leading for today’s learners
DESCRIPTION
LEADING FOR TODAY’S LEARNERS. Public Schooling Begins. students are ‘processed’ in ‘ batches ’ (year groups) all ‘processed’ at the same rate pre-set curriculum ‘delivered’ to all in ‘bite-sized’ pieces in a pre-set order. Public Schooling: Addressing The Times. - PowerPoint PPT PresentationTRANSCRIPT
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LEADING FOR TODAY’S LEARNERS
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Public Schooling Begins
students are ‘processed’ in ‘batches’ (year groups)
all ‘processed’ at the same rate
pre-set curriculum ‘delivered’ to all in ‘bite-sized’ pieces in a pre-set order
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Public Schooling:Addressing The Times
aim is to produce a standardized, quality ‘product’
‘products’ easily sorted according whether or not they meet the quality control standards
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THE ‘PRODUCTION LINE’ MODEL
the traditional academic curriculum is the quality control mechanism -- used to sort students
many are rejected - and allowed to drop off the production line
One Size Fits All
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THIS IS NO LONGER THE CASE
For most of the 20th century this seemed OK to most people
System gave everyone ‘the basics’ (basic skills)
Post-secondary education rationed to those with ability
Very low unemployment
Plenty of low-skill jobs for the production line’s rejects…
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The World Has ChangedThe World Has Changed
Unprecedented flow of: Private capital
IdeasTechnology
GoodsServices
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Flat World
PERSONAL
DIGITAL DEVICES
OFFSHORING
SU
PP
LY
CH
AIN
ING
INSOURCING
OPEN
SOURCING WORKFLOW SOFTWARE
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Understanding 21st Century WorldUnderstanding 21st Century WorldUnderstanding 21st Century WorldUnderstanding 21st Century World
CHANGES IN THE WORK PLACE:CHANGES IN THE WORK PLACE:
What does the knowledge society mean?
All Students: there is no such thing as unskilled work!
• skills for work, citizenship, and college readiness are now essentially the same
All Students: there is no such thing as unskilled work!
• skills for work, citizenship, and college readiness are now essentially the same
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Changing the way we live, the way we produce things, the way we communicate, the way we learn
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New Competencies: most work today requires competencies (skills, knowledge & dispositions) we don’t know how to assess or teach to all students
• Learning how to learn
• Problem solving
• Teamwork
New Competencies: most work today requires competencies (skills, knowledge & dispositions) we don’t know how to assess or teach to all students
• Learning how to learn
• Problem solving
• Teamwork
Understanding 21st Century WorldUnderstanding 21st Century WorldUnderstanding 21st Century WorldUnderstanding 21st Century World
Requirin
Requirin
gg
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Skills For Industrial Age
• Punctuality• Following instructions• Recognizing the
authority of the supervisor
• Working on monotonous tasks for a long period of time
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21st Century SkillsDigital-Age Literacy * Basic, scientific, economic, and technological literacies * Visual and information literacies * Multicultural literacy and global awareness
Inventive Thinking * Adaptability and managing complexity * Self-direction * Curiosity, creativity, and risk taking * Higher-order thinking and sound reasoning
Effective Communication * Teaming, collaboration, and interpersonal skills * Personal, social, and civic responsibility * Interactive communication
High Productivity * Prioritizing, planning, and managing for results * Effective use of real-world tools * Ability to produce relevant, high-quality products
http://www.ncrel.org/engauge/skills/skill21.htm
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is a process, not a ‘thing’
does things
happens in teams, between people, not in individual ‘experts’
can’t be ‘codified’ into ‘disciplines’
develops on an as-and-when needed basis
develops to be replaced, not stored.
is a process, not a ‘thing’
does things
happens in teams, between people, not in individual ‘experts’
can’t be ‘codified’ into ‘disciplines’
develops on an as-and-when needed basis
develops to be replaced, not stored.
Knowledge In Today’s WorldKnowledge In Today’s World
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– How People Learn (new findings from the
Learning Sciences)
– Universal Design
For Learning
– Exponential growth of information:Memorizing facts versusLearning how to find, use, and apply knowledge (what you know and what you do with what you know matters)
– How People Learn (new findings from the
Learning Sciences)
– Universal Design
For Learning
– Exponential growth of information:Memorizing facts versusLearning how to find, use, and apply knowledge (what you know and what you do with what you know matters)
CHANGES IN OUR CHANGES IN OUR UNDERSTANDING OF THE UNDERSTANDING OF THE
LEARNING PROCESSLEARNING PROCESS
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involves generating knowledge not storing it
is primarily a group - not an individual - activity
involves generating knowledge not storing it
is primarily a group - not an individual - activity
LEARNINGLEARNINGLEARNINGLEARNING
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Happens in Real World ContextsHappens in Real World Contexts
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Should be ‘just-in-Should be ‘just-in-time’ not time’ not ‘just-in-‘just-in-
case’case’
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needs to be needs to be à la carteà la carte, not , not en bloc.en bloc.needs to be needs to be à la carteà la carte, not , not en bloc.en bloc.
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MindsMinds
Are not Are not containerscontainers
ORORFiling Filing
cabinetscabinetsToTo
Store Store KnowledgeKnowledge
““Just In Just In CaseCase””
Are not Are not containerscontainers
ORORFiling Filing
cabinetscabinetsToTo
Store Store KnowledgeKnowledge
““Just In Just In CaseCase””
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are RESOURCES are RESOURCES
that can be CONNECTED that can be CONNECTED
to to
other resources other resources
in order to in order to
GENERATE GENERATE NEWNEW
KNOWLEDGEKNOWLEDGE
MINDSMINDS
http://www.nap.edu/catalog.php?record_id=9853
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Technology has a large role to play in 21st century schools. Technology,
alone cannot drive reform.
Technology has a large role to play in 21st century schools. Technology,
alone cannot drive reform.
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TECHNOLOGIES FOR LEARNING
Metiri Group, http://www.metiri.com/Solutions/RangeOfUse.htm
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20th Century 21st Century
YOUYOU
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LEADING FOR TODAY’S LEARNERSDay 2
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“Projects” vs. Project/Problem Based Learning
Projects
• Loose set of activities
• Supplements the curriculum
• Thematic
• Broad summative assessments
• No management structure
Problem/Project Based Learning
• Inquiry-based. Use Thought Provoking Question as a focus.
• Part of the curriculum
• Focused
• Aligns specified outcomes with assessment for learning
• Uses project management tools to structure learning
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Boring….
• “The subjects they teach in school are incredibly boring, it’s just dried up cardboard, it doesn’t have any taste or flavor of what really happens.” (student, Trying to Learn,
2003, http://www.teachers.ab.ca/Quick+Links/Publications/Other+Publications/Trying+to+Teach+Trying+to+Learn+Listening+to+Students/ )
(YIT, 2002)
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Does Inquiry Impact Student Achievement on Standardized Examinations?
-5
0
5
10
15
20
25
LA - Gr.3Math - Gr.3
LA - Gr.6
Science - Gr.6Soc. St. - Gr.6Math - Gr.6
Province Acceptable
AISI IV All Acceptable
AISI Inquiry Acceptable
Province Excellence
AISI All Excellence
AISI Inquiry Excellence
Gap Analysis
Perc
en
tag
e o
f G
ap
Subject & Grade
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High School Mathematics and Science Conventional Achievement Gains
According to Levels of Authentic Instruction1000 schools (NELS Survey)
Mathematics
0123456789
10
Grades 8 to 10 Grades 10 to 12
Gai
ns
in A
chie
vem
ent
Science
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Grades 8 to 10 Grades 10 to 12
Gai
ns
in A
chie
vem
ent
Low Quality Authentic Instruction (1sd below mean
Average Quality Authentic Instruction (mean)
High Quality Authentic Instruction (1sd above mean)
Source: Lee, Smith & Croninger (1995, 1997), cited in Newmann & Wehlage (1995)
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High School Authentic Instruction and Conventional Achievement
for Low and High Socioeconomic Students
15
17
19
21
23
25
27
8th Grade 10th Grade 12th Grade
Sci
ence
Sco
re (
IRT
Sca
le)
High Authentic Instruction School
Source: Based on Lee, & Smith (1994, 1995); Lee, Smith & Croninger (1995,1997), Newmann & Wehlage (1995)
High Socioeconomic Status Students
Low Socioeconomic Status Students
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Evidence of Learning in the 21st century classroom
Trait 1 Criteria
Trait 2
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Evidence of Learning in the 21st century classroom
Trait Criteria Details
Task An adult at work or in the community tackles the problem, issue or question posed by this task.
1. Activities match as nearly as possible the real-world activities.
2. Students can answer the question, “who in the world…
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Vision Skills Incentive Resources Action Plan Change
Skills Incentive Resources Action Plan Confusion
Vision Incentive Resources Action Plan Anxiety
Vision Skills Resources Action PlanGradualChange
Vision Skills Incentive Action Plan Frustration
Vision Skills Incentive ResourcesFalse
Starts/Treadmill
From Knoster, T. (1991). Presentation to TASH Conference. Washington D.C.Adapted by Knoster from Enterprise Group, LTD.
Change: What Does It Take?
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The average correlation betweenprincipal leadership behavior and
school achievement is.25
which means….
a one standard deviation increase inprincipal leadership is associated with
a 10 percentile point gain in schoolachievement.
Strong Principal Leadership is Essential
Marzano, 2006
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Leadership for Incremental Change
• Emphasize relationships• Establish strong lines of communication• Be an advocate for the school• Provide resources• Maintain visibility• Protect teachers from distractions• Create culture of collaboration• Look for and celebrate successes
Marzano, 2006
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Leadership for Second Order Change
• Develop a shared vision• Shake up the status quo• Expect some things to seem worse• Propose new ideas• Base decisions on evidence• Tolerate ambiguity and dissent• Talk research and theory• Provide feedback on instruction• Create explicit goals for change• Define success in terms of goals
Marzano, 2006
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Percentile Entering
Percentile Leaving
Average School/
Average Teacher50th 50th
Average School, Average Teacher
Marzano, 2006
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Percentile Entering
Percentile Leaving
Average School/
Average Teacher
50th 50th
Highly Ineffective School/Highly Ineffective Teacher
50th 3rd
Highly Ineffective School, Highly Ineffective Teacher
Marzano, 2006
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Percentile Entering
Percentile Leaving
Average School/
Average Teacher
50th 50th
Highly Ineffective School/Highly Ineffective Teacher
50th 3rd
Highly Effective School/
Highly Ineffective Teacher
50th 37th
Highly Effective School, Highly Ineffective Teacher
Marzano, 2006
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Percentile Entering
Percentile Leaving
Average School/
Average Teacher
50th 50th
Highly Ineffective School/Highly Ineffective Teacher
50th 3rd
Highly Effective School/
Highly Ineffective Teacher
50th 37th
Highly Ineffective School/
Highly Effective Teacher
50th 63rd
Highly Ineffective School, Highly Effective Teacher
Marzano, 2006
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Percentile Entering
Percentile Leaving
Average School/
Average Teacher
50th 50th
Highly Ineffective School/Highly Ineffective Teacher
50th 3rd
Highly Effective School/
Highly Ineffective Teacher
50th 37th
Highly Ineffective School/
Highly Effective Teacher
50th 63rd
Highly Effective School/
Highly Effective Teacher
50th 96th
Highly Effective School, Highly Effective Teacher
Marzano, 2006
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Highly Effective School, Average Teacher
Percentile Entering
Percentile
LeavingAverage School/
Average Teacher
50th 50th
Highly Ineffective School/Highly Ineffective Teacher
50th 3rd
Highly Effective School/
Highly Ineffective Teacher
50th 37th
Highly Ineffective School/
Highly Effective Teacher
50th 63rd
Highly Effective School/
Highly Effective Teacher
50th 96th
Highly Effective School/
Average Teacher
50th 78th
Marzano, 2006