Transcript Slide 1

The Education Challenge
September 24, 2008
Dr. Willard R. Daggett
International Center for Leadership in Education
International Center Finding
• Nation’s top performing
• Nation’s most rapidly improving
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.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
Application Model
1.
2.
3.
4.
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world
predictable situations
5. Application to real-world
unpredictable situations
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
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.
C
• Express probabilities as fractions,
percents, or decimals.
• Classify triangles according to
angle size and/or length of sides.
• Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
A
1
2
•
•
•
•
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.
D
• 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.
B
3
4
5
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Rigor/Relevance - All
Why
What
How
Culture to Support Change
• 10 lbs. Loss
Challenges
• Globalization
“China today exports in a
single day more than
exported in all of 1978.”
Source: The Rise of India and China . . .
U.S. has lost key industries, its
people stopped saving money,
and its government has become
increasingly indebted to Asian
Central Banks
Wal Mart
• Largest Corporation
• 8 times Size of Microsoft
• 2 % of GDP
• 1.4 Million Employees
• More Employees than:
• GM, Ford, G.E. and IBM Combined
Source: The Post-American World
U.S. – 2nd Half of 20th Century
• Only Superpower
• Highest per Capita Income
• 1st in Economic Growth
• 5% of Population > 24% of
Consumption
Source: National Academy of Science 2007
Savings Rate
1.
2.
3.
4.
5.
India -- 25%
Japan -- 28%
Korea -- 30%
China -- 50%
United States -- (-4%)
Challenges
• Globalization
• Technology
1983 – A Nation at Risk
•
•
•
•
•
•
E-mail
Web pages
Google
iPODs
Laptops
Digital
cameras
• Doppler radar
• Cell phones
2000
•
•
•
•
Blogs
Wikis
Tagging
Text
messaging
• MySpace
• Podcasts
• PDAs
E-Mail
• Adult use often
E-Mail
• Adult use often
• 14% of teens use often
Content Creation & Social Media
•
•
•
•
•
•
Facebook
MySpace
Flickr
YouTube
Blogs
Personal Web Pages
Use of Social Media Among
Online Teens
Teens from single-parent or lowerincome households are more likely
to blog than affluent teens in more
traditional households.
Source: Pew/Internet & American Life Project, Teens and Social Media, 2007
Information Technology
•
Processing
•
Communications
Emotiv
• 16 embedded sensors
• Detect facial expressions and
emotions
• Push, pull, lift, and drop
http://emotiv.com/INDS_3/inds_3.html
Bio Technology
•
Biological Science
•
Practical Application
Nano Technology
•
Atom Up
2000
Info Tech
Nano Tech
Bio Tech
2008
Info Tech
Nano Tech
Bio Tech
2012
Info Tech
Nano Tech
Bio Tech
Chinese Science
Elementary
Schools
Biology /
Chemistry
6 Years Integrated
Science
Biology / Physics
Grade 8
Physics /
Chemistry
Grade 9
Integrated Science
Grades 10 - 12
Grade 7
Source: Ed Week 6/6/07
Questions
Who
What
How
Criteria
• Core Academic Learning (Achievement in the
core subjects of English language arts, math and
science and others identified by the school)
TAKS English LA
Student Expectations Tested
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
High
16
39
18
20
46
21
27
33
34
Medium
0
0
0
0
0
0
0
0
0
Low
89
83
105
119
92
117
71
63
65
Criteria
• Core Academic Learning (Achievement in the
core subjects of English language arts, math and
science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and
relevant learning beyond the minimum
requirements)
Criteria
• Core Academic Learning (Achievement in the
core subjects of English language arts, math and
science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and
relevant learning beyond the minimum
requirements)
• Student Engagement (The extent to which
students are motivated and committed to learning;
have a sense of belonging and accomplishment;
and have relationships with adults, peers, and
parents that support learning)
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Student Survey Percentages
Survey Statement
Total
Male
Female
I enjoy being at school
50.2
47.4
53.2
Teachers make school an
exciting place to learn
33.0
32.9
32.6
School is boring
45.5
49.9
41.5
Teachers have fun at school
38.5
39.8
37.6
Learning can be fun
63.5
59.0
69.3
Student Survey Percentages
Survey Statement
Total
Male
Female
At school I am encouraged to be
creative
58.8
56.4
61.3
My classes help me understand
what is happening in my
everyday life
39.8
39.3
40.9
I learn new things that are
interesting to me at school
66.3
63.8
69.9
Criteria
• Core Academic Learning (Achievement in the core
subjects of English language arts, math and science
and others identified by the school)
• Stretch Learning (Demonstration of rigorous and
relevant learning beyond the minimum requirements)
• Student Engagement (The extent to which students
are motivated and committed to learning; have a sense
of belonging and accomplishment; and have
relationships with adults, peers, and parents that
support learning)
• Personal Skill Development (Measures of
personal, social, service, and leadership skills and
demonstrations of positive behaviors and attitudes)
Guiding Principles
 Responsibility
 Contemplation
 Initiative
 Perseverance
 Optimism
 Courage
 Respect
 Compassion
 Adaptability
 Honesty
 Trustworthiness
 Loyalty
Criteria
• Core Academic Learning (Achievement in the core
subjects of English language arts, math and science
and others identified by the school)
• Stretch Learning (Demonstration of rigorous and
relevant learning beyond the minimum requirements)
• Student Engagement (The extent to which students
are motivated and committed to learning; have a sense
of belonging and accomplishment; and have
relationships with adults, peers, and parents that
support learning)
• Personal Skill Development (Measures of
personal, social, service, and leadership skills and
demonstrations of positive behaviors and attitudes)
Student Survey Percentages
Survey Statement
Total
Male
Female
School is a welcoming and
friendly place
62.8
62.9
63.0
Teachers care about my
problems and feelings
45.6
43.5
48.3
I am proud of my school
48.8
47.8
50.8
Student Survey Percentages
Survey Statement
Total
Male
Female
Students respect teachers
39.1
41.5
36.9
Teachers respect students
54.2
53.8
55.7
Students respect each other
29.4
31.8
27.3
Student Survey Percentages
Survey Statement
Total
Male
Female
Teachers care about me as an
individual
51.0
50.1
52.7
Teachers care if I am absent from
school
49.5
47.7
52.1
Questions
Who
What
How
TAKS English LA
Student Expectations Tested
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
High
16
39
18
20
46
21
27
33
34
Medium
0
0
0
0
0
0
0
0
0
Low
89
83
105
119
92
117
71
63
65
Literacy is Key
Lexile Framework® for Reading Study
Summary of Text Lexile Measures
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
* Source of National Test Data: MetaMetrics
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
16 Career Clusters
Department of Education
Agriculture and Natural Resources
Arts, Audiovisual Technology, and
Communications
Business and Administration
Architecture and Construction
Education and Training
Finance
Health Science
Hospitality and Tourism
Human Services
Information Technology
Law and Public Safety
Manufacturing
Government and Public Administration
Retail, Wholesale, and Service
Scientific Research and Engineering
Transportation, Distribution, and Logistics
Reading Requirements
Findings

Entry-level



Highest in 6/16
Second Highest in 7/16
Consistent Across Country
Advanced
Lexile Reading Level Range: 850-930
Intermediate
Lexile Reading Level Range: 940-1090
Entry Level
Human Services
Lexile Reading Level Range: 1000-1140
Advanced
Lexile Reading Level Range: 1310-1390
Intermediate
Lexile Reading Level Range: 1250-1340
Entry Level
Construction
Lexile Reading Level Range: 1310-1350
Advanced
Lexile Reading Level Range: 1310-1440
Intermediate
Lexile Reading Level Range: 1280-1310
Entry Level
Manufacturing
Lexile Reading Level Range: 1280-1330
2005 Proficiency
Grade 4 Reading
Proficient
North Carolina
Texas
Iowa
Florida
Massachusetts
California
South Carolina
82 %
81 %
77 %
71 %
48 %
48 %
35 %
Required
NAEP Score
2005 Proficiency
Grade 4 Reading
North Carolina
Texas
Iowa
Florida
Massachusetts
California
South Carolina
Proficient
Required
NAEP Score
82 %
81 %
77 %
71 %
48 %
48 %
183
190
197
202
234
210
35 %
228
2005 Proficiency
Grade 8 Reading
Proficient
North Carolina
Texas
Iowa
Florida
California
South Carolina
88 %
83 %
72 %
44 %
39 %
30 %
Required
NAEP Score
2005 Proficiency
Grade 8 Reading
North Carolina
Texas
Iowa
Florida
California
South Carolina
Proficient
Required
NAEP Score
88 %
83 %
72 %
44 %
39 %
217
225
250
265
262
30 %
276
2005 Proficiency
Grade 4 Mathematics
Proficient
North Carolina
Texas
Iowa
Michigan
Florida
California
South Carolina
Massachusetts
91 %
82 %
80 %
73 %
63 %
51 %
39 %
39 %
Required
NAEP Score
2005 Proficiency
Grade 4 Mathematics
North Carolina
Texas
Iowa
Michigan
Florida
California
South Carolina
Massachusetts
Proficient
Required
NAEP Score
91 %
82 %
80 %
73 %
63 %
51 %
39 %
203
219
219
222
230
231
246
39 %
255
2005 Proficiency
Grade 8 Mathematics
Proficient
North Carolina
Iowa
Texas
Michigan
Florida
Massachusetts
South Carolina
84 %
76 %
61 %
61 %
58 %
42 %
24 %
Required
NAEP Score
2005 Proficiency
Grade 8 Mathematics
North Carolina
Iowa
Texas
Michigan
Florida
Massachusetts
South Carolina
Proficient
Required
NAEP Score
84 %
76 %
61 %
61 %
58 %
42 %
247
262
273
269
269
301
24 %
305
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Texas Career and Technical
Education
Texas English Language Arts
Essential Knowledge and Skills/
Student Expecations
English II - 10th Grade
English III - 11th Grade (Exit)
TAKS
Ag
Services
Constructio
n
Advertisin
g
Health
Science
Machinist
10t
h
11t
h
(C) organize ideas in writing to ensure
coherence, logical progression, and
support for ideas.
H
H
H
M
H
H
M
(G) analyze strategies that writers in
different fields use to compose.
L
L
L
L
M
L
L
(G) draw inferences such as conclusions,
generalizations, and predictions and
support them with text evidence [and
experience];
H
H
H
M
H
H
H
(D) interpret the possible influences of
the historical context on a literary work.
H
H
M
L
M
M
L
(B) evaluate the credibility of information
sources, including how the writer's
motivation may affect that credibility;
H
H
H
H
H
H
H
Texas Arts Education
Texas Mathematics
Essential Knowledge and Skills/
Student Expectations
7th Grade
TAKS
Visual Arts
Dance
Music
Theatre
(A) represent multiplication and
division situations involving
fractions and decimals with
concrete models, pictures, words,
and numbers;
H
H
H
H
H
(B) use addition, subtraction,
multiplication, and division to
solve problems involving
fractions and decimals;
H
H
H
H
H
(D) use division to find unit rates and
ratios in proportional
relationships such as speed,
density, price, recipes, and
student-teacher ratio;
H
M
M
M
M
(B) use properties to classify shapes
including triangles,
quadrilaterals, pentagons, and
circles;
L
H
M
L
H
H
H
H
H
H
(B) use a problem-solving model that
incorporates understanding the
problem, making a plan, carrying
out the plan, and evaluating the
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Connections / Pathways
Association
Area
Prefrontal
Cortex
Sight
Hearing
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Technology
Successful Practices Network
• Mission
• Rigor, Relevance, and
Relationship for ALL Learners
• Good to Great
• Best Practices
• Sustainability
Successful Practices Network
• 2003
– SPN 1.0
– 600 Schools
• 2008
– SPN 2.0
– 200 Schools
Improving Student Performance –
From Best Practices to Action Plans
2009 Symposium
January 23-25
Hilton Washington Hotel
Washington, D.C.
Visit www.LeaderEd.com for more information
17th Annual Model Schools Conference
June 28- July 1, 2009
Atlanta
Visit www.LeaderEd.com for more information
International Center for
Leadership in Education,
Inc.
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com