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Ecw 21st century skills
1. 21ST CENTURY SKILLS THAT WILL
TAKE YOU TO THE NEXT LEVEL.
Steve Woods
stevewoods@mvcs.org
@21woods21
Back Channel - #ECW13woods or
http://today.io/Rb29
2.
3. Know the WHAT before dealing with the HOW
CCSS: Synergy, Resources & $$$
Floor not Ceiling
10. “High expectations for all
students regardless of the
student’s prior academic
performance.”
Reported by Eleanor Dougherty in Assignments Matter, ASCD 2012, p. 18.
11. “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.
12. 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.
13. 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
22. “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.
23. “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.
24. No Goals Goals Effectively Deployed
PercentileGains
Goals Increase Achievement
Average gain
of 15-20%
25. Four M's – of effective goals:
Manageable – for allotted time of instruction
Measurable – quantifiable
Made First – before activity is planned
Most Important – prioritize
26. How do you insure
clear instructional
goals are established
and followed?
• Think-pair-share
32. Reading Math Reading Math
PercentileGains
25th vs.
75th
Student Achievement Gains
50th vs
90th
50th vs
90th
25th vs.
75th
14%
18%
13%
18%
33. 3 Powerful Q’s
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?
35. “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?
36. 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?
37. 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?
38. 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?
39. 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.
40. 10th Grade American Lit
EXAMPLE 1
Mr. Johnson spent a bit more than a week on Robert Frost’s poetry, including
“Stopping By Woods on a Snowy Evening.” He wanted his students to appreciate the
“down hominess” of Frost’s 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 speaker’s attraction to the woods?
What do the last three lines suggest about everyone’s 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
41. 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 Frost’s 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
42. 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.
46. 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.
50. 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
51. Assessment Ideas
• Exit Slips
• Self Check - Scale or Rubric
• The Three-Minute Paper
• One-Sentence Summary
• Misconception Check
• Clickers, Apps (Padlet)
• Pole anywhere, minimeter
52. 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
62. “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.
66. EXIT or ENTRANCE Cards
Identify three “ah-ha’s” from today’s lesson
Pose 2 new questions today’s lesson generated
Name one thing you will remember forever
3
2
1
67. 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.”
68. No Goals Just Goals Goals and Feedback
PercentileGains
Goals & Feedback
Average gain
35-40%
Average
gain 15-20%
73. “It’s what you do when
students don’t 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.
74. 1. Do you know who
needs extra support?
2. Is it offered?
Two Q’s
75. 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
76. 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/
87. 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.
90. 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
Emotional Quotient or Intelligence - regarding personal emotions or those of others.
Guesses?
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Mindset of all breakthrough schools.
November learning notes…every teacher must be
Tell about what we are doing.
ESLR, Habits of Mind, iPad apps, other. In one location for teachers to really integrate. Do we know best practices? Do we know what other colleagues are doing? Build trust because it removes fear.analogy of the 6 blind men who encounter the elephant. Is it a trunk, a spear, strong rope, etc.. is our curriculum in context?
Marzano, Nye and others have concluded this fact.
Both Teacher and Learner should be on same page. – Mention EQ as well and the attributes of that. NOTE IMPORTANCE OF THE Q – TLW’S AUDIOTell neighbor a LG - 2 minutes – Shout out.Learning Goal Example – Student will understand where to stand in the batters box and difference between ball and strike. Activity Example – Students will stand inside batters box and call balls and strikes as they are pitched.
Using baseball as an example. Does batter understand what objective is? When my daughter started playing, she thought objective was putting on uniform and hanging out with her friends. First time she had batting practice she stood on the plate. No clue how to hold bat, where to stand, how to swing, what pitch to hit, when to run, where to run, how to keep score…she knew nothing? When I asked her the score… she would say “we have 2 points… I think”.
Telling students what activity they are going to do is not the same as telling them what they should be able to know your neighbor a LG and Activity related to baseball.
What should be taught – is it CC, 21st century skill or whatever the book is covering?
Quote from Panel of Scholars Define '21st-Century Skills'Top scholars say students need mix of abilitiesBy Sarah D. Sparks July 17th – Education Week Spotlight
Is this true and how can it be avoided?
RE: Manageable – why must we adhere to artificial timelines and parameters like QTRS and Semesters? Give e.g. how timelines are different at different schools and in different states. Same book, yet different expectations and demands on students.
Talk about issues that teachers will encounter using the new paradigm.
Both Teacher and Learner should be on same page.Something related to Baseball.Tell neighbor - 2 minutes – Shout out.Learning Goal Example – Student will understand where to stand in the batters box and difference between ball and strike. Activity Example – Students will stand inside batters box and call balls and strikes as they are pitched.
Marzano, Nye and others have concluded this fact.
Shout out.Marzano, Nye and others have concluded that …. Next slide.
The TEACHER is the most influential component. iPads, rubrics, etc.. They are only tools. The teacher is the builder.Tell my story and name my teachers. Tell your neighbor your favorite and why.Video?
Every teacher should be able to answer these Q’s for every instructional period
What should be taught and problems should be solved after a Q is posed. See notes from ASCD.
Adapted from Paul Bambrick-Santoyo. “Data in the Driver’s Seat.”Educational Leadership Vol. 65, No. 4: December2007/January 2008. Pages 43-46.
“Use proportional relationships to solvemultistep ratio and percent problems.”(CCSS 7.RP)
“Use proportional relationships to solvemultistep ratio and percent problems.”(CCSS 7.RP)
“Use proportional relationships to solvemultistep ratio and percent problems.”(CCSS 7.RP)
Share an examples of hook you use or have seen used? Images activate 80% of the brain. EG of my “Gross” and “Pain” hooks I still remember. Note on gaming.
Marzano, Nye and others have concluded this fact.
Frequent Formative Assessments
What percentage of teachers really using the “revised model?” Why? What difference would comprehensive use of the revised model have on our classroom practices?
This slide is designed to help ensure that everyone has the same understanding of these three kinds of assessments and their purposes.It is likely that few practitioners use preassessments regularly, if at all.Many will have heard of formative and summative assessments.
This is a modification of a KNW chart, used by teachers in the reading area. The K stands for Know; the N stands for needs to know; and the W stands for Want to know.K-W-L (What I Know, What I Want to Learn, What I Learned)
RE: Exit slips - Make three stacks: they get it, kind of get it, and don't get it all. The size of the stacks will tell you what to do next.RE: 3 minute paper - Don't say "essay" or they get nervous. "Take out a piece of paper, and tell me what you have learned so far about ____________." They often write an essayRE: 1 sentence summary - Ask students to write a summary sentence that answers the "who, what where, when, why, how" questions about the topic.RE: Misconception Check - Ask if they agree or disagree and explain why. Use T/F to Also, to save time, you can present a misconception check in the form of multiple-choice or true/false.
Smartest person in the room is…. The room!
Show of hands how many of you do this?
Marzano, Nye and others have concluded this fact.
Do you and your students know how they are doing? Assessment should target levels 2, 3 & 4 on scale.
Do you have a problem with a parent giving feedback or assisting in the learning process? Why? Shout out ideas? Should feedback be given on every assessment?
Something that takes them to the next level. Baseball example? You know when you are hitting off a slow pitcher.. Move up in the box.
Why don’t we give feedback? Time is a factor, but what are some ways to provide more feedback? - Blogs, Google +, other????? Break things up incrementally, Speak instead of write.
Agree or disagree? What are the issues?
Something the learner, the parents or someone else can use. We started STAR (AR) this year and will look at results start and end of school.
This doesn’t have to come from the teacher, but who and how? Pair and Share.
Smartest person in the room is…. The room!
Assessment should targets levels 2, 3 & 4 on scale.
Marzano, Nye and others have concluded this fact.
How many of you have official RTI plan in place that everyone follows?
What percent makes sense – see point #3
Using scale or rubric as the benchmark – provide Quality Feedback.Shout out any school policies that apply to either the type of feedback or how long you have to give feedback.
Marzano, Nye and others have concluded this fact.
Do students self-evaluate fairly? When students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000).
Reinforcing effort means students see a direct relationship between how hard they work and how much they learn.
Is the grade the only reinforcement that matters? Is passing the class good enough? It varies. How would you answer that Q. What is good enough for students in your class? What is good enough for your own kids?
Intrinsic motivation comes from within. It’s the sort of motivation that you get when you’re doing something you enjoy; when the task itself is its own reward.Extrinsic motivation comes from outside. This is the motivation which gets you to plough on with something you don’t like all that much … because you know there’ll be a reward at the end. Most difficult things become more bearable when you’ve got something to look forward to at the end.Daniel Pink book – Drive
Feedback really matters – especially when it is written.
Shout out ways you celebrate success in your school.
Summarize presentation content by restating the important points from the lessons.What do you want the audience to remember when they leave your presentation? Give prize/award those who respond/expound on each area.Save your presentation to a video for easy distribution (To create a video, click the File tab, and then click Share. Under File Types, click Create a Video.)
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From Marzano and others at various district websites
