Introduction to the reDesignLearning Genome ProjectOrganizing Classroom Practice to Help Students Attain a College Degree
We all want to see our students graduate from high school …
We all want to see our students graduate from high school …
But what happens after graduation?
For every graduate who makes it to college, in their 1st year, they will be asked to…
• Write 90-100 polished pages• Read 5000 pages• Complete 6-8 Final Exams• Write 30 problem sets• Complete 10 labs• Undertake 4 research papers• Write 12 Argument Essays & Position Papers
For every 8 who make it to college … 3 will never finish.
But what happens after graduation?
For every 8 who make it to college … 5 will need remedial
classes.
But what happens after graduation?
How do we improve the odds
How do we improve the odds?
to ensure that 100% of our graduates will have the skills necessary to earn
their college degrees?
How do we improve the
odds
A competency-based system that…
How do we improve the
odds?
A competency-based system that…• Is aligned to the Common
Core
How do we improve the
odds?
A competency-based system that…• Is aligned to the Common
Core• Is pegged to authentic,
college-prep. performances
How do we improve the
odds?
A competency-based system that…• Is aligned to the Common
Core• Is pegged to authentic,
college-prep. performances
• Provides students with multiple opportunities to achieve competency
How do we improve the
odds?
A competency-based system that…• Is aligned to the Common
Core• Is pegged to authentic,
college-prep performances
• Provides students with multiple opportunities to achieve competency
• Is adaptable and “personalize-able”
How do we improve the
odds?
A competency-based system that…• Is pegged to authentic,
college-prep. performances
• Is aligned to the Common Core
• Provides students with multiple opportunities to achieve competency
• Is adaptable and “personalize-able”
• Provides teachers with rich scaffolding
How do we improve the
odds?
How do we supportour teachers to make
this change?
How do we supportour teachers to make
this change?
Part 1: A Performance Task Map
The typical work load for freshman year of
college
Part 1: A Map of Authentic College Prep. Performances
A sample year-by-year progression of performance
tasks for a student’s high school career.
If they will write 90-100 pages in the freshman
year of college, what do they need to write in the freshman year of HS?
If they will read 5000 pages in the freshman year of college,
how many pages will they need to read in 9th grade?
If they will perform 72 times as freshman in college, how many times should they
perform as freshman in high school?
Who should introduce students to these
performances? When? How? Who should follow
up on providing opportunities to practice?
How do we supportour teachers to make
this change?
Part 2: A Performance Task Pacing Calendar
Example of 20 Weeks of Social Studies.
Part 2: A Performance Task Pacing Calendar
Example Map of all 4 Core Academic Courses.
Let’s go back to our students and our question:
How do we improve the
odds?
Let’s go back to our students and our question:
• We assign work similar to the work students will see in college.
• We build stamina by gradually increasing the load. • We support competency by providing multiple opportunities
to practice Common Core aligned college prep tasks.
How do we improve the
odds?
Let’s go back to our students and our question:
How do we supportour teachers to make
this change?
Part 3: Modularized & Scaffolded Performance
Task Guides
Aligning to the Common Core
The Common Core Standards are complex, requiring students to be able to easily use many skills concurrently.
Writing Standard 3
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chosen details
and well-structured event
sequences.
An Example Of Complexity A
Writing Standard 3
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chosen details
and well-structured event
sequences.
The Performance Tasks are Designed to address the complexity, in 2 ways
The Performance Tasks are Designed to address the complexity, in 2 ways
1. The Formative Assessment Tasks
Tasks are modular, intentionally repetitive,
and adaptable.
2. Each Formative Assessment Task supports teachers with
strategicially selected activities to support a skills-oriented
approach to the tasks.
2. Each Formative Assessment Task supports teachers with
strategicially selected activities to support a skills-oriented
approach to the tasks.
Where do the activities come
from?
Mapping Learning Strategies, Skills and the Common Core Standards to the Instructional
Shifts and Curriculum Planning.
Part 4: Learning Genome Project
Map 1: High-leverage skills mapped to the
Common Core Standards
The Genome is designed with multiple entry points
After a skill is identified, a teacher could identify an effective activity for
helping students meet Anchor Standard 3 for Writing: Write
narratives to develop real or imagined experiences or events using effective
technique, well-chosen details and well-structured event sequences.
Map 2: Mapping high leverage skills to
activities and lesson planning
Map 3: Mapping an Activity to a Learning Strategy
Map 4: Mapping high leverage skills to learning strategies
The subset of activities that focus on developing the strategy of inferring
within the skill of Character Analysis,
related to Common Core Writing Standard 3.
What’s Next
• Writing up the skills and activities
• Expanding the skill set list
• Developing a mobile platform for the
maps
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