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WW-P MISSION: WHOLE CHILD/EVERY CHILD 21ST CENTURY COMPETENCIES FRAMEWORK FOR PROFESSIONAL PRACTICE ASSESSMENTS (COMMON & EXIT) st 21 WW-P Century Competencies Innovative & Practical Problem Solver Effective Communicator Flexible Self-Directed Learner Collaborative Team Member Globally Aware, Responsible, Active Citizen Information Literate Researcher WHERE THE COMPETENCIES COME FROM? 21st Century Competencies CAN THESE COMPETENCIES BE MEASURED? HOW DO WE ASSESS FOR THIS? Higher-Order Thinking Open-Ended and Complex Authentic Contexts Clearly Articulated Expectations WHY HAVE AN EXIT ASSESSMENT? To ASSESS the DISTRICT on where students are NOW against where we WANT THEM TO BE. District Physical Long-term transfer goals “Students will be able to independently use their learning to…” •An effective curriculum equips learners for autonomous performance …by design! WHY THIS ASSESSMENT? The Belief: Depth of understanding is revealed when you are asked to apply (on your own) what you have learned in a new situation. The Competencies: Communicator, Collaborator, Problem Solver, Researcher, Self-Directed, Global Awareness Task Choices #1-4: Development Plan Design and present a development plan that will address your country’s most significant barrier to growth (Choose Hunger, Education, Health, or Environment). Task Choice #5: Non-Profit Awareness Campaign Develop an “awareness and call to action” non-profit campaign directed at middle school-aged students for a global-issue oriented NGO. Innovator Task Choice Invent/design a solution or improve upon an existing program/ technology that will help overcome a country’s specific poverty-based obstacles, address the underlying problem, and start to improve the lives of the people. Students will create a blueprint (or prototype) of the design (if it is a product) or an action plan (if it is a program). THE PROCESS PRESENT TO OUTSIDE JUDGES Skype with an Expert 8th GRADE EXIT ASSESSMENT USE THE DATA TO DRIVE INSTRUCTION EFFECTIVE COMMUNICATOR 4 3.9 3.8 3.7 3.6 3.5 3.4 2012 2013 3.3 2014 3.2 3.1 3 2.9 2.8 2.7 2.6 2.5 2.4 2.3 2.2 2.1 2 Audience/Purpose Delivery & Style Use of Media SCORING OF JUDGES Response to Judges PROBLEM SOLVER 4 3.9 3.8 3.7 3.6 3.5 3.4 3.3 3.2 3.1 3 2.9 2.8 2.7 2.6 2.5 2.4 2.3 2.2 2.1 2 2012 2013 SCORING OF JUDGES 2014 BEYOND THE REFRIGERATOR DOOR: DESIGNING MEANINGFUL AUTHENTIC ASSESSMENT EXPERIENCES The Challenge of Whole-Class Skills Instruction High Panic Anxiety Worry Challenge (Demands of the Situation) FLOW Whole class skills instruction Boredom Low Mihaly Csikszentmihalyi Low Capabilities (Individual Skills) High Key design questions What is the best use of time – in class and out of class – given the goals? What roles should students and teacher play for optimal engagement and learning? What maximizes engagement and sustained learning? Most common student answers Hands on Makes you think Real-world, useful, relevant Offers choice, variety Makes me feel smart, not stupid How do we develop 21st century learners with 19th century content? Child Labor: Learning from our Past to Change our Future Child Labor PBL Task ANALYZE historical trends: Has child labor significantly changed over time? COMPARE multiple perspectives: Is child labor an economic necessity? ADVOCATE for change: How can you make your voice heard and initiate others to act? STAGE 1: Recognize Historical Perspective Has child labor in America significantly changed over time? Why is child labor still being exploited in America today? Setting the Historical Context: THEN List of Victims from the Fire Setting the Historical Context: Child Labor in U.S. Today? Create an Electronic Survey 1. What are some modern examples of child labor exploitation that you discovered? 2. Are children better protected today than they were at the turn of the century? How? Why? 3. Why do you think abuses of child labor continue to happen? Socratic Circle Dialogue Outer Circle Inner Circle STAGE 2: Recognize Global Perspective How is child labor defined? Why is the issue of child labor so complex? Why does child labor continue to exist? Setting the Historical Context: Child Labor NOW Recognize Perspective Pros and Cons of Child Labor Where Do Our Possessions Come From? Gather Information from country’s media sources Evaluate Country (based on agreed upon criteria) Communicate Ideas: “C20” Children’s Conference STAGE 3: Take a stand Design & create a video Post to initiate others to act What skills are being utilized here? Adding the Authentic Audience WHAT DOES THE DATA REVEAL? HOW CAN THIS INFORM HOW WE MOVE FORWARD? IMPLICATIONS FOR PROGRAM, CURRICULUM, & INSTRUCTION?