Presentation on theme: "We’re preparing our students to be productive, moral citizens of their lifetime… 21st century “If every student in the country satisfied traditional metrics,"— Presentation transcript:
1 We’re preparing our students to be productive, moral citizens of their lifetime… 21st century“If every student in the country satisfied traditional metrics,they would be woefully under- prepared for success beyond high school.”(Partnership For 21st Century Skills, 2007)
2 Calvin and Hobbes…“Know what’s weird? Day by day nothing seems to change, but pretty soon, everything is different.”
3 Rip Van WinkleRip Van Winkle awakens in the 21st century after his hundred year snooze and is, of course, utterly bewildered by what he sees. Men and women dash about, talking to small metal devices pinned to their ears. Young people sit at home on sofas, moving miniature athletes around on miniature screens. Older folks defy death and disability with metronomes in their chests and hips made of metal and plastic. Airports, hospitals, shopping malls – every place Rip goes just baffles him. But when he finally walks into a schoolroom, the old man knows exactly where he is. This is a school,” he declares. “We used to have these back in Only now the blackboards are green (or white).”Are our schools frozen in time?If so, how will they prepare our youth for the21st century?
4 Curriculum Reform…We are at the dawn of the most aggressive curriculum reform in decades…The Archdiocese of Hartford is moving along with 21st century skills…If we’re not knowledgeable of 21st century skills, our students sitting in our classrooms today will have little hope of succeeding beyond high school.
5 Core Subjects and 21st Century Themes: Cultural literacyGlobal awarenessFinancial, economic, business and entrepreneurial literacyCivic literacyHealth literacyDigital age literacyCore Subjects within the Context of Rigorous Academic Standards:English, reading or language artsWorld languagesArtsMathematicsEconomicsScienceGeographyHistoryGovernment and civics
6 Learning and Innovation Skills: Creativity and innovation skillsCritical thinking and problem solving skillsCommunication and collaboration skills
7 Information, Media and Technology Skills Visual and information literacyMedia literacyICT literacy
8 4. Life and Career Skills: Cultural and emotional literacyFlexibility and adaptabilityInitiative and self-directionSocial and cross-cultural skillsProductivity and accountabilityLeadership and responsibility
9 21st Century Literacy Summit… …information and communication technologies are raising the bar on the competencies needed to succeed in the 21st century.“Students require higher levels of education to succeed in the new, knowledge-based economy.”
10 “Educators have no choice “Educators have no choice. The times require that schools change or become obsolete…educators must stay current with practices that optimize student learning.”
11 Catholic IdentityAcademic excellence is part of our Catholic identity…We are not just preparing our students to make a living…we are preparing them tomake a life!
12 Are our schools throwbacks of the 20th century? Do our students….Sit in neat rows?Listen to teachers lecture?Scribble notes by hand?Read from textbooks that are out of date by the time they are published?
13 Then perhaps a chasm exists that separates the world inside the “schoolhouse” from theworld outside…
14 Standards-Based Curricula “Kids are the living messages we send to a future we will never see…we must invest everything we have in these messages.”
17 YOU MUST BEGIN THAT PREPARATION! Our high schools…We must first look to our high schools for the basis of our outcomes…They are the “finish line” toour segment of our students’ educational journey.What does research tell us about 21st century skills?What skills must our high school graduates take with them?YOU MUST BEGIN THAT PREPARATION!
18 21st Century Skills for High School Graduates: High school graduates must be global citizens with knowledge of cultural intelligence (CQ)…High school graduates must be able to think critically and see connectedness of learning.High school graduates must rapidly process what’s dealt to them and distinguish between what is a reliable source and what is not.High school graduates must develop good people skills with emphasis on emotional intelligence (EQ) as well as IQ.
19 Why Standards Based Instruction? Education has changed.Competition has changed internationally.The workplace, jobs and skill demands have changed.Statement of Principles: 21st Century Skills and the Reauthorization of NCLB/ESEA
20 Standards-Based Education… Education is not textbooks…Lessons are not a one day deal… there must be a connectedness centered around enabling outcomesEstablish a meaningful accountability systemWithout this, schools cannot advance and improve…Set uniform high expectations for all studentsProvide a basis for equal opportunity to learn (differentiate instruction)Specify exactly what will be assessed in order to return more useful information about student achievementProvide a foundation for defining the knowledge and skills teachers need in order to provide instruction for students (i.e. professional learning communities)
21 ADH Curriculum Standards … Standards based on 21st century skills.Meet NCLB legislation.Meet NEASC requirements for standards based curricula.Integrate Catholic social teachings into every content area, weaving faith & knowledge as daily practice.Educate the whole child so they may be productive, moral citizens who will be prepared not only to make a living, but to make a LIFE!
22 ASSESSMENT“Too often, educational tests, grades, and report cards are treated by teachers as autopsies when they should be viewed as physicals.” (Reeves 2000, 10)Assessments are should be viewed as either MILEPOSTS or CHECKPOINTS… I’ll explain…
23 Curriculum, Instruction, and Assessment are cut from the same cloth… Summative assessments are MILEPOSTS while formative assessments are CHECKPOINTS.Milepost assessments are designed initially by a teacher for each course…where you want your students to be at end of unit…Checkpoints are designed to prepare students for the milepost assessment; they direct instruction and ensure students have the appropriate practice opportunities before the summative assessment…stops along the way…
24 Role of Formative Assessment FEEDBACK!!! (Black and William, 1998)Designed to adjust instruction and improve student performanceRisk-free – not part of gradesFor example…this is the prime purpose ofquizzesteacher questionsmany worksheetsmost homeworkmost teacher observationinitial student attempts at any activity such as writing, graphic organizers, lab reports (Stiggins, Frisbie, and Griswold, 1989).
25 Improving formative assessment: leads to huge gains in student achievement;helps low achievers more than other students and so reduces the range of achievement while raising achievement overall;builds a culture of success!(Black and Williams, Inside the Black Box)
26 Comparison of Formative and Summative Assessment PURPOSETo monitor and guide process/product while still in progressTo judge the success of process/product at the end (however arbitrarily defined)TIME OF ASSESSMENTDuring the process or development of the productAt the end of the process or when the product is completedTYPES OF ASSESSMENTInformal observation, quizzes, homework, teacher questions, worksheetsFormal observation, tests, projects, term papers, exhibitionsUSE OF ASSESSMENT INFORMATIONTo improve or change a process/product while it is still going on or being developedJudge the quality of a process/product; grade, rank, promote
27 Other Types of Assessment: Criterion Referenced CRA (Paper/Pencil Tests/Quizzes):Multiple ChoiceMatching ItemsCompletion ItemsShort AnswerEssay StyleVisual Representation
28 Other Types of Assessment… Performance Assessment PA(using rubrics, checklists, rating scales, anecdotal records):Written Assignment:Story, play, poem, paragraph(s), essay, research paperDemonstrations (live or taped)Role play, debate, reading, recital, retelling, cooperative group workPresentations (live or taped)Oral, dance, visual (photos or video)SeminarsProjectsPortfolios
29 Other Types of Assessment… Independent Assessment (IA)Instructional questionsConferencesQuestionnairesResponse JournalsLearning LogsOral tests/exams
30 √ Student Objectives Enabling Outcomes Archdiocesan Standards/Goals Grade ThreeData Analysis, Statistics, and ProbabilityArchdiocesan Standards/GoalsFormulate questions that can be addressed with data; collect, organize, and display relevant data to answer themSelect and use appropriate statistical methods to analyze dataDevelop and evaluate inferences and predictions that are based on dataUnderstand and apply basic concepts of probabilityNCTM, 2000Connecticut Mathematics Curriculum Framework, 2005DATEStudent ObjectivesContent/NotesC/NRAPA11/2IAA. Students will collect, organize and describe data.In this column relate student objectives to the resources you use (Text, websites, supplemental materials) and/or record notes about student performance.Enabling Outcomes√Mastery LevelThe student will:Use a variety of graphic organizers to sort itemsRead and interpret tally charts, frequency tables, bar graphs, and pictographsCreate simple (picture, bar) graphs from given dataCreate a tally chart using given dataIntroductory LevelDraw Venn diagrams to illustrate given dataCreate diagrams and charts to solve problemsRead and interpret line graphsGraphsSocial studies –election project –polling candidate choicesExample of the REAL THING!Strands in red under gradeArchdiocesan Standards (in green) based on natinal and state standards – they are the goals…end result…the BIG PICTURE!Enabling outcomes (in blue) are the numbered sub-skills that will lead to mastery of the student objectives. These are the outcomes of the day’s lessons. When the students leave my class today, (after completing this lesson), my students will be able to….They are also the enduring outcomes…what will last.Enabling outcomes enable the students to master the objective…Student Objectives – primary task students should be able to perform as a result of successfully completing the numbered sub-skills or enabling outcomes…THIS IS INSTRUCTION, FORMATIVE ASSESSMENTS< DIFFERENTIATED STRATEGIESObjectives are the I Can statements or TSW statements. This is what is assessed for mastery…summative evaluationType of assessment is recorded to the left of the objective with the date it was assessed. See AssessmentThough optional, it is recommended that teachers check off a/o date enabling outcomes as they are taught. This is not only excellent accountability tool but invaluable for proceeding year teacher and their own records to improve instruction year by year.
31 Standards- Based Lesson Plan Reflects the ADH Curriculum Standards:Assuresthat instructionreflects thestandards and the curriculum, not the textbooks.Example of a lesson plan template…do you have to use this? NO!
32 E/M School Lesson Planner Teacher: ____ Grade: ____________ E/M School Lesson Planner Teacher: ____ Grade: ____________ Week of: __________________________ Subject: _____________Standard: _______________________ Est. Timeframe: ________________
33 Objective / Enabling Outcomes Assessment/EvidenceMondayObjective:Plan:Homework:SummativeCRAPAIAFormativeTuesdayWednesdayThursdayFridayCatholic Social Teaching Integration:
34 Resources Standard # Strand/Pg. # Technology/Media/Internet:Textbook:Other:Cross Curricular Link:
36 DO YOU BELIEVE………………that teachers and school leaders alone can significantly influence student achievement,regardless of economic factors, family life, lifestyles, or demographics?
37 If you think that teachers and leaders influence student achievement, you are right! This chart shows the results of a very interesting study conducted by the Center for Performance Assessment in We studied almost 300,000 students in almost 300 schools. The vertical axis shows the percentage of students who were proficient or higher on 25 assessments. That’s a very significant research study. It included results from elementary, middle, and high school. The data included results from reading, writing, science, math, and social studies.Let’s examine this chart carefully. The bar on the right shows the percentage of students who were proficient or higher in those schools where the leadership team—administrators and faculty members alike—believed that the primary causes of student achievement were the adults in the system. These people expressed hypotheses, just as you did, that expressed the belief that what we do matters. These people on the right bar believed that they make a difference. In this very large-scale study that we conducted, the students on the right and the student on the left were largely the same. They included high- and low-poverty schools, high- and low-ESL schools, high- and low-minority schools. What made the difference? The schools in the left-hand bar had leadership teams—teachers and administrators—who believed that the causes of student achievement, or lack of achievement, were a consequence of student demographic variables.Stop and let this sink in. What you do matters. Your work is important. You are not a cog in a machine, and you are not a victim of the demographic characteristics of your students. If you believe that what you learn today will make a difference in the lives of your students, it will become a self-fulfilling prophecy.Student Causes Teacher CausesSource: Center for Performance Assessment, Leadership for Learning (2005);