Ecw 21st century skills

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21 ST CENTURY SKILLS THAT WILL TAKE YOU TO THE NEXT LEVEL. Steve Woods [email protected] @21woods21 Back Channel - #ECW13woods or http://today.io/Rb29

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Transcript of Ecw 21st century skills

  • 1. 21ST CENTURY SKILLS THAT WILL TAKE YOU TO THE NEXT LEVEL. Steve Woods [email protected] @21woods21 Back Channel - #ECW13woods or http://today.io/Rb29

2. Know the WHAT before dealing with the HOW CCSS: Synergy, Resources & $$$ Floor not Ceiling 3. Most Important? 4. What is the #1 most reliable driver of high student achievement? 5. Any guesses? 6. High Expectations! 7. Characteristics of Top Schools 8. High expectations for all students regardless of the students prior academic performance. Reported by Eleanor Dougherty in Assignments Matter, ASCD 2012, p. 18. 9. Places where each adult believed, with a passion, that every student could achieve. Marlene Hartzman & Dianne Mero. Breaking Ranks in Action. Principal Leadership 11, No 9 (May 2011): pp.18-19. 10. Students who earn college credit via dual credit program are much more likely to earn a college degree compared to all other students. Sarah D. Sparks. Dual Enrollment. Education Week 32, Issue 6 (3/27/13) p.5. 11. Exemplary Schools 1. Transfer Knowledge future use 2. Integrate all curriculum 3. Transparent builds trust 4. Accountable Corp & individually 5. Collaborate PLN/PLC 6. Perspective Time, Focus, Effect 12. 1. Clear instructional goals Six Specific Similarities 13. Key #1 Set Clear Instructional Goals 14. Expected Goals Must Be Communicated 15. Learning Goal - what students will know or be able to do; Activity - describes what students do to accomplish the LG. 16. THE WHAT IS THE STARTING POINT 17. A Primary Objective Prepare students to transfer and apply knowledge to a future problem that may be presented in a totally new context. 18. in many schools, information is being transferred from teacher to student without passing through either brain Alec Couros 19. Is this what we are producing? 20. Curriculum anarchy results when individual teachers are allowed to decide what subject matter, instructional aims, content and expectations are taught in each individual classroom. Craig Jerald. Beyond the Rock and the Hard Place. Educational Leadership, November 2003. 21. Research shows variations in student achievement are greater across classrooms within a school than across schools. Michael Fullan. Turnaround Leadership. Jossey-Bass, 2006, p. 55. 22. No Goals Goals Effectively Deployed PercentileGains Goals Increase Achievement Average gain of 15-20% 23. Four M's of effective goals: Manageable for allotted time of instruction Measurable quantifiable Made First before activity is planned Most Important prioritize 24. How do you insure clear instructional goals are established and followed? Think-pair-share 25. Key #1 Set Clear Instructional Goals 26. 1. Clear instructional goals 2. Effective instruction Six Specific Similarities 27. Key #2 Effective Instruction 28. Name the most influential component in the learning process. 29. The Teacher 30. Reading Math Reading Math PercentileGains 25th vs. 75th Student Achievement Gains 50th vs 90th 50th vs 90th 25th vs. 75th 14% 18% 13% 18% 31. 3 Powerful Qs 1. What are you trying to accomplish? 2. How are students doing. How do you know? 3. What adjustments are you making for: those not succeeding? those who have already demonstrated mastery? 32. IMPLEMENT HIGHER ORDER THINKING SKILLS 33. Use proportional relationships to solve multistep ratio and percent problems.(CCSS 7.RP) 1. What is 50% of 20? 2. What is 67% of 81? 3. Shawn got 7 correct answers out of 10 possible answers on his science test. What percentage of questions did he answer correctly? 34. 4. J. J. Redick was on pace to set a college basketball record in career free throw percentage. Going into the NCAA tournament in 2004, he had made 97 of 104 free throw attempts. What percent of free throws had he made? 35. 5. J.J. Redick was on pace to set an NCAA record in career free throw percentage. Going into the NCAA tournament in 2004, he had made 97 out of 104 free throw attempts. In the first tournament game, Redick missed his first five free throws. How far did his percentage drop from right before the tournament game to right after missing those free throws? 36. 6. J. J. Redick and Chris Paul were competing for the best F.T. percentage. Redick made 94% of his first 103 shots, whereas Paul made 47 of 51 shots. a. Which one had a better shooting percentage? b. In the next game, Redick made only 2 of 10 shots, and Paul made 7 of 10 shots. What are their new overall shooting percentages? c. Jason argued that if J. J. and Chris each made their next 10 shots, their shooting percentages would go up the same amount. Is it true? Why/why not? 37. Stopping By Woods on a Snowy Evening by Robert Frost Whose woods these are I think I know. His house is in the village though; He will not see me stopping here To watch his woods fill up with snow. My little horse must think it queer To stop without a farmhouse near Between the woods and frozen lake The darkest evening of the year. He gives his harness bells a shake To ask if there is some mistake. The only other sound's the sweep Of easy wind and downy flake. The woods are lovely, dark and deep. But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep. 38. 10th Grade American Lit EXAMPLE 1 Mr. Johnson spent a bit more than a week on Robert Frosts poetry, including Stopping By Woods on a Snowy Evening. He wanted his students to appreciate the down hominess of Frosts poetry. He had students read selected poems aloud to appreciate the sounds and cadence of each selection. With respect to Stopping, he asked students to write responses to the following questions: How do you interpret the speakers attraction to the woods? What do the last three lines suggest about everyones life? Why did Frost repeat the last line? What is the effect of the repetition? CCSS: Reading Standards for Literature: Determine the meaning of words and phrases as they are used in the text, including connotative and figurative meanings; analyze the cumulative impact of specific words choices on meaning and tone CCSS: Reading Standards for Literature: Draw evidence from literary texts to support analysis and reflection 39. 10th Grade American Lit Ms. Mody wanted her students to understand that poetry can evoke many viable interpretations from the skillful use of literary elements by the author. At the same time, she knew that her 10th graders were at very different levels with respect to abstract thought. For one group of learners, she provided a list of symbols (the owner of the land, the horse, the woods. promises, sleep), some possible interpretations for each, and asked them to interpret the poem from their point of view in a one-page essay. For a second group of learners, she provided the poem only. She asked them to identify the symbols, think about how they interact within the poem, and generate a reflective essay about its meaning to their lives. For the final group of learners, she provided them with a copy of the poem and carefully selected quotations by Frost reflecting on his art. She asked them to select one or two of Frosts quotations and explain, in a short essay, how there can be so many irreconcilable interpretations of Stopping, the poem that Frost called his best bid for remembrance. CCSS: Reading Standards for Literature: Determine the meaning of words and phrases as they are used in the text, including connotative and figurative meanings; analyze the cumulative impact of specific words choices on meaning and tone CCSS: Reading Standards for Literature: Draw evidence from literary texts to support analysis and reflection 40. Engaging that excites learning May include: Story Analogy Prop Media (music/video) Status/icon (someone highly regarded) Challenge (difficult task). Hooks make it sticky & Visual Hooks activate 80% of brain. 41. Key #2 Effective Instruction 42. 1. Clear instructional goals 2. Effective instruction 3. Frequent formative assessment Six Specific Similarities 43. Key #3 Frequent Formative Assessments 44. TRADITIONAL & REVISED INSTRUCTIONAL ASSESSMENT MODEL PRETEST TEACH TEACH TEACH POSTTEST ASSIGN GRADES PRETEST ANALYZE DATA DI TEACH MONITOR ADJUST TEACH POSTTEST Ainsworth, L & Viegt, D. (2006). Common formative assessments: How to connect standards-based instruction and assessments. Alexandria, VA: ASCD. 45. Why ASSESS? OF INSTRUCTION FOR INSTRUCTION AS INSTRUCTION SUMMATIVE PREASSESMENT FORMATIVE 46. On-the-Spot TPTs (Total Participation Techniques) Himmele & Himmele ASCD, 2011. 1. Think-Pair-Share 2. Quick-Writes 3. Quick-Draws 4. Chalkboard Splash 5. Thumbs-Up When Ready 6. Similes 7. Ranking 8. Numbered Heads Together 9. Thumb Up/Down 10. Graphic Organizer KWL, other 47. Assessment Tool: K-W-L What I ALREADY KNOW What I WANT TO KNOW What I LEARNED K W L 48. Modified K-W-L What the student ALREADY KNOWS What the student NEEDS TO KNOW What the student WANTS TO KNOW K N W -Prior Experiences -Knowledge -Skills -Accomplishments -Attitudes -Self-rating of current proficiency with unit objectives -Interests -Questions -Ideas for exploration or investigation 49. Assessment Ideas Exit Slips Self Check - Scale or Rubric The Three-Minute Paper One-Sentence Summary Misconception Check Clickers, Apps (Padlet) Pole anywhere, minimeter 50. Chart to show what you know about ???????? Write as much as you can. Description Fractions Description of Parts of a Fractions Useful For Place to Them in the Real World 51. 5 10 15 20 25 30 PercentileGains 20 Frequency Matters 22.5 25 26 28.5 29 # Assessments over 15 weeks 52. Other ideas? 53. Key #3 Frequent Formative Assessments 54. 1. Clear instructional goals 2. Effective instruction 3. Frequent formative assessment 4. Track progress w/ quality feedback Six Specific Similarities 55. Key #4 Track progress with quality feedback 56. Who Gives Feedback? 1. Teacher 2. Peer 3. Self 4. Machine/Digital 5. Parent 6. PLN - online 7. Other 57. Best Feedback connects what students already know to what they need to know @ right time. 58. Acceptable Feedback? 75% Good job! Really? 59. Feedback- Timing Feedback needs to come while students are still mindful of the LG. 60. Simply put, students welcome feedback that is just in time, just for them, just for where they are in their learning process, and just what they need to move forward. (p. 20) John Hattie. Know Thy impact. Educational Leadership 70, NO 1 (September 2012): pp. 18-23. 61. Self-Assess Rubric 62. Rubric Headings Unsatisfactory Developing Proficient Exemplary Beginning Growing Applying Innovating Emerging Acquiring Effective Distinguished 63. Growth Chart Start Week 1 Week 2 Week 3 64. EXIT or ENTRANCE Cards Identify three ah-has from todays lesson Pose 2 new questions todays lesson generated Name one thing you will remember forever 3 2 1 65. John Hattie concluded after reviewing 7,827 studies on learning and instruction The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback. 66. No Goals Just Goals Goals and Feedback PercentileGains Goals & Feedback Average gain 35-40% Average gain 15-20% 67. Other ideas? 68. Key #4 Track progress with quality feedback 69. 1. Clear instructional goals 2. Effective instruction 3. Frequent formative assessment 4. Track progress w/ quality feedback 5. Timely intervention Six Specific Similarities 70. Key #5 Timely Intervention 71. Its what you do when students dont learn that really impacts the [achievement] gap. Kim Marshall. A How-to Plan for Widening the Gap. Phi Delta Kappan 90, No. 9 : 5/09. PP. 650-655. 72. 1. Do you know who needs extra support? 2. Is it offered? Two Qs 73. 1.Study class 2.Double blocks in core courses 3.Extra tutoring below XX% average 4.ZAP ( mandatory HW completion during lunch) 5.Independent study program 6.Bridge courses 7.Pyramid of interventions (RTI) 8.Other Examples of Intervention 74. 150 schools across the country have created schedules that allow teachers to work in collaborative teams and provide time and support each day for students who need assistance. http://www.allthingsplc.info/ 75. Key #5 Timely Intervention 76. 1. Clear instructional goals 2. Effective instruction 3. Frequent formative assessment 4. Track progress 5. Timely intervention 6. Celebrate success Six Specific Similarities 77. Key #7 Celebrate Success 78. What is 79. Do you reward achievement, effort, or both? 80. No Reinforcement Appropriate Reinforcement PercentileGains Reinforcing Achievement Average gain of 30-40% 81. Does the Type of Reinforcement Matter? 82. Intrinsic vs. Extrinsic 83. Research Shows Positive feedback enhances intrinsic motivation. A kind word goes a long way, but written praise goes further. 84. Key #7 Celebrate Success 85. High Impact Summary 1. Teachers have the most impact on the learning environment. 2. Teaching strategies, classroom management & curriculum design matter. 3. Students do best when they understand what they are learning, why it is important and what they must do to get to the next level. 86. Ready 4 Prize? 87. # of tiles, but cant exceed 88. Resources Partnership for 21st Century Skills http://www.p21.org/ Buck Institute for Education 21st Century Skills http://www.bie.org/research/21st_century_skills?gcli d=CI7Zsrmk0bECFUEGRQodxxEAuA Ideas by Dan Pink RSA Animate Intrinsic vs. Extrinsic http://www.youtube.com/watch?v=u6XAPnuFjJc 89. Resources http://www.mcrel.org/standardsbenchmarks http://educore.ascd.org/ http://www.scboces.org/Page/663 www.essentialquestions.org Grant Wiggins 90. Instructional Strategy Ideas: www.beesburg.com/edtools/glossary.html www.tltguide.ccsd.k12.co.us/instructional_tools /Strategies/Strategies.html www1.kent.k12.wa.us/KSD/IS/tools_for_plannin g/instructional_strategies.htm 91. TTT: Things Take Time One Subject Area at a Time One Unit at a Time One Lesson at a Time One Student at a Time One Strategy at a Time 92. Steve Woods [email protected] @21woods21 Slideshare.net/stevewoods900 Q & A