learning dialogue
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Great Teachers for Our City Schools — May 1, 2008. Learning Dialogue. Assessment and Communication in the Information Age. Stevan Kalmon [email protected] Council on 21st Century Learning www.C21L.org. Rob Beam [email protected] Denver Public Schools robertbeam.edublogs.org. Thesis. - PowerPoint PPT PresentationTRANSCRIPT
Learning Dialogue
Assessment and Communication in the Information Age
Denver Public Schoolsrobertbeam.edublogs.org
Stevan [email protected]
Council on 21st Century Learningwww.C21L.org
Great Teachers for Our City Schools — May 1, 2008
Council on 21st Century LearningDenver Public Schools
ThesisHow we assess and how we communicate reflect and reinforce how we learn.
From Industrial Age schooling to Information Age learning
Primary themes Assessment for learning Communication for learning
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Council on 21st Century LearningDenver Public Schools
Industrial Age Artifacts
School
School
School
Factory
Prison
Prison
Warehouse
School
“No other institution in our society, except possibly prisons, requires so many people to spend such long hours in such close contact with so little privacy or freedom to pursue personal interests and goals.”
William Spady & Douglas Mitchell,Authority and the Management of Classrooms (2000)
1 2
4
5
6
7
Council on 21st Century LearningDenver Public Schools
Industrial Schooling Uniform curriculum Emphasis on basic skills Assurance of continuity Standardized measures of achievement External motivations for learning Teachers dispensing knowledge Hierarchical structure
“Built on the factory model, [schools provide a] ‘covert curriculum’… of three courses: one in punctuality, one in obedience, and one in rote, repetitive work.”
Alvin Toffler, The Third Wave (1980), p. 29
Deborah Walker, The Constructivist Leader (2002), p. 15
Council on 21st Century LearningDenver Public Schools
Industrial Assessment Measurement for quality control Emphasis on sanctions —
rewards & punishments Separated from the learning process
& the learner
Industrial Theory of Learning Learning externally molded Presented in ordered chunks Knowledge acquired in
hierarchical progression Students motivated by
rewards & punishments Student behaviors calibrated
based on normalized classifications
Behaviorism (~1900-1960) — Learning = connections between stimuli and responses
National Research Council, How People Learn (2000), pp. 6-12 Linda Lambert, et al., The Constructivist Leader (2002), pp. 11-14
Council on 21st Century LearningDenver Public Schools
Industrial Communication Hierarchical
Chain-of-Command structure Reliance on “Experts” for
info & solutions
Terminal Communications time-
boundaried (synchronous) “Conversation” ends when you hang up
Closed No transparency Not all voices are heard
Council on 21st Century LearningDenver Public Schools
Challenges & Opportunities
“The future ain’t what it used to be.”Yogi Berra
Networked Economy Matrix Organizations Virtual Communities
Council on 21st Century LearningDenver Public Schools
More than 5 exabytes of new info per year (5 billion-billion [1018] bytes = all words ever spoken)
Information OverloadIn 2002…
30% increase in info per year— and rate accelerating
170 terabytes (1012 bytes) of info on “surface” Web
– 17 times the Library of Cong.– 3 to 5 times larger than in 2000
Images: Plus, plus.maths.org/issue23/editorial/; Rich East HS student gallery (inactive) www.richeast.org/about/artgallery/wirehead.html
Source: How Much Information? 2003, by Peter Lyman & Hal Varian, www.sims.berkeley.edu/research/projects/how-much-info-2003/
Council on 21st Century LearningDenver Public Schools
Information Acceleration
2006 2008
2010
One mouse brain
Assumption: Constant Rate of Increase = .3
2004200220001998
40 Exabytes per Year
30 Exabytes per Year
How Much Information? 2003, by Peter Lyman & Hal Varian
20 Exabytes per Year
10 Exabytes per YearA
nnua
l Cre
atio
n of
New
Info
rmat
ion
2010
2002: 5+ Exabytes
Council on 21st Century LearningDenver Public Schools
Catch the “Wave”
Characteristics of Third Wave:
Pre-”Wave” — Hunter-Gatherer
First Wave — Agriculture 4,000 BC
Second Wave — Industry 1650 AD
Non-linear organization Individual within mass Matrix organization
Interconnected “glocalities” Multiple “centers” of information Digital/graphical communication
The Third Wave, by Alvin Toffler (1980)
Third Wave — Information 1955 AD
“Taking McLuhan and ‘Medium Theory’ Seriously”, by Joshua Meyrowitz (1996)
Council on 21st Century LearningDenver Public Schools
Use technology to access, manage, integrate and evaluate information, construct knowledge, and communicate with others
Source: Partnership for 21st Century Skillshttp://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120
Core Subjects & 21st Century Themes
Learning &Innovation Skills
Life &Career Skills
Information, Media, &
Technology Skills
Standards &Assessments
Curriculum & Instruction
Professional Development
Learning Environments
• Information Literacy• Media Literacy• ICT (Information, Communications,
& Technology) Literacy
• Flexibility & Adaptability• Initiative & Self-Direction• Social & Cross-Cultural Skills• Productivity & Accountability• Leadership & Responsibility
• Creativity & Innovation• Critical Thinking & Problem
Solving• Communication & Collaboration
Where We Could Be
Council on 21st Century LearningDenver Public Schools
American Association of School Librarians, Standards for the 21st Century Learner, www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm
What’s Essential? HABITSAASL Standards: 21st Century LearnerLearners use skills, resources, and tools to:
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
3. Share knowledge and participate ethically and productively as members of our democratic society.
4. Pursue personal and aesthetic growth.
Within each area:
• Skills
• Dispositions in Action
• Responsibilities
• Self-Assessment Strategies
Information Theory of Learning Learning internally developed Acquired in context, based
on existing frameworks Knowledge assimilated
through schema Learner motivated
intrinsically and through socialization
Learner supported through assessment and feedback
Constructivism (1950-…)— Learning = building new knowledge based on what is already known
National Research Council, How People Learn (2000), pp. 6-12 Linda Lambert, et al., The Constructivist Leader (2002), pp. 11-14
What Do You Think?Think-Pair-Share: Would you characterize your school or
district’s assessment practice as “industrial” or “informational?” Why?(Consider both assessment of students & assessment of teachers.)
So what?
From Students to LearnersStudent Engages in activities Receives grades or
evaluative comments Negotiates for grades
Learner Identifies learning focus Describes performance in
relationship to proficiency Receives/applies feedback
on work & learning Self-assesses Monitors progress towards
learning goals Dialogues about learning
progress
Council on 21st Century LearningDenver Public Schools
Assessment for DialogueAssessment of learning:
How much have students learned at a point in time? Rank Sort Certify competence Grade Assure accountability
Teacher/Institution to student
Assessment for learning:Where is the student on the journey to the learning goals? Determine strengths Identify needs Devise strategies Provide feedback Motivate
Teacher & student in learning community
Council on 21st Century LearningDenver Public Schools
Impact of Assessment for…Fullan: “Highest Yield Reform”
Study Standard Deviation GainsBloom (1984) 1.0 to 2.0Black and William (1998) .5 to 1.0Meisels, et al. (2003) .7 to 1.5Rodriguez (2004) .5 to 1.8* Rivals one-on-one tutorial instruction** Largest gains for low achievers
1.0 Standard Deviation Score Gain Equals: 35 Percentile Points 2-4 Grade Equivalents 100 SAT Score Points 5 ACT Composite Score Points
Council on 21st Century LearningDenver Public Schools
Examples of Assessment for… Rubric-based self-assessment Assessment Cards Short-Constructed Response Reading Letters Reflection at end of
assignments Reflection at end of class Traffic Light Thumbs up/thumbs down
Handheld response systems (clickers)
Highlighting rubrics Comparing work to
exemplars Logs or journals Sorting work examples
into categories of performance
Writer’s notebook Conferencing
Council on 21st Century LearningDenver Public Schools
Example: Progress MonitoringLearning Targets No Idea Need
PracticeI got it I could
teach itReflections
School Language:
My language:
School Language:
My language:
What Do You Think?Think-Pair-Share: How can assessment for learning change
the classrooms and schools? What support systems are needed to
implement a comprehensive practice of assessment for learning?
Council on 21st Century LearningDenver Public Schools
Communication for Learning No Hierarchy
Peer-to-peer Shared expertise
Asynchronous Time independent The “conversation”
continues over time
Open Transparent & multi-leveled All voices all access Reflection Image: Map of a Website,
from Gallery of Network Images, by Mark Newman; wwwpersonal.umich.edu/~mejn/networks/
Council on 21st Century LearningDenver Public Schools
Knowledge Management Groundhog Day practice —
Use it & lose it How did we do that last time? How did they do that? Goodness, we’ll miss you when you’re gone!
KM practice —Compilation through reflection Whole greater than sum of parts Time invested creates time saved
Council on 21st Century LearningDenver Public Schools
Reflection & Application Make notes: Reflect on what you’ve heard today. Share with a colleague:
How do these ideas connect with other ideas you’ve heard at the conference?
and/or How do these ideas apply to your work?
Groups of 4-5: Discuss common ground and/or elements of this session that generate disequilibrium.
Council on 21st Century LearningDenver Public Schools
Recommended Reading Anderson, L., et al. (2000). A taxonomy for learning, teaching, and assessing: A revision
of Bloom’s taxonomy of educational objectives. Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003). Assessment for learning: Putting it into practice. Clarke, S. (2005). Formative assessment in action: Weaving the elements together and Formative assessment in the
secondary classroom Map of Future Forces Affecting Education, by The Knowledge Works Foundation and the Institute for the Future,
www.kwfdn.org/map/ “Framing Reform for the New Millennium: Leadership Capacity in Schools and Districts,” by Linda Lambert. In
Canadian Journal of Educational Administration and Policy (April 12, 2000) Lambert, L., et al. (2002). The constructivist leader. Marshall, S. (2006). The power to transform. National Research Council (2000). How people learn: Brain, mind, experience and school. O’Reilly, T. (2005). “What is Web 2.0 — Design Patterns and Business Models for the Next Generation of Software”
(9/30/05) www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
Popham, W.J. (2008). Transformative assessment. “Teaching and Learning in the Educational Communities of the Future,” by Margaret Riel. In Yearbook of the
Association for Supervision and Curriculum Development (1998), Chris Dede, ed. Toffler, A. (1980). The Third Wave Wheatley, M. (1999). Leadership and the New Science
robertbeam.edublogs.org [email protected]@C21L.org