Date post: | 22-Aug-2015 |
Category: |
Education |
Upload: | education-connection |
View: | 114 times |
Download: | 1 times |
What is Next?Trends and Implications
forNew Canaan Public
SchoolsDecember 9th, 2014
http://digitallearningforallnow.comhttp://www.slideshare.net/jpcostasr
Jonathan P. Costa
Most Competitive
Highly Competitive
Very Competitive
Competitive
All other (special/vocational/none)
A history of success
28%
25%
22%
10%
15%
Where Do They Go?
Key to Success is No Secret
Obvious…• High expectations/culture of success• Support from community/resources• Curriculum depth and breadth (lots of
strong academic options/choices)• Quality staff & leadership
Not So Obvious…Change in the Air• Narrowing of the achievement gap• Moving the entire curve to the standard• No football team (67 of top 100
Washington Post)
For the First Category… Same as it Ever Was
• In a survey (answered by 63 of the 75 most competitive colleges, mostly private, with just a few public flagships) and in follow-up interviews, almost all of the colleges that provided information first do a winnowing of one of two sorts that yields the group that gets a more thorough review. The most common winnowing process (used by 76 percent of the colleges) is some measure of academic merit.
• This may be based on grades, rigor of high school courses, test scores and so forth. While there is some difference in the relative weight given to various factors, there is a straightforward value on doing better than others in whatever formula the college uses.
Inside Higher Ed, How They Really Get In, April 9, 2012, Scott Jaschik
What do they want?
Best, Brightest and Rejected: Elite Colleges Turn Away Up to 95% (New York Times, April 8, 2014)
Enrollment at American colleges is sliding, but competition for spots at top universities is more cutthroat and anxiety-
inducing than ever. In the just-completed admissions season, Stanford University accepted only 5 percent of
applicants, a new low among the most prestigious schools, with the odds nearly as bad at its elite rivals. Admissions
directors at these institutions say that most of the students they turn down are such strong candidates that many are
indistinguishable from those who get in.
Our world has changed…1.It is digital, flat,
open and pluralistic.2.It is unpredictable
and volatile.3.It is increasingly
unforgiving to those who are unskilled.
Impact of Digital Learning on Higher Education
• At the highest level it is impacting how the business of learning is conducted.
• In the broader market, its impacting the business of learning itself.
Shifting from Single Source to Crowd Source
Old School
“Read the part of Chapter 6 on the Boston Massacre and be prepared
to answer questions.”
New School
1. Team One find 5 historical narratives by different authors
2. Team Two find 5 primary source documents from the trial
3. Team Three find 5 British history references and opinions
4. Team Four find 5 contemporaneous editorials.
It’s About to get Really Interesting….
• Human knowledge doubled approximately every century until around 1900.
• By the end of World War II, it was doubling every 25 years.
• Currently doubling every 13 months.
• Internet 2.0 will lead to the doubling of knowledge every 12 hours.
Exponential
David Russell Schilling, IBM | April 19th, 2013
DisruptiveQuestions
What would an “open phone
test” look like?What happens
when everyone can get anything from anywhere?
Align Your Systems With Your Goals for Learning
Type of Assessment
Required
Subject Area Responsibilities
Everyone’s Responsibil
ityContent
(Declarative)Facts
Content Skills
(Procedural)Discrete
Skills
CC/21st Cent. Skills(Contextual)
Applied Understandings
Type of Knowledge
Desired
Type of InstructionRequired
Lecture, video, films, assigned readings and
memory activities.
Classroom or textbook problems,
experiments, discussions, practice and repetition.
Complex projects,real time
explorations,authentic and relevant skill applications.
Amount of Time
Required
Discrete units,
spiraled and predictable.
Ongoing, systemic and without a
finite or predictable end.
Discrete units,
spiraled and predictable.
Recall & recognition
based quizzes, tests, and activities. Multiple
choice, matching, etc.
(SAT/AP/Exams)
Checklists, analytic rubrics,or other agreed
upon skill standards(AP/SB/CAPT/
Exams)
Holistic and, analytic rubrics,
or other agreed upon standards of rigor
(Portfolios, Exhibitions, SB)
COHERENCE
Curricula
Policy Challenges1.A visionary transition
from analogue to digital.2.Redefining exit criteria,
refining assessments, identifying credits and the defining proficiency.
3.Maintaining standards while varying pathways.
4.Establish and strengthen coherence.
Policies That Anticipate/Encourage Rethinking
Rethinking Consumer driven fundamental shifts in your
product, service, or market role.
Reengineer ing Doing a version of what you used to do, but using new tools
that expand consumer options and empowerment.
Retrofitting Doing exactly what you used to do, only
now with a new tool.
1
2
3
Policy Challenges1.A visionary transition
from analogue to digital.
2.Redefining exit criteria, refining assessments, identifying credits and the defining proficiency.
Dr. Scott Miller, President Bethany College
According to a report from the National Center for Higher Education Management Systems and the Association of American Colleges and Universities, "93 percent of employers agree that candidates' demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than their undergraduate major." Colleges will be well advised to refocus at least some areas of their curricula on such career realities.
Critical Life Long SkillsDrive to find those universal skills with the greatest
leverage for future student success.
CC ELA
21st CSCC Math
E1/M3/21 - Demonstrate independence in reading complex texts or viewing media and writing, speaking or producing content
about them.E2/21 - Build a strong base of knowledge through content rich
texts or other appropriate sources of information.E3/E6/M5/21 – Use digital tools to obtain, evaluate, synthesize,
and report findings/information clearly and effectively in response to a variety of tasks and purposes.
M3/E4 - Construct and engage in viable arguments based on evidence and critique reasoning of others.
E1/E3/E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences.
M1/M2/M8/21 - Make sense of problems and persevere in solving them.
E7/21 - Come to understand other perspectives & cultures through reading, listening, and collaborations
M7/21 - Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.M4/E7/21 - Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.
Policy Challenges1.A visionary transition
from analogue to digital.2.Redefining exit criteria,
refining assessments, identifying credits and the defining proficiency.
3.Maintaining standards while varying pathways.
Three Principles of Coherence
Measure Connect
Measure what you
value
Value what you measure
Priority Student Learning
Priority Adult
LearningPriority Systems Learning
Focus
Student Learning
Adult Learning
Systems Learning
1 2 3
Data-Driven
Reflective Practice
Coherence Pathways
Easy to understand, hard to do.
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
StudentGoals
Student Measures
Instructional Practices
AdultGoals
Adult Measures
Professional Learning Practices
OrganizationalGoals
OrganizationalMeasures
Organizational Practices
Leadership
Leadership
Leadership
MissionTo develop in all children
the knowledge,
skills, attitudes and
values...
Theory of Action
FocusMeasureConnect
Student
Professional
Systems
Student DataDriving
InstructionalPractices &
DecisionMaking
InstructionDriving
ImprovedMeasures
ProfessionalPracticeDriving
ImprovedMeasures
SystemsDriving
ImprovedMeasures
Student
ImprovementProfessional
ImprovementOrganizational
Improvement
StudentGoals
Student Measures
Instructional Practices
Leadership
Adult DataDriving
ProfessionalLearning &
DecisionMaking
AdultGoals
Adult Measures
Professional Learning Practices
Leadership
OrganizationalData
DrivingSystemsDecisionMaking
OrganizationalGoals
OrganizationalMeasures
Organizational Practices
Leadership
S-G Goals for Student Learning
• Connecticut Core/21st Century Skills & Content
A-G Goals for Professional Learning
• Evaluation & support goals, SLOs, focus goals & other
O-G Goals for Building and District
• Improvement targets related to DPI, SPI or other goals
DPISPI5
10Other…
O-M Building &
District Measures
4540
(5/10)
Smarter Balanced &
other valued summative, formative,
standardized and non-standardized measures
S-M Student Measures
District or building
level plans or
strategies
Job focused
& aligned with455
4010
CC/21CS goal
aligned teaching methods
& strategies
Domain One Student
Learning
Domain Two Professional
Learning
Domain ThreeOrganizational
Learning
Goals
Mission
Leadership
Focus
Measures
Practices
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
S-PInstructional
Practices
A-P Professional
Learning Practices
O-P Building &
District PracticesA-M
Professional Measures
Coherence Pathways – 5,000 Foot View
Leadership
FocusMeasureConnect
MissionTo prepare
every student for learning,
life, and work in the 21st century.
TeachersAs
StudentCoaches
DataSupportingReflectivePractice
Student
ImprovementProfessional
Improvement
DataSupportingReflectivePractice
DataSupportingReflectivePractice
AdministratorsAs
InstructionalCoaches
DistrictStaffAs
AdministratorCoaches
OrganizationalGoals
OrganizationalMeasures
Organizational Practices
AdultGoals
Adult Measures
Professional Learning Practices
StudentGoals
Student Measures
Instructional Practices
Leadership
Leadership Leaders
hip
Organizational
Improvement