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For 21st Century Catholic Education

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1 For 21st Century Catholic Education
The “New” Rs Your Logo Here For 21st Century Catholic Education

2 Are you still here???? USA 1960’s typical classroom – teacher-centered, fragmented curriculum, students working in isolation, memorizing facts

3 Or have you moved on??? A classroom at the School of Environmental Studies, aka the Zoo School, in Minneapolis.  A perfect example of real-life, relevant, project-based 21st century education.

4 Where we should be. . .

5 Why change??? In Catholic Education, we have prided ourselves on the success of our schools. Why change what we have?

6 What has changed? The Church is not the trusted institution that it once was. Education has felt the impact of research. There has been an influx of technology. The way we assess students has changed The economy has had a deep influence on educational availability.

7 What remains the same? Education in Catholic Schools is faith-based.
Students still need self-discipline and need to know how to read, write, solve problems and interact with others. Parents still look to the Church to partner with them in the education of their children. Society needs members who are well-educated and responsible and who have good values.

8 What is our Mission? Catholic Schools form Catholic students to be full and practicing members of the Church, are centers of evangelization that call all to live fully the message of Jesus Christ, and are centers of academic excellence that rigorously prepare students to be life-long learners and contributing members of the global community

9 The First “R” RELIGION

10 We believe our Catholic Schools are an integral part of the Church’s mission to teach young people how to proclaim the Gospel, build faith communities, celebrate through worship and service to others

11 CATHOLIC IDENTITY Who we are What we believe The values we uphold
How we see life Why we do what we do Rooted in faith

12 Formation

13 Being a Role Model You are a “teacher” and as a teacher, you are a role model for all those whom you encounter. How do you model those qualities which you want others to reflect?

14 We believe the goal of our Catholic Schools is to assist parents/guardians in preparing the next generation of practicing Catholics who are well educated in the Catholic faith and capable of leadership in creating a just and Gospel-centered society

15 Active participation in the liturgical life of the Church is essential
We need to give witness!! Sacramental Preparation Eucharistic Celebrations Parish Prayer Celebrations

16 the liturgical life of the Church?
Who do YOU say that I am? Are you an active participant in the liturgical life of the Church?

17 Transformation The Catholic School. . .
Must respond to the needs of the socially and economically disadvantaged. Must face the challenges of new forms of poverty: Those who lack any type of inspiring ideal; Those to whom no values are proposed; Those who do not know the beauty of faith; Those who come from families that are broken and incapable of love; Those who are living in situations of material and spiritual poverty; Those who are slaves to the new idols of society. --U.S. Catholic Bishops

18 Create a Prayerful Environment-- Draw from a Rich Heritage of Prayer
And so I come to my third suggestion: Draw from a rich heritage of prayer as you create a prayerful environment. Give faith-related activities a place of priority in the school’s every-day life.


20 TEACH AS JESUS TAUGHT With this, I point to my final suggestion for enlivening the Catholic identity in your school. Jesus is the model for all teachers and the more we strive to Teach as Jesus Taught, the more our school community will reflect the center of faith it is intended to be.

21 Foundations of faith A secular society
What does the curriculum being taught in your school’s classrooms reflect? With this in mind, we need to ask ourselves the question, “What does. . .” We must also give an honest answer. Foundations of faith A secular society

22 Jesus. . . The Perfect Teacher Knew his subject matter
Was concerned about a person’s self image. Listened to others and adapted to His listeners. Taught in a practical, clear and incisive manner. Taught with authority and discipline. Was completely fair. Was prepared to teach. Used drill and review. Taught hard things by action, by hard questions. Used His natural talents. Had leadership. . .shared his lessons Took time to rest, renew and restore Himself. The Perfect Teacher How did Jesus teach?

23 Jesus Taught in a Practical, Clear and Insightful Manner
He used stories (parables) to teach. He knew what His learners were able to understand. He understood “learning styles” and “multiple intelligences.” How do you meet the learning styles and intelligences of your students? Do you make an effort to do this?

24 Teaching As Jesus Taught
What are the qualities you would like to have others remember you by? How can reflecting on the qualities of Jesus—the Perfect Teacher—help you to become a better person?The Written Curriculum Integrate faith values into every aspect of the Curriculum Knowledge set in the context of faith becomes wisdom and life vision. In a Catholic School, the academic subjects do not present only knowledge to be attained, but also values to be acquired and truths to be discovered.

25 Gini Shimabukurro

26 Keeping Faith Values in the Curriculum
The integration of faith and values throughout the curriculum helps students to understand the relationship that exists between faith and culture. For the Catholic School teacher this should be a way of thinking—How can this lesson be taught in the context of faith values?

27 We believe our Catholic Schools are committed to academic excellence, fostering the intellectual development and growth of faculty and students as all embrace learning attitudes of the 21st century

28 The Second “R” RIGOR

29 We believe student learning in our Catholic Schools begins with a rigorous curriculum presented in a learning environment that supports high levels of student engagement where ever-evolving technologies and 21st century skills are integrated with information relevant to the present as well as the future

30 The Millennial Generation must:
Have strong academic skills Know how to learn Communicate effectively, listen, write and speak well Think critically, creatively, and solve problems Work well in teams

31 The Millennial Generation must:
Possess self-esteem and motivation Understand how to obtain and use information Possess the ability to evaluate self and others Function in multicultural, diverse settings

32 CDOS 3(a) - universl foundation skils
CAREER DEVELOPMENT Self-knowledge Who am I? Career exploration Where am I going? Career Plan How do I get there? INTEGRATED LEARNING What am I learning? Why am I learning it? How can I use it? knowledge application Questions students should be able to answer FOUNDATION SKILLS What do I need to know? What skills are important for me” The dynamics of career development process aligns with the CDOS standards CDOS 1- knowledge CDOS 2 - Application CDOS 3(a) - universl foundation skils skills

33 Rigor and Relevance Bloom’s Taxonomy Application Model
Level of challenge of the learning for the student Application Model Relevance of learning to life and work

34 Rigor/Relevance Framework
1. Recall Knolwedge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation C D A B

35 Rigor/Relevance Framework
6 C D 5 4 3 A B 2 1 4 1 2 3 5

36 Bloom’s Taxonomy Awareness Level Recall specific information
list, arrange, tell, underline, identify, locate List the 4 P’s in the marketing mix. Comprehension Level Understanding or interpretation of information define, explain, calculate, reword Explain how to apply varnish to a table.

37 Bloom’s Taxonomy Application level Analysis Level
Applying knowledge and understanding to a new situation solve, operate, use, handle, apply Using a ruler, determine the square footage of the floor in this classroom. Analysis Level Separate a complex idea into its components categorize, simplify, examine, inspect, survey Which Microsoft office application was used to create this presentation?

38 Bloom’s Taxonomy Synthesis Level Evaluation Level
Combining knowledge to form a new idea. create, build, generate, reorganize Write or tell a new story using the same characters. Evaluation Level Choosing an alternative in making a decision. decide, classify, judge, prioritize, determine Which salesperson provided the best customer service? Why?

39 Rigor/Relevance Framework

40 Application Model Knowledge Apply in Discipline
Learning Knowledge, Attitude, or Skills Learning how to use the Internet Apply in Discipline Using the knowledge, attitude, or skills within the course curriculum Searching the Internet to find information to complete a class project

41 Application Model Apply Across Disciplines
Using the knowledge, attitude, or skills in all discipline curriculums Use the skills learned in the Microsoft Office class to prepare humanities report and presentation. Apply to Predictable Situations Using information to analyze and solve real problems with predictable solutions Read a recipe, measure and combine ingredients to make a decorated birthday cake.

42 Application Model Apply to Unpredictable Situations
Using information to analyze and solve real problems with unknown solutions Example: Use a road map to figure out where you are and where you should go when lost on a trip from Rochester, New York to Jackson, Mississippi.

43 The Third “R” RELEVANCE

44 We believe all students in our Catholic Schools need to be given frequent opportunities to think critically, work collaboratively, and make appropriate choices in an academic climate that allows for growth in each student’s ability to express learning in creative ways

45 the forefront of quality and effective education.
Today’s world calls for a greater leap in the changes required to keep at the forefront of quality and effective education.

46 Common Core Standards The Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn The CCSS are robust and relevant to the real world, reflecting the knowledge and skills that students need for success in college and careers We believe that the Common Core State Standards will help us to prepare our students to succeed in their personal and professional lives.

47 The CCSS allow for the depth of understanding rather than the breadth of covering material
The CCSS provide fewer standards- solving the problem of the over-crowded standards and curricula that began with the standards movement in the 1980s

48 The CCSS were informed by nearly 10,000 public comments, by standards of other top performing countries, by educators, including teachers and chief school officers from across our country The CCSS have been adopted by 47 states

49 The CCSS American competitiveness relies on a strong education system; one that adequately prepares students to compete successfully in a global economy The CCSS provide benchmarks for all students regardless of where they live; a first-time movement in U.S. history

50 The CCSS provide an opportunity for educators to work together, share best practices, and build a 21st century educational system for all students

51 ___Communications ___Creativity/Innovation
CATEGORY: Expressions and Equations: M.8.B. – Work with radicals and integer exponents. Essential Questions What should I be able to answer? What guides my thinking? How do I work with very large and very small numbers? When am I going to use this? How is this idea going to help me with my thinking? When is scientific notation used and by whom, what careers? Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning? Students will explain what they heard during the lesson to another student, agree/disagree/discuss Exit Cards – periodically through the unit Homework check/board work Summative: Quiz of individual skills, test when all are complete/My Math Textbook Page- create a page with explanation and examples and problems on each skill listed above Skills What skills do I need to have in order to answer the essential questions? 1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. 2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. Content What content do I need to know in order to answer the essential questions? Mathematical representation to solve problems Representation of mathematical situations using algebraic symbols Understanding of the interconnection of mathematical ideas Formative: Find Someone Who…Review- Integration of Learning How does this learning connect to my other areas (subjects) of learning? Science - examples-weights, distances, measurement Economics – example – debt *Confer with science teacher Tools for Learning Which tools will I use that will assist me in my learning? Standard Specific tools and websites 4 C’s tools and websites NETS tools and websites Which 21st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/Innovation What level of rigor will I be using? (A, C)________ What level of relevance will I be using?_________ (B,D)

52 We believe a safe, orderly and respectful learning environment is necessary for a quality, Catholic Education

53 Transitioning to CCSS Transitioning to new standards, and more importantly the new assessments, will require vision, gaining commitment and consensus, planning, time, and increased instructional capacity that require teachers to teach with an expanded repertoire of skills.

54 The Fourth“R” REFLECTIONS

55 We believe our Catholic Schools embrace cultural diversity reflective of the world in which our students will live and work

56 Reflecting on the mission Sharing the mission
Do I give witness to the phrase from Scripture, “See how these Christians love one another?” How do I show respect for those with whom I share this ministry? Is this evident to my students? To others?

57 Characteristics of Reflective Practitioners
They routinely and purposefully deliberate or reflect on teaching. They are open-minded or freely question their own views and reactions to their teaching practices. They consider and accept the consequences of the decisions or changes they make in teaching style or learning environment. They are enthusiastic and eagerly focus their thinking on ways to improve their teaching. They become “students of teaching” by inquiring into the theory and practice related to teaching and learning, (Crukishank, Bainer and Metcalf, 1995)


59 We believe supportive relationships enhance the learning capabilities of all of our students.

60 Relationships The classroom as a community forms the culture for the development of the whole person. Teachers and administrators who strive to create a learning community among themselves are far more effective in contributing to the needs of the students in the long run than a teacher’s isolated attempts. (Barth, 1988)

61 There are many factors to consider in the creation of learning communities in Catholic Schools:
Recognition of diverse learning styles; Positive discipline strategies; Physical arrangement of classrooms; Teacher-student and student-student relationships;

62 In a learning Community. . .
People feel like they are doing something important—personally and to the larger world. Every individual is somehow stretching, growing, or enhancing his/her capacity to create. Members acknowledge that they are more intelligent together than they are apart. People feel free to inquire about each other’s assumptions and biases. People feel free to experiment, to take risks and openly assess the results. No one is demoralized for making a mistake. (Shimabukuro, 2007)

63 From a Catholic School perspective, the pedagogical challenge lies in translating Gospel values into classroom practices in the attempt to build on the strengths, interests and needs of the learner. (Shimabukuro, 2007)

64 The other “R”s Responsibility Respect Reinforcement Renewal

65 Remembrance

66 Catholic Education “It is very dangerous to go into eternity with possibilities which one has oneself prevented from becoming realities. A possibility is a hint from God. One must follow it.” --Soren Kierkegaard

67 St. John Neumann, intercede for us.

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