Cognitive Health – Learning Environment Impacts Changing the world one mind at a time.
BREAK Please return at 10:30. CHANGING CURRICULUM MEANS CHANGING YOUR MIND.
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Transcript of BREAK Please return at 10:30. CHANGING CURRICULUM MEANS CHANGING YOUR MIND.
BREAK
Please return at 10:30.
CHANGING
CURRICULUMMEANS
CHANGING YOUR MIND
“ Things are more like they are today than they ever have been.”
DWIGHT D. EISENHOWER
Goals, outcomes, purposesGoals, outcomes, purposesof educationof education
Instruction,teachiInstruction,teaching strategies, ng strategies, pedagogy, pedagogy, materialsmaterials
Assessment, Assessment, Monitoring,Monitoring,EvaluationEvaluation
CURRICULUM
OUTCOMES
OUTCOMES: What will students need to know and be able to do as
they enter the 22nd Century?
GeneticsRoboticsInformation technologyNano TechnologyGlobalizationEnvironmentDemographics
OUTCOMES: What will students need to know and be able to do as
they enter the 22nd Century?
Talk with your neighbor: What would be some important skills, knowledge and dispositions?
INSTRUCTIONALSTRATEGIES
INSTRUCTIONAL STRATEGIES
Teaching for transferScaffoldingMulti-sensoryProviding feedback for self-
assessmentCooperative LearningSocratic DialogueModeling
KNOWLEDGE-BASED CONSTRUCTIVISM
IN WHAT WAYS DO YOU:show that you value students’ points of view?cause students to question their own and other’s assumptions?challenge students with relevant problems? structure standards, units, and lessons around big ideas and enduring concepts?engage students in assessing their own learnings?
FORMING HABITS
Levels of Competence—
Unconscious Incompetence
Conscious Incompetence
Conscious Competence
Unconscious Competence
ASSESSMENT
ASSESSMENT--
“ It is easier to count the bottles than it is to describe the wine.”
FOUR STORIES
What recurring patterns and themes do you find as youconsider thefour stories?
FEEDBACK SPIRAL
Clarify (Revisit)Goals and Purpose
* From Assessment in the Learning Organization, Shifting the Paradigm Page 27 - Edited by Arthur L. Costa and Bena Kallick, ASCD 1995
PlanTake Action/Experiment
Assess and
Gather EvidenceGather Evidence
Study / Reflect /Evaluate
Modify Actions Basedon New Knowledge
Clarify Goalsand Purpose
Plan
Take Action /Experiment
Assess / Gather Evidence Study / Reflect /Evaluate
Modify Actions Basedon New Knowledge
Clarify (Revisit)Goals and Purpose
Plan Take Action /Experiment
Assess / GatherEvidence
Study / Reflect /Evaluate Modify Actions Basedon New Knowledge
FEEDBACK SPIRALS IN YOUR LIFE
Reflect on a time in your life when rich data from assessment energized a spiral for your continuous learning. Share it with others.
ASSESSMENT DATA SHOULD PROVIDE FEEDBACK:
Precise, timely & frequent. Useful to the teacher in making instructional decisions. Useful to the learner to improve performance.
Appropriate to stage of development
TRIANGULATIONTRIANGULATION
Mastery UnderstandingMastery Understanding E.g. Standardized Tests,E.g. Standardized Tests,
Criterion Referenced TestsCriterion Referenced Tests
AppliedAppliedUnderstandingUnderstandings:s:E.g. Exhibitions,E.g. Exhibitions,PerformancesPerformances
EvaluationEvaluation
Growth Growth Over Over Time:Time: E.g. E.g. Portfolios,Portfolios,JournalsJournals
TESTS:
Criterion ReferncedStandardized
ASSESSMENT STRATEGIES:
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JOURNALS
ASSESSMENT STRATEGIES:
JOURNAL ENTRIES
Listening with Empathy and Understanding
“Listening before prejudging someone’s contribution makes sense. Being patient helps. I was surprised at the great ideas and how much everyone added.”
Sir Francis Drake High School, San Anselmo, California
JOURNAL ENTRIESMetacognition:“I sometimes have to talk to myself and tell myself to work harder, or to stop slacking.”
“They give us time to think about everything—all of our actions and work and that is something that really helps. Not many kids get that; it’s so neat.”
Sir Francis Drake High School, San Anselmo, California
JOURNAL ENTRIESPersistence:
“In the last project when I couldn’t have been more stressed. I wanted to quit and walk away, but no matter how much I wanted to give up because I had no idea what I was doing or how it was going to be done, no matter how much I wanted to throw the Makita because it wasn’t working, no matter how much responsibility I was forced to take on I stuck with it until the end always knowing (hoping) it would turn out great.”
JOURNAL ENTRIESListening with Empathy and Understanding
“Listening before prejudging someone’s contribution makes sense. Being patient helps. I was surprised at the great ideas and how much everyone added.”
CHECKLISTS
ASSESSMENT STRATEGIES:
HOW ARE WE DOING CHECKLIST
HABIT OF MIND:Listening with Understanding andEmpathy
OFTEN SOME-TIMES
NOTYET
See
HOW AM I DOING CHECKLIST
HABIT OF MIND:Listening with Understanding andEmpathy
OFTEN SOME-TIMES
NOTYET
HEAR
OBSERVATION OF
PERFORMANCE DURING PROBLEM SITUATIONS
ASSESSMENT STRATEGIES:
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RUBRICS
ASSESSMENT STRATEGIES:
STUDENT DEVELOPED RUBRIC FOR CLASSROOM BEHAVIOR4 Don't talk. Sits on chair and lissens to
teacher. Works hard. Good.3 Talks a little. Sits on chair and mostly
lissens to teacher. Works. Pretty good.2 Talks a lot. Sits on knees and maybe
lissens. Works a little bit. Bad.1 They talk loud and never lissens. Walk all
around. Don't write a thang. Bad to the bone!
SAMPLE RUBRIC FOR PERSISTING
EXPERT:Stays on task no matter how diff icult it isto find the answers to solutions.Evaluates the use of a variety ofstrategies to solve the problem. Searchesfor and draws on wide range of resources.
PRACTITIONER:Stays on task when trying to find answersor solutions to problems. Draws onavailable resources
APPRENTICE:Tries to complete tasks when the answersor solutions are not readily available, butgives up when task is too difficult. Getsoff task easily. Draws on limited range ofresources.
NOVICE:Gives up easily and quickly on diff iculttasks. I s unaware of resources.
COMPOSE A RUBRIC FOR”STRIVING FOR ACCURACY AND
PRECISION”
Domain 1 Domain 2
EXPERT
PRACTITIONER
APPRENTICE
NOVICE
ART WORK
ASSESSMENT STRATEGIES:
“ When I was doing this work, I was thinking about how hard the kids at Furr had to work and what they had to overcome in order to succeed. The body is the body of a student and the head represents our mascot, the bull. The uplifted hand stands for persistence.”
Juan, Furr High School
Houston, Texas
PORTFOLIOS
ASSESSMENT STRATEGIES:
Direction
Collection
Selection
Reflection
OUTCOMES
PORTFOLIOS
PORTFOLIOS
HOW MIGHT ASSESSMENT DATA FROM A PORTFOLIO PROVIDE INFORMATION ABOUT STUDENT LEARNINGS AS STATED IN YOUR GENERAL LEARNER OUTCOMES?
INTERVIEWS
ASSESSMENT STRATEGIES:
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PARENT
COMMUNITY
NETWORKING
CENTER
VAL D’AMATO
ASSESSING
THE CULTURE OF THE SCHOOL AND CLASSROOM
RECOGNITIONS
WasatchElementary School
Salt Lake City, Utah
SIGNALS IN THE SCHOOL ENVIRONMENT:
MOTTOES RECOGNITIONS ACRONYMS SELF-
ASSESSMENT
MOTTOES:
“ THE UNITED MIND WORKERS”
BLEYL MIDDLE SCHOOL STAFFCypress-Fairbanks School
DistrictHouston,Texas
POSTERS
ACRONYMS:
QUEEN ELIZABETHSCHOOLSTUDENTS:
Pose powerful Questions
Try to Understand others
Empathize with others
Are Eager learners
Never give up
WHERE THINKING REIGNS SUPREME!
ACRONYMS:
HAMPTONHIGHSCHOOLSTUDENTS
Have empathy for othersAre accurate and preciseManage their impulsivityPose powerful questionsTake time to thinkObserve Through All SensesNever give up
SLOGANS
“ SAVVYSABERS‘PAWS’
TO THINK”
James Campbell High SchoolEva Beach, Hawaii
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SLOGANS
“ Thought is taught at Huntington Beach High School”
Huntington Beach, California
SLOGANS
“ THINKING MAKES US WHITTIER”
WHITTIER HIGH SCHOOL,
WAUKESHA, WISCONSIN
BRISBANE GRAMMAR SCHOOL STUDENTS:
N EVER GIVE UPI MAGINE AND GENERATE NOVEL IDEASL EARN CONTINUOUSLY
S TRIVE FOR ACCURACY AND PRECISION I NQUIRE AND PROBLEM SOLVEN ETWORK WITH OTHERSE NGAGE ENTHUSIASTICLY IN LEARNING
L ISTEN WITH UNDERSTANDINGA RE AWARE OF THEIR OWN THINKINGB RING FORTH AND APPLY PAST KNOWLEDGE O BSERVE THROUGH ALL SENSESR ESPOND WITH WONDERMENT AND AWEE MPATHIZE WITH OTHERS
LETTER OF REFERENCE
Imagine you’ve been asked to write a letter of reference for the most outstanding student you’ve ever had.
What might be some attributes you would describe? What evidence would you cite to support your claim?
THINK - PAIR - SHARE
GENERATE WAYS YOU MIGHT SIGNAL THINKING AND HABITS OF MIND AS GOALS AND VALUES OF YOUR SCHOOL.
THINKING
NOT ANOTHERLAYER TO BEADDED TO ANALREADYOVERCROWDEDCURRICULUM….
THINKING:
RATHER,THINKING ISWOVEN THROUGHOUTTHE CURRICULM AND THE SCHOOL.
LIKE A TAPESTRY---
MODELING:
“ What you are speaks so loudly, they can’t hear what you say.”
Ralph Waldo Emerson
“ THE BEST WAY TO PREDICT THE FUTURE IS TO
INVENT IT.”Alan Kay
Apple Computer Co.
IMPLICATIONS AND APPLICATIONS
Based on your learning in these presentations, what will you:
• Stop doing• Continue doing• Start doing?