IOWA CORE CURRICULUM LEADERSHIP TRAINING Year One, Day Three.

IOWA CORE CURRICULUM LEADERSHIP TRAINING

Year One, Day Three

WELCOME Back!WELCOME Back!

Objectives• Understand the Implementation Plan

Framework

• Understand and engage in a Self-Study

• To deepen knowledge common assessment terms and practices

• Gain initial knowledge of Characteristics of Effective Instruction

Working in the Inner Circle

• Content

• Instruction

• Assessment

Instruction and Assessment

Overview

Assessment

Purposes

• Develop a deeper understanding of balanced assessment systems

• Develop a deeper understanding of formative assessment as a characteristic of effective instruction

Characteristics of Effective Instruction

Are teachers “teaching for understanding”?

And…

How do you know students are learning?

Deep Conceptual & Deep Conceptual & Procedural KnowledgeProcedural Knowledge

Teaching For UnderstandingTeaching For Understanding

with with

Balanced Assessment PracticesBalanced Assessment Practices

Balanced Assessment System

• Screening assessments

• Diagnostic assessments

• Formative assessment – assessment for learning

• Summative assessments - assessment of learning– Classroom– Standardized

Assessment

Users and Uses of AssessmentPurpose: Identify how different stakeholders use assessments.

CAROUSEL Cheat Sheet

Review the definitions of each assessment

CAROUSEL BRAINSTORMING

1. Choose a recorder2. Write short responses3. Write “not applicable” as

appropriate. 4. Rotate to next poster5. Return to your original poster6. Put a star next to the user most

dependent upon this form of assessment

7. Compare the responses to the definitions and examples on theCheat Sheet

8. Circle any misused or misunderstood assessments

Which stakeholder group currently makes the best use of assessment information?A. TeachersB. StudentsC. AdministratorsD. ParentsE. Community

Which part of a balanced assessment system is usedthe least?A. Screening assessmentB. Diagnostic assessmentC. Formative assessmentD. Summative assessment

Instruction & Assessment

Objectives• To make connections

between Deep Conceptual and Procedural Knowledge and Rigorous and Relevant Curriculum

• To develop a common vision of Rigorous and Relevant Curriculum

Deep Conceptual and Procedural Knowledge

1. Review the definition of Deep Conceptual and Procedural Knowledge

2. Green Tables - Consider how deep conceptual knowledge is developed around a concept

3. Yellow Tables – Consider how procedural knowledge is developed around a concept or skill

The Big Question

What type of instruction do teachers need to provide to ensure that each and every student develops Deep Conceptual and Procedural Knowledge around the Essential Concepts and Skills of the Iowa Core Curriculum?

Rigorous and Relevant Curriculum

What the evidence says…

Rigorous and Relevant Curriculum

What it is……..

What it is not……

Video

Processing the video…

1. As a table, share your responses to the video

2. Discuss your observations and recommendations

3. Appoint a spokesperson to share two key responses or observations

www.Toondoo.com

Objectives

• To introduce Student-centered Classrooms and

• Teaching for Learner Differences

Student Centered Classroom

Student-Centered Classrooms

What does student-centered learning look like in a classroom?

What is a student-centered classroom?

Teaching for Learner Differences

What is teaching for learner differences?

What is “proof” a teachers is teaching for learner differences?

Student-Centered ClassroomsDirections:1.Review handouts2.Read Creating Learner-

Centered Classrooms: Dreams and Practices (p.1)

3.Record connections.4.Share connections with your

team5.Share connections with group

“…it is necessary to go deeper and address the most important condition for successful school reform, namely, the quality of classroom instruction.”

Breakthrough Fullan, Hill, and Crevola , 2006

Professional Growth

Characteristics of Effective Instruction and AssessmentStudent Engagement & Learning

Teaching for Understanding

Assessment for Learning

Teaching for Learner Differences

Rigor and Relevance

Student Centered

Classrooms

Next to the bubbles, write in what is going on in your district…

Instructional Practices Inventory (Dagget)

Rigor and Relevance

Now….

Highlight … current Professional Development opportunities

Check …things that are incomplete

Asterisk …what needs done

Group One – ICC ConnectionMake specific connections to the Iowa Core Curriculum

Group Two – Essential Concepts and SkillsIdentify Essential Concepts and Skills from content areas and 21st Century Skills

Group Three - Characteristics of Effective InstructionUse rating sheet to identify Characteristics of Effective Instruction

Application: Video

•How do the Characteristics of Effective Instruction fit with ICC?

•What are some steps teachers can take to improve classroom practice?

•How do teachers use effective instruction and assessment?

To Summarize

2121stst Century Century SkillsSkills

21st Century Skills

• Discuss rationale for teaching and learning 21st Century Skills

• Provide process for looking more closely at Iowa’s 21st Century Skills

• Examine 21st Century instruction

21st Century Learner . . .

. . . will use technologies that haven’t been invented …to do jobs that don’t exist

. . . Is networked

. . . enjoys multi-tasking

. . . Is digitally literate

. . . craves interactivity

. . . possesses strong visual-spatial skills

. . . Is tethered to the internet

. . . wants to learn things that matter

. . . wants to be challenged to reach own conclusions

• information creation

• innovation

• activism

• global citizenship

• Responsibility

Born Digital: Understanding the First Generation of Digital Natives” Palfrey and Gasser, 2008

Looking deeper at . . . digital literacy . . .

Why 21st Century Skills?Growing consensus that schools need to be accountable for more than “basic” academics.

“Creativity is as important in education as literacy and we should treat it withthe same status.” -Sir Ken Robinson, 2006

“The top 10 jobs for 2010 weren’t even created in 2004”

Diana G. Oblinger, President EDUCAUSE AACTE, February 2009

“The Global Achievement Gap”“Our teens leave school equipped to

work only in the kinds of jobs that are fast disappearing from the American economy.”

“Why even our best schools don’t teach the new survival skills our children need – and what we can do about it.”

Tony Wagner, 2008Harvard Graduate School of Education

Seven Survival Skills for Teens

Critical thinking and problem-solvingCollaborationAgility and adaptability Initiative and entrepreneurialismEffective oral and written

communicationAccessing and analyzing

informationCuriosity and imagination

Making Connections in Iowa

“Integrating 21st century skills into teaching and assessment, then, is not only an economic imperative, driven by changes in the workforce, but a vital aspect of improving student learning

“Measuring Skills for the 21st Century, 2008” - Silva

21st Century Skills• Iowa legislature defined 21st Century Skills

as: Financial literacy Health literacy Technology literacy Civic literacy Employability skills

• Essential concepts and skills are complex

• Deep understanding by educators is

required

• Structure of schooling will need to be

reexamined by all stakeholders

Cross Walk: 21st Century Skills Work TeamsDeveloped after thorough

investigation:

• Partnership for 21st Century Skills• enGauge • SCANS• Contextually related national

standards

Instruction for 21st Century Skills

Relevant to student outside the classroom

Student is highly engagedStudent has a choice and voiceStudent takes ownership for

learning Includes higher order thinking -

creativity and innovationLearning tasks elicit evidence of

learning

Dollars and Sense1. Watch video of Middle School

students2. Complete Video Guide Worksheet3. Do not think about how this can’t

work for you, think about what you can implement locally

Supporting 21st Century Skills Instruction Educator professional

development • 21st century instruction

• Authentic assessments

Collaboration• Among teachers and students

• Community

High expectations • Each and every student

• Educators

Supporting 21st Century Skills Instruction Expect a changing school

environment• Project-based learning• Time allocation• Student ownership of learning

Technology• Tool for learning• Breadth of options• Community connections

School wide & Classroom Focus District Focus

• Where are 21st Century Skills being addressing?

• At what depth are they being addressed?

• Which 21st Century Skills are not being adequately addressed?

• How might we restructure programs to ensure 21st Century Skills are adequately addressed

Classroom Focus

• What 21st Century Skills are addressed?

• At what depth are they being addressed?

• How do I know students are getting it”?

• How do I restructure my class and instructional activities to increase learning of the 21st Century Skills?

Some creative possibilities…Identify creative approaches to ensure each and every student in your school is learning the 21st century skills.

Share out . . .

Possibilities for incorporating 21st Century Skills

• Project based learning• School-wide projects where

students explore passions• Internships• Student driven action research

projects• Authentic service learning • Creative alignment of educators• Other . . . .

A Final Thought . . . “It is a world in which comfort with ideas and abstractions is the passport to a good job, in which creativity and innovation are the key to the good life, in which high levels of education –a very different kind of education than most of us have had - are going to be the only security there is.” New Commission on the Skills of the American Workforce, 2006

The Iowa Professional DevelopmentModel

Iowa Professional Development Model:

Student Learning at the Center ofSchool Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting andStudent Learning

Selecting Contentand Providers

Designing Processfor Professional

Development

ProgramEvaluation

(Summative)

Collecting/AnalyzingStudent Data

Ongoing Data Collection(Formative Evaluation)

Training/LearningOpportunities

Collaboration/Implementation

Iowa Professional Development Model:

Student Learning at the Center ofSchool Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting andStudent Learning

Selecting Contentand Providers

Designing Processfor Professional

Development

ProgramEvaluation

(Summative)

Collecting/AnalyzingStudent Data

Ongoing Data Collection(Formative Evaluation)

Training/LearningOpportunities

Collaboration/Implementation

The Iowa Professional Development Model

• Provides a recommended framework• Targets increased student learning

& achievement• Responds to state and federal

legislation• Based on research demonstrating

the relationship between professional development and student achievement gains

Collecting/Analyzing Student Data

• Key is a focus on students• Data points and sources

– indicates the status of skill development

• student knowledge and skills in area of concern

– explores the hypothesis to explain that status

Goal Setting and Student Learning• Specific goals provide a focus

for improvement efforts.• Building and district priorities

for professional development - aligned but may not be identical

• When student data reveal multiple needs - focus on only one or two priorities.

Selecting Content and Providers

Content• Analyzing data will narrow

choices for selecting content • Content Networks

– assessing quality of studies of instructional strategies

– beware of extreme claims

Designing Process for Professional Development

• How are data collected, analyzed, and used throughout the model?

• How is collaboration planned for and supported?

• How are learning opportunities designed to help teachers use new learning in the classroom, plan lessons together, and practice new strategies?

Designing Process for Professional Development

Design provides for: Theory Demonstration Practice Collaboration Adjusting training in response

to data

Goal Setting andStudent Learning

Selecting Contentand Providers

Designing Processfor Professional

Development

ProgramEvaluation

(Summative)

Collecting/AnalyzingStudent Data

Ongoing Data Collection(Formative Evaluation)

Collaboration/Implementation

Training/LearningOpportunities

Goal Setting andStudent Learning

Selecting Contentand Providers

Designing Processfor Professional

Development

ProgramEvaluation

(Summative)

Collecting/AnalyzingStudent Data

Ongoing Data Collection(Formative Evaluation)

Collaboration/Implementation

Training/LearningOpportunities

Training/Learning Opportunities• Set specific time for participants

to come together and learn

• Intersperse training with classroom practice

• Training, implementation, and ongoing data collection are repeated as often as needed in the ongoing cycle

Collaboration/ImplementationTwo consistent findings in

research:

1) Much of the content of training is never implemented in classrooms

2) Successful implementation of professional development uses the power of collaborative work of teachers to solve problems and change practice

Ongoing Data Collection(Formative Evaluation)

• Ongoing, frequent measures of targeted outcomes are used to guide training and implementation decisions

– Select tools for collecting information about student learning and teacher application

– Determine a workable schedule for collecting data

Program Evaluation(Summative Evaluation)• Summative evaluation occurs at

greater intervals than formative process (yearly)

• Measures program effectiveness – Does this intervention work?

• Used to plan future actions

Self-Study Outcomes Self-Study Outcomes

4,5 & 64,5 & 6

Course Course EvaluationEvaluation