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Ahu Statues Easter Island Engage Mike Schwei, Ed.D.

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Presentation on theme: "Ahu Statues Easter Island Engage Mike Schwei, Ed.D."— Presentation transcript:

1 Ahu Statues Easter Island Engage Mike Schwei, Ed.D.

2 What does it mean to actively embrace the new future? Guiding Questions: What is the new future? Who is defining the new future? Engage

3 When we prepare students for their future we teach so they will be prepared for _____ years. (fill in the blank) Guiding Question: How are we preparing students for their future, rather than our past, our present, or our future? Engage

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33 Explore & Explain

34 Beyond Knowledge and Skills to Transferable and Transferred Understandings ? ? ? ? ? ? ? Explore & Explain

35 Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Blooms’ Taxonomy and Erickson’s Structure of Knowledge Theory TABS (1980) TEAMS (1986) TAAS/TAKS (1990/2003) STAAR/EOC (2011) The Conceptual Age Explore & Explain

36 Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Blooms’ Taxonomy and Erickson’s Structure of Knowledge Theory Content Process (Skills) Context (Transferred within or across Disciplines) Big Ideas (Transferable) (Knowledge) Explore & Explain

37 37 Level of Difficulty Application Model Adapted from ILT to ILD, Moving Texas Forward 2002 Synthesis Evaluation Analysis Application Comprehension Knowledge Blooms’ Taxonomy and Willard Daggett’s Rigor & Relevance Framework Knowledge Apply in Discipline A Acquisition C D Assimilation Adaptation Application B Apply across Disciplines Apply to real-world predictable Situations Apply to real-world unpredictable situations Explore & Explain

38 Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Blooms’ Taxonomy and Erickson’s Structure of Knowledge Theory Content Process (Skills) Context (Transferred within or across Disciplines) Big Ideas (Transferable) (Knowledge) STAAR and EOC Explore & Explain

39 Content = knowledge and comprehension of facts and topics Process = skills Concepts & Generalizations = transferable understandings Context = transferred understandings in application Explore & Explain

40 “DOTS” not all!!! Reflect on your own instruction, or the instruction of teachers on your campus or in your district. Take a strip of four BLUE or ORANGE dots. Use one dot on each poster to form a collective set of four bar graphs showing the % of instruction dedicated to each. Explore

41 Explain

42 CCSSO = Council of Chief State School Officers Core Standards

43 Explain Core Standards

44 Explain Charlotte Danielson Framework for Teaching InTASC = Interstate Teacher Assessment and Support Consortium Core Standards

45 Explain ISLLC = Interstate School Leaders Licensure Consortium Core Standards

46 Explain Learning Forward Standards for Professional Learning (formerly NSDC = National Staff Development Council) Core Standards

47 Explain Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Performance Gaps Index 4: Postsecondary Readiness Core Standards

48 Source: NETS NETS = National Educational Technology Standards Explain

49 Content = knowledge and comprehension of facts and topics Process = skills Concepts & Generalizations = transferable understandings Context = transferred understandings in application It’s Not Just in Texas Elaborate

50 I’m Ready to Tell You My Secret, Now. I See... Elaborate

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52 The 5 Disciplines of Multipliers Wiseman & McKeown, 2010, p. 23 DiminishersMultipliers Empire Builder Hoards resources and underutilizes talent Talent Magnet Attracts talented people and uses them at their highest point of contribution Tyrant Creates a tense environment that suppresses people’s thinking & creativity Liberator Creates an intense environment that requires people’s best thinking and work Know-It-All Gives directives that showcase how much they know Challenger Defines an opportunity that causes people to stretch Decision Maker Makes centralized, abrupt decisions that confuse the organization Debate Maker Drives sound decisions through rigorous debate Micro Manager Drives results through their personal involvement Investor Gives other people the ownership for results and invests in their success Elaborate

53 Advertising You, too, can have, become, look... if: Explore

54 Elaborate Compare and contrast the following two videos. Evaluate the ability to think conceptually and to generalize, as well as the ability to transfer learning to new situations.

55 How Long Will America Lead The World? What Causes Societies to Collapse? Elaborate

56 NOTE: The failures of these societies in different times and different places reflect common reasons for their failures. NOTE: The common reasons for the failures of these societies constitute generalizations. Elaborate

57 FactsTopics Comprehension Knowledge Content (Knowledge) Social Studies  Study the Mayan culture  Student quiz includes an item on why the Mayan culture collapsed  Study the Incan culture  Student quiz includes an item on why the Incan culture collapsed There is never a discussion beyond the facts or beyond the topic of Mayan culture and the topic of Incan culture. Students progress through social studies courses without moving out of knowledge, comprehension, facts, or topics. Elaborate

58 Depth FactsTopics Synthesis Evaluation Analysis Application Comprehension Knowledge Content Process (Skills) (Knowledge) Social Studies  So, we add depth by asking students to use higher level cognitive skills.  Students are asked to compare and contrast the collapse of the Mayan and Incan cultures. There is never a discussion beyond the facts or beyond the topic of Mayan culture and the topic of Incan culture. Students progress through social studies courses with only facts, topics and skills without complex understanding of the concepts and generalizations. Elaborate

59 Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Theory Content Process (Skills) Big Ideas (Transferable) (Knowledge) So, we add complexity by asking students to investigate why societies collapse. Students answer the question by comparing and contrasting the causes of collapsed societies across time and geography, and identify five causes. Students, now, walk out of our classrooms with knowledge, skills, and understanding about the big transferable generalizations about why societies collapse. Social Studies Elaborate

60 Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Theory Content Process (Skills) Big Ideas (Transferable) (Knowledge) However, while our students have knowledge, skills, and understanding of transferable concepts and generalizations... they have never been asked to transfer these concepts and understandings within the discipline of social studies, or across academic disciplines. Social Studies Elaborate

61 Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Theory Content Process (Skills) Context (Transferred within or across Disciplines) Big Ideas (Transferable) (Knowledge) So we ask our students to apply these ideas in a new context. Students are asked to prepare both the affirmative and negative arguments of a debate to answer the question: As a society, will the United States collapse? Social Studies Elaborate

62 Oh, so you want to know why societies collapse? Elaborate

63 THE GENERALIZATION: Societies Collapse When...  there is environmental damage  there is climate change  hostile neighbors invade  they experience decreased support from friendly neighbors  a society responds inappropriately to the above issues confronting them Elaborate

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66 Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Blooms’ Taxonomy and Erickson’s Structure of Knowledge Theory Elaborate

67 Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Blooms’ Taxonomy and Erickson’s Structure of Knowledge Theory Elaborate

68 Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Blooms’ Taxonomy and Erickson’s Structure of Knowledge Theory Elaborate

69 Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Blooms’ Taxonomy and Erickson’s Structure of Knowledge Theory Elaborate

70 Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Blooms’ Taxonomy and Erickson’s Structure of Knowledge Theory Elaborate

71 Evaluate

72 “DOTS” not all!!! Reflect on your own instruction, or the instruction of teachers on your campus or in your district. Take a strip of four GREEN dots. Use one dot on each poster to form a collective set of four bar graphs showing the % of instruction dedicated to each. Evaluate

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74 In this closing video, reflect on your individual investment, and our collective investment, in students, education, and student achievement. Where you see the words “investment” and “financial” substitute education.


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