sustaining innovation and disruptive innovation. systeminnovation

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Sustaining Innovation And Disruptive Innovation Slide 2 SystemInnovation Slide 3 Sustaining InnovationDisruptive Innovation Slide 4 Coherence Fidelity Adaptable Scalable Slide 5 Coherence Fidelity Adaptable Scalable Slide 6 Coherence FidelityAdaptable Scalable Slide 7 How to be a Creator. Outcome: Decide what you want to accomplish. Obvious: Determine the strongest beliefs you have about the outcome. Opposite: Create a statement (s) contradicting these beliefs. Opportunity: Stretch your mind to come up with an idea youve never thought before. Slide 8 THE IMPLEMENTATION DIP. THE POSSIBILITY CURVE.. Fullan --1990 Slide 9 VERSIONS Slide 10 AGENDA 1.Opening Thoughts 2.Four Major Challenges 3.Generation Gap and Learning 4.Traits of Top Performers 5.Key Strategies 6.Rigor, Relevance, Relationships ???? 7.The Learning Criteria 8.Closing Advice Slide 11 Rigor Relevance Relationships Slide 12 International Center for Leadership in Education, Inc. Rigor/Relevance Framework Slide 13 Knowledge Taxonomy 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Slide 14 Assimilation of knowledge Acquisition Thinking Continuum Slide 15 Application Model Slide 16 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations Slide 17 Acquisition of knowledge Application Action Continuum Slide 18 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework Slide 19 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low Slide 20 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Describe function of gas spectrophotometer Difficult Solve quadratic equations Determine cost efficent heating for new home design Troubleshoot lawnmower that doesnt start High Low Slide 21 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Count by 5s to 100 Easy Compare captialism and socialism Write a letter to the editor Make change as cashier without working register High Low Slide 22 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/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. Slide 23 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework 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. Slide 24 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/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. Slide 25 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework 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. Slide 26 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework RightAnswer Did Students Get it Right? RationalAnswerRightQuestions RightProcedure High Low Slide 27 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Extended Response Extended Response Product Performance Product Performance Primary Assessments Rigor/Relevance Framework Portfolio Portfolio Product Performance Product Performance Interview Interview Self Reflection Self Reflection Process Process Performance Performance Product Performance Product Performance Multiple Choice Multiple Choice Constructed Response Constructed Response Slide 28 Suggestion for Sequencing Learning Dont always start in Quadrant A Dont always start in Quadrant A Consider starting with real world problems Consider starting with real world problems Use inquiry for launching activities Use inquiry for launching activities Use variety of individual and group student work Use variety of individual and group student work Slide 29 Rigor Relevance Relationships Slide 30 Relevance Relationships Rigor Slide 31 Relationships Relevance Rigor Slide 32 R x R x R = LCWRS Relationships X Relevance X Rigor = Life, College, Work Ready Students Slide 33 It is virtually impossible to make things relevant for or expect personal excellence from a student you dont know. Carol Ann Tomlinson Slide 34 You cant teach kids you dont know. Slide 35 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. Slide 36 STUDENT ASPIRATIONS / PARTICIPATION GAP SELF WORTH ACTIVE ENGAGEMENT PURPOSE Belonging Heroes Sense of Accomplishment Fun & Excitement Curiosity & Creativity Spirit of Adventure Leadership & Responsibility Confidence to Take Action Relationships Relevance Rigor Slide 37 I am proud of my school.T = 85 S = 50 I am excited to be working with students.T = 96 Teachers enjoy working with students.S = 56 Students have fun at school.T = 78 School is boring.S = 47 Students make school an exciting place to work.T = 87 Teachers make school an exciting place to learn.S = 31 I have fun at school.T = 85 Teachers have fun at school.S = 39 Students care if I am absent from school.T = 78 Teachers care if I am absent from school.S = 46 I enjoy working here.T = 88 I enjoy being at school.S = 50 NATIONAL DATA Delusional Discrepancies Copyright 2008 Quaglia Institute Slide 38 I am excited to tell my colleagues when I do something well.T = 59 I am excited to tell my friends when I get good grades.S = 57 I see myself as a leader.T = 75 S = 58 My colleagues see me as a leader.T = 50 Other students see me as a leader.S = 34 I feel comfortable asking questions in staff meetings.T = 66 I feel comfortable asking questions in class. S = 66 NATIONAL DATA Sad Similarities Copyright 2008 Quaglia Institute Slide 39 Aspirations: the ability to dream and set goals for the future, while being inspired in the present to reach those dreams. Slide 40 AGENDA 1.Opening Thoughts 2.Four Major Challenges 3.Generation Gap and Learning 4.Traits of Top Performers 5.Key Strategies 6.Rigor, Relevance, Relationships ???? 7.The Learning Criteria 8.Closing Advice Slide 41 Commanders Intent Develop and implement plans to support and enhance 21 st Century Teaching & Learning Slide 42 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? Slide 43 20 th Century Learning Teacher-directed Direct Instruction Knowledge Content Basic Skills Theory Curriculum Individual Classroom Summative Assessed Learning for School Slide 44 21 st Century Learning Teacher-directed Direct Instruction Knowledge Content Basic Skills Theory Curriculum Individual Classroom Summative Assessments Learning for School Learner-centered Collaborative Construction Skills Process Higher-order Thinking Practice Life Skills Group Community Formative Evaluations Learning for Life A Better Balance Slide 45 Learning Criteria to Support 21st Century Learners Core Academic Learning Stretch Learning Learner Engagement Personal Skill Development Components of School Excellence Embrace a Common Vision and Goals Inform Decisions Through Data Systems Empower Leadership Teams to Take Action and Innovate Clarify Student Learning Expectations Adopt Effective Instructional Practices Address Organizational Structures Monitor Progress/Improve Support Systems Refine Process on an Ongoing Basis 654321654321 1 2 3 4 5 Rigor/Relevance Framework Slide 46 How do you want learning evaluated? Slide 47 Evaluation Systems Many of our systems are incomplete because we - over- measure some things and - dont measure others enough. Slide 48 What is it that you will stand for as Learning in Your School? What makes your school different from others? How do you communicate learning to the public? What do you tell parents their children will achieve? What will your graduates be like? Slide 49 The Learning Criteria helps you put into action what you believe about learning. Slide 50 Success Beyond the Test Core Academics Stretch Learning Learner Engagement Personal Skill Development Slide 51 Learning Criteria to Support 21 st Century Learners Every school has its own DNA. School success is measurable beyond the tests. Data must drive school improvement initiatives. School growth and continuous improvement must be an ongoing, collaborative process. International Center for Leadership in Education, Inc. Slide 52 Dimensions Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Slide 53 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, Developmental Reading Assessmen