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Follow the Yellow Brick Road to Higher Achievement for EACH Student in the 21 st Century Prepared Especially for the Montana ASCD Educators’ Institute.

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Presentation on theme: "Follow the Yellow Brick Road to Higher Achievement for EACH Student in the 21 st Century Prepared Especially for the Montana ASCD Educators’ Institute."— Presentation transcript:

1 Follow the Yellow Brick Road to Higher Achievement for EACH Student in the 21 st Century Prepared Especially for the Montana ASCD Educators’ Institute by Dan Mulligan, Ed. D. June 2009

2 What are 21 st Century Skills? Learning and Innovation Skills Creativity and Innovation Skills Critical Thinking and Problem Solving Skills Communication and Collaboration Skills Information, Media, and Technology Skills Information Literacy Media Literacy Information and Communication Literacy (ICT) Life and Career Skills Flexibility and Adaptability Initiative and Self-Direction Social & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility Arizona Iowa Kansas Maine Massachusetts New Jersey North Carolina Ohio* South Dakota West Virginia Wisconsin Arizona Iowa Kansas Maine Massachusetts New Jersey North Carolina Ohio* South Dakota West Virginia Wisconsin

3 What’s new about 21st Century Skills? New Understanding of LearningNew Areas of Emphasis

4 Moving BEYOND “the correct answer” My only skill is taking tests. TO ALL STUDENTS THINKING …

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6 The value of teacher teams analyzing student achievement data to improve TEACHING and LEARNING is dependent on the VALIDITY and RELIABILITY of the assessment used to generate the achievement data. Mulligan, 2006 The value of teacher teams analyzing student achievement data to improve TEACHING and LEARNING is dependent on the VALIDITY and RELIABILITY of the assessment used to generate the achievement data. Mulligan, 2006

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8 Before……. Underline all the adjectives on page 10. Then use at least 8 of these adjectives in a paragraph of your own about a topic of your choice. After……. Sit in front of the school and write a paragraph that describes clearly how the school looks from your perspective. We will your description to a student in Alaska, who will draw a picture of the school as it is described by you. Be as specific as possible, so that the drawing will look just like your view of the school.

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10 Principle #1: Know the Learner The Mental State of: Educators in June Principle #1: Know the Learner The Mental State of: Educators in June

11 Main Myth about Learning Some part of the learner’s anatomy must be in contact with the chair in order for learning to take place!

12 Mix it Up in the Box Listen for the topic and the amount of time; Silently mix around the room; When directed, pair up with person closest to you; In pairs, Partner A shares and Partner B listens; Partner B responds to what he/she heard by paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”; Record summary of partners response; then Switch Roles

13 1234 What is an action taken by you, your department or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? What use of common assessments currently exists in your grade -level, department, or school. How often? Do teachers/students analyze results, then reteach/relearn & reassess when necessary? Look at the picture above. How does this picture relate to assessment? Complete this sentence: The image is like assessment in that_______ During the assessment /instruction process, do teachers focus on Montana’s specific essential knowledge, essential vocabulary and essential skills (or some but not all)? How do you know?

14 12 34 What is an action taken by you, your department or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? What use of common assessments currently exists in your grade-level. How often? Do teachers/students analyze results, then reteach/relearn & reassess when necessary? Look at the picture above. How does this picture relate to teaching? Complete this sentence: The image is like assessment in that_______ During the assessment instruction process do teachers focus on essential knowledge, essential vocabulary and essential skills (or some but not all)? Create teams of not more than 4 people. For each question: One person in the team take the lead by sharing with your team either your response or the response obtained from your travels. Other team members can then share their findings.

15 Opportunity to Learn Three types of curricula were identified by SIMS & TIMS: The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. The Implemented Curriculum: content/skill actually delivered by the teacher. The Attained Curriculum: content/skill actually learned by the students. Intended Curriculum Implemented Curriculum Attained Curriculum Has the strongest relationship with student achievement of all school-level factors. What Works in Schools, ASCD

16 Content-Related Evidence of Validity (Intended Curriculum) Essential Skills Essential Knowledge Essential Vocabulary Learning TARGET (content validity)

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18 Montana Math Standards, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21 st Century Cognitive Domain RememberingUnderstandingApplyingAnalyzingEvaluatingCreating Question Cues Recalling information: Recognizing, listing, describing, retrieving, naming, finding Explaining ideas or concepts: Interpreting, summarizing, paraphrasing, classifying, explaining, comparing, exemplifying, inferring Using information in another familiar situation: Implementing, carrying out, using, executing Breaking information into parts to explore understandings and relationships: Comparing, organizing, deconstructing, interrogating, finding Justifying a decision or course of action: Checking, hypothesizing, critiquing, experimenting, judging Generating new ideas, products, or ways of viewing things: Designing, constructing, planning, producing, inventing, generating Research- Based Instructional Strategies Similarities & Differences Questions, Cues, & Advance Organizers Homework & Practice Nonlinguistic Representation Similarities & Differences Summarizing & Note Taking Questions, Cues & Advance Organizers Nonlinguistic Representation Generating & Testing Hypotheses Cooperative Learning Generating & Testing Hypotheses Similarities & Differences Summarizing & Note Taking Generating & Testing Hypotheses Similarities & Differences Summarizing & Note Taking Setting Objectives & Providing Feedback Nonlinguistic Representation Generating & Testing Hypotheses Summarizing & Note Taking Cooperative Learning Reinforcing Effort & Providing Recognition Research- Based Assessment Strategies Forced-Choice Short Written Response Forced-Choice Short Written Response Essay Performance Assessment Essay Teacher Observation Forced Choice Essay Short Written Response Performance Assessment Essay Oral report Student Self-Assessment Essay Performance Assessment Teacher Observation Oral Report CS1: CE CS2: NS CS3: AC CS4: G CS5: M CS6: PS CS7: PRF B.3, B.1, B.4, B.1, B.3, B.2, B.1, B.2, B.1, B.3, B.3, B.4, B.5, B.3, B.1, B.1, B.2, B.4, B.1, B.2, B.4, B.5, B.2, B.1, B.4, B.1, B.3, B.4, B.1, B.2, B.3, B.1, B.2, B.1, B.2, B.1, B.1, B.4, B.1, B.2, B.4, B.5, B.2, B.2, B.1, B.4, B.3, B.3, B.3, B.4, B.5, B.2, B.1, B.1, MATH K – 4 Dan Mulligan,

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20 Montana English Standards, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21 st Century Cognitive Domain RememberingUnderstandingApplyingAnalyzingEvaluatingCreating Question Cues Recalling information: Recognizing, listing, describing, retrieving, naming, finding Explaining ideas or concepts: Interpreting, summarizing, paraphrasing, classifying, explaining, comparing, exemplifying, inferring Using information in another familiar situation: Implementing, carrying out, using, executing Breaking information into parts to explore understandings and relationships: Comparing, organizing, deconstructing, interrogating, finding Justifying a decision or course of action: Checking, hypothesizing, critiquing, experimenting, judging Generating new ideas, products, or ways of viewing things: Designing, constructing, planning, producing, inventing, generating Research- Based Instructional Strategies Similarities & Differences Questions, Cues, & Advance Organizers Homework & Practice Nonlinguistic Representation Similarities & Differences Summarizing & Note Taking Questions, Cues & Advance Organizers Nonlinguistic Representation Generating & Testing Hypotheses Cooperative Learning Generating & Testing Hypotheses Similarities & Differences Summarizing & Note Taking Generating & Testing Hypotheses Similarities & Differences Summarizing & Note Taking Setting Objectives & Providing Feedback Nonlinguistic Representation Generating & Testing Hypotheses Summarizing & Note Taking Cooperative Learning Reinforcing Effort & Providing Recognition Research- Based Assessment Strategies Forced-Choice Short Written Response Forced-Choice Short Written Response Essay Performance Assessment Essay Teacher Observation Forced Choice Essay Short Written Response Performance Assessment Essay Oral report Student Self-Assessment Essay Performance Assessment Teacher Observation Oral Report CS.1: Comp. CS.2: Apply CS.3: Goals CS.4: Select CS.5: Eval. B.4, B.5, B.3, B.7, B.1, B.2, B.3, B.1, B.1, B.1, B.3, B.4, B.5, B.1, B.3, B.4, B.6, B.7, B.2, B.5, B.6, B.1, B.3, B.2, B.4, B.7, B.2, B.3, B.1, B.1, B.5, B.6, B.8, B.3, B.2, B.6, B.2, B.1, B.2, B.5, B.7, B.8, B.3, B.4, B.4, B.2, B.3, B.8, B.4, READING K - 4 Dan Mulligan,

21 Knowledge There is a great difference between knowing and understanding: you can know a lot about something and not really understand it. ~Charles Kettering

22 The HOW

23 1.Remember it. (Describe its colors, shapes, and sizes. What does it look like?) 2.Understand it. (What does it make you think of?) 3.Apply it. (What can you do with it? How is it used?) 4.Analyze it. (How is it made or what is it composed of?) 5.Evaluate it. (Take a stand and list reasons for supporting it.) 6.Create it. (Generate a new version of it. How is it an improvement from the original?) CUBING 2009

24 Formative Assessment Formative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning. Council of Chief State School Officers, October 2006 Notes: Process rather than a particular test…. It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.

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26 1.The percent of ALL students scoring ADVANCED in Reading in 2007 – According to the Silent Epidemic, the percent of U.S. dropouts who leave due to boredom. 3.According to the Silent Epidemic, the percent of U.S. dropouts who would have stayed in school if learning was more interesting and real-world. 4.According to the Silent Epidemic, the percent of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school. 5.The percent of students participating in FREE/REDUCED LUNCH scoring ADVANCED In READING in The percent of ALL students scoring ADVANCED in MATHEMATICS in The percent of AMERICAN INDIAN/ALASKAN NATIVE students scoring ADVANCED in MATHEMATICS in 2007 – The percent of ALL students scoring ADVANCED in SCIENCE in 2007 – In Montana Public Schools: SOLUTIONS: 9, 14, 25, 28, 42, 47, 51, 80 14

27 “A positive attitude may not solve all of your problems, but it will annoy enough people to make it worth it.” - Maya Angelou

28 Thinking Goes to School Hunt for Solutions 1.Designed to check for background knowledge and already acquired knowledge (differentiation tool). 2.Fosters team-talk at higher levels of thinking (by providing solutions before questions). 3.Provides ENGAGEMENT (MIND before Movement). 4.Becomes a formative assessment if after the teaching/learning, students can evaluate and adjust - as needed – answers. 5.Primary Goal: Students (including at-risk) experience success (Yes…they can!!!) 1.Designed to check for background knowledge and already acquired knowledge (differentiation tool). 2.Fosters team-talk at higher levels of thinking (by providing solutions before questions). 3.Provides ENGAGEMENT (MIND before Movement). 4.Becomes a formative assessment if after the teaching/learning, students can evaluate and adjust - as needed – answers. 5.Primary Goal: Students (including at-risk) experience success (Yes…they can!!!) Task: Create a ‘Hunt for Solutions’ that can be used tomorrow. Work with 1 team member to (1) select a content area, (create 2 or 3 questions to check for background knowledge and 3 or 4 questions that check for already acquired knowledge.

29 High-Yield Instructional Strategies

30 Research-based Strategy: Cooperative learning Percentile Gain: 27 The GARDEN Plot

31 BRAIN BREAK Select Team Leaders

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33 DO OR

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37 High-Yield Instructional Strategies

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41 Successful Inclusion Instructional Strategies that Facilitate Successful Inclusion Must … Supply students with STRUCTURE and ORGANIZATION Encourage student COMMUNICATION and COLLABORATION Provide students with VISUAL and HANDS-ON learning experiences

42 Summarizing and Note Taking Generalizations form the research: – Verbatim note-taking is, perhaps, the least effective technique. – Notes should be considered a work in progress. – Notes should be used as a study guide for tests. – The more notes that are taken, the better.

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48 WHO AM I?

49 Nonlinguistic Representations Approaches to this strategy in the classroom: – Graphic organizers, – Pictographic representations, – Mental images, – Physical models, and – Kinesthetic representations.

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51 Mutualism When one thing helps another. Types of pictures: Draw the concept.

52 Change Types of pictures: Draw the concept.

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54 Research on Imagery as Elaboration 6 37 percentile pts. higher than… …students who kept repeating definitions percentile pts. higher than… …students who were using the terms in a sentence. Students who used imagery to learn vocabulary, on average, performed # of studies

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59 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Cindy McCain Organizing Theme: Things someone would say… Bill ClintonGeorge Bush Barak Obama! Sarah PalinMax Baucus SPECIAL ELECTION 2008 EDITION

60 Results Now ~ Mike Schmoker, ASCD, 2006 Results Now ~ Mike Schmoker, ASCD, 2006 Aligned Curriculum How we can achieve unprecedented improvements in teaching & learning. Common Assessments Reteach & Reassess Research-based Instructional Strategies Teaching Critical Thinking Shared Results

61 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS

62 "It is no use saying, 'We are doing our best.' You have got to succeed in doing what is necessary." -Sir Winston Churchill

63 Setting the Purpose …. With Music. Harold Melvin and the BLUENOTES “Wake Up Everybody”

64 Wake up everybody no more sleeping in bed No more backward thinking, time for thinking ahead The world has changed so very much from what it used to be There’s so much hatred, war and poverty. Wake up all the teachers time to teach a new way Maybe then they’ll listen to what you have to say. They're the ones who are coming up and the world is in their hands. When you teach the children, teach them the very best you can. The world won’t get no better, if we just let it be. The world won’t get no better, we got to change it..yah.. just YOU and ME.

65 As a team of professional educators: Discuss with your peers the strategies that you recommend for implementation in your school this year.

66 Thank you for all you do, for all the children! ~Dan


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