Presentation on theme: "Developing 21 st Century Teachers and Administrators Who Can Lead 21 st Century Schools Chief Instructional Leaders October 16, 2008 21 st Century Curriculum."— Presentation transcript:
Developing 21 st Century Teachers and Administrators Who Can Lead 21 st Century Schools Chief Instructional Leaders October 16, 2008 21 st Century Curriculum
21 st Century Learning Mission To grow the seeds of greatness in every child, teaching them to achieve to their fullest potential so that they may be globally intelligent and resilient in our 21 st Century world. Dr. Steven Paine
Policy Policy 2510 13.27 Definition of Curriculum The content standards, objectives and performance descriptors for all required and elective content areas and 21 st century learning skills and technology tools at each programmatic level
The West Virginia Standards for 21 st Century Learning include 21 st century content standards and objectives as well as 21 st century standards and objectives for learning skills and technology tools. This broadened scope of curriculum is built on the firm belief that quality engaging instruction must be built on a curriculum that triangulates rigorous 21 st century content, 21 st century learning skills and the use of 21 st century technology tools. Policy 2520.14
The Rigor/Relevance Framework A Acquisition B Application C Assimilation D Adaptation KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY 654321654321 Evaluation Synthesis Analysis Application Understandin g Awareness APPLICATION MODEL 1 2 3 4 5 KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations
Three Ways to Improve Student Learning Raise the level of rigor in the content standards and objectives Increase the skill and knowledge of teachers in teaching the content Engage students in active learning designed around the standards for content, learning skills and technology tools.
What is so different about these Content Standards?
Depth of Knowledge Level 1 – Recall, recognition. Skill a behavior or sequence of behaviors learned through practice and easily performed Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding Level 3 – More sophisticated reasoning and analysis; students required to solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time
RELA CSO Comparison – Grade 4 Previous Policy RLA.4.1.11 summarize the authors purpose (e.g., to persuade; to inform; to determine a specific viewpoint). Revised Policy 07/01/08 RLA.O.4.1.09 determine authors purposes in literary and informational texts and use supporting material to justify authors intent: To persuade To entertain To inform To determine a specific viewpoint
Science CSO Comparison – Grade Former Policy AB.4.31 investigate and discuss that the number of organisms any environment can support depends on the resources available Revised Policy 07/01/08 SC.O.B.2.18 evaluate environmental factors that affect succession, populations and communities.
Mathematics CSO Comparison Grade 3 Previous Policy MA.3.1.6 compare and order fractions with like and unlike denominators using concrete models. Revised Policy M.O.3.1.6 create concrete models and pictorial representations to compare and order fractions with like and unlike denominators, add and subtract fractions with like denominators, and verify results.
Power Standard Grade 3 Mathematics: The student will use symbolic representations to compare, order, add and subtract like denominators, and extend this knowledge to problem solve, and analyze real-world problems as they construct and organize data. M.O.3.1.5demonstrate an understanding of fractions as part of a whole/one and as part of a set/group using models and pictorial representations M.O.3.1.6create concrete models and pictorial representations to Compare and order fractions with like and unlike denominators, Add and subtract fractions with like denominators and verify results M.O.3.1.7use concrete models and pictorial representations to demonstrate an understanding of equivalent fractions, proper and improper fractions, and mixed numbers M.O.3.5.1 collect and organize grade-appropriate real-world data from observation, surveys, and experiments, and identify and construct appropriate ways to display data. M.O.3.5.3analyze real-world data represented on a graph using grade- appropriate questions.
Identifying Learning Targets M.O.3.1.6 Create concrete models and pictorial representations to Compare and order fractions with like and unlike denominators, Add and subtract fractions with like denominators, and verify results. Knowledge (2)Performance (8) Reasoning (10)Product (8) *See handout for detailed identification
The Academic Prompt A structured performance task that elicits the students creation of a controlled performance or product. These performances and products should align with criteria expressed in a scoring guide or rubric. Successful prompts articulate a format, audience, topic/content focus, and purpose (FAT-P).
Example Academic Prompt FAT-P Planning to Take Action The citizens of Hacker Valley, West Virginia, are upset about how the state legislature is dealing with their pleading for a public water system to address the level of arsenic in ground water. With a partner create a chart, table, or timeline depicting previous actions and three actions your partner committee feels would be beneficial to prompt your delegate or senator to work to obtain the needed waterline. Share your findings with other committee groups. Discuss what actions have merit and which actions are not plausible at this time.
Example Academic Prompt FAT-P Balancing Mobile You are a sculptor and you have been hired to design a large metal mobile. This mobile will be made of flat triangular metal plates and is to be displayed in the town museum. Each triangular piece will hang so that it will be suspended with the triangular surface parallel to the floor. You are to construct a model using Geometers Sketchpad and experiment with the points, segments and triangles to look for solutions. From what point should each piece hang? Why would you want to find the center of a triangle? What is this point called?
Elements of an Effective Performance Task and Culminating Project G=real-world goals R=real-world role(s) A=real-world audience S=real-world situation P=real-world products and performances S=standards for acceptable performance
Example Culminating Assessment GRASPS Conic Sections Play a Fundamental Role in Space Science You are an engineer employed by NASA. You have been asked by your former mathematics teacher to return to your alma mater and give a PowerPoint presentation to an Algebra II class on How Conic Sections Play a Fundamental Role in Space Science. In your presentation, you will include pictures and detailed examples of the mathematics used for each of the conics sections.
A Rubric is based on a continuum of performance quality aligned with the WVCSO performance descriptors, built upon a scale of different possible score points to be assigned; identifies the key traits or dimensions, as represented by the identified learning targets, to be examined and assessed; and provides key features of performance for each level of scoring (descriptors) which signify the degree to which the criteria have been met.
What resources are currently available to assist classroom teachers?
Pbl vs. projects ProjectsPBL Teacher directedStudent driven Single answerOpen-ended SummativeOn-going ThematicDriving question/challenge FunEngaging Answer givingProblem solving School worldContextualized – Real world Curricular add-onCurricular focus Continuum of Practice
21 st Century Learning Mission To grow the seeds of greatness in every child, teaching them to achieve to their fullest potential so that they may be globally intelligent and resilient in our 21 st Century world. Dr. Steven Paine What do you need from the Office of Instruction to assist you as you work with your teachers to achieve our 21 st Century learning mission?