International Center for Leadership in Education

Dr. Willard R. Daggett

Teaching and LearningTeaching and Learningin the 21in the 21stst Century Century

May 30, 2007May 30, 2007

Skills Gap

WhyWhy WhatWhat HowHow

Change ProcessChange Process

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline3. Application across 3. Application across

disciplinesdisciplines4. Application to real-world 4. Application to real-world

predictable situationspredictable situations5. Application to real-world 5. Application to real-world

unpredictable situationsunpredictable situations

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline3. Application across 3. Application across

disciplinesdisciplines4. Application to real-world 4. Application to real-world

predictable situationspredictable situations5. Application to real-world 5. Application to real-world

unpredictable situationsunpredictable situations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

WhyWhy WhatWhat HowHow

Change ProcessChange Process

TheStudents are

Different

Schools Success in Changing

World

Input Process Output

InputInput

• The Students are Different

ResearchResearch

• Donald Roberts - Stanford• Jordan Grafman – National Institute of

Neurological Disorders• Hal Pashler – University of California• Cheryl Grady – Rothman Research Center,

Toronto• David Meyer – University of Michigan• Claudia Knooz – Duke

MultitaskingMultitasking

• Toggling

• Prefrontal Cortex

• Pew Research

Today’s YouthToday’s Youth

• Digital Learners

• Multimedia

• Find and manipulate data

• Analyze data and images

• 65% do other things while doing homework

Source: Kaiser Research

TheStudents are

Different

Schools Success in Changing

World

Input Process Output

Challenges

• Technology

• Computers will become faster.

Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB

2004 iPod = 4 GB2004 iPod = 4 GB

2005 iPod = 20 GB2005 iPod = 20 GB

2006 iPod = 80 GB2006 iPod = 80 GB

1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe

Image source: www.dell.com

Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG

Information TechnologyInformation Technology

• ProcessingProcessing

• CommunicationsCommunications

Nano TechnologyNano Technology

• Atom UpAtom Up

SPOTSPOT

• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco

SPOTSPOT

• Integrated ProjectionIntegrated Projection

• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

Language TranslationLanguage Translation

Translation GogglesTranslation Goggles

• "G2G" (got to go)• “LOL" (laugh out loud)• "WL" (will)• "BTW" (by the way)• "AFAIK" (as far as I know)• "W" (what?) • "PXT" (please explain that)

This will look weird! Believe it or not, you can read it!

I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg.

The phaonmneal power of the hmuan mnid Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer. Inwaht oredr the ltteers in a word are, the olny iprmoatnt tihng is that the frist and lsat ltteer be in the rghit pclae.

The rset can be a taotl mses and you can still raed it wouthit a porbelm. This is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the word as a wlohe.

Amzaning huh? Yeah and I awlyas thought slpeling was ipmorantt!

I hOp U njoy d Conference.

I hope you enjoy the Conference.

Equity & excellence R n conflict w 1 NothA.

Equity and excellence are in conflict with one another.

f U cn rED DIS 1 yor txt msg skiLz R XLNT.

If you can read this one your text message skills are excellent.

BTW, SOL U WL problE hav 2 Lern d lingo. othRwIz U wiL hav

knO idea wot yor students R sAN 2 1 NothA Bhind yor bak.

By the way, sooner or later you will probably have to learn the lingo.

Otherwise you will have know idea what your students are saying to one another behind your back.

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

• Medicine will cure more diseases.

• Materials will become stronger.

• Computers will become faster.

• Materials will become stronger.

• Medicine will cure more diseases.

Challenges

• Technology

• Globalization

GlobalizationGlobalization

• 9/11

• 11/9

• Information Tech (Work to Worker)

Most Advanced Nation Most Advanced Nation Needs Needs

Most Competitive WorkforceMost Competitive Workforce

Cities with 1 Million PeopleCities with 1 Million People

• United States

• Eastern / Western Europe

• China (2006)

• China (2020)

9

36

100 +

160 +

Challenges

• Technology

• Globalization

• Demographics

Gender Gap

• Special Education 70 % 30 %

Male Female

• B. A. 43 % 57 %

• Masters 42 % 58 %

Start WorkingEnd WorkingLongevity

1900 2000 2100

47

62

77

21

62

1418

107

3.0 / 100

4.6 / 100

1.4 – 1.8 / 100

55 is not an economically sustainable policy

Percent of Population Over Age 65

0

10

20

30

40

50

60

70

USA Canada CzechRepublic

France Germany Ireland Italy Japan Spain UK

2000

2050

Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.

Challenges

• Technology

• Globalization

• Demographics

• Values / Beliefs

Larger ContextLarger Context

• 1901 – 24 G.I.

• 1925 – 45 Silent

• 1946 – 60 Boomers

• 1961 – 81 Gen X

• 1982 - Millennial

WhyWhy WhatWhat HowHow

Change ProcessChange Process

Essential SkillsEssential Skills

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education

Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications

Business and Administration Architecture and Construction

Education and Training Finance

Health Science Hospitality and Tourism

Human Services Information Technology

Law and Public Safety Manufacturing

Government and Public Administration Retail, Wholesale, and Service

Scientific Research and Engineering Transportation, Distribution, and Logistics

Reading RequirementsReading RequirementsFindingsFindings

Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16

Consistent Across CountryConsistent Across Country

 

Ad

van

ced

Lexile Reading Level Range: 850-930

Inte

rmed

iate

Lexile Reading Level Range: 940-1090

En

try

Lev

el

Lexile Reading Level Range: 1000-1140

Human ServicesHuman Services

 

A

dva

nce

d

Lexile Reading Level Range: 1310-1390

Inte

rmed

iate

Lexile Reading Level Range: 1250-1340

En

try

Lev

el

Lexile Reading Level Range: 1310-1350

ConstructionConstruction

 

Ad

van

ced

Lexile Reading Level Range: 1310-1440

Inte

rmed

iate

Lexile Reading Level Range: 1280-1310

En

try

Lev

el

Lexile Reading Level Range: 1280-1330

ManufacturingManufacturing

On-the Job On-the Job Lexile RequirementsLexile Requirements

Construction

1,500

1,400

1,300

1,200

1,100

1,000

900

800

Lexile

Craftsman

Nurse

Sales

Secretary

National Adult Literacy Study 1992

International Center for Leadership in Education 2006

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

WhyWhy WhatWhat HowHow

Change ProcessChange Process

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

DataData

AIMS English LA - Reading Performance Objectives Tested High Medium Low

Grade 3 96 4 17

Grade 4 88 8 15 Grade 5 95 3 16

Grade 6 99 3 16

Grade 7 102 5 13

Grade 8 98 10 14 Grade 10 78 16 20

Arizona Arts EducationArizona Arts Education

Arizona English Language Arts Standards/Benchmarks/

Performance ObjectivesGrade 8

AIMSTest

Visual Arts Dance Music Theatre

PO 1. Determine the meaning of vocabulary using linguistic roots and affixes (e.g., Greek, Anglo-Saxon, Latin).

M H H H H

PO 2. Use context to identify the intended meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).

M H H H H

PO 3. Use context to identify the meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).

M H H H H

PO 4. Determine the meaning of figurative language, including similes, metaphors, personification, idioms, hyperbole, and technical language.

M H H H H

PO 5. Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and the Internet when available.

M H H H H

PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).

L M M M H

Arizona English Language Arts Strands/Standards/Concepts/Performance Objectives

Grade 10

Cu

rriculu

m S

urvey of

Essen

tial Sk

illsN

ational R

ank

ings

AIMS

Agriculture & Natural Resources

Architecture & Construction

Arts, AV Tech & Communications

Ag P

roduction

Ag Services

(Ag B

usiness)

Ag M

echanics

Natural

Resources

Architecture

Surveying &

Drafting

Construction

Visual A

rts & D

esign

Perform

ing Arts

Com

munications

PO 3. Determine how the meaning of the text is affected by the writer’s word choice (e.g., literal vs. figurative language, idioms, adages).

e80 M L M L L L L L M M H

PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

e52 M H H H H H H H H H H

PO 2. Generate clarifying questions in order to comprehend text.

e59e75

M H H H H H H H H H H

PO 3. Use graphic organizers in order to clarify the meaning of the text.

e40 M H H H H H H H H H H

PO 5. Apply knowledge of organizational structures (e.g., chronological order, sequence-time order, cause and effect relationships, logical order, by classification, problem-solution) of text to aid comprehension.

e80 M M H M H H M M M H H

PO 1. Compare (and contrast) original text to a summary for accuracy of the main ideas, inclusion of critical details, and the extent to which it conveys the underlying meaning of the original text.

e38e39e44

H H H H H H H H H H H

PO 2. Distinguish supported inferences from unsupported inferences in expository selections such as editorials, newspaper articles, essays, reviews, and critiques.

e17e18e34e53

H H H H H H H H H H H

Instruction - StructureInstruction - Structure

Grade 9

ELA

Grade 10

ELA

Grade 11

ELA

Grade 12

ELA

Grade 9

Math

Grade 9

Science

Grade 9

Social Studies

Grade 10

Math

Grade 10

Science

Grade 10

Social Studies

Grade 11

Math

Grade 11

Science Grade 11

Social Studies

Grade 12

Math

Grade 12

Science Grade 12

Social Studies

Curriculum Alignment: The Reality

Grade 9

ELA Math ScienceSocial

Studies

Grade 10

ELA Math ScienceSocial

Studies

Grade 11

ELA Math ScienceSocial

Studies

Grade 12

ELA Math ScienceSocial

Studies

Curriculum Alignment: The Goal

TechnologyTechnology

Transition YearsTransition Years

Start with Hardest to Serve Students Start with Hardest to Serve Students

LeadershipLeadership

Comprehensive PlanComprehensive Plan

Model Schools ConferenceModel Schools Conference

June 30 – July 3, 2007June 30 – July 3, 2007Washington D.C.Washington D.C.

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - info@LeaderEd.com

www.LeaderEd.com

International Center for Leadership in Education, Inc.