High Five DesignHigh Five Design Process #3: Process #3:

2121stst Century Responses Century Responses

What if 21st Century Students

Don’t Learn it?

What are the reasons kids What are the reasons kids don’t learn it?don’t learn it?

-First time in an e-environment-First time in an e-environment

-Self-motivation and self-discipline issues-Self-motivation and self-discipline issues

-Inflexibility of instructors-Inflexibility of instructors

-Connection or relevance to subject matter-Connection or relevance to subject matter

-Frustration over access and use-Frustration over access and use

-Procrastination and/or overbooked-Procrastination and/or overbooked

-Procedures reviewed; nothing practiced-Procedures reviewed; nothing practiced

-Rubrics and assessments are too narrow-Rubrics and assessments are too narrow

Yes, but really WHY don’t Yes, but really WHY don’t they learn it?they learn it?

-Teacher communication is inconsistent-Teacher communication is inconsistent-Parental involvement is low-Parental involvement is low-Student responsibility is inconsistent-Student responsibility is inconsistent-Students do not own data -Students do not own data -The Case against “O”-The Case against “O”-Inconsistent support from the DLA-Inconsistent support from the DLA-Non-compliance with 504 and/or IEP-Non-compliance with 504 and/or IEP-Lack of teacher ownership in class success-Lack of teacher ownership in class success-Failure is all too often an option for all involved-Failure is all too often an option for all involved

What really makes a difference?What really makes a difference?

ESES %%

Nonlinguistic representationsNonlinguistic representations .75.75 2727

Cooperative learningCooperative learning .73.73 2727

Setting objectives/providing feedbackSetting objectives/providing feedback .61.61 2323

Generating and testing hypothesesGenerating and testing hypotheses .61.61 2323

Questions, cues, and advance organizersQuestions, cues, and advance organizers .59.59 2222

Identifying similarities and differencesIdentifying similarities and differences 1.611.61 4545

Summarizing and note takingSummarizing and note taking 1.001.00 3434

Reinforcing effort/recognitionReinforcing effort/recognition .80.80 2929

Homework and practiceHomework and practice .77.77 2828

Marzano’s Meta AnalysisMarzano’s Meta Analysis

(07)(07)

NCVPS Deliverables From NCVPS Deliverables From Process #3Process #3

The High Five Team (July and August 2009) will:

• Evaluate for e-transference of Marzano approaches in the instructional guide (example: non-linguistic (video or digital literacy and response) – semester focus

• Import multiple rubrics if mastery not reached on main rubric – semester focus

• Collaborate in ePLCs with teachers who have had “mass” success with certain approaches – semester focus

• Make recommendations for Fall 08 process to team lead; and recommendations for scale for Spring 2008

• Complete Instructional guide column for Fall 2008 and post on the Web.