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Follow the Yellow Brick Road to Higher Achievement for EACH Student in the 21st Century
Prepared Especially for the Montana ASCD Educators’ Institute
by Dan Mulligan, Ed. D.June 2009
What are 21st Century Skills?Learning and Innovation Skills•Creativity and Innovation Skills•Critical Thinking and Problem Solving Skills•Communication and Collaboration Skills
Information, Media, and Technology Skills•Information Literacy•Media Literacy•Information and Communication Literacy (ICT)
Life and Career Skills•Flexibility and Adaptability•Initiative and Self-Direction•Social & Cross-Cultural Skills•Productivity & Accountability•Leadership & Responsibility
www.21stcenturyskills.org
ArizonaIowa
KansasMaine
MassachusettsNew Jersey
North CarolinaOhio*
South DakotaWest Virginia
Wisconsin
What’s new about 21st Century Skills?
New Understanding of Learning New Areas of Emphasis
Moving BEYOND“the correct answer”
My only skill is taking tests.
TO ALL STUDENTS THINKING…
The value of teacher teams analyzing student achievement data to improve TEACHING and LEARNING is dependent on the VALIDITY and
RELIABILITY of the assessment used to generate the achievement data.
Mulligan, 2006
Before…….Underline all the adjectives on page 10. Then use at least 8 of these adjectives in a paragraph of your own about a topic of your choice.
After…….After…….Sit in front of the school and write a paragraph that describes clearly how the school looks from your perspective. We will e-mail your description to a student in Alaska, who will draw a picture of the school as it is described by you. Be as specific as possible, so that the drawing will look just like your view of the school.
http://epals.com
http://visualblooms.wikispaces.com
Principle #1: Know the Learner
The Mental State of:
Educators in June
Main Myth about Learning
Some part of the learner’s anatomy must be in contact with the chair in order for learning to take place!
Mix it Up in the Box
• Listen for the topic and the amount of time;• Silently mix around the room;• When directed, pair up with person closest to you;• In pairs, Partner A shares and Partner B listens;• Partner B responds to what he/she heard by
paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”;
• Record summary of partners response; then• Switch Roles
11 22
33 44
What is an action taken by you, your department or your school that you attribute to resulting in increased achievement for each student impacted by the action this year?
What use of common assessments currently exists in your grade -level, department, or school. How often? Do teachers/students analyze results, then reteach/relearn & reassess when necessary?
Look at the picture above. How does this picture relate to assessment? Complete this sentence: The image is like assessment in that_______
During the assessment /instruction process, do teachers focus on Montana’s specific essential knowledge, essential vocabulary and essential skills (or some but not all)? How do you know?
11 22
33 44
What is an action taken by you, your department or your school that you attribute to resulting in increased achievement for each student impacted by the action this year?
What use of common assessments currently exists in your grade-level. How often? Do teachers/students analyze results, then reteach/relearn & reassess when necessary?
Look at the picture above. How does this picture relate to teaching? Complete this sentence: The image is like assessment in that_______
During the assessment instruction process do teachers focus on essential knowledge, essential vocabulary and essential skills (or some but not all)?
Create teams of not more than 4 people.
For each question: One person in the team take the lead by sharing with your team either your response or the response obtained from your travels.
Other team members can then share their findings.
Opportunity to Learn
• Three types of curricula were identified by SIMS & TIMS:• The Intended Curriculum: content/skill specified by the state,
division, or school at a particular grade level.• The Implemented Curriculum: content/skill actually delivered
by the teacher.• The Attained Curriculum: content/skill actually learned by the
students.
Intended Curriculum
Implemented Curriculum Attained
Curriculum
Has the strongest relationship with student achievement of all school-level factors.
What Works in Schools, ASCD
Content-Related Evidence of ValidityContent-Related Evidence of Validity(Intended Curriculum)(Intended Curriculum)
Essential
Skills
Essential
Knowledge
Essential
Vocabulary
LearningTARGET(content validity)
Montana Math Standards, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21st Century
Cognitive Domain
Remembering Understanding Applying Analyzing Evaluating Creating
Question
CuesRecalling
information: Recognizing,
listing, describing, retrieving,
naming, finding
Explaining ideas or concepts:Interpreting, summarizing, paraphrasing, classifying, explaining, comparing, exemplifying, inferring
Using information in another familiar situation:Implementing, carrying out, using, executing
Breaking information into parts to explore understandings and relationships:Comparing, organizing, deconstructing, interrogating, finding
Justifying a decision or course of action: Checking, hypothesizing, critiquing, experimenting, judging
Generating new ideas, products, or ways of viewing things:Designing, constructing, planning, producing, inventing, generating
Research-Based
Instructional
Strategies
Similarities & Differences
Questions, Cues, & Advance Organizers
Homework & Practice
Nonlinguistic Representation
Similarities & Differences
Summarizing & Note Taking
Questions, Cues & Advance Organizers
Nonlinguistic Representation
Generating & Testing Hypotheses
Cooperative Learning
Generating & Testing Hypotheses
Similarities & Differences
Summarizing & Note Taking
Generating & Testing Hypotheses
Similarities & Differences
Summarizing & Note Taking
Setting Objectives & Providing Feedback
Nonlinguistic Representation
Generating & Testing Hypotheses
Summarizing & Note Taking
Cooperative Learning
Reinforcing Effort & Providing Recognition
Research-Based
Assessment
Strategies
Forced-Choice
Short Written Response
Forced-Choice
Short Written Response
Essay
Performance Assessment
Essay
Teacher Observation
Forced Choice
Essay
Short Written Response
Performance Assessment
Performance Assessment
Essay
Oral report
Student Self-Assessment
Essay
Performance Assessment
Teacher Observation
Oral Report
CS1: CE
CS2: NS
CS3: AC
CS4: G
CS5: M
CS6: PS
CS7: PRF
B.3, B.1, B.4, B.1, B.3, B.2, B.1, B.2,
B.1, B.3, B.3, B.4, B.5, B.3, B.1, B.1, B.2, B.4,
B.1, B.2, B.4, B.5, B.2, B.1, B.4, B.1, B.3, B.4, B.1, B.2, B.3,
B.1, B.2, B.1, B.2, B.1, B.1, B.4, B.1, B.2,
B.4, B.5, B.2, B.2, B.1, B.4, B.3,
B.3, B.3, B.4, B.5, B.2, B.1, B.1,
MATH K – 4
Dan Mulligan, 2008-2009
2008-2009
Montana English Standards, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21st Century
Cognitive Domain
Remembering Understanding Applying Analyzing Evaluating Creating
Question
CuesRecalling
information: Recognizing,
listing, describing, retrieving,
naming, finding
Explaining ideas or concepts:Interpreting, summarizing, paraphrasing, classifying, explaining, comparing, exemplifying, inferring
Using information in another familiar situation:Implementing, carrying out, using, executing
Breaking information into parts to explore understandings and relationships:Comparing, organizing, deconstructing, interrogating, finding
Justifying a decision or course of action: Checking, hypothesizing, critiquing, experimenting, judging
Generating new ideas, products, or ways of viewing things:Designing, constructing, planning, producing, inventing, generating
Research-Based
Instructional
Strategies
Similarities & Differences
Questions, Cues, & Advance Organizers
Homework & Practice
Nonlinguistic Representation
Similarities & Differences
Summarizing & Note Taking
Questions, Cues & Advance Organizers
Nonlinguistic Representation
Generating & Testing Hypotheses
Cooperative Learning
Generating & Testing Hypotheses
Similarities & Differences
Summarizing & Note Taking
Generating & Testing Hypotheses
Similarities & Differences
Summarizing & Note Taking
Setting Objectives & Providing Feedback
Nonlinguistic Representation
Generating & Testing Hypotheses
Summarizing & Note Taking
Cooperative Learning
Reinforcing Effort & Providing Recognition
Research-Based
Assessment
Strategies
Forced-Choice
Short Written Response
Forced-Choice
Short Written Response
Essay
Performance Assessment
Essay
Teacher Observation
Forced Choice
Essay
Short Written Response
Performance Assessment
Performance Assessment
Essay
Oral report
Student Self-Assessment
Essay
Performance Assessment
Teacher Observation
Oral Report
CS.1: Comp.
CS.2: Apply
CS.3: Goals
CS.4: Select
CS.5: Eval.
B.4, B.5, B.3, B.7, B.1, B.2, B.3, B.1, B.1,
B.1, B.3, B.4, B.5, B.1, B.3, B.4, B.6, B.7, B.2, B.5, B.6, B.1, B.3,
B.2, B.4, B.7, B.2, B.3,
B.1, B.1, B.5, B.6, B.8, B.3, B.2, B.6, B.2,
B.1, B.2, B.5, B.7, B.8, B.3, B.4, B.4,
B.2, B.3, B.8, B.4,
READING K - 4
Dan Mulligan, 2008-2009
2008-2009
KnowledgeThere is a great difference between knowing and understanding: you can know a lot about something and not really understand it.
~Charles Kettering
The HOW
1.Remember it. (Describe its colors, shapes, and sizes. What does it look like?)
2.Understand it. (What does it make you think of?)
3.Apply it. (What can you do with it? How is it used?)
4.Analyze it. (How is it made or what is it composed of?)
5.Evaluate it. (Take a stand and list reasons for supporting it.)
6.Create it. (Generate a new version of it. How is it an improvement from the original?)
CUBING 2009
Formative Assessment
• Formative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.
Council of Chief State School Officers, October 2006
Notes:
Process rather than a particular test….
It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.
1. The percent of ALL students scoring ADVANCED in Reading in 2007 – 2008 .
2. According to the Silent Epidemic, the percent of U.S. dropouts who leave due to boredom.
3. According to the Silent Epidemic, the percent of U.S. dropouts who would have stayed in school if learning was more interesting and real-world.
4. According to the Silent Epidemic, the percent of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school.
5. The percent of students participating in FREE/REDUCED LUNCH scoring ADVANCED In READING in 2007 - 2008.
6. The percent of ALL students scoring ADVANCED in MATHEMATICS in 2007 - 2008.
7. The percent of AMERICAN INDIAN/ALASKAN NATIVE students scoring ADVANCED in MATHEMATICS in 2007 – 2008.
8. The percent of ALL students scoring ADVANCED in SCIENCE in 2007 – 2008.
4242
47 47
8080
5151
2828
2525
9 9
In Montana Public Schools:In Montana Public Schools:
SOLUTIONS: 9, 14, 25, 28, 42, 47, 51, 80SOLUTIONS: 9, 14, 25, 28, 42, 47, 51, 80
1414
“A positive attitude may not solve all of your problems, but it will annoy enough people to make it worth it.”
-Maya Angelou
Thinking Goes to SchoolHunt for Solutions
Thinking Goes to SchoolHunt for Solutions
1. Designed to check for background knowledge and already acquired knowledge (differentiation tool).
2. Fosters team-talk at higher levels of thinking (by providing solutions before questions).
3. Provides ENGAGEMENT (MIND before Movement).4. Becomes a formative assessment if after the
teaching/learning, students can evaluate and adjust - as needed – answers.
5. Primary Goal: Students (including at-risk) experience success (Yes…they can!!!)
Task: Create a ‘Hunt for Solutions’ that can be used tomorrow. Work with 1 team member to (1) select a content area, (create 2 or 3 questions to check for background knowledge and 3 or 4 questions that check for already acquired knowledge.
High-Yield Instructional Strategies
Research-based Strategy: Cooperative learningPercentile Gain: 27
The GARDEN PlotThe GARDEN Plot
BRAIN BREAK
Select Team Leaders
DO OR
High-Yield Instructional Strategies
Instructional Strategies that Facilitate Successful InclusionSuccessful Inclusion Must …
• Supply students with STRUCTURE and ORGANIZATION
• Encourage student COMMUNICATION and COLLABORATION
• Provide students with VISUAL and HANDS-ON learning experiences
Summarizing and Note TakingSummarizing and Note Taking
• Generalizations form the research:
– Verbatim note-taking is, perhaps, the least effective technique.
– Notes should be considered a work in progress.
– Notes should be used as a study guide for tests.
– The more notes that are taken, the better.
Nonlinguistic Representations
Approaches to this strategy in the classroom:– Graphic organizers,– Pictographic representations,– Mental images,– Physical models, and– Kinesthetic representations.
Mutualism
When one thing helps another.
Types of pictures:
• Draw the concept.
Change
Types of pictures:
• Draw the concept.
Research on Imagery as Elaboration
637 percentile pts. higher
than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed
# of studies
http://visual.merriam-webster.com/
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Cindy McCain
Organizing Theme:
Things someone would say…
Bill Clinton George Bush
Barak Obama!
Sarah Palin Max Baucus
SPECIAL ELECTION 2008
EDITION
Results Now ~Mike Schmoker, ASCD, 2006
Aligned Curriculum
How we can achieve unprecedented improvements in teaching & learning.
Common Assessments
Reteach & ReassessResearch-based
Instructional Strategies
Teaching Critical Thinking
Shared Results
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
"It is no use saying, 'We are doing our best.'
You have got to succeed in doing what is necessary." -Sir Winston Churchill
Setting the Purpose ….With Music.
Harold Melvin and the BLUENOTES
“Wake Up Everybody”
Wake up everybody no more sleeping in bed
No more backward thinking, time for thinking ahead
The world has changed so very much from what it used to be
There’s so much hatred, war and poverty.
Wake up all the teachers time to teach a new way
Maybe then they’ll listen to what you have to say.
They're the ones who are coming up and the world is in their hands.
When you teach the children, teach them the very best you can.
The world won’t get no better, if we just let it be.
The world won’t get no better, we got to change it..yah.. just YOU and ME.
As a team of professional educators:
Discuss with your peers the strategies that you
recommend for implementation in your
school this year.
Thank you for all you do, for all the children!
~Dan
