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From Theory to PracticePowerPoint Presentation

From Theory to Practice

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From Theory to Practice. Sustaining a Culture of Rigor and Relevance . Susan Gunderman International Center for Leadership in Education [email protected] Kennesaw Mountain High School Cobb County, Georgia. A Model of Effective leadership Special education

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From Theory to Practice

Sustaining a Culture of Rigor and Relevance

Susan Gunderman

International Center for Leadership in Education

Kennesaw Mountain High SchoolCobb County, Georgia

A Model of

- Effective leadership
- Special education
- Character-centered teaching
- Service education
- Rigor/Relevance Framework™
- Personalized learning
- Supportive relationships

- By the Numbers (2007)
- 3,100 students
- 29% minority
- 9.8% students w/disabilities
- 14% free/reduced lunch
- 3% dropout rate

Mission

- Prepare students for the world they will inhabit outside the schoolhouse walls.

- Engage them in learning
- that will develop skills
- that are transferable
- to the 21st Century
- world.

Rigorous instruction prepares students to think critically

so they can solve problems in unpredictable, real world

situations.

Thinking outside the car.

“What we can do is take the best features of the American system—openness, INNOVATION, creativity, and flexibility—and enhance them so that we can create new industries, new technologies, and new jobs.”

~Fareed Zakaria, 2006

21st Century Skills system—openness,

- Communication and Information
- Thinking and Problem Solving
- Interpersonal and Self-Directional
- Collaboration

21st Century system—openness, Classroom

- Student focused
- Engaging project-based activities
- Integrated curriculum
- Problem solving
- Performance-based assessment

Vision and Implementation system—openness,

“There are no teachers with correct answers, only guides with different areas of expertise and experience that may help along the way.”

~ Peter Senge and Fred Kofman, 1995

Flip the funnel

Focus on system—openness, Learning

- Active engagement in learning
- Primary and dynamic resources
- Application of knowledge
- Performance-based assessment

Rigor/Relevance Framework system—openness,

1. Recall Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

Knowledge

Application

- 1. Knowledge of one discipline
- 2. Application within discipline
- Application across
- disciplines
- 4. Application to real world predictable situations
- 5. Application to real world unpredictable situations

Theory to Practice system—openness,

- Focus on instruction through RR
- Work with ICLE
- Instructional Strategies Handbook
- Common vocabulary
- Collaboration for best practices
Professional Development Groups

Faculty meetings

Snack ‘n Shares

- Nurture relationships with teachers system—openness,
- who show potential
- Involve students

Make them part of expectations and celebrations

Instruction with High Expectations system—openness,

Conceptual Physics system—openness,

- Why does pizza dough flatten when it is tossed?
- Why do golf balls have dimples?
- What causes high and low tides to occur at the beach?
- How do barrels on interstates lessen the severity of a crash?
- The physics of a piano

Romeo and Juliet system—openness, AdaptationNinth Lit/Comp

“In performance, students must understand the material at the highest level in order to write an original adaptation of a particular scene, and they must have the ability to work cooperatively in order to make the performance successful.”

~Writing America, 2004

Student Reflection system—openness,

“I think these skits gave us a chance to expand our knowledge of Romeo and Juliet in different ways. It made sure we really understood the basis of the play and it brought us closer together as a classroom community.”

WO system—openness, RDSEARCH

January 2006 system—openness, Clearly not there yet The challenge

- Dr. Daggett meets with students and teachers
- Responses surprising
- “I feel a little sorry for my teacher
trying to get to D”

- Teachers 4; students 2.5

- “I feel a little sorry for my teacher

Answering the Challenge system—openness,

- Staff development task: Create a D quadrant lesson
- Share with colleagues

Expectations and Resources system—openness,

- Work in collaborative groups
1.5 hours per month

Workdays

- Snack and Shares
Rigor and Relevance 101

Graphic Organizers

Movie Maker and Garage Band

Designing Rubrics

Kennesaw Mountain system—openness, IDOL

- IDOL Committee
- Plan
- February workday: Department meetings to
select “best in show”

- Application and Rubric
- Rigor and Relevance Framework

- Reviewed by committee
- Four finalists and six cameos
- March workday: Final presentations

- February workday: Department meetings to

Judges system—openness,

- Superintendent
- Assistant Superintendent
- for Curriculum
- Area Assistant Superintendent

Rubric system—openness,

Kennesaw Mountain system—openness, Model Lessons Presentation

Children’s Book Project system—openness, Anatomy & Physiology

Finalist system—openness,

Honors Algebra II

Money Management

Graduation D-cisions

Jimmy Whittemore & Dana Rogers

Overall Project system—openness, Description

These lessons have been designed to provide students with an opportunity to explore their post high school path of either attending college (Hon Alg II project) or immediately entering the job market (Money Management project). By collecting real world data, both groups of students evaluate the consequences of one of these decision paths utilizing mathematical concepts being explored in their respective curriculums.

Honors Algebra 2 students use the web to research the cost of a four year college education. The information is evaluated and analyzed using exponential and logarithmic models. In summary, this assignment requires the students to:

Research real word data

Make Computations using mathematical models

Predict a variety of financial investments options

Revise original plan based on imposed real world obstacles

Organize findings into a Power point presentation in a way that validates the investment and mathematical models

Money Management students use newspapers, the internet, and real life experiences to research projected income and cost of living expenses based on a chosen career path and self-designed lifestyle. Each student must prepare an extensive budget that will:

Demonstrate how each expense decision can be justified

Validate purchase decisions that are supported by mathematical calculations

Prioritize the level of investment choices based on budget

Present conclusions on the challenges faced with balancing a budget

Individual Project DescriptionsEnglish Department of a four year college education. The information is evaluated and analyzed using exponential and logarithmic models. In summary, this assignment requires the students to:Model Lesson

Dramatic Conventions

in Shakespeare

Sustaining High Expectations for of a four year college education. The information is evaluated and analyzed using exponential and logarithmic models. In summary, this assignment requires the students to: Rigor and Relevance

Sustaining the Work of a four year college education. The information is evaluated and analyzed using exponential and logarithmic models. In summary, this assignment requires the students to:

- “Single-mindedness”
- KFC not Baskin Robbins

- Collaborative planning
- Sharing resources, insights,
challenges, success

- Monitor progress
“Inspect what you expect”

Walkthroughs

Sustaining the Work of a four year college education. The information is evaluated and analyzed using exponential and logarithmic models. In summary, this assignment requires the students to:

- Keep the Foundation Strong
- Revisit the research (ICLE Briefings)

- Bridge the gaps of time and turnover
-- CORR, Model Schools Conference

- Avoid “educationese”
- Buzz words
- Name Dropping

Data of a four year college education. The information is evaluated and analyzed using exponential and logarithmic models. In summary, this assignment requires the students to:

- Standards and state tests will take care of themselves because you’re not changing fundamentals of good teaching, just changing focus from teacher to student
(Bob Marzanno and John Antonnetti)

Involve Students and Community of a four year college education. The information is evaluated and analyzed using exponential and logarithmic models. In summary, this assignment requires the students to:

- Talk to the students
- Monthly principal’s lunch
Enrollment in AP/Honors classes

What motivates you in a class?

Interpret test data

- Monthly principal’s lunch
- Involve community
- Authentic work requires authentic audience
Help them understand the work you are doing

- Authentic work requires authentic audience

Sustaining the Work of a four year college education. The information is evaluated and analyzed using exponential and logarithmic models. In summary, this assignment requires the students to:

- Confront Active Negativity
- Eye-rollers, “BMGs” and Toxic Dumpers

- Involve students and community

- Be creative

- Have fun!

Email of a four year college education. The information is evaluated and analyzed using exponential and logarithmic models. In summary, this assignment requires the students to:

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