobalization
• Microsoft
• 125 of 500
• Tax Returns
• MRIs
• Reuters
• A- Level
World LeadersWorld Leaders
• 1600s Spanish
• 1700 Dutch
• 1800s British
• 1900s United States
• 2000s ?? ?? ??
ChinaChina
• Clothes / Shoes
• Furniture
• Consumer Electronics
• Computers
• Bio Technology
Cities with 1 Million PeopleCities with 1 Million People
• United States
• Eastern / Western Europe
• China (2006)
• China (2020)
9
36
100 +
160 +
United States
Overconsumption of World Resources
Kamdar, Mira. (2007). Planet India. Scribner. p. 5
• U.S. consumes 30% of earth’s resources
• U.S. produces 25% of dangerous greenhouse gases
Kamdar, Mira. (2007). Planet India. Scribner. p. 5
Earth cannot sustain people consuming finite resources at
American levels.
Kamdar, Mira. (2007). Planet India. Scribner. p. 6
Challenges
• Technology
• Globalization
• Demographics
Start WorkingEnd WorkingLongevity
1900 2000 2100
47
62
77
21
62
1418
107
• 1910 3.0 / 100
Demographics / Economic
• 1946 4.6 / 100
• 2000 1.4 – 1.8 / 100
Robbins, John. (2006) Healthy at 100. Random House. p. xvi
Half of the people who have ever lived past 65 are alive today.
• 1900 – 3 million people in U.S. 65 or over
• 2000 – 33 million people 65 or older
Percent of Population Over Age 65
0
10
20
30
40
50
60
70
USA Canada CzechRepublic
France Germany Ireland Italy Japan Spain UK
2000
2050
Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.
Fertility Rate of Chinese Women
• A 2.1 birthrate is required to keep the population steady.
0
1
2
3
4
5
6
7
1st Qtr
1949
2002
Center for Strategic and International Studies and the Institute for International Economics. (2006). China: The Balance Sheet. Public Affairs
India
• World’s youngest country
• 50% under age 25
• 550 million teens by 2015
Kamdar, Mira. (2007). Planet India. Scribner. p. 8
Challenges
• Technology
• Globalization
• Demographics
• Values / Beliefs
Larger ContextLarger Context
• 1901 – 24 G.I.
• 1925 – 45 Silent
• 1946 – 60 Boomers
• 1961 – 81 Gen X
• 1982 - Millennial
WhyWhy WhatWhat HowHow
Change ProcessChange Process
Criteria
• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
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)
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
StrategiesStrategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Instructional
TechnologyTechnology LectureLecture Note-taking/Graphic Note-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 Learning Work-based Learning
Quantile FrameworkQuantile Framework
Numbers and OperationsNumbers and Operations
Algebra / Patterns & FunctionsAlgebra / Patterns & Functions
Data Analysis & ProbabilityData Analysis & Probability
MeasurementMeasurement
Geometry
500
600
700
900
1000
800Qu
anti
le M
easu
re (
Q)
Personal Use Employment High School First-Year College
1200
1100
1300
1500
1400
Interquartile Ranges Shown (25% - 75%)
2005-06 Quantile Framework® for Math StudySummary of Quantile Measures
8th
10th11th
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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)
• Student 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)
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)
• Student 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)
• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)
Guiding PrinciplesGuiding Principles ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage
RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty
Personal Skill Development
Student Engagement
Stretch Learning
Core Learning
Learning Criteria
School Others
Essential SkillsEssential Skills
2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education
Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications
Business and Administration Architecture and Construction
Education and Training Finance
Health Science Hospitality and Tourism
Human Services Information Technology
Law and Public Safety Manufacturing
Government and Public Administration Retail, Wholesale, and Service
Scientific Research and Engineering Transportation, Distribution, and Logistics
Reading RequirementsReading RequirementsFindingsFindings
Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16
Consistent Across CountryConsistent Across Country
Ad
van
ced
Lexile Reading Level Range: 850-930
Inte
rmed
iate
Lexile Reading Level Range: 940-1090
En
try
Lev
el
Lexile Reading Level Range: 1000-1140
Human ServicesHuman Services
A
dva
nce
d
Lexile Reading Level Range: 1310-1390
Inte
rmed
iate
Lexile Reading Level Range: 1250-1340
En
try
Lev
el
Lexile Reading Level Range: 1310-1350
ConstructionConstruction
Ad
van
ced
Lexile Reading Level Range: 1310-1440
Inte
rmed
iate
Lexile Reading Level Range: 1280-1310
En
try
Lev
el
Lexile Reading Level Range: 1280-1330
ManufacturingManufacturing
On-the Job On-the Job Lexile RequirementsLexile Requirements
Construction
1,500
1,400
1,300
1,200
1,100
1,000
900
800
Lexile
Craftsman
Nurse
Sales
Secretary
National Adult Literacy Study 1992
International Center for Leadership in Education 2006
2005-06 Lexile Framework® for Reading StudySummary of High School Textbook Lexile Measures
800
1000
1400
1200
Tex
t L
exil
e M
easu
re (
L)
ELA ScienceSocial
Studies Arts CTEMath
Subject Area Textbooks
1300
1100
900
Interquartile Ranges Shown (25% - 75%)
WhyWhy WhatWhat HowHow
Change ProcessChange Process
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
StrategiesStrategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Instructional
TechnologyTechnology LectureLecture Note-taking/Graphic Note-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 Learning Work-based Learning
TechnologyTechnology
DataData
ISAT/PSAE English LABenchmarks Tested
High Medium Low
Grade 3 14 24 17 Grade 4 24 16 20 Grade 5 26 17 20 Grade 6 27 12 20 Grade 7 26 12 20 Grade 8 27 11 20 Grade 11 Data not available
Illinois Career and Technical Education
Illinois English Language Arts Goals/Standards/Benchmarks
High School
PSAEGrade 11
Agriculture and Natural ResourcesArchitecture and
Construction
Ag
Prod
uction
Ag
Mech
anics
Ag S
ervices(A
g B
usin
ess)
Natu
ral R
esources
Arch
itectural
Draftin
g C
luster
Bu
ildin
g T
rades
1.11.22 Apply information to a described situation. M M M H H H M
1.11.23 Use comparison/contrast to identify how information in a passage has similar or different characteristics. H M M M M M M
1.11.28 Identify and interpret the author’s purpose and point of view in expository texts and literary passages.
H M M M M M M
1.11.29 Explain how dialogue is used in a given passage to develop characters and create mood.
H L L L L L L
1.11.30 Determine an author's implied meaning by drawing conclusions based on facts, events, images, patterns, symbols, etc. found in the text.
H H H H H H H
2.11.01 Identify elements of fiction (e.g., theme, tone, mood, foreshadowing, symbolism, irony, imagery). H L L L L L L
Illinois Arts Education
Illinois English Language ArtsGoals/Standards/Benchmarks
Middle/Junior High School
ISATGrade 8
Visual Arts Dance Music Theatre
1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical).
M M M M M
1.B.3a Preview reading materials, make predictions and relate reading to information from other sources.
H H M M H
1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires).
H H M L H
3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions.
H M L M H
3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
H H M H H
Instruction - StructureInstruction - Structure
Grade 9
ELA
Grade 10
ELA
Grade 11
ELA
Grade 12
ELA
Grade 9
Math
Grade 9
Science
Grade 9
Social Studies
Grade 10
Math
Grade 10
Science
Grade 10
Social Studies
Grade 11
Math
Grade 11
Science Grade 11
Social Studies
Grade 12
Math
Grade 12
Science Grade 12
Social Studies
Curriculum Alignment: The Reality
Grade 9
ELA Math ScienceSocial
Studies
Grade 10
ELA Math ScienceSocial
Studies
Grade 11
ELA Math ScienceSocial
Studies
Grade 12
ELA Math ScienceSocial
Studies
Curriculum Alignment: The Goal
Transition YearsTransition Years
Start with Hardest to Serve Students Start with Hardest to Serve Students
LeadershipLeadership
Comprehensive PlanComprehensive Plan
WhyWhy WhatWhat HowHow
Change ProcessChange Process
Model Schools ConferenceModel Schools Conference
June 30 – July 3, 2007June 30 – July 3, 2007Washington D.C.Washington D.C.
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com
International Center for Leadership in Education, Inc.