What skills and knowledge will Caiden need to be successful as an adult ?

What skills and knowledge will Caiden need to be successful as an adult?

“Leaders will have to be multilingual, flexible, internationally mobile and adaptable. But, most crucial of all, they must be highly collaborative and have strong conceptual and strategic thinking skills.”

- Hay Group, “Building the New Leader,” Leadership for 2030

What skills and knowledge will Caiden need to be successful as an adult?

“Digital literacy is imperative for America’s economic future and possessing these skills is absolutely essential for accessing the jobs and education opportunities that will enable current and future generations to compete in the 21st century workforce.”

…”in the U.S. today, more than 80 percent of Fortune 500 companies post their job openings online only and require online applications.”

…”Fifty percent of today’s jobs require technology skills, and this percentage is expected to grow to 77 percent in the next decade.”

Source: Mike Bolognini, July 1, 2013: Digital Literacy is Imperative for America’s Economic Future

21st Century Video

Jobs That Will Boom In 20201. Data Crunching2. Counseling and Therapy3. Scientific Research4. Computer Engineering5. Veterinarians6. Environmental and Conservation Science7. Healthcare fields8. Management9. Finance10. EntrepreneurshipSource: Newman, R. “10 Businesses that Will Boom in 2020,” U.S. News, September 2012

• Chief Information Officer• Career Counselor• Computerized 3 D Modeling

Machinist• Senior Technology Security• Molecular Beam Epitaxy

Technician and/or Engineer• Epitaxial Engineer• DNA Lab Technician• Nano-Technician• Endoscopy Technician• Bio-Engineer• Instrumentation Technician• Intermediate Biomedical

Engineer Technician

• Medical Ethicist• Sarbanes-Oxley Auditor• GEO Technical Technician• Quality Process Engineer• Fabrication Operator Wafer • Optical Maintenance Technician• Office Space Coordinator• NOC Specialist (Fiber Optics

Technician)• Telecommunications Engineer• Optical Manufacturing Technician• Controls Technician• Administrative Eligibility

Specialis• Computer Forensic Analyst

What Are The New Jobs?

Chase Uses IPad

The Changing Landscape of Literacy

Our Students are Changing

http://www.digitalforreallife.com/tag/garys-social-media-count/






Habits are Changing


Pedagogies are Changing

RECIPROCAL TEACHING INTERNETRECIPROCAL TEACHING

Questioning Questioning

Predicting Locating

Clarifying Synthesizing

Summarizing Communicating

[Palinscar & Brown, 1984] [Leu, Castek, Hartman, Coiro, Henry, Kulikowich & Lyver, 2005][McVerry, Zawilinski, O’Byrne, 2009]


Assessments are Changing


Definitions and Standards are Changing

1985 2013

Definition

“Reading is the process of constructing meaning from written text.”

Definition

•Reading of multiple, multi-modal texts•Reading in a specific context, for a specific purpose•Disciplinary Literacy

All Students

College and Career Ready

What does this mean? What are the implications for schools?

What are the implications for instruction?

The Common Core State Standards: Reach Higher, Teach Clearly, Learn Deeply

Which word appears in the ELA standards 122 times?

Sources: 61 timesResearch: 57 times

Evidence

CCSS Trivia:The words

“technology” “digital”

and “multimedia” appear in the

Common Core State Standards approximately ____ times.

Publish - requiring deep consideration of audience, purpose, structure, text features, and format. Collaborate - forcing students to plan, adopt, adapt, rethink, and revise, all higher-level practices. Evaluate - necessitating that students make critical judgment calls about how information is presented and shared.Integrate - emphasizing design, and producing considerable cognitive load on a learner.

CCSS requires students to:

Key Question:What are the

challenges you are facing in preparing all students for college and

career?

• How do we begin and how do we implement over the whole K-12 spectrum?• Lack of clarity on what direction I am supposed to take from this point

forward• Firm, specific examples of steps to take to reach the desired target and a

timeline to focus on.• The time to explore and learn the CCSS and the support needed to

implement them correctly.• We are unsure of what curriculum to look at and begin to pilot in order to

best meet the CCSS.• One of the biggest challenges is for all disciplines to understand that ELA is

not only limited to the "English" department, but that it is a skill set that all departments need to own.

• The time factor to juggle educating myself in CCSS while still teaching• How to prioritize what aspects of the CCSS to convey to the teachers in

terms of professional development.• Increasing knowledge of CCSS to support content-area teachers in the

implementation of CCSS in their courses. • Building the teacher and administrative capacity and understanding among

our leaders.

Key Questions

• How do we as leaders ensure that all students achieve more rigorous standards?

• How do we as leaders ensure that all students are college and career ready graduates?

Minnie Pearl’s Fried ChickenRise: Started as a rival to KFC, the chain inspired by the HeeHaw star grew rapidly, went public and made its millions early.Fall: It’s food received bad reviews, operators lost money and a Securities and Exchange Commission investigation led to a collapse in the company’s stock price.Sign the end was near: Fortune questioned the brand’s long-term prospects as early as 1968. Their concern? The quality (or lack thereof) of the food. Not a good start.Lesson learned: Focus. After its stock price exploded, the company quickly expanded into dry cleaning and other businesses. If you’re going to do fast-food chicken, do it and do it well.

Source: Sky Delta, April 2013

Education in 2013Rise: • We educate all students. • We’re seeing pockets of achievement.

Example: “U.S. Math, Science Achievement Exceeds World Average,” Education Week, December, 2012• We are aligning all systems to strive for a common “college

and career ready” goal.• We have a variety of systems to educate children:

traditional, to hybrid learning, to cyber learning, etc.• We have a variety of resources to support students in their

learning.• We have an assessment system that is striving to measure

higher order thinking and problem solving with a 21st century skills orientation.

Education in 2013Fall?• We educate all students. In the same way at the same

time? • We’re seeing pockets of achievement.• We are aligning all systems to strive for a common “college

and career ready” goal.• We have a variety of systems to educate children:

traditional, to hybrid learning, to cyber learning, etc.• We have a variety of resources to support students in their

learning.• We have an assessment system that is striving to measure

higher order thinking and problem solving with a 21st century skills orientation.

Education in 2013Lessons Learned:

• A clear vision• A shared implementation plan• A communication plan• Metrics to measure growth and success• A philosophy of continuous improvement

and engagement

We need to think plan act teach…differently.

Curate…collect the best content related to a specific niche and targeted to a specific audience then enhance that content by adding personal opinions and expertise.” [Forbes]

…a collection needs to be a selection of objects rather than an exhaustive archive. Secondly, the selection needs to convey some kind of view or message, even if it's a neutral, educational one. Finally, the collection must be at least semi-public, otherwise it's simply a private hoard. [Hon blog]

Leadership Curation

CurateContinuous Improvement: Building the collective capacity

Understanding the Instructional Shifts Rigor: What it means and how you get it Assessments for the Next Generation Technology: You Can’t Move Forward Without It Every Student, Every Class, Every Day: A School-wide Literacy Focus

Leadership

Curation

Discovery Education Leadership AcademyLearning Targets

I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.

I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.

I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.

I CAN describe the characteristics of the next generation assessments and how these characteristics should drive assessments in my district/building.

I CAN identify digital tools to support the effective implementation of CCSS curriculum, instruction and assessment.

I CAN explain the importance of digital integration on the learning of students and model this integration as a CCSS leader.

I CAN evaluate the literacy needs of my school and identify effective strategies to immerse every student, every class, every day in literacy.

Grounding Our Knowledge: A Quick Trip Through the ELA and MATH CCSS

• Find a partner and grab a “trip ticket” on your table.• Make sure you have your ELA and Math standards

documents open.• Using your QR code reader, select 5 of the QR code

questions around the room.• Complete your ticket.


“Language of the Standards”• On page 12 of the ELA standards, what word is the same in grades 3, 4

and 5, RL.Key Ideas and Details.1? • On page 21 of the ELA standards, what two words begin the Range of

Writing Standard 10 in all three grades?• What graphic is on page 31 of the ELA CCSS?• On page 14, beginning in grade 3, what types of words and phrases do

students need to know to meet the Craft and Structure Standard?• On page 44, what four words begin the Research to Build and Present

Knowledge Standard in grades 6, 7 and 8?• On page 7 of the Math Standards, what is the 4th Standard of

Mathematical Practice?• What is mathematically significant about the content standards, beginning

in grade 3 on page 21? Hint: It has to do with the second critical area.• On page 57, the high school Mathematics Standards start. How are these

standards different than the K-8 math standards?• On page 5 of the Mathematics Standards, what are the three key terms

that guide you in reading the standards?

“Language of the Standards”

Text ComplexityAcademic and Domain SpecificConduct Short Research Projects

Fractions

Explicitly

Model with Mathematics

Why do this?

Why is this important?Write Routinely

Conceptual Categories

Standards, Clusters, Domains I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of

continuous improvement.

Lessons Learned…

Not-So-Common:Keeping the Standards In Front

10-minute Activity:Idea #1: “Bites” of the Common Core: Show a standard. Have everyone guess which grade level the standard comes from. What does this mean for instruction?


A Small Bite of the Common Core

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.



10-minute Activity:Idea #2: Progressions: • Provide teachers with one standard, cut up into grade levels. Have

teams of teachers put the standards in order of their progression. Discuss any key findings.

• Examine the progression of one standard from K-12 and highlight how it changes as it progresses through the grades. Discuss key findings.

• Examine the progression of rigor in different types of problems.




10-minute Activity:Idea #3: Show an example of student writing from Appendix C and give teachers one of the writing standards from that grade. Ask teachers to discuss why that student writing sample meets the standard(s).



of Teachers


Not-So-Common Digital ToolsKeeping the Standards In Front of Teachers

1. Popplet: Post examples of standards in practice.

2. Mentormob: Sharing articles or videos to keep the standards in front.


• Ames & Archer (1998). Achievement goals in the classroom.• Andrade & Krathwohl (2010). Rubric-referenced self-assessment.• Brookhart (2008). How to give effective feedback to your

students.• Brophy (2004). Motivating students to learn.• Hattie (2012). Visible learning for teachers: Maximizing impact

on learning.• Moss, Brookhart, Long (2011). Knowing your learning target.• O’Connor. (2009). How to grade for learning.• William. (2010). An integrative summary of the research

literature and implications for a new theory of formative assessment.

The Research Behind Learning Targets


Go to www.vot.rsand enter 36 79 06 to vote.

Are You on Target with Learning Targets?

CLARIFYING THE TERMINOLOGY

ObjectiveLearning Target I CAN Statement


DEFINITIONS OF TERMS

Objective: Instructional objectives are about instruction, derived from content standards, written in teacher language, and used to guide teaching during a lesson or across a series of lessons. They are not designed for students but for the teacher. -Know Your Learning Target, S. Brookhart

Learning Target: A learning target frames a lesson from the students' point of view. A learning target helps students grasp the lesson's purpose—why it is crucial to learn this chunk of information, on this day, and in this way.-Know Your Learning Target, S. Brookhart

I CAN Statement: A learning target that is written in a student friendly way beginning with the words “I CAN.”

-Stiggins (2004) I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of

continuous improvement.

EXAMPLES: Objective: Students will be able to distinguish between elements

and compounds and classify them according to their properties. Learning Targets:

Know the definition of an element Know the definition of a compound Distinguish between elements and compounds Identify properties Classify them according to their properties

I CAN Statements: I CAN tell what an element is. I CAN tell what a compound is. I CAN tell the difference between an element and a compound. I CAN identify at least 3 different properties. I CAN classify elements and compounds by their properties.


Attributes of Clear Learning Targets

Learning Targets Are: Learning Targets Are Not:• Accomplished in a few

days at most• Long-term

• Specific to what and how • Global and Ambiguous

• Learned using a variety of instructional activities, strategies, contexts and tools

• Learned by a single approach or a single activity

• Transferrable to a variety of contexts

• Focused on one thing that needs to be done


Review:Qualities of Effective, Somewhat Effective and Ineffective Learning Targets


Example: Difference between Standards, Learning Targets and Activities

I can identify the triangle, circle, rectangle and oval.

I can flip a coin 100 times to determine the probability of heads.

I can use a calculator to solve a multi-step problem.


I can use authentic Egyptian techniques to mummify a chicken.

I can describe how materials change when they are heated or cooled.

Ideas for Using I CANs


Topic I Can Statement Understanding Evaluation

Review Observations &

Inferences

I can make detailed quantitative and qualitative observations. 1 2 3 4 5

I can tell observations from inferences. 1 2 3 4 5

I can make inferences based on observations. 1 2 3 4 5

Review Experiments,

Analysis & Conclusions

I can explain why it is important to control variables in an experiment. 1 2 3 4 5

I can explain why you need to run multiple tests in an experiment. 1 2 3 4 5

I can analyze results of an experiment and take into account the role of chance. 1 2 3 4 5

I can explain why your experimental results never prove your hypothesis. 1 2 3 4 5

Review Genetics I can explain what heritable alleles are. 1 2 3 4 5

I can explain the difference between genotype and phenotype. 1 2 3 4 5

I can explain what dominant and recessive alleles are and how they reveal themselves differently in phenotypes. 1 2 3 4 5

I can explain what DNA is as well as how it store and uses information to build organisms. 1 2 3 4 5



Name:_______________________________ Dates:______________________ Period:___________

Objective (“Can I…”)

Rank: (Beginning)

Show (“I can…by…”)

Rank: (End)

1 2 3 4 5

1 2 3 4 5

Can I?…I CAN Exit Slips


Video Clip:

1. How have the learning targets helped to establish an environment of continuous improvement in the classroom?

2. How has the teacher used learning targets to differentiate her instruction?

3. Have have students used learning targets to assess and monitor their learning?


I CAN identify the content, format and structure of the Math CCSS to make the learning targets clear for all students.

Using Clear Learning Targets – Grade 10

Video Clip:

1. How have the learning targets helped to establish an environment of continuous improvement in the classroom?

2. How has the teacher used learning targets to differentiate her instruction?

3. Have have students used learning targets to assess and monitor their learning?


The Four-Step Framework

The four starter prompts of the framework are:• We are learning to…• We will show that we can do this by…• To know how well we are learning this, we will

look for…• It is important for us to learn or be able to do

this because…


Learning Target Status Check

Discuss: 1. What is the next step with learning

targets in your setting?2. How will you take the next step?


Not-So-Common Leadership Strategies: Learning Target Walk-Throughs

Did you see evidence that the teacher had a learning target for this specific lesson?

☐Yes, I saw evidence that the teacher had a specific learning target for today’s lesson – a statement of what the student would be able to do or come to know as a result of today’s lesson.☐No, however, I saw evidence that the teacher had an instructional objective that was used to guide the teacher and that could have covered more than one lesson.☐No, I could not find evidence that the teacher had a learning target for this lesson, nor was there evidence of an instructional objective.Describe what you observed –the evidence you gathered to support your response. I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.

Discovery Education Leadership AcademyLearning Targets


Understanding the ShiftsWhat do you already know about the instructional shifts?

I already know…


Understanding the Shifts – Close Reading


How To Do a Close Reading Video

Understanding the Shifts


• Select a colored stick on your table, a marker and some post-it notes.

• Go to the shift which matches the color of your stick.• With the people in your group, discuss: - What are the demands of this shift? - What are the implications for your school/classroom as we put this shift into practice? - What practices must we change and what challenges will we face as we make this shift?• Record your thoughts on your chart paper.

Confirmed vs. MythBuster

VS..


Confirmed vs. Myth

?The Common Core State Standards

provide districts across the country with a common and consistent

curriculum.


Confirmed vs. Myth

?

MYTHThe Common Core State Standards provide districts across the country

with a common and consistent curriculum.


Confirmed vs. Myth

?The ELA Common Core State Standards

require students to read moreInformational texts than literary texts.


Confirmed vs. Myth

?

CONFIRMED


The ELA Common Core State Standardsrequire students to read more

Informational texts than literary texts.

Confirmed vs. Myth

?The Math Common Core state

that all students should use calculator.


Confirmed vs. Myth

?

CONFIRMED


The Math Common Core state that all students should

use calculators.

Mathematics Standards for High SchoolCalculators, spreadsheets, and computer algebra systems can provide ways for students to become better acquainted with these new number systems and their notation.

Interpreting Categorical and Quantitative Data S-ID4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under thenormal curve.


Confirmed vs. Myth

?Content area reading is the same as disciplinary literacy.


Confirmed vs. Myth

?

MYTH


Content area reading is the same as disciplinary literacy.

CONTENT LITERACY DISCIPLINE LITERACYSeeks to uncover and teach strategies, routines, skills, language, and practices that can be applied universally to content area learning and are by definition generalizable to other domains

(e.g., Faggella-Luby & Deshler, 2008)

Seeks to uncover and teach the specialized strategies, routines, skills, language, or practices inherent in certain content areas that are not generalizable toother domains

(Shanahan & Shanahan, 2008)

I CAN describe the essential classroom elements of instruction to ensure all students meet the CCSS.

I CAN describe the essential classroom elements of instruction to ensure all students meet the CCSS.

Confirmed vs. Myth

?There is a clear focus

on argumentative writing in the CCSSwhich is different

than persuasive writing.


Confirmed vs. Myth

?

CONFIRMED


There is a clear focus on argumentative writing in the CCSS

which is different than persuasive writing.

Confirmed vs. Myth

?Technology integration

is necessary for students to achievethe Common Core State Standards.


Confirmed vs. Myth

?

CONFIRMED


Technology integration is necessary for students to achievethe Common Core State Standards.

Understanding the Shift:Not-So-Common Digital Tools for Leaders

Symbaloo: General Tools:⌘Black – “Core” Documents⌘Red – Curriculum Documents⌘Green – Instructional Shift Tools⌘Pink – Assessment Tools

ELA Instructional Shifts:⌘White Balance – Balance K-5 ⌘Orange Paperclip – Text Dependent⌘Green Checklist – Disciplinary Literacy⌘White Books – Text Complexity⌘Red Blog – Tools for Writing from Sources⌘Yellow Word Bubble - Vocabulary


Math:⌘Pink – Math Tools⌘Blue – Web 2.0 Tools⌘Yellow – Fluency⌘Gray – Content⌘Purple – Resources

“Perhaps one of the mistakes in the past efforts to improve achievement has been the removal of struggle.” [Fisher, Frey, Lapp, 2012]


What is rigor? Video

What is Scaffolding?Discussion Strategy: Concentric Circles

What is Rigor?

Question #1: Share and discuss the key points from your articles about rigor and scaffolding.

Question #2: What one key point about rigor and scaffolding resonates with you the most?

Question #3: How would you summarize rigor and scaffolding to a colleague who didn’t read the articles?

Question #4: Describe an example of a classroom lesson that contained elements of rigor and elements of scaffolding.

Two Tools:1. Standards for

Mathematical Practice

2. Instructional Practice Evidence Guides


Standards for Mathematical Practices

Where do you find them?Starting on page 6 of the CCSS Mathematics Standards

What do you notice about them?Check out the first three words…

How have you lead all teachers in understanding and using the Standards for Mathematical Practice?




☐ Have you…unpacked the Standards for Mathematical Practice with your teachers?




☐ Have you…unpacked the Standards for Mathematical Practice with your teachers?

☐ Have you…made the Standards for Mathematical Practices “public”?

☐ Have you…provided tools and resources for your teachers [and students] to implement [and learn] the Standards for Mathematical Practice?


Tool: Instructional Practice Evidence Guide ★ I/We are ready to go and have this strongly in place! ✔ I/We have some aspects of this in place but we have more work to do. ✖ I/We haven’t started this yet and need to know more about it.

Putting All of This Together:Instruction, Instruction, Instruction!


Not-So-Common: Common Core Classroom Lesson Alignment Protocol

What is a protocol? An agreed upon guideline for a conversation that includes a structured format. Descriptions of protocols typically identify the purpose, number of participants, length of time required, roles of team members, and expected outcomes.

Why use a protocol? The effective use of protocols ensures that conversations between and among team members are productive.


Digital Tools to Bring Rigor Into All Classrooms


Common Core LookFors

Coach’s Eye


Video - Coach’s Eye: Grade 1 Guided Reading


Video – Coach’s Eye: Commentary on Grade 1 Guided Reading

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