EDUCATION CONNECTION

Building a CommonLanguage of Learning

21st CenturyEducation

New Fairfield Public Schools

August 23 & 24, 2011

© JPC Sr. 2011

© JPC Sr. 2011

Here is the 2 day plan…

1. Reviewing the outcomes.

2. A little context to get you thinking.

3. Identifying critical instructional elements.

4. Indicators and scale.5. Instructional rounds

process planning.6. Wrap and reflect.

© JPC Sr. 2011

Outcomes for These Sessions

Our goal is to create a common language around the most critical classroom elements that

will drive progress toward our district mission of appropriate student

preparation.

To accomplish this, we will:1. Work to achieve coherence of mission,

goals, and philosophy.2. Share contextual information.3. Identify and prioritize common

instructional elements as a basis for instructional rounds and other activities.

4. Create specific descriptors that provide a sustainable common language.

5. Develop a shared process understanding for the use of instructional rounds.

© JPC Sr. 2011

Mission, Goals, and Theory

New Fairfield Public Schools’ Mission Statement

We are a community of learnersdedicated to academic, social, and personal

excellence.

Goal for the Strategic Plan 

To incorporate technology and use data to drive and personalize instruction, ensuring continuous

improvement for all students.

Theory of Action

If we continually develop the instructional expertise of the staff of the New Fairfield Public Schools, then curriculum and instructional practices will be strengthened and all students

will learn in deeper and more meaningful ways.

An Organizing Framework

Under the goal of achieving a common language for our instructional rounds, we

will be identifying and prioritizing key elements of effective classrooms.

© JPC Sr. 2010

Respond in these Four Areas1. Goals/Content/Curricula

Alignment2. Planning/Procedure/

Teacher Actions3. Teaching and Student

Engagement4. Assessment and Data

Draw from…1. CCT2. Marzano & Elmore3. New Fairfield’s

Effective Teaching Conversation

4. Disruptive Technology and CCSS

Disruption Number One

There is no escape…

The future of work and learning

processes/resources are

digital.

© EC/JC 2011

Yes, It’s Happened Before Our Eyes

© JPC Sr. 2011

Think About Exponential Growth

Since 1994 the number of web sites has grown from 5,000 to 250,000,000 (50,000 % increase)

Distinct content pages now number in the trillions…

Every day, Google handles about 6,200,000,000 page views and processes 20 petabytes of data.

275,000 words are typed every minute onto blogger

And then there is the newest internet monster Facebook...

© EC/JC 2011

Facebook as the New Internet

o In October 2007, FB had a mere 20 million US users.

oToday (as of 1/4/11) it has over 146 million US based users.

oThat accounts for 70% of all US based internet users.

© EC/JC 2011

The World is One Network

My youngest son is in Brazil on a Rotary Exchange.

Before he was notified of his placement (Uberlandia) by Rotary officials, he had already spent two hours facebook chatting with an outbound student from the host city who knew he was coming and more than a week getting to know the family he was being placed with.

© EC/JC 2011

The World is One Information Sharing

Network

1. Google2. Facebook3. YouTube4. Yahoo!5.

Windows Live (Microsoft search)

6. Baidu.com (A Chinese language search

engine)

7. Blogger.com8. Wikipedia9. QQ.COM

(A Chinese language IM program)

10. Twitter

© EC/JC 2011

The World’s Top 10 Traffic Sites

From Turn the Page to Hit The Button

In the second quarter of 2010, Amazon sold 180 Kindle Edition Books for every 100 hard-covers sold.

In the fourth quarter, Kindle editions outsold paperbacks as well.

Amazon has been selling books for 16 years and Kindle books for 3 years.

© EC/JC 2011

The King Is Dead, LLTK

More content hours were uploaded to YouTube in 2010…

…than have been broadcast by the three major networks in their entire history.

http://www.youtube.com/create© EC/JC 2010

From Passive to Empowered

The cell phone has reached 90% of the market faster than any other device in the last 50 years.

Nearly half (47%) of US teens say their social life would end or be worsened without their cell phone, and nearly six in 10 (57%) credit their mobile device with improving their life

After having his wisdom teeth out in August, my youngest son had to be warned by the nurse that he may not remember what he was texting because of the impact of the anesthesia. © EC/JC 2011

Still Not Sure?It really is no longer a prediction…

- Restated Truth One –

CURRENTwork and learning

processes/resources are

already primarily digital.

© EC/JC 2011

Disruption Number Two

You Can’t Learn Without Access

Adequate preparation

for a higher order thinking digital

environment requires one-one access by staff and students.

© EC/JC 2011

It Just Makes SenseOne cannot prepare

students to master skills and be information

literate, independent, higher-order thinkers if

they are not consistently doing meaningful work with the tools that will

help define their success.

© EC/JC 2011

Practice + Feedback = Fluency

2011 NEASC Standards

A rating of DEFICIENT is appropriate if any of the following exist:

1. A lack of challenging and measurable 21st century learning expectations for all students which address academic, social, and civic competencies, and a lack of school-wide analytic rubrics that identify targeted high levels of achievement for all 21st century learning expectations

2. The school does not have a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school’s 21st century learning expectations

3. Insufficient opportunities for all students to practice and achieve each of the 21st century learning expectations

4. Instructional practices on the whole are not consistent with the school’s core values, beliefs, and 21st century learning expectations© EC/JC 2011

© JPC Sr. 2008

They ARE Different

Adapted from Marc Prensky – “Digital Game Based Learning”

Digital Immigrants

Digital Interpreters Mostly textPaper basedInformation streamOne task at a timeFontsLogical orderOne conversationReward in the endSerious workDeliberation Legacy content

Digital Natives

Digital FluencyMostly mediaScreen basedInformation floodMulti-taskingGraphicsRandom accessNetworkedInstant gratificationGames and engagementTwitch speedFuture content

They Are Wired Differently

By Age 21…1. 20,000 hours of video

games2. 250,000 emails/text

messages (BTW - my son sent 4,450 texts in March of 2011)

3. 10,000 hours on the phone4. 10,000 hours watching TV5. 250,000 commercial

messages.InfoSavvy Group, June 2010

Jukes, McCain, McDonald

© EC/JC 2011

Disruption Number Three

Further Print Investment is a Waste

Continued investment in a print-based

infrastructure and the lack of strategic

transitional planning for a complete move to digital are ultimately

counterproductive both educationally and

fiscally.© EC/JC 2011

Putting It All Together

These are the factors that have come together over the last two years to make the new math of

one-to-one for everyone possible.

© EC/JC 2011

+ + =Affordable

1 to 1DeliveryModels.Low cost,

apps and open sourcematerials.

Low cost,i-net focusedNetbooks and

Devices.

No or low costcloud-based computing

software and storageoptions on a mass

basis.

Essential Planning Questions

How do our goals for learning need to be adjusted to reflect the skills and attributes required for academic,

vocational, and personal success in a flat, digital, integrated, and highly collaborative/competitive world?

Aligning Goals for Learning With The Real World© JPC Sr. 2009

Preparing Students For a Knowledge Economy

Align Your Systems With Your Goals for Learning

Type of AssessmentRequired

Subject Area Responsibilities

Everyone’s Responsibility

© JPC Sr. 2009

Content(Declarative)

Facts

Content Skills

(Procedural)Discrete Skills

21st Cent. Skills(Contextual)

Applied Understandings

Type of Knowledge

Desired

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 technology supported applications.

Amount of Time

Required

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/CMT/CAPT/Exams)

Holistic and, analytic rubrics,

or other agreed upon skill standards

(Portfolios, Exhibitions, Etc)

21st Century Skills1. Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks.2. Work independently and collaboratively to solve problems and accomplish goals.3. Communicate information clearly and effectively using a variety of tools/media in varied contexts for a variety of purposes.4. Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.5. Effectively apply the analysis, synthesis, and evaluative processes that enable productive problem solving.6. Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.

© JPC Sr. 2010

Contextual Comparison

© JPC Sr. 2011

Consensus 21st Century Skills

1. Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks.

2. Work independently and collaboratively to solve problems and accomplish goals. 3. Communicate information clearly and effectively using a variety of tools/media in varied contexts for a variety of purposes. 4. Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.

5. Effectively apply the analysis, synthesis, and evaluative processes that enable productive problem solving.   6. Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.

Common Core S.S. SummaryReadingRead informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. WritingThe ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidenceResearch—both short, focused projects (such as those commonly required in the workplace) and longer term in depth researchSpeaking and ListeningThe standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.LanguageThe standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.Media and TechnologyCritical analysis and production of media.MathDevelop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.

NONE

NONE

How must our methods of assessing

student learning evolve so that

we can meet the twin demands of

feedback and accountability in

a skill based world?

Essential Planning Questions

Feedback and Accountability in a Skill Based World© JPC Sr. 2009

How should we adjust our teaching and

delivery methods to both leverage the

power of Information Age technologies and

to meet a new generation of learners in their own learning

environment?Leveraging Information Age Tools and Strategies

© JPC Sr. 2009

Essential Planning Questions

© JPC Sr. 2009

The Rules of Engagement

1.Each student has learning experiences at intermediate difficulty for that student.

2.Expectations for the student are high but achievable for that student.

3.Students make decisions about their own learning that lead them to be autonomous learners.

4.Students’ perspectives are valued.5.There is both a sense of community and

individuality.6.Instruction is tied to student interests

(and is culturally relevant).From Powerful Learning by Ron Brandt, ASCD, Alexandria, VA: ASCD

Engagement + Purpose = Learning

So students can…

1.Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks.

2.Work independently and collaboratively to solve problems and accomplish goals.

3.Communicate information clearly and effectively using a variety of tools/media in varied contexts for a variety of purposes.

4.Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.

5.Effectively apply the analysis, synthesis, and evaluative processes that enable productive problem solving.

6.Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.

© JPC Sr. 2007

Teachers must…1.Design instructional experiences that

facilitate the ownership & development of these critical skills.

2.Create, lead & facilitate a rigorous, content rich & student centered learning environment.

3.Improve the quality & depth of assessment of student learning.

4.Work collaboratively to support a variety of student learning & professional goals.

5.Continuously improve their own technical knowledge & problem solving abilities.

Responsibilities for 21st Century Learning Success

Common Core Instructional Shifts

1. Balance of literature and literary non-fiction (K-5) 2. Literacy as part of science and social studies/history;

informational text as part of ELA (6-12)3. Appropriately complex text4. Questions regarding text are text-dependent5. Writing to inform or argue using evidence6. Academic Vocabulary

---------------------------7. FOCUS, FOCUS, FOCUS – Deeper understanding of fewer

concepts (Less focus on data, statistics, probability in elementary math, more focus on number, operations and algebraic thinking)

8. COHERENCE – One year builds to the next9. FLUENCY – These standards expect speed and accuracy10. DEEP UNDERSTANDING – fewer standards allow for this11. APPLICATION – deep understanding will provide students the

ability to apply what they know

© JPC Sr. 2011

What Does This Mean?

So, considering these changes and more – what would you think our most important classroom behaviors should be in our attempt to create an instructional environment that is

aligned with these new teaching and learning realities?--------------------------------------------------------------------------------------

--Implications for:

What we teach… How we teach… How we assess learning... General classroom practices…

We are going to review our own experience and best practice content to generate an instructional model that serve as the

foundation of our “Problem of Practice” for the implementation of instructional rounds in the district.

© EC/JC 2011

Describing This Evidence

The difference between “accurate measurement” and

“valid assessment.”

© JPC Sr. 2007

© JPC Sr. 2007

The Pareto Principle

In any system of work, 20% of the

causes are responsible for

80% of the effects.

© JPC Sr. 2007

Keep this shift in mind…

- From -View Judge Explain

- To -Establish a reliable standard; then…

View Describe Analyze

© JPC Sr. 2007

Pay close attention to the language.

Judgment - Descriptive “reliable” vs. “corroborated

by at least one other

source” “effective” “1st person

narrative”

To help this shift…