ahu statues easter island engage mike schwei, ed.d

Ahu StatuesEaster Island

EngageMike Schwei, Ed.D.

What does it mean to actively embrace the new future?

Guiding Questions: What is the new future?

Who is defining the new future?

Engage

When we prepare students for their future we teach so they will be prepared for _____ years.

(fill in the blank)

Guiding Question:

How are we preparing students for their future, rather than our past, our present, or our future?

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Engage

Explore & Explain

Beyond Knowledge and Skills to

Transferable and Transferred Understandings

??????

?

Explore & Explain

Dep

th

Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002

Facts Topics Concepts Generalization Principle

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Blooms’ Taxonomy

and Erickson’s Structure of Knowledge

Theory

TABS

(1980)

TEAMS

(1986)

TAAS/TAKS

(1990/2003)

STAAR/EOC (

2011)

The Conceptu

al Age

Explore & Explain

Dep

th

Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002

Facts Topics Concepts Generalization Principle

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Blooms’ Taxonomy

and Erickson’s Structure of Knowledge

Theory

Content

Process

(Skills

)Context

(Tra

nsferred w

ithin or a

cross D

isciplines)

Big Ideas

(Tra

nsferable)

(Knowledge)

Explore & Explain

37

Lev

el o

f D

iffi

cult

y

Application ModelAdapted from ILT to ILD, Moving Texas Forward 2002

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Blooms’ Taxonomy

and Willard Daggett’s Rigor & Relevance Framework

KnowledgeApply in Discipline

A

Acquisition

C D

Assimilation Adaptation

Application

B

Apply across

Disciplines

Apply to real-world predictable Situations

Apply to real-world unpredictable situations

Explore & Explain

Dep

th

Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002

Facts Topics Concepts Generalization Principle

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Blooms’ Taxonomy

and Erickson’s Structure of Knowledge

Theory

Content

Process

(Skills

)Context

(Tra

nsferred w

ithin or a

cross D

isciplines)

Big Ideas

(Tra

nsferable)

(Knowledge)

STAAR and EOC

Explore & Explain

• Content = knowledge and comprehension of facts and topics

• Process = skills

• Concepts & Generalizations = transferable

understandings

• Context = transferred understandings in application

Explore & Explain

“DOTS” not all!!!

•Reflect on your own instruction, or the instruction of teachers on your campus or in your district.

•Take a strip of four BLUE or ORANGE dots.

•Use one dot on each poster to form a collective set of four bar graphs showing the % of instruction dedicated to each.

Explore

Explain

Explain

CCSSO = Council of Chief State School Officers

Core Standar

ds

Explain

Core Standar

ds

Explain

Charlotte DanielsonFramework for Teaching

InTASC = Interstate Teacher Assessment and Support Consortium

Core Standar

ds

Explain

ISLLC = Interstate School Leaders Licensure Consortium

Core Standar

ds

Explain

Learning Forward Standards for Professional Learning (formerly NSDC = National Staff Development Council)

Core Standar

ds

Explain

Index 1: Student AchievementIndex 2: Student ProgressIndex 3: Closing Performance GapsIndex 4: Postsecondary Readiness

Core Standar

ds

Source: http://tpack.org/

NETS

NETS = National Educational Technology Standards

Explain

• Content = knowledge and comprehension of facts and topics

• Process = skills

• Concepts & Generalizations = transferable

understandings

• Context = transferred understandings in application

It’s Not Just in Texas

Elaborate

I’m Ready to Tell You My Secret, Now. I See . . .

Elaborate

Elaborate

The 5 Disciplines of Multipliers

Wiseman & McKeown, 2010, p. 23

Diminishers Multipliers

Empire Builder

Hoards resources and underutilizes talent

Talent Magnet

Attracts talented people and uses them at their

highest point of contribution

Tyrant

Creates a tense environment that

suppresses people’s thinking & creativity

Liberator

Creates an intense environment that requires people’s best thinking and

work

Know-It-AllGives directives that

showcase how much they know

ChallengerDefines an opportunity that causes people to

stretch

Decision Maker

Makes centralized, abrupt decisions that confuse the

organization

Debate Maker

Drives sound decisions through rigorous debate

Micro Manager

Drives results through their personal involvement

InvestorGives other people the

ownership for results and invests in their success

Elaborate

AdvertisingYou, too, can have, become, look . . . if:

Explore

Elaborate

Compare and contrast the following two videos. Evaluate the ability to think conceptually and to generalize, as well as the ability to transfer learning to new situations.

How Long Will AmericaLead The World?

What Causes Societies to

Collapse? Elaborate

NOTE:

The failures of

these societies

in different

times and

different

places reflect

common

reasons for

their failures.

NOTE:The common reasons for the failures of these societies constitute generalizations.

Elaborate

Facts Topics

Comprehension

Knowledge

Content

(Knowledge)

Social Studies

Study the Mayan culture Student quiz includes an item on why the

Mayan culture collapsed Study the Incan culture Student quiz includes an item on why the

Incan culture collapsed

There is never a discussion beyond the

facts or beyond the topic of Mayan culture

and the topic of Incan culture. Students

progress through social studies courses

without moving out of knowledge,

comprehension, facts, or topics.

Elaborate

Dep

th

Facts Topics

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Content

Process

(Skills

)

(Knowledge)

Social Studies So, we add depth by asking

students to use higher level cognitive skills.

Students are asked to compare and contrast the collapse of the Mayan and Incan cultures.

There is never a discussion beyond the

facts or beyond the topic of Mayan culture

and the topic of Incan culture. Students

progress through social studies courses

with only facts, topics and skills without

complex understanding of the concepts

and generalizations.

Elaborate

Dep

th

Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002

Facts Topics Concepts Generalization Principle

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Theory

Content

Process

(Skills

)

Big Ideas

(Tra

nsferable)

(Knowledge)

• So, we add complexity by asking students to investigate why societies collapse.

• Students answer the question by comparing and contrasting the causes of collapsed societies across time and geography, and identify five causes.

• Students, now, walk out of our classrooms with knowledge, skills, and understanding about the big transferable generalizations about why societies collapse.

Social Studies

Elaborate

Dep

th

Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002

Facts Topics Concepts Generalization Principle

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Theory

Content

Process

(Skills

)

Big Ideas

(Tra

nsferable)

(Knowledge)

However, while our students have knowledge, skills, and understanding of transferable

concepts and generalizations . . .

they have never been asked to transfer these concepts and understandings within the

discipline of social studies, or across academic disciplines.

Social Studies

Elaborate

Dep

th

Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002

Facts Topics Concepts Generalization Principle

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Theory

Content

Process

(Skills

)Context

(Tra

nsferred w

ithin or a

cross D

isciplines)

Big Ideas

(Tra

nsferable)

(Knowledge)

So we ask our students to apply these ideas in a new context. Students are asked to prepare both the affirmative and negative arguments of a debate to answer the question:

As a society, will the United States collapse?

Social Studies

Elaborate

Oh, so you want to know why societies collapse?

Elaborate

THE GENERALIZATION: Societies Collapse When . . .

there is environmental damage

there is climate change

hostile neighbors invade

they experience decreased support from friendly neighbors

a society responds inappropriately to the above issues confronting them

Elaborate

Elaborate

Elaborate

Dep

th

Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002

Facts Topics Concepts Generalization Principle

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Blooms’ Taxonomy

and Erickson’s Structure of Knowledge

Theory

Elaborate

Dep

th

Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002

Facts Topics Concepts Generalization Principle

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Blooms’ Taxonomy

and Erickson’s Structure of Knowledge

Theory

Elaborate

Dep

th

Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002

Facts Topics Concepts Generalization Principle

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Blooms’ Taxonomy

and Erickson’s Structure of Knowledge

Theory

Elaborate

Dep

th

Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002

Facts Topics Concepts Generalization Principle

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Blooms’ Taxonomy

and Erickson’s Structure of Knowledge

Theory

Elaborate

Dep

th

Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002

Facts Topics Concepts Generalization Principle

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Blooms’ Taxonomy

and Erickson’s Structure of Knowledge

Theory

Elaborate

Evaluate

“DOTS” not all!!!

•Reflect on your own instruction, or the instruction of teachers on your campus or in your district.

•Take a strip of four GREEN dots.

•Use one dot on each poster to form a collective set of four bar graphs showing the % of instruction dedicated to each.

Evaluate

Evaluate

Evaluate

In this closing video, reflect on your individual investment, and our collective investment, in students, education, and student achievement. Where you see the words “investment” and “financial” substitute education.