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DESIGNING “QUAD D” KEY ASSIGNMENTS CTE TEACH in partnership with the California Department of Education.

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Presentation on theme: "DESIGNING “QUAD D” KEY ASSIGNMENTS CTE TEACH in partnership with the California Department of Education."— Presentation transcript:

1 DESIGNING “QUAD D” KEY ASSIGNMENTS CTE TEACH in partnership with the California Department of Education

2 Agenda Welcome & Introductions Design a Quad D assignment Closing Why change? What is Quad D? Understanding essential elements of Quad D assignments How a mentor can help!

3 R & D Rob & Duplicate!

4 Today’s Outcomes Understand how rigor, relevance and relationships support effective instruction Build a toolbox of strategies to become a “21 st century/Quad D” classroom Evaluate elements of Quad D key assignment and create one Take information back to share with others/organization


6 Table Team Resume Using template Builds student to student relationships Builds teacher to student relationships Great to use in beginning of new semester Intro to teamwork class projects Helps students recognize strengths & weaknesses of others, find common interests among group, inclusive, draws all students in

7 What are the problems the world faces today? 7


9 A New Reality The world is no longer the safe, stable and predictable place that it once was and, as a result, there are ever increasing and incredible changes on our nation's future horizon. What impact will this changing world have on education? How can schools prepare our youth for these realities? How do we provide the essential skills and empowerment they need to be contributors in solving important world and community problems?

10 Why Change?

11 Our Students Have Changed

12 What do you Notice?

13 iBrain Documents evolutionary change in wiring of young minds Previous Generations think “back to front” Today’s youth thinks “front to back”

14 Who are students today? Digital natives Live in global world Technology has changed the ways students learn Students today – Do to Learn Previous generations – Learn to Do

15 Example

16 The education industry thinks technology adds cost; all other industries use technology to drive down costs.

17 But is Education Keeping Up?


19 Ian Jukes Service class jobs are being replaced by technology Example – What effect will drones have on delivery labor market? Creative class jobs are facilitated by technology Example – since 2007, 800,000 app jobs launching 50 Billion apps “We must teach our students for their futures, not our past”

20 Bottom Line Our students and world have changed….. So we have to change!

21 Struggling Students Source: Education Week, Children Trends Database:

22 100 Girls Project For every 100 women enrolled in college, 77 men are enrolled. For every 100 girls diagnosed with a special education disability, 217 boys are diagnosed with a special education disability. For every 100 girls diagnosed with emotional disturbance, 324 boys are diagnosed with emotional disturbance For every 100 females ages 15 to 19 that commit suicide, 549 males in the same range commit suicide. For every 100 women ages 18 to 21 in correctional facilities, 1430 men are in correctional facilities. -The Boys Initiative, 2004

23 Missed Income Opportunity to Society? If all 2011 HS dropouts had graduated….over their lifetime they would have earned.... o Nationally – $154 Billion o California – $21 Billion Source: Alliance for Excellent Education 2011

24 High School Dropouts are More Likely To: Commit crimes Rely on government assistance programs Reducing nations ability to compete globally Source: Alliance for Excellent Education 2011

25 750 Students Describe school in one word Boring!

26 Top 5 Dropout Reasons Classes were not interesting – 47% Missed too many days, could not catch up – 43% Spent time with others not interested in school – 42% Had too much freedom, not enough rules – 38% Was failing – 35% Source: Bill & Melinda Gates Foundation

27 How to Make it More Interesting? Rigor Relevance Relationships! Relationships Relevance Rigor

28 Can’t Have Rigor w/o the First Two! Students need to have relationships Teacher to student Student to student Students need to “see” the relevance To their world or you lose them Improves both long term and short term memory

29 Relationships... Builds trust Promote motivation and risk-taking Enhance learning Need to be in place to build the safety and use higher order thinking (rigor)

30 Shift in Teaching Management-based Teaching Relationship-based Teaching Rules MandatedNegotiated Power Without questionAuthority with respect Indicators Students are passive and quiet Students are actively engaged Risk-taking DiscouragedEncouraged Control Mechanisms Negotiate feed back/punishment Positive reinforcement/reward Teacher Role Disseminate knowledgeGuide learning and give encouragement 30 Page 250 The Daggett System for Effective Instruction

31 Comparing Learning to… Student’s life Family’s life Student’s community and friends Our world, nation, state World of Work World of Service World of Business and Commerce that we interact with Use the Real World… Moral, ethical, political, cultural points of view, and dilemmas Real world materials Internet resources Video and other media Scenarios, real life stories News - periodicals, media Adding Relevance to Any Lesson or Unit

32 What is Rigor With your elbow partner discuss the following: Your definition of rigor The skills you think 21 st Century Learners need to be successful in life 32

33 What is Rigor? Rigor is…  Scaffolding thinking  Planning for thinking  Assessing thinking about content  Recognizing the level of thinking students demonstrate  Managing the teaching/ learning level for the desired thinking level Rigor is NOT…..  More or harder worksheets  AP or honors courses  The higher level book in reading  More work  More homework

34 Top 21 st Century Skills Communication & Collaboration Critical thinking & problem solving Creativity & innovation Information, media and technology skills Productivity & accountability Leadership & responsibility Life & career skills Flexibility & adaptability Initiative & self-direction Social & cross-cultural skills Source: Partnership for 21 st Century Skills

35 Rigor/Relevance Framework ® 35

36 Rigor/Relevance Framework RIGORRIGOR RELEVANCE A B D C High Low Low Rigor Low Application Low Rigor Low Application High Rigor Low application High Rigor Low application High Rigor & Application High Rigor & Application High Application Low Rigor High Application Low Rigor

37 Rigor/Relevance Framework RIGORRIGOR RELEVANCE A B D C High Low Teacher Works Teacher Works Student Thinks Student Thinks Student Thinks & Works Student Thinks & Works Student Works Student Works

38 p. 5 Using R/R Handbook Verbs by Quadrant

39 39 Products by Quadrant A definition worksheet list quiz test workbook true-false reproduction recitation B scrapbook summary interpretation collection annotation explanation solution demonstration outline C essay abstract blueprint inventory report plan chart investigation questionnaire classification D evaluation newspaper estimation trial editorial play collage machine adaptation poem debate new game invention

40 Questions By Quadrant C How are these similar/different? How is this like…? What’s another way we could say/explain/express that? What do you think are some reasons/causes? Why did…..changes occur? What is a better solution to…? How would you defend your position about that? ________________________________________ A What is/are…? How many…? How do/does…? What did you observe…? What else can you tell me about…? What does it mean…? What can you recall…? Where did you find that…? Who is/are…? How would you define that in your own terms? D How would you design a…to …? How would you compose a song about…? How would you rewrite the ending to the story? What would be different today, if that event occurred as…? Can you see a possible solution to…? How could you teach that to others? If you had access to all the resources, how would you deal with…? What new and unusual uses would you create for…? _______________________________________B Would you do that? Where will you use that knowledge? How does that relate to your experience? What observations relate to…? Where would you locate that information? Calculate that for…? How would you illustrate that? How would you interpret that? How would you collect that data? How do you know it works?

41 A B D C Today's Students “Do” To Learn

42 A B D C Instead of Learning to Do

43 The 21 st Century/Quad D Classroom Creates rigor, relevance & builds relationships Infuses students with 21 st century skills Inspires critical thinking and problem solving

44 What Makes You Say That? Interpretation with Justification Routine 1. What's going on? 2. What do you see that makes you say that?

45 I See…I Think…I Wonder A routine for exploring works of art and other interesting things What do you see? What do you think about that? What does it make you wonder?

46 I see…I think…I wonder…

47 Think, Puzzle, Explore A routine that sets the stage for deeper inquiry What do you think you know about this topic? What questions or puzzles do you have? How can you explore this topic?

48 Connect, Extend, Challenge CONNECT: How are the ideas and information presented CONNECTED to what you already EXTEND: What new ideas did you get that EXTENDED or pushed your thinking in new directions? CHALLENGE: What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

49 Future Think Predict what would happen if? What affect on government? What affect on industry? Weigh pros & cons How would this affect you & your family?

50 I Used to Think…, But Now I think… A routine for reflecting on how and why our thinking has changed

51 But Change is Hard? Let’s practice! Stand up Everybody cross arms Which arm on top? Now bring arms to your side and cross arms again with opposite arm on top. Is Change hard or is it just “Different”?

52 So Lets Begin! How do we define a key assignment? One that meets Quad D criteria!

53 Quad D Key Assignment Requires Students To: Complete an assignment that covers an extended period of time, involves ongoing instruction and research, and uses problem-solving/design process to address assigned project or problem Uses technology/software/equipment applicable to field

54 Continued Work in teams/individually to develop solutions, requires: Collaboration Communication Creativity Cultural Understanding Conduct research and read complex informational text summarizing ideas crucial to assignment Propose solutions/strategies and can justify Develop written implementation/action plan with tasks, timeline, costs, etc. Build/test pro-type or product, repair, evaluate or redo as needed

55 Continued Use high school math skills Identify/apply scientific or social sciences needed to complete the assignment Complete final written document and make an oral presentation of their work See learning and self-reflect on new insights gained

56 Requires Teachers To: Complete ongoing formative assessments with feedback and a summative written and performance evaluation that assesses both technical and academic skills of the assignment

57 Key Assignment Review Employability Identify all 11 criteria in assignment Table discussion Share out

58 Your Turn! Evaluate key assignment you brought Or Evaluate one of ours What’s missing? What can be tweaked to make it Quad D?

59 Design a Key Assignment Using template

60 Lunch! Be back at 12:30!

61 For Understanding What is a Key Assignment? What is the Value of Key Assignments?

62 “Education ceases to be learning when the 3 R’s are read, remember, and regurgitate.”

63 Mentoring With Today’s 3R’s Relationships Relevance Rigor

64 Relationships Trust – Confidentiality Professional Friend Promote motivation and risk-taking Build a safe rapport

65 Relevance The Why? What’s in it for me, my teaching, my students?

66 Rigor We All Must Use Higher Levels of Thinking We Must Provide Support (scaffolding) to Help Teachers Advance Their Teaching to Higher Levels of Thinking Monitor and Assess your Teacher’s Work to Inform Your Mentoring

67 The Big Shift Students must be able to perform at a deeper level of cognition - literally, "depth of knowledge". Teachers need pragmatic, real-world, achievable strategies and tools to get students there.

68 Lesson Plan:Begin with the End in Mind What students need to know & why Experiences that will facilitate student’s learning Teacher Works* Student Works Student Thinks/ Works Student thinks, analyzes, problem solves, creates solutions Student Thinks Students use competence and knowledge to create and implement solutions

69 “The person who learns the most is the person who does the most work.” Harry Wong

70 Lesson Plan: Begin with the End in Mind Applications Cover letters Resumes Interviewing Professional dress Communication Resources (Teacher Works*) (Student Works ) (Student Thinks & Works) Analyze job descriptions Synthesize skills and job requirements Evaluate job offers ID item to negotiate (Student Thinks) Prepare and Tailor documents Locate Job Boards ID 2 Employers Mock Interview Choose employer Notify employers Justify choice Write Summary Present and Justify

71 Employment documents, mock interview, written summary, mind maps and presentation will be assessed.

72 Resume paper, graphic organizers, computers, interview video, examples of employment documents and job descriptions. Computer screen magnifier for sight impaired student. Use visual graphics for EL students and visual learners.

73 From the Sage on the Stage to the Guide on the Side!

74 Project Power Point of models of correctly completed applications, cover letters, resumes. Be sure to chunk information into several bits at a time and then check for understanding by asking questions and observing students as they complete their worksheets. Show a short video or do a skit hat isn't quite perfect on interviewing, communication skills and professional dress. Ask students where are some good places to look for online job boards and list them. Fill in any gaps where students could look online for jobs in your field. Arrange and schedule with business professionals to interview students. Show Power Point examples of correctly completed applications, cover letters, resumes. Chunk information into several bits at a time and then check for understanding (question by quadrant and observation) as students complete their documents. Show a short video or do a skit that isn't quite perfect on interviewing, communication skills and professional dress. Students list good places to look for jobs. Teacher fills in any gaps where students could look online for jobs in your field. Arrange and schedule with business professionals to interview students. Introduce employment docs, interviewing, professional dress & communication.

75 Demonstrates how to complete each section of employment documents, students will complete each corresponding section. Students evaluate each others documents. Teacher will check each section for accuracy and ask and answer questions. Students evaluate and discuss interview skit or video for communication, interviewing skills and professional dress for your field. Students identify appropriate job boards for their field. Students practice professional dress and interviewing with each other. Teacher monitors each pair of interviewing students and provides feedback. Applications,, practice interview and dress, identify job boards Peer evaluation & discussion

76 Each day students will record and diagram their progress using a mind mapping website. They will synthesize and organize their research information, making connections. Students will share out any new or interesting discoveries they have made. Teacher will fill in any missing information.

77 Students create portfolio, containing resume, cover letter and application. Students mock interview with business professionals and present portfolio. Business professional evaluates student’s portfolio, documents, communication skills, and appearance Using technology students write summary about their experience and justification and present to peers, family and friends Portfolio, job selection, justify, summary, present

78 Students begin a real job search and report back to class on their experience. Allow students more time to research their employer. Have students research employability before teacher presents. Mock interviews went well, do again! Need to learn strategies to control nervousness.

79 Coaching and Mentoring Consult - Provide resources and information Collaborate – Co-develop ideas Coach - Support teacher’s thinking, problem solving and goals. Source: Blended Coaching

80 Student Work Use student work as your starting point Use data to drive instruction Discuss solutions to help students learn Takes the focus off the teacher Source: Working Smarter, not Harder, by Focusing on Student Work

81 Ingredients: Relationships Relevance Rigor Consult, Collaborate, Coach Student Work Directions Begin with the end in mind Lesson Planning Check thinking levels (pulse) Reflect Plan next steps Recipe : Recipe for Success From the Classroom of: A CTE TEACH Mentor Teacher

82 Roadshow! ChallengesOpportunities

83 Thank You! Contacts Marie Perotti – Project Coordinator Becky Sharp – Peer Coach Leader Jule Barta – Curriculum Development

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