MASFPS GETTING IT RIGHT

MASFPSGETTING IT RIGHT

February 7 & 8, 2013Mike Radke

Director Office of Field ServicesMichigan Department of Education

The Mission Keeps Getting Clearer• Accelerate student achievement and close the

achievement gaps

Every child -- Now

GEMSGrant Electronic Monitoring System

• MDE started using GEMS this year

• System for preparing for monitoring and doing all the follow up to complete resolution

• We will all learn a lot during the first year

Program Evaluation Tools

1. Readiness for implementing?2. Staff knowledge and skill to implement?3. Opportunity to implement with fidelity?4. Strategy implemented with fidelity?5. Impact on Students?

www.michigan.gov/ofs (under Current Topics)

Application for Federal Funds

The 2013-2014Consolidated Application Schedule

• Evaluate program effectiveness – now to March

• Make “tweeks” to your improvement plans – March to May

• Due date for applications – Mid May or June 30

• Start implementing supplementary programs– 1st day of school

School Improvement

• Great 3-5 year plans, based on data driven needs assessment, well communicated, implemented with fidelity

• Then evaluate and tweak the plans annually • ASSIST – TA and SW templates available on

Feb 9, 2013http://www.advanc-ed.org/mde/

State Data Systems

Data transparency

Accountability to:

•Public•Parents•Educators•Students

The Pace of Change in Education is Increasing!

• But the basics of learning are stable

The Basics of Learning

• Well structured, rich, engaging EXPERIENCE

• Timely FEEDBACK• SOCIALIZATION

Learning Basics: EXPERIENCEWell structured, rich and engaging• Deep knowledge of the teaching-learning

process and connections to prior and subsequent learning

• Deep content knowledge and command of increasingly diverse instructional resources

• Deep understanding of student’s current status, interests and social circles.

Learning basics: Timely FEEDBACK• No longer days, hours or minutes for feedback on

performance• Students attending to things that are relevant

and ignoring things that are irrelevant• Examples: feedback while learning Algebra is like

feedback on learning to drive, to hit a baseball or to play Angry Birds

• Feedback no longer equated with Judgments• Feedback is equated with the natural process of

learning

Learning Basics: Socialization

• Students need to share– Interacting with friends who known and

can do both more and less than they can– Interacting with family members and their

communities of peers, teams, clubs, etc.– Developing the context and dispositions as

well as the content knowledge and skills, values and ethics.

What is the future for education? Institute For The Future provides a map

• http://resources.knowledgeworks.org/MAP/map/10/Unbundled-Education.aspx

Forecast, Insight -- Action

• As education is unbundled into a constellation of functions and roles, the teaching profession will experience a creative breakout

• New administrative, classroom, and community roles will differentiate educational careers, attracting new entrants and providing new avenues for experienced educators to branch out

• Interactive media link diverse groups of educators and students in ad hoc groups to provide new kinds of instruction, immediate performance feedback and opportunities to socialize over rich deep content.

Future Educator Roles

• Content experts • Learning coaches• Network navigators• Cognitive specialists• Resource managers• Community liaisons• Instruction Engineers and managers

• Learning feedback experts

• Educational gaming experts

• Social media experts• Roles yet not

conceived

What does it look like, today?

• When Latrese comes to her pre-calculus class, she's already learned the day's lesson — she watched it on a short online video prepared by his teacher for homework.

• So without a lecture to listen to, she and her classmates at Eastern High School spend class time doing practice problems in small groups, taking quizzes, explaining the concept to other students, reciting equation formulas in a loud chorus, and making their own videos while their teacher buzzes from desk to desk to help pupils who are having trouble.

Christina Hoag, Associated Press, “teachers flip for ‘Flipped learning’ class model , 1, 28, 2013

What will it look like tomorrow?

It was recent ly announced that a new game inspired by the Sim C i ty vir tu al real i ty game is com ing to the class room. Teach ers will be able to upload edu ca tion al con tent to the game that requires play ers to build vir tu al cities.

Launch ing this March, Sim C i tyE DU was devel oped by a part ner ship between game-maker Elec tron ic Arts, Inc. (EA) and Glass Lab, a research and devel op ment ini tia tive aim ing to trans form learn ing prac tices through dig i tal games. Edu ca tors can uti lize Sim C i tyE DU in the class room to teach stu dents STEM (Sci ence, Tech nol o gy, Engi neer ing and Math e mati cs) cu…

Studies demonstrate that long-form games perform better than typical lectures

• Supercharged!, an electrostatic’s game that showed a 28% increase in learning (Squire, Barnett, Grant, & Higginbotham, 2004);

• Geography Explorer, a geology game that showed a 15 to 40% increase in learning (McClean, Saini-Eidukat, Schwert, Slator, & White, 2001);

• Virtual Cell, a cell biology game that showed a 30–63% increase in learning (McClean et al., 2001); and

• River City, a game that showed a 370% increase in learning for D students and 14% increase for B students (Ketelhut, 2007).

The Future of Education is Bright!• Will you adapt?• Will you embrace

change?• Where will you lead,

or follow?• Will your students

accelerate their learning and close those persistent achievement gaps?

Questions?

Mike Radkeradkem@michigan.gov

517-373-3921