Neasc Spring 16 Slides Post
Transcript of Neasc Spring 16 Slides Post
Planning for NEASCFocus, Measure, &
Connect
21st Century SkillsApril 29th 2015
http://digitallearningforallnow.comhttp://www.slideshare.net/jpcostasr
Jonathan P. Costa
What do students need to be prepared to succeed in a world that……is digital, connected, open and pluralistic.…is unpredictable and volatile.…is increasingly unforgiving to those who are unskilled.
Explicitly Connect Foundational Systems
MissionLeadership
Focus
What?
How Well?How?
Goals
MeasuresPractices
The What: High Leverage Goals for Student Learning
Critical & Creative Problem SolvingConnecticut
State Standards
21st CenturyDigital
Learning
Common Core Venn Diagram – 21st Century Skills Crosswalk - Four Highest Leverage Student Skills
https://www.ted.com/talks/robert_waldinger_what_makes_a_good_life_lessons_from_the_longest_study_on_happiness
Analyze & Construct
Arguments Based on Evidence
Meaningful & Purposeful
Communication &
Collaboration
Digital Literacy
& InformationFluency
Finding Focus – Learning Targets andSuccess Criteria for Four High-Leverage, Higher-Order Thinking
Skills
Jonathan P. Costa
Meaningful and Purposeful Communication and Collaboration Age Appropriate Critical & Creative Problem-Solving
• Learners develop written, oral, graphic and/or electronic media communications that convey information/opinion/ response/reaction for a variety of contexts and audiences.
• Learners choose a communication format, including the application of digital tools to create/support it, that is appropriate, efficient and effective for the purpose and audience.
• Learners clearly and logically communicate content that is well organized so that listeners/readers/viewers can follow line of reasoning.
• Learners respond to audience comments, reactions and suggestions.
• Learners actively engage in communication and there is strong evidence of the effectiveness of the communication in achieving its purpose.
• Learners engage throughout the process, demonstrate respect, interact positively with others, and react appropriately to varying situations.
• Learners use critical, deductive processes to create coherent representations of problems and identify the most important issues that need to be addressed for the problem solving process to be successful.
• Learners formulate and ask questions to clarify information to improve responses and approaches.
• Learners identify creative, potential solutions and then apply criteria or decision making to narrow the choices to viable potential solutions.
• Learners plan and implement their solutions, monitoring and adjusting the process as necessary.
• Learners reflect critically on learning experiences and problem solving processes.
• Learners demonstrate resilience and persevere in the process of solving or attempting to solve difficult problems
Analyzing and Constructing Arguments Based on Evidence Obtaining Digital Literacy & Information Fluency
• Learners distinguish between fact and opinion and identify when the use of each is appropriate.
• Learners identify an argument’s progression and instances where logic is faulty or parts are unconnected.
• Learners listen, view or read arguments and render opinions supported by information, other opinions and/or experiences.
• Learners construct arguments for specific purposes incorporating data, definitions, and established results.
• Learners present and share arguments using appropriate methods for audience and purpose.
• Learners question each other’s assumptions and premises and use these interactions to strengthen their own arguments.
• Learners incorporate a variety of resources, including digital resources, to support communication, solve problems, and engage in inquiry as pathways to support the construction of new learning.
• Learners use appropriate search and access strategies are used to acquire information from a variety of sources to provide a foundation for addressing problems using inquiry based strategies.
• Learners evaluate, organize, and synthesize information when constructing responses and can provide a supporting rationale for their actions.
• Learners use digital resources and tools to extend learning beyond the course content and support their own personalized learning experiences.
• Learners use digital tools and information resources that demonstrate the appropriate application of the ethical and legal guidelines that define digital citizenship
Explicitly Connect Foundational Systems
MissionLeadership
Focus
What?
How Well?How?
Goals
MeasuresPractices
Coherence Is Supported by Assessment
Measure what you value,
value what you measure.
Value
Reliability
Costa - Strategic Coherence Planning Focus – Measure - Connect
Measure What You Value…1st Level
Costa - Strategic Coherence Planning Focus – Measure - Connect
Item Insufficient – 1 Sufficient - 2 Proficient - 3 Excellent - 4
Use a variety of thoughtfully selected communication tools
for a range of purposes (e.g. to inform, instruct,
motivate and persuade) messages,
and audiences.
Is unable to apply media and techniques that incorporate the basic elements and/or principles of design.
Applies media and techniques that incorporate the basic elements and principles of design in an attempt to communicate personal, cultural, and aesthetic values.
Applies media and techniques that incorporate elements and principles of design to communicate personal, cultural, and aesthetic values.
Applies media and techniques that incorporate sophisticated elements and principles of design to effectively or originally communicate personal, cultural, and aesthetic values.
No connection between communication actions and/purpose, audience comments or needs.
Attempts to align some communication actions and purpose with audience.
Most actions are aligned with purpose/audience and needs. There is evidence of response and adjustment based on audience feedback.
Highly aligned with purpose and needs and very responsive to audience comments and feedback
Audience may be unresponsive to speaker and message.
There may be some audience response to either the communication or the message.
Some evidence that the audience relates/connects to the communication method and message.
It is clear that the audience relates to the communication method and message.
Measure What You Value…2nd Level
Industrial Model Digital Model
It’s not an either or:it’s a matter of balance and importance.
Information
InformationSkills
Skills
Application
Application
Rethinking the focus of the “What?”
Rethinking the focus of the “How”
Industrial Model Information Model
In a factory-based, one-process-fits all environment, those with talents and skills
aligned with the process moved to the right of the bell curve. In Digital environment, the market and new tools for learning will challenge you to differentiate the learning environment so that
the whole learning curve can move to the right.
StandardizedProcesses
LEAD TO
Variable Achievement
Variable ProcessesLEAD
TO
Uniformly Higher
Achievement
It’s About Equity
A device gap is less objectionable than an access gap.
Align Your Systems With Your Goals for Learning
Type of
AssessmentRequired
Subject Area Responsibilities
Everyone’s Responsibil
ityContent
(Declarative)Facts
Content Skills
(Procedural)Discrete
Skills
4 High Leverage Goals(Contextual)
CCSS/Digital Learning
Type of Knowledge
Desired
Type of InstructionRequired
Lecture, video, films, assigned readings and
memory activities.
Classroom or textbook problems,
experiments, discussions, practice and repetition.
Complex projects,real time
explorations,authentic and relevant skill applications.
Amount of
TimeRequired
Discrete units,
spiraled and predictable.
Ongoing, systemic and without a
finite or predictable end.
Discrete units,
spiraled and predictable.
Recall & recognition
based quizzes, tests, and activities. Multiple
choice, matching, etc.
(SAT/AP/Exams)
Checklists, analytic rubrics,or other agreed
upon skill standards(AP/SB/CAPT/
Exams)
Holistic and, analytic rubrics,
or other agreed upon standards of rigor
(Portfolios, Exhibitions, SB)
COHERENCE
Curricula
Coherence Pathways
Easy to understand, hard to do.
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
StudentGoals
Student Measures
Instructional Practices
AdultGoals
Adult Measures
Professional Learning Practices
OrganizationalGoals
OrganizationalMeasures
Organizational Practices
Leadership
Leadership
Leadership
1. Student
2. Professional
3. Systems
LeadershipFocus
Engagement Ownership
Rigor Alignment
MissionTo prepare
every student for learning,
life, and work in the 21st century.
Student DataDriving
InstructionalPractices &
DecisionMaking
InstructionDriving
ImprovedMeasures
ProfessionalPracticeDriving
ImprovedMeasures
SystemsDriving
ImprovedMeasures
Student
ImprovementProfessional
ImprovementBuilding/District
Improvement
StudentGoals
Student Measures
Instructional Practices
Leadership
Adult DataDriving
ProfessionalLearning &
DecisionMaking
AdultGoals
Adult Measures
Professional Learning Practices
Leadership
OrganizationalData
DrivingSystemsDecisionMaking
OrganizationalGoals
OrganizationalMeasures
Organizational Practices
Leadership
What are your improvement “Leverage Points?”
Student ImprovementProfessional Improvement
Leaders
hip
Student Goals
- Common Core/21st
Century Skills & Content
Professional Goals
Evaluation & support goals, SLOs, focus
goals & other
Organizational Goals
Improvement targets related to DPI,
SPI or other goals
Instructional Strategies
CC/21CS goal aligned teaching methods
& strategies
Assessing Learning
SB & other valued summative, formative,
standardized and non-
standardized measures
Professional Growth
Aligned withhigh leverage student goals
andPL Standards
Professional Measurement
4540
Organizational Plans
District or building
level plans or strategies
aligned with PL Standards
Organizational Measures
District andBuilding level
dataOther…
Building/District ImprovementWhat Goes Where?
Leadership
Leadership
GoalsMeasuresPractices
What are your improvement “Leverage Points?”
Goals for
Learning
Assessment&
Measurement
Policy andRegulation
CommunityEngagement
Instructional
Practices
Resource Deployment
LeadershipFocus
Supporting Systems
The Pareto
Leverage PrincipleVital
Few
Weeding the Garden
Our collective failure to truly align
practice with NEASC standards begins
with our lack of will, ability, or systemic
commitment to focus on something and prioritize it’s accomplishment
over others.
Find Your One ThingWhich skill in
your current set of expectations would you say is the most critical
to long-term student success?
Coherence Begins With Student Learning Focus
Universal Skill Set Importance & Impact
Your Own Practice
Total ScoreRanking
E1/21 - Demonstrate independence in reading complex texts or viewing media and writing, speaking or producing content about them.
E2/21 - Build a strong base of knowledge through content rich texts or other appropriate sources of information.
E3/21 – Use digital tools to obtain, evaluate, synthesize, and report findings/information clearly and effectively in response to a variety of tasks and purposes.
M3/E4 - Construct and engage in viable arguments based on evidence and critique reasoning of others.
E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences.
M1/21 - Make sense of problems and persevere in solving them
E6/21 - Come to understand other perspectives & cultures through reading, listening, and collaborations
21 - Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.
E7/21 - Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior
Discrepancy Gap Analysis MatrixUniversal Skills – Leverage Points
Jonathan P. CostaCommon Core Portrait Statements / EDUCATION CONNECTION - Costa – 21st Century Skills Crosswalk
Putting the Connections TogetherGoals Measures Practices
Skill Attribute Evidence Instrument/Scale Content Area Task
Argument Based on Evidence
Learners construct arguments for specific purposes incorporating data, definitions, and established results.
Sited data is accurate, properly sourced, associated with and clearly connected to segments of the overall argument.
Rubric
Beginning, Developing, Proficient,Excellent
American History
Create a work that defends your summary/ conclusion regarding the status of British Soldiers with your facts and evidence.
Until every teacher can fill this in and deliver it, you are just talking about it.
SystemicPredictabl
eControllab
le
Common
Causes
Random Unpredicta
ble Beyond
Control
Special
Causes
Common and Special Causes
One of Deming’s most significant insights.
Mission Driven Decision Making In-
Context Problem Solving
851
5