Transcript Teaching and Learning Strategies for Success Richard D. Jones Senior Consultant International Center for Leadership in Education.

Teaching and Learning
Strategies for Success
Richard D. Jones
Senior Consultant
International Center for Leadership in Education
Personality
Teaching and Learning
Strategies for Success
Richard D. Jones
Senior Consultant
International Center for Leadership in Education
Education Is Important
Small Learning Communities
Do Make a Difference
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Increased Attendance
Increased Student Achievement
Increased Student Participation
Increased Student and Parent Satisfaction
Increased Positive Student Behavior
Greater Focus on Students’ Interests and
Aptitudes
Relevancy Leads to High Achievement
Pitfalls?
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Lack of Specific Goals
Unchanged Curriculum
Failure to Address Literacy
Too Much Emphasis on Belonging
Ignoring Staff Concerns
Uninformed Student Assignment
Bad Timing
Focusing only on Teachers
The
Status Quo
In schools the status quo persists!
Protect the
Status Quo
Improving
Student Achievement
What are the
reasons WHY?
Why?
Why ?
Changing Nature of
Work
Accelerating Technology
Employment 1970’s
High Skill
Low Skill
Employment 1990’s
High Skill
Semi Skill
Low Skill
Employment 2010
High Skill
Semi Skill
Low Skill
1970’s
1990’s
2010
Why?
Teaching
To
Standards
Standards are
NOT
Curriculum
Standards are a common
destination
Standards
VS.
Expectations
Why?
An Overcrowded
Curriculum
McREL
Needed Time
15,465 Hours
Available Time
9,042 Hours
Teachers struggling to teach an overloaded curriculum!
Why?
Much Teaching
Little Learning
Teaching
VS.
Learning
Why ?
Inconsistent
Student
Achievement
Nations' Average Science Performance
Compared with the U.S.
100%
50%
0%
Grade 4
Grade 8
Grade 12
Nations scoring higher than the U.S.
Nations scoring the same as the U.S.
Nations scoring below the U.S.
Source: NCES 1999-081R, Highlights From TIMSS
Average Reading Score
NAEP Reading17 Year-Olds
300
21
31
200
71
9
1
75
9
1
80
9
1
84
9
1
88
9
1
90
9
1
African American
92
9
1
94
9
1
Latino
96
9
1
99
9
1
White
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107)
Washington, DC: US Department of Education, August 2000
African American and Latino
17 Year Olds Read at Same Levels as
White 13 Year Olds
100%
0%
150
200
White 8th Graders
Latino 12th Grade rs
250
300
350
African American 12th Grade rs
Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)
Different Schools – Different Expectations
National Reading Test
60
50
40
A
B
C
D
<D
A
B
C
D
<D
30
Affluent Schools
SOURCE: US Department of Education
Disadvantages Schools
Why ?
Islands
of
Excellence
1998 by The Education Trust, Inc
Professional Learning
Community

Shared Values
 Collaboration
 Reflective Dialogue
 Focus on Student Learning
Why ?
Prepare for THE test?
NYS Math A Question June 2003
NYS Math A Question June 2002
New SAT - 2005
• More Application
• New Writing Section
• Expand Critical Reading for Information
• More Achievement
• Base on three years of Math
• Higher Level Math Skills
• Less Aptitude
• Eliminate analogies
• Eliminate simple math reasoning
Why ?
Increase
Student Motivation
12th Graders’ Views of School
1983–2000
51
47
60
41
40
Percent
50
40
36
39
35
31
28
29
24
30
1983
21
1990
20
1995
10
2000
0
School work
is meaningful
Courses are
interesting
Source: The Condition of Education 2002, National Center for Education Statistics
School will
be important
in later life
Why Change?
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Changing Nature of Work
Teaching to Standards
Overcrowded Curriculum
Much Teaching - Little Learning
Inconsistent Student Achievement
Islands of Excellence
Prepare for THE test
Increase Student Motivation
Rigorous and
Relevant
Learning
Rigor
Relevance
My only
skill is
taking
tests.
All Students
Best
Practices
Bringing Best Practices to Scale
1.
Small Learning Communities
2. High Expectations
3. 9th Grade
4. 12th Grade
5. Data
6. Curriculum
7. Relationships / Reflective Thought
8. Professional Development
9. Leadership
Everyone needs support
when they take new risks
Relationship Model
Key to Student Learning
1. Knowing
Teachers get to know
families
2. Assisting
Some positive support, but
3. Mentoring
Moderate support from
4. Enduring
Fully supported from all
5. Mutually
Mutually supportive learning
Support Behaviors
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Respect
Being There
Active Listening
Frequent Contact
Encouragement
Avoiding “Put Downs”
??????
Bringing Best Practices to Scale
1.
Small Learning Communities
2. High Expectations
3. 9th Grade
4. 12th Grade
5. Data
6. Curriculum
7. Relationships / Reflective Thought
8. Professional Development
9. Leadership
“Don’t follow
others blindly”
Lovers
never
send
form
letters.
Further Information
http://dickjones.us
Or
[email protected]
Use of Data
Data Rich
but
Analysis Poor
Types of Data
 Curriculum
 Demographics
 Student
Learning
 School Processes
 Perceptions of Quality
Types of Data Example
Type of Data
Literacy
Curriculum
Demographics
Student Learning
Processes
Perceptions of Quality
Performance on
•State Test
Types of Data Example
Type of Data
Literacy
Curriculum
Level of Reading Comprehension on
•State Test
•Real World
•Postsecondary Learning
Demographics
Incoming Student Reading Levels
Student Learning
Performance on
•State Test
•Local Assessment
Processes
Reading Levels of
•Textbooks
•Teaching Materials
•Success of Reading Practices
Perceptions of Quality
Student Surveys
Relationships
Clearly Important ?
How to Quantify?
How to Develop?
Relationships are Essential to
Student Learning
Result of combination of support from:
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Family
Peers
Teachers
Community
Relationship Model
0.
1.
2.
3.
4.
5.
Isolated
Knowing
Assisting
Mentoring
Enduring
Mutually Beneficial
Beginning to Use Data

Ask Questions and Analyze
 Avoid Snap Judgments
 Collect Data to Answer
Questions
 Set Goals Using Data
Staying on the
Cutting Edge
Smaller Strategies
Elementary
Reduced Class Size
 Looping
 Multi-age Groupings
 Expanded Use of Adults
 Learning Centers
 Differentiated Instruction
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Smaller Strategies
Secondary
Schools-within-Schools
 House Plans
 Freshman Academy
 Magnet Schools
 Career Academies
