Transcript Slide 1
Follow the Yellow Brick Road to Higher Achievement
for EACH Student in the 21st Century
Prepared Especially for the
Montana ASCD Educators’ Institute
by Dan Mulligan, Ed. D.
June 2009
What are 21st 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
www.21stcenturyskills.org
What’s new about 21st Century Skills?
New Understanding of Learning
New Areas of Emphasis
Critical Thinking and Problem
Solving Skills for EVERYONE
Innovation and Creativity Skills
Life and Career Skills for
Digital-Age Literacy
EVERYONE
Moving BEYOND
TO ALL STUDENTS THINKING…
“the correct answer”
My only
skill is
taking
tests.
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
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…….
http://epals.com
Sit in front of the school and write a paragraph that
describes clearly how the school looks from your
perspective. We will e-mail 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.
http://visualblooms.wikispaces.com
Principle #1: Know the Learner
The Mental State of:
Educators in
June
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!
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
1
3
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?
Look at the picture above. How
does this picture relate to
assessment? Complete this
sentence: The image is like
assessment in that_______
2 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?
4During 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?
an actionof
taken
you, than
of common assessments
Create
notbymore
people.
1 What isteams
2 What4use
your department or your school
currently exists in your grade-level.
you attribute
to resulting
How in
often?
teachers/students
Forthat
each
question:
Oneinperson
theDoteam
take the
increased achievement for each
analyze results, then
lead
by sharing
your team
either your
student
impacted bywith
the action
reteach/relearn
& reassess when
this year? or the response obtained
necessary? from your
response
travels.
3
Look at the picture above. How
does this
picture
relate to
Other
team
members
can
teaching? Complete this
sentence: The image is like
assessment in that_______
4
During the assessment
then
shareprocess
theirdofindings.
instruction
teachers
focus on essential knowledge,
essential vocabulary and
essential skills (or some but not
all)?
Opportunity to Learn
Has the strongest relationship with student achievement of all school-level factors.
What Works in Schools, ASCD
• 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
Content-Related Evidence of Validity
(Intended Curriculum)
Essential
Essential
Skills
Knowledge
Learning
TARGET
(content
validity)
Essential
Vocabulary
MATH K – 4
2008-2009
Montana Math Standards, Revised Bloom’s Taxonomy,
and Research-Based Strategies for Increasing Student Achievement in the 21st Century
Cognitive
Domain
Remembering
Understanding
Question
Cues
Recalling
information:
Recognizing,
listing,
describing,
retrieving,
naming, finding
ResearchBased
Instructional
Strategies
Applying
Analyzing
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
Similarities &
Differences
Nonlinguistic
Representation
Nonlinguistic
Representation
Generating & Testing
Hypotheses
Generating & Testing
Hypotheses
Generating & Testing
Hypotheses
Questions, Cues, &
Advance Organizers
Similarities &
Differences
Generating & Testing
Hypotheses
Similarities &
Differences
Similarities & Differences
Summarizing & Note
Taking
Homework &
Practice
Summarizing & Note
Taking
Cooperative Learning
Summarizing & Note
Taking
Questions, Cues &
Advance Organizers
ResearchBased
Assessment
Strategies
Forced-Choice
Forced-Choice
Short Written
Response
Short Written
Response
Evaluating
Summarizing & Note
Taking
Setting Objectives &
Providing Feedback
Nonlinguistic
Representation
Performance
Assessment
Essay
Teacher Observation
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,
Reinforcing Effort &
Providing Recognition
Performance Assessment
Student Self-Assessment
Short Written
Response
Essay
Essay
Performance
Assessment
B.1, B.2, B.1,
B.2, B.1, B.1,
B.4, B.1, B.2,
Performance Assessment
Teacher Observation
Oral Report
Forced Choice
CS1: CE
CS2: NS
CS3: AC
CS4: G
CS5: M
CS6: PS
CS7: PRF
Cooperative Learning
Essay
Oral report
Essay
Creating
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,
Dan Mulligan, 2008-2009
READING K - 4
2008-2009
Montana English Standards, Revised Bloom’s Taxonomy,
and Research-Based Strategies for Increasing Student Achievement in the 21st Century
Cognitive
Domain
Remembering
Understanding
Question
Cues
Recalling
information:
Recognizing,
listing,
describing,
retrieving,
naming, finding
ResearchBased
Instructional
Strategies
Applying
Analyzing
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
Similarities &
Differences
Nonlinguistic
Representation
Nonlinguistic
Representation
Generating & Testing
Hypotheses
Generating & Testing
Hypotheses
Generating & Testing
Hypotheses
Questions, Cues, &
Advance Organizers
Similarities &
Differences
Generating & Testing
Hypotheses
Similarities &
Differences
Similarities & Differences
Summarizing & Note
Taking
Homework &
Practice
Summarizing & Note
Taking
Cooperative Learning
Summarizing & Note
Taking
Questions, Cues &
Advance Organizers
ResearchBased
Assessment
Strategies
Forced-Choice
Forced-Choice
Short Written
Response
Short Written
Response
Evaluating
Summarizing & Note
Taking
Setting Objectives &
Providing Feedback
Nonlinguistic
Representation
Performance
Assessment
Essay
Teacher Observation
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,
Reinforcing Effort &
Providing Recognition
Performance Assessment
Student Self-Assessment
Short Written
Response
Essay
Essay
Performance
Assessment
B.1, B.1, B.5,
B.6, B.8, B.3,
B.2, B.6, B.2,
Performance Assessment
Teacher Observation
Oral Report
Forced Choice
CS.1: Comp.
CS.2: Apply
CS.3: Goals
CS.4: Select
CS.5: Eval.
Cooperative Learning
Essay
Oral report
Essay
Creating
B.1, B.2, B.5, B.7,
B.8, B.3, B.4, B.4,
B.2, B.3, B.8, B.4,
Dan Mulligan, 2008-2009
Knowledge
There is a great difference
between knowing and
understanding: you can know a
lot about something and not
really understand it.
~Charles Kettering
The HOW
CUBING
1.Remember it.
2009
(Describe its colors, shapes, and sizes. What
does it look like?)
2.Understand it.
3.Apply it.
(What does it make you think of?)
(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.
6.Create it.
(Take a stand and list reasons for supporting it.)
(Generate a new version of it. How is it an
improvement from the original?)
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.
HUNT for SOLUTIONS
HUNT for SOLUTIONS
In Montana Public Schools:
1. The percent of ALL students scoring ADVANCED in Reading in 2007 – 2008 .
42
2. According to the Silent Epidemic, the percent of U.S. dropouts who leave due to
boredom.
47
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.
80
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.
51
5. The percent of students participating in FREE/REDUCED LUNCH scoring
ADVANCED In READING in 2007 - 2008.
28
6. The percent of ALL students scoring ADVANCED in MATHEMATICS in 2007 - 2008.
25
7. The percent of AMERICAN INDIAN/ALASKAN NATIVE students scoring ADVANCED in
MATHEMATICS in 2007 – 2008.
8. The percent of ALL students scoring ADVANCED in SCIENCE in 2007 – 2008.
SOLUTIONS: 9, 14, 25, 28, 42, 47, 51, 80
9
14
“A positive attitude may not solve
all of your problems, but it will
annoy enough people to make it
worth it.”
-Maya Angelou
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!!!)
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.
High-Yield Instructional Strategies
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Research-based Strategy:
Percentile Gain:
Cooperative learning
27
The GARDEN Plot
BRAIN BREAK
Select Team Leaders
DO
OR
High-Yield Instructional Strategies
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
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
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.
WHO AM I?
Nonlinguistic Representations
Approaches to this strategy in the
classroom:
–
–
–
–
–
Graphic organizers,
Pictographic representations,
Mental images,
Physical models, and
Kinesthetic representations.
Types of pictures:
•
Draw the concept.
Mutualism
When one thing helps another.
Types of pictures:
•
Change
Draw the concept.
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
*Setting objectives & providing feedback*
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Research on Imagery as Elaboration
Students who used imagery to learn
vocabulary, on average, performed
# of
studies
6
37 percentile pts. higher
than…
…students who kept
repeating definitions.
4
21 percentile pts. higher
than…
…students who were
using the terms in a
sentence.
http://visual.merriam-webster.com/
Organizing Theme:
SPECIAL
ELECTION 2008
EDITION
Things someone
would say…
Barak Obama!
200 POINTS
Sarah Palin
Max Baucus
100 POINTS
100 POINTS
Cindy McCain
Bill Clinton
George Bush
50 POINTS
50 POINTS
50 POINTS
Results Now
How we can achieve
unprecedented improvements
in teaching & learning.
~Mike Schmoker, ASCD, 2006
Teaching Critical
Thinking
Reteach & Reassess
Aligned Curriculum
Research-based
Instructional Strategies
Common Assessments
Shared Results
200 POINTS
100 POINTS
50 POINTS
100 POINTS
50 POINTS
50 POINTS
"It is no use saying,
'We are doing our best.'
You have got to succeed in
doing what is necessary."
-Sir Winston
Churchill
Setting the Purpose ….
With Music.
Harold Melvin and the
BLUENOTES
“Wake Up Everybody”
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.
As a team of
professional educators:
Discuss with your peers the
strategies that you
recommend for
implementation in your
school this year.
Thank you for all you do,
for all the children!
~Dan