Lbusd professional learning community october 1 2009
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LBUSD Professional Learning Community October 1, 2009. Preparing Students for the 21 st Century: District Initiatives, Brain Research, and the R/R Framework. State of the Economy in the United States. Consider it…. What are the major contributing factors to our current economic woes?

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LBUSD Professional Learning Community October 1, 2009

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Lbusd professional learning community october 1 2009

LBUSDProfessional Learning CommunityOctober 1, 2009

Preparing Students for the 21st Century: District Initiatives, Brain Research, and the R/R Framework


Lbusd professional learning community october 1 2009

State of the Economy in the United States


Consider it

Consider it…

  • What are the major contributing factors to our current economic woes?

  • What role has our education system played in the economic downturn?

  • What role can we play in the recovery process?

  • How can we contribute to building a robust system that avoids these pitfalls?


Education and unemployment

Education and Unemployment

Note: Data are 2008 annual averages for persons age 25 and over. Earnings are for full-time wage and salary workers.


Lbusd professional learning community october 1 2009

The Program for International Student Assessment (PISA) is a system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA also includes measures of general or cross-curricular competencies such as learning strategies. PISA emphasizes functional skills that students have acquired as they near the end of mandatory schooling. PISA is organized by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries.

SOURCE: McKinsey & Company


Lbusd professional learning community october 1 2009

The Program for International Student Assessment (PISA) is a system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA also includes measures of general or cross-curricular competencies such as learning strategies. PISA emphasizes functional skills that students have acquired as they near the end of mandatory schooling. PISA is organized by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries.

SOURCE: McKinsey & Company


So how do we address this need

So how do we address this need?


Our approach

  • Rigor, Relevance, Relationship Framework

  • Multi- or Interdisciplinary Instructional Strategies in Academic Core

  • Applied Learning Strategies:

    • SLC/CTE Integration

    • Work-Based Learning Experiences

  • Support Services

All 9-12 schools in Long Beach Unified

Headed toward attainment of the metrics described in the ACSI

Where?

How?

Why?

Board of Education - ACSI

Community and economic need

Supported by research

What?

Academic and Career Success Initiative - ACSI

High School Reform Initiative -HSRI

Expanding Pathways Initiative

Our Approach


Alignment of acsi to continuous improvement

Alignment of ACSI to Continuous Improvement

LBUSD Board of Education/Superintendent’s Office

Academic and Career Success Initiative

High School Office

High School Reform Initiative/District Initiative for Expanding Pathways

High School Reform Initiative 2009-2014

1. Implement a rigorous and relevant multidisciplinary curriculum in the academic core to increase student achievement.

2. Provide all students with a sequenced and aligned technical curriculum, including work-based learning and CTE/ROP experiences, for career exploration.

3. Provide for consistent and sustained support, including prevention and intervention, to ensure that all students achieve their maximum potential.

4. Create a holistic campus climate where relationships, social behavior, and positive professional interactions lead to academic success.

High School Office Goals

Prepare all students for postsecondary education and careers.

Provide intensive interventions to assist them.

Enroll and support students in a coherent sequence of rigorous courses.

Site-Level

School Improvement Plan (WASC)

Department/SLC

PD Evolution/Action Plans

Classroom

Instructional Practices

Instructional practices that support the ACSI, HSRI, and HSO Goals:

□ RRR Framework (Quad D)

□ Applied Learning

Strategies

□ Interdisciplinary

Teaching/Learning


High school reform initiative all students will have a r i c h high school experience

High School Reform Initiative(All students will have a R.I.C.H. high school experience.)

  • Implement a rigorous and relevant multidisciplinary curriculum in the academic core to increase student achievement.

  • Provide all students with an intentional sequenced and aligned technical curriculum, including WBL and CTE/ROP experiences, for career exploration.

  • Provide for consistent and sustained support, including prevention and intervention, to ensure that all students achieve their maximum potential.

  • Create a holistic campus climate where relationships, social behavior, and positive professional interactions lead to academic success.


High school office goals 2009 2010

High School Office Goals2009-2010

  • Prepare all students for postsecondary education and careers.

  • Provide intensive interventions to assist all students in attaining postsecondary success.

  • Enroll and support all students in a coherent sequence of rigorous courses (including CTE) that lead to postsecondary options.


Expanding pathways leadership institute long beach priorities

Expanding Pathways Leadership Institute (Long Beach Priorities)

  • Integrating CTE into courses of study for each pathway and building a supporting master schedule

  • Building district level business advisories to support work-based learning

  • Inter- or multidisciplinary teaching and learning

  • Tracking student progress in academic and career success through data systems and assessments


Potential approaches

Potential Approaches

  • Integration of career themes into individual academic classes

  • Integration of career themes into multidisciplinary projects

  • Integration of career themes into multidisciplinary units of study

  • Integration of CTE courses into academic course of study with seamless integration of CTE concepts into multidisciplinary academic core

Increasing level of sophistication


How does this mature the work we have already been doing

How does this mature the work we have already been doing?

  • Makes ACSI concrete

  • Contextualizes RRR Framework

  • Focuses SLC themes

  • Brain compatible = biology of learning + instructional strategies + conceptual curriculum

  • Advances and aligns to WASC process for school improvement


Roads to understanding

Roads To Understanding

Being There

Immersion

Hands on Real Things

Hands on Representational

Second Hand

Symbolic

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


Lbusd professional learning community october 1 2009

Our “19” Senses

Sight

Hearing

Touch

Taste

Smell

Balance-Movement

Vestibular

Temperature

Pain

Eidetic Imagery

Magnetic

Infrared

Ultraviolet

Ionic

Vomeronasal

Proximal

Electrical

Barometric

Geogravimetric

Visible Light

Vibrations in Air

Tactile Contact

Chemical Molecular

Olfactory Molecular

Kinesthetic Geotropic

Repetitious Movement

Molecular Motion

Nociception

Neuroelectrical Image Retention

Ferromagnetic Orientation

Long Electromagnetic Waves

Short Electromagnetic Waves

Airborne Ionic Charge

Pheromonic Sensing

Physical Closeness

Surface Charge

Atmospheric Pressure

Sensing Mass Differences

R. Rivlin and K. Gravelle, Deciphering Your Senses

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


Input pathways to understanding

INPUT PATHWAYS TO UNDERSTANDING

*

Being There

Immersion

Hands On

Real Things

Hands On

Representation

2nd Hand

Symbolic

Barometric

Geogravimetric

Ionic

Ultraviolet

Infrared

Magnetic

Electrical

Proximal

Vestibular

Balance

Vomernasal

Pain

Temperature

Smell

Taste

Touch

Eidetic Imagery

Hearing

Sight

Electrical

Proximal

Vestibular

Balance

Vomernasal

Pain

Temperature

Smell

Taste

Touch

Eidetic Imagery

Hearing

Sight

Vomernasal

Pain

Temperature

Smell

Taste

Touch

Eidetic Imagery

Hearing

Sight

Touch

Eidetic Imagery

Hearing

Sight

Eidetic

Imagery

Hearing

Sight

Hearing

Sight

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


Lbusd professional learning community october 1 2009

Rigor and Relevance Framework Reviewed


Lbusd professional learning community october 1 2009

How can we integrate CTE concepts seamlessly?

Content Area Standards

Industry Sector Context


Lbusd professional learning community october 1 2009

Review: Anatomy of the Brain

Primary sensory cortex through which sensations, such as touch or pressure, are felt

Critical to spatial orientation and information processing

Planning/execution of movement

Pre-frontal cortex associated with higher level though, decision making, and planning

Part of the brain where visual information is processed

Primarily involved in auditory processing and memory

Note: Brain evolves from back to front, so high school is a critical time for students to develop their pre-frontal cortex.

hopes.stanford.edu/ basics/braintut/ab4.html


Lbusd professional learning community october 1 2009

How the brain processes information…


Indicators of deep knowledge

Indicators of Deep Knowledge

  • Can be applied in a variety of real world locations

  • Can be combined to previous knowledge

  • Can be explained to another person


Real world tests of mastery

Real World Tests of Mastery

  • Use language of the discipline or subject in complex social situations

  • Ability to perform appropriately in unanticipated situations

  • Ability to solve real problems using skills and knowledge

  • Ability to show, explain, or teach the skill or idea to a person who has a real need to know.


Questions we should ask

Questions we should ask:

What’s authentic about what we teach?

How do we seamlessly blend rigor and relevance into our lessons?


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