# International Center for Leadership in Education

## Presentation on theme: "International Center for Leadership in Education"— Presentation transcript:

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

Skills Gap

Change Process Why What How

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

Rigor/Relevance For All Students

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

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

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

Levels Bloom’s C D A B 6 5 4 3 2 1 Application

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

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

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

Levels Bloom’s C D A B 6 5 4 3 2 1 Application

Change Process Why What How

Input Process Output Success in Changing World The Students are
Different Schools

Input The Students are Different

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

Multitasking Toggling Prefrontal Cortex Pew Research

Today’s Youth Digital Learners Multimedia Find and manipulate data
Analyze data and images

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

Millennial-oriented Technology
Blogs Wikis Tagging Instant Messaging MySpace Podcasts

Input Process Output Success in Changing World The Students are
Different Schools

Challenges Technology

Info Tech Computers will become faster.

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

Image source: www.dell.com

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

Information Technology
Processing Communications

Nano Technology Atom Up

SPOT Microsoft Citizen Fossil Suunco

SPOT Integrated Projection Projection Keyboard

Projection Keyboard

Projection Keyboard and Projector

Language Translation

Translation Goggles

Do You... Print to edit? See Web site vs. URL Print your ?

SMS (Short Message Service)
A New Language SMS (Short Message Service) Text Messaging 160 characters maximum

SMS Text Lingo "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)

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 deosn’t 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!

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

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

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

BTW, SOL U WL problE hav 2 Lern d lingo
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.

New Literacy Document Quantitative Technological

Levels Bloom’s C D A B 6 5 4 3 2 1 Application

Bio Tech Medicine will cure more diseases.

Nano Tech Materials will become stronger.

The Future of Technology
Computers will become faster. Materials will become stronger. Medicine will cure more diseases.

Challenges Technology Globalization

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

Most Advanced Nation Needs Most Competitive Workforce

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

Challenges Technology Globalization Demographics

Gender Gap Male Female Special Education 70 % 30 % B. A. 43 % 57 %
Masters % %

Start Working End Working Longevity
107 77 62 62 47 21 14 18 1900 2000 2100

Demographics / Economic
1910 3.0 / 100 1946 4.6 / 100 2000 1.4 – 1.8 / 100

55 is not an economically sustainable policy
Retirement 55 is not an economically sustainable policy

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

Challenges Technology Globalization Demographics Values / Beliefs

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

Change Process Why What How

Essential Skills

Levels Bloom’s C D A B 6 5 4 3 2 1 Application

Interquartile Ranges Shown (25% - 75%)
Lexile Framework® for Reading Study Summary of Text Lexile Measures Interquartile Ranges Shown (25% - 75%) 1600 1400 1200 Text Lexile Measure (L) 1000 800 600 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

16 Career Clusters Department of Education

Entry-level Highest in 6/16 Second Highest in 7/16 Consistent Across Country

Human Services

Construction

Manufacturing

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

Levels Bloom’s C D A B 6 5 4 3 2 1 Application

Change Process Why What How

Levels Bloom’s C D A B 6 5 4 3 2 1 Application

Data

AIMS English LA - Reading Performance Objectives Tested

Arizona Arts Education
Arizona English Language Arts Standards/Benchmarks/ Performance Objectives Grade 8 AIMS Test Visual Arts Dance Music Theatre PO 1. Determine the meaning of vocabulary using linguistic roots and affixes (e.g., Greek, Anglo-Saxon, Latin). M H PO 2. Use context to identify the intended meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast). PO 3. Use context to identify the meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast). PO 4. Determine the meaning of figurative language, including similes, metaphors, personification, idioms, hyperbole, and technical language. 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. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). L

Arizona English Language Arts Strands/Standards/Concepts/
Performance Objectives Grade 10 Curriculum Survey of National Rankings Essential Skills AIMS Agriculture & Natural Resources Architecture & Construction Arts, AV Tech & Communications Ag Production Ag Services (Ag Business) Ag Mechanics Natural Architecture Surveying & Drafting Visual Arts & Design Performing Arts PO 3. Determine how the meaning of the text is affected by the writer’s word choice (e.g., literal vs. figurative language, idioms, adages). e80 M L H PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). e52 PO 2. Generate clarifying questions in order to comprehend text. e59 e75 PO 3. Use graphic organizers in order to clarify the meaning of the text. e40 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. 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 PO 2. Distinguish supported inferences from unsupported inferences in expository selections such as editorials, newspaper articles, essays, reviews, and critiques. e17 e18 e34 e53

Instruction - Structure

Curriculum Alignment: The Reality

Curriculum Alignment: The Goal
Grade 9 ELA Math Science Social Studies Grade 10 Grade 11 Grade 12 NOTES: Obviously, this is what we would all like a school’s program to look like. Coherence from year to year within one subject area, and shared understandings and expectations across subject areas. School looks and feels to students like one thing, rather than a hundred things. They feel as though they are on a clearly thought-through pathway leading them from middle school to independence. They know that they cannot play one teacher off another. They do not have to worry about whether they got the “hard” teacher for a particular course. Can curriculum solve all of the problems in a school? Hardly. But an increase in the sense of coherence, of planned-ness, of school being a single thing instead of a hundred individual things—this can certainly have an effect on the school climate at large.

Technology

Transition Years