the iowa cbe collaborative april 15, 2014 #iacomped internet security key: egw24nap iowa department...
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The Iowa CBE CollaborativeApril 15, 2014
#IACompED
Internet Security Key: egW24nAP
IOWA Department of Education
More ChildrenIowa CBE Collaborative
IOWA Department of Education
Housekeeping: Coffee/WaterVending
RR Lunch Sign in Internet Security Key egW24nAP Conference Registration Agenda and Materials for Today:
www.docs.google.com
www.IACompEd.com Evaluation from March
IOWA Department of Education
Leadership Teams
DistrictsIHEsAEAs
Work
Teams
Collaborative Processes
Iowa districts and schools
implement CBE according to
the State Guidelines
Collaborative Outcomes
Students who are prepared
with the knowledge, skills, and
dispositions necessary for
post secondary success
State Outcomes
A framework for transitioning to a
personalized, competency-based system, which will
guide statewide implementation
Demonstration sites successfully
implementing the framework and demonstrating
improved college and career ready
outcomes
\
Iowa CBE Collaborative
IOWA Department of Education
Today’s Outcomes
• Iowa guidelines and definitions• Graduate
Expectations • Competencies
• Universal Constructs
• Scoring guides
• Learning progressions
Collaborative members will:
Articulate the relationships between and among the components of Iowa's CBE system:
IOWA Department of Education
Today’s Outcomes
Collaborative members will:
• Experience two processes for writing competencies
• Consider/suggest district or work team session for the June conference• Reconnect with work teams to plan what to do
before May 14
More Children
Learning from Others:
Howard-Winn—Takeaways from NH
IOWA Department of Education
More ChildrenLearning from Others:
HW to NH
IOWA Department of Education
• Empower students to direct their own learning and take responsibility
Deb Day, High School Language Arts
More ChildrenLearning from Others:
HW to NH
IOWA Department of Education
• Make our community an authentic partner in this endeavor
Tim Felderman, Secondary Principal
More ChildrenLearning from Others:
HW to NH
IOWA Department of Education
• Utilize non-traditional learning environments and
opportunities
Jill McConnell, High School Spec Education
More ChildrenLearning from Others:
HW to NH
IOWA Department of Education
• Collaboration is essential to create a change in culture
Libby Schwade, High School Spanish
More ChildrenLearning from Others:
HW to NH
IOWA Department of Education
• Develop a vision, plan, and timeline with celebrations along the way
Justin Denner, High School Mathematics
IOWA Department of Education
District Self-assessment Reports
Google Doc in Team Folder
Report out on what most interests you, where you made the most progress, what your next step is, and/or what you might need from others.
A System of Relationships continued
Standards CompetenciesCluster standards that are complementary, interdependent in addressing a “complex application”• Identify key verbs – Indicate valid student performance in which content
and skills are used• Look for recurring nouns– Signal key concepts, principles, themes, and issues
• Identify and analyze key adjectives and adverbs– Lead to valid scoring criteria and rubrics for successful
performance• Identify long-term “transfer goals” – Point to complex performance ability
Critical Thinking (Universal Construct)
Critical Thinking is the ability to access and analyze key information to problem-solve and make informed decisions. It incorporates reflective and visionary processes. Critical thinking processes use higher order thinking and sound reasoning to guide behaviors and actions.
21st century critical thinking reflects:• thoughtful questioning that challenges assumptions, promotes higher order thinking, leads to new insights, and validates perceptions• metacognition that supports reflective practice• processes that analyze, select, use, and evaluate various approaches to develop solutions• analysis and synthesis of multiple sources and points of information• intentional use of disciplinary frameworks to analyze complex issues and information
Verbs
Critical Thinking is the ability to access and analyze key information to problem-solve and make informed decisions. It incorporates reflective and visionary processes. Critical thinking processes use higher order thinking and sound reasoning to guide behaviors and actions.
21st century critical thinking reflects:• thoughtful questioning that challenges assumptions, promotes higher order thinking, leads to new insights, and validates perceptions• metacognition that supports reflective practice• processes that analyze, select, use, and evaluate various approaches to develop solutions• analysis and synthesis of multiple sources and points of information• intentional use of disciplinary frameworks to analyze complex issues and information
Nouns
Critical Thinking is the ability to access and analyze key information to problem-solve and make informed decisions. It incorporates reflective and visionary processes. Critical thinking processes use higher order thinking and sound reasoning to guide behaviors and actions.
21st century critical thinking reflects:• thoughtful questioning that challenges assumptions, promotes higher order thinking, leads to new insights, and validates perceptions• metacognition that supports reflective practice• processes that analyze, select, use, and evaluate various approaches to develop solutions• analysis and synthesis of multiple sources and points of information• intentional use of disciplinary frameworks to analyze complex issues and information
Adjectives and Adverbs
Critical Thinking is the ability to access and analyze key information to problem-solve and make informed decisions. It incorporates reflective and visionary processes. Critical thinking processes use higher order thinking and sound reasoning to guide behaviors and actions.
21st century critical thinking reflects:• thoughtful questioning that challenges assumptions, promotes higher order thinking, leads to new insights, and validates perceptions• metacognition that supports reflective practice• processes that analyze, select, use, and evaluate various approaches to develop solutions• analysis and synthesis of multiple sources and points of information• intentional use of disciplinary frameworks to analyze complex issues and information
Verbs
• Access• Analyze √√• Problem-solve• Make• Incorporate• Use √√• Guide• Challenge• Promote
• Lead• Validate• Support• Select• Evaluate• Develop
Nouns• Ability• Information• Decisions• Processes √√• Thinking √√• Reasoning• Behaviors• Action• Questioning• Assumptions• Insights• Perceptions• Metacognition
• Practice• Approaches• Solutions• Analysis• Synthesis• Sources• Points• Information √√• Frameworks• Issues
Adjectives and Adverbs
• Key• Informed• Reflective √• Visionary• Critical• Thinking• Higher order √• Sound• Thoughtful
• New• Various• Multiple• Intentional• Disciplinary• Complex
Make informed decisions, develop solutions, and take action based on accessing, analyzing, and synthesizing key information.
Create solutions to complex problems through independent investigation.
Science - Grade 12
Formulates and refines questions about a significant global science issue and develops a specific, focused hypothesis or research thesis.
http://asiasociety.org/files/gps/science-12-rubric.pdf
QEP – Science and Technology
Seeks answers or solutions to scientific or technological problems.
Seeks answers or solutions to scientific or technological problems.
High Quality Competency Statements
• Performance Outcome• Enduring Understandings• Cluster of related knowledge, skills, and
dispositions• Academic Rigor• Learner-Centric
District Teams
• Pick one of TWO universal constructs:– Complex Communication– Creativity
• Write a Graduate Goal in the form of a competency statement
BREAKWhen you return, select a
discipline area or an interdisciplinary team.
At that table . . .separate according to the universal construct your
district chose.IOWA Department of Education
Discipline Teams• Find others with same Graduate Goal (Complex
Communication OR Creativity)• Discuss how that Graduate Goal is developed
within your discipline• Identify a cluster of standards that contribute
to a complex application incorporating your identified Graduate Goal
• Write a competency statement for your discipline
LUNCHAfter lunch, sit in district teams.
IOWA Department of Education
Assessment
• The fundamental purpose of assessment is to establish where learners are in their learning at the time of assessment
• Evidence can take many forms, but regardless of the form, it needs to be considered in terms of how well it satisfies needs for practicality, fairness, validity and whether it provides feedback to assist the next step in the developmental pathway for an individual
Geoff N. Masters, ACER, 2013
Learning Progression
• Developmental stages of conceptual understanding
• Progress map
IOWA Department of Education
Leadership Teams
DistrictsIHEsAEAs
Work
Teams
Collaborative Processes
Iowa districts and schools
implement CBE according to
the State Guidelines
Collaborative Outcomes
Students who are prepared
with the knowledge, skills, and
dispositions necessary for
post secondary success
State Outcomes
A framework for transitioning to a
personalized, competency-based system, which will
guide statewide implementation
Demonstration sites successfully
implementing the framework and demonstrating
improved college and career ready
outcomes
\
Iowa CBE Collaborative
June 23-24
1. Please register soon. (Don’t share the code.)2. Two-day session: Kim,
RISC3. Our sessions:• District Teams• Work Teams
IOWA Department of Education
Work Team Time:
1. Session for Conference 2. 10 Minutes in May3. Timeline—Summer Work4. Evaluations, Name Tags.
IOWA Department of Education
Work Team Time:
1. Session for Conference 2. 10 Minutes in May3. Timeline—Summer Work4. Evaluations, Name Tags.
IOWA Department of Education
BREAKAfter the break, go to your work
team.
IOWA Department of Education
1. Personalized Lrning Table 22. College, Career Room 63. Prof Learning Balcony Left4. Tchr/Ldr Prep Balcony Right5. Monitor/Rec/Rpt Room 76. Stkholder Engage Reg Table
7. Leadership Table 78. Inst/Lrn Environ Table 59. Tran to Post Sec Round ←10. Struc/Policy Round →11. Getting Started Table 912. Literature Rev Table 10
You will end the day in your work team.Please leave your evaluation on the table.
Work Team Time:
1. Session for Conference 2. 10 Minutes in May3. Timeline—Summer Work4. Evaluations, Name Tags.
IOWA Department of Education
IOWA Department of Education
http://tinyurl.com/IowaCompEdGuidelines www.CompetencyWorks.org
www.IACompEd.com
#IACompEd