How We Teach. Proficient in Core Subjects Knowledgeable of 21 st Century Content Competent in 21 st Century Skills Information and Communication Skills.

How We Teach

• Proficient in Core Subjects• Knowledgeable of 21st Century Content• Competent in 21st Century Skills

•Information and Communication Skills•Critical Thinking and Problem Solving•Personal and Workplace Productivity

• Proficient in 21st Century Technology Tools• Able to Apply and to Demonstrate Learning in Real World Situations

Profile of a 21st Century Graduate

A critical thinker A problem solver An innovator An effective communicator An effective collaborator A self-directed learner Information and media literate Globally aware Civically engaged Financially and economically literate

Level 1 – Recall, recognition. Skill a behavior or sequence of behaviors learned through practice and easily performed

Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding

Level 3 – More sophisticated reasoning and analysis; students required to solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text

Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time

Current Policy MA.3.4.8 read and

write amounts of money to $100.00

Revised Policy 07/01/08M.O.3.4.5 identify, count

and organize coins and bills to display a variety of price values from real-life examples with a total value of $100.00 or less and model making change using manipulatives

1

Current PolicyAL.2.10 determine the

equation of a line given a graph of a line, two points on the line, the slope and a point, and the slope and y intercept

Revised Policy AL.2.8 extrapolate

data represented by graphs, tables and formulas to make inferences and predictions on rate of change (slope) and justify when communicating results within a project-based investigation

21C.O.9-12.2.LS4

Student visualizes the connection between seemingly unrelated ideas and independently produces solutions that are fresh, unique, original and well developed. Student shows capacity for originality, concentration, commitment to completion, and persistence to develop unique and cogent products.

Giving information Asking right answer

questions Giving directions Giving low level tasks Monitoring seatwork Reviewing Giving tests

Going over tests Assigning homework Going over homework Settling disputes Punishing noncompliance Grading papers Giving grades

M. Haberman. “The Pedagogy of Poverty vs. Good Teaching” Phi Delta Kappan 1991. 290-294.

Authentic tasks Meaning-driven

curriculum Literacy-rich

environment Quality resources Connecting school with

home, culture and community

Problem-focused learning

Cognitive and metacognition in the context of purposeful activities

Collaborative work on issues of deep concern to the students

Varied social configuration

Engagement in substantive dialogue, discussion, debate about the substance of content

Making meaning

Helen Hodges. “Overcoming a Pedagogy of Poverty” R. Cole, Ed. More Strategies for Educating Everybody’s Children, ASCD, 2001, p.1-9.

Begin with the end in mind.

1. Identify desired results.

2. Determine acceptable evidence.

3. Plan learning experiences and instruction.

Backward Design Process

What should students know, understand and be able to do?

What big ideas are worthy of understanding and implied in the content standards, objectives, performance descriptors, learning skills and technology tools?

What enduring understandings are desired? What provocative questions are worth

pursuing to guide student inquiry into these big ideas?

What specific knowledge and skills are targeted in the goals and needed for effective performance?

How will we know if students have achieved the desired results and met the content standards?

How will we know that students really understand the identified big ideas?

What will we accept as evidence of proficiency?

What will need to be taught and coached, and how should it be taught, in light of the performance goals?

What sequence of activity best suits the desired results?

How will we make learning goals both engaging and effective, given the goals and needed evidence?

How will we design learning activities relevant to the digital native?

What is featured in the instructional guide? Can the instructional guides be used by

teachers, or teams of teachers within the school? If so, how do you see this happening?

What can you do to support this type of instruction and assessment in your school?

How do these instructional practices and assessments differ from what has been taking place in our classrooms under NCLB?

What is featured in the instructional guide? Can the instructional guides be used by

teachers, or teams of teachers within the school? If so, how do you see this happening?

What can you do to support this type of instruction and assessment in your school?

How do these instructional practices and assessments differ from what has been taking place in our classrooms under NCLB?

Create a classroom where all students are actively engaged and construct, modify and integrate ideas by interacting with materials, the world around them and their peers.

Framework for High Performing 21st Century Middle School Classrooms

Use techniques and processes that develop student proficiency in the 21st century skills of information and communication literacy, thinking and problem solving, and personal and workplace productivity; help students to synthesize, analyze and formulate critical opinions from diverse sources, such as real world examples, applications and experiences both inside and outside of school.Framework for High Performing 21st Century Middle School Classrooms

Research-based instructional strategies that increase student achievement and use multiple teaching and learning approaches that are

developmentally responsive;socially equitable; andculturally responsive

Framework for High Performing 21st Century Middle School Classrooms

Implement a variety of effective instructional methods that engage students in meaningful tasks (e.g., cooperative learning, critical thinking and problem solving, project-based learning, performance-based activities and meta-cognition).

Framework for High Performing 21st Century Middle School Classrooms

Emphasize instruction in reading comprehension skills by using research-based before, during and after reading strategies in all appropriate subjects and grades.

Framework for High Performing 21st Century Middle School Classrooms

◦ Implement research-based vocabulary development strategies, such as explicit teaching and modeling, through repetitive exposure to words in multiple ways and through word-rich classrooms and self-selected reading in a variety of media

Framework for High Performing 21st Century Middle School Classrooms

◦ Integrate writing as an instructional strategy across all subjects and grades, using school-adopted writing rubrics and writing model; assist students in being able to find, organize and report information in various written formats (major reports, research papers and daily writing assignments) for a variety of audiences, using various information and communication technologies.

Framework for High Performing 21st Century Middle School Classrooms

◦ Adjust and differentiate instruction to address student’s individual learning by adjusting content, process and/or product according to student learning profiles, readiness and interests using the philosophy of universal design.

Framework for High Performing 21st Century Middle School Classrooms

W=Where are we going? Why are we going there? In what ways will we be evaluated?

H=How will you hook and engage my interest?

E=How will you equip me for success? R=How will you help me revise, rethink,

refine, and revisit what I am learning? E=How will I self-evaluate and self-express? T=How will you tailor your instruction to

meet my individual needs and strengths? O=How will you organize your teaching to

maximize understanding for all students?

Too Easy•I get it right away…•I already know how…•This is a cinch…•I’m sure to make an A..,•I’m coasting…•I feel relaxed,,,•I’m bored…•No big effort necessary.

On Target•I know some things…•I have to think…•I have to work…•I have to persist…•I hit some walls…•I’m on my toes…•I have to regroup…•I feel challenged…•Effort leads to success..

Too Hard•I don’t know where to start…•I can’t figure it out…•I’m spinning my wheels…•I’m missing key skills…•I feel frustrated…•I feel angry…•This makes no sense…•Effort doesn’t pay off…

THIS is the place to be. THIS is the achievement zone.

Teacher Leadership Institute Wikihttp://wiki.k12.wv.us/tli