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International Center for Leadership in Education Dr. Willard R. Daggett Teaching and Learning in the 21 st Century May 30, 2007.

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Presentation on theme: "International Center for Leadership in Education Dr. Willard R. Daggett Teaching and Learning in the 21 st Century May 30, 2007."— Presentation transcript:

1 International Center for Leadership in Education Dr. Willard R. Daggett Teaching and Learning in the 21 st Century May 30, 2007

2 Skills Gap

3 Why Why What What How How Change Process

4 Application Model Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

5 Rigor/Relevance For All Students

6 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy Knowledge Taxonomy

7 Application Model Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

8 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

9 Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Blooms Application

10 1 2 3 4 5 6 12345 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. 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. 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. 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.

11 1 2 3 4 5 6 12345 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. 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. 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. 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.

12 1 2 3 4 5 6 12345 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. 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. 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. 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.

13 Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Blooms Application

14 Why Why What What How How Change Process

15 The Students are Different Schools Success in Changing World InputProcessOutput

16 Input The Students are Different

17 Research Donald Roberts - Stanford Jordan Grafman – National Institute of Neurological Disorders Hal Pashler – University of California Cheryl Grady – Rothman Research Center, Toronto David Meyer – University of Michigan Claudia Knooz – Duke

18 Multitasking Toggling Prefrontal Cortex Pew Research

19 Todays Youth Digital Learners Multimedia Find and manipulate data Analyze data and images

20

21 65% do other things while doing homework Source: Kaiser Research

22

23 The Students are Different Schools Success in Changing World InputProcessOutput

24 Challenges Technology

25 Computers will become faster.

26 Central Units Memory = 8 MB 2004 iPod = 4 GB 2005 iPod = 20 GB 2006 iPod = 80 GB 1964 IBM System / 360 Mainframe

27 Image source: www.dell.com

28 Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG

29 Information Technology Processing Processing Communications Communications

30 Nano Technology Atom Up Atom Up

31 SPOT MicrosoftMicrosoft –Citizen –Fossil –Suunco

32 SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

33 Projection Keyboard

34 Projection Keyboard and Projector

35 Language Translation

36 Translation Goggles

37

38

39 "G2G" (got to go) LOL" (laugh out loud) "WL" (will) "BTW" (by the way) "AFAIK" (as far as I know) "W" (what?) "PXT" (please explain that)

40 This will look weird! Believe it or not, you can read it! I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg. The phaonmneal power of the hmuan mnid Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosnt mttaer. Inwaht oredr the ltteers in a word are, the olny iprmoatnt tihng is that the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can still raed it wouthit a porbelm. This is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the word as a wlohe. Amzaning huh? Yeah and I awlyas thought slpeling was ipmorantt!

41 I hOp U njoy d Conference. I hope you enjoy the Conference.

42 Equity & excellence R n conflict w 1 NothA. Equity and excellence are in conflict with one another.

43 f U cn rED DIS 1 yor txt msg skiLz R XLNT. If you can read this one your text message skills are excellent.

44 BTW, SOL U WL problE hav 2 Lern d lingo. othRwIz U wiL hav knO idea wot yor students R sAN 2 1 NothA Bhind yor bak. By the way, sooner or later you will probably have to learn the lingo. Otherwise you will have know idea what your students are saying to one another behind your back.

45

46 Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Blooms Application

47 Medicine will cure more diseases.

48 Materials will become stronger.

49 Computers will become faster. Materials will become stronger. Medicine will cure more diseases.

50 Challenges Technology Globalization

51 Globalization 9/11 11/9 Information Tech (Work to Worker)

52 Most Advanced Nation Needs Most Competitive Workforce

53 Cities with 1 Million People United States Eastern / Western Europe China (2006) China (2020) 9 36 100 + 160 +

54 Challenges Technology Globalization Demographics

55 Gender Gap Special Education 70 % 30 % MaleFemale B. A. 43 % 57 % Masters 42 % 58 %

56 Start Working End Working Longevity 190020002100 47 62 77 21 62 14 18 107

57 3.0 / 100 4.6 / 100 1.4 – 1.8 / 100

58 55 is not an economically sustainable policy

59 Percent of Population Over Age 65 Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.

60 Challenges Technology Globalization Demographics Values / Beliefs

61 Larger Context 1901 – 24G.I. 1925 – 45Silent 1946 – 60Boomers 1961 – 81Gen X 1982 -Millennial

62 Why Why What What How How Change Process

63 Essential Skills

64 Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Blooms Application

65 2005-06 Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

66 16 Career Clusters Department of Education

67 Reading Requirements Findings Entry-level Entry-level Highest in 6/16 Highest in 6/16 Second Highest in 7/16 Second Highest in 7/16 Consistent Across Country Consistent Across Country

68 Human Services

69 Construction

70 Manufacturing

71 On-the Job Lexile Requirements Construction 1,500 1,400 1,300 1,200 1,100 1,000 900 800 Lexile CraftsmanNurseSalesSecretary National Adult Literacy Study 1992 International Center for Leadership in Education 2006

72 Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Blooms Application

73 Why Why What What How How Change Process

74 Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Blooms Application

75 Data

76 AIMS English LA - Reading Performance Objectives Tested

77 Arizona Arts Education Arizona English Language Arts Standards/Benchmarks/ Performance Objectives Grade 8 AIMS Test Visual ArtsDanceMusicTheatre PO 1. Determine the meaning of vocabulary using linguistic roots and affixes (e.g., Greek, Anglo- Saxon, Latin). MHHHH PO 2. Use context to identify the intended meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast). MHHHH PO 3. Use context to identify the meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast). MHHHH PO 4. Determine the meaning of figurative language, including similes, metaphors, personification, idioms, hyperbole, and technical language. MHHHH PO 5. Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and the Internet when available. MHHHH PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). LMMMH

78 Arizona English Language Arts Strands/Standards/Concepts/ Performance Objectives Grade 10 Curriculum Survey of Essential Skills National Rankings AIMS Agriculture & Natural Resources Architecture & Construction Arts, AV Tech & Communications Ag Production Ag Services (Ag Business) Ag Mechanics NaturalResources Architecture Surveying & Drafting Construction Visual Arts & Design Performing Arts Communications PO 3. Determine how the meaning of the text is affected by the writers word choice (e.g., literal vs. figurative language, idioms, adages). e80MLMLLLLLMMH PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). e52MHHHHHHHHHH PO 2. Generate clarifying questions in order to comprehend text. e59 e75 MHHHHHHHHHH PO 3. Use graphic organizers in order to clarify the meaning of the text. e40MHHHHHHHHHH PO 5. Apply knowledge of organizational structures (e.g., chronological order, sequence-time order, cause and effect relationships, logical order, by classification, problem-solution) of text to aid comprehension. e80MMHMHHMMMHH PO 1. Compare (and contrast) original text to a summary for accuracy of the main ideas, inclusion of critical details, and the extent to which it conveys the underlying meaning of the original text. e38 e39 e44 HHHHHHHHHHH PO 2. Distinguish supported inferences from unsupported inferences in expository selections such as editorials, newspaper articles, essays, reviews, and critiques. e17 e18 e34 e53 HHHHHHHHHHH

79 Instruction - Structure

80 Grade 9 ELA Grade 10 ELA Grade 11 ELA Grade 12 ELA Grade 9 Math Grade 9 Science Grade 9 Social Studies Grade 10 Math Grade 10 Science Grade 10 Social Studies Grade 11 Math Grade 11 Science Grade 11 Social Studies Grade 12 Math Grade 12 Science Grade 12 Social Studies Curriculum Alignment: The Reality

81 Grade 9 ELAMathScience Social Studies Grade 10 ELAMathScience Social Studies Grade 11 ELAMathScience Social Studies Grade 12 ELAMathScience Social Studies Curriculum Alignment: The Goal

82 Technology

83

84 Transition Years

85 Start with Hardest to Serve Students

86 Leadership

87 Comprehensive Plan

88 Model Schools Conference June 30 – July 3, 2007 Washington D.C.

89 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail - info@LeaderEd.com www.LeaderEd.com International Center for Leadership in Education, Inc.


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