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Signposts in the Customized Learning World. Charting our course and finding our way. What is the destination?. Standards Based vs Standards Referenced

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signposts in the customized learning world

Signposts in the Customized Learning World

Charting our course and finding our way

what is the destination
What is the destination?

Standards Based vs Standards Referenced

“ Standards are used to guide curriculum. Student progress in demonstrating proficiency of standards is measured and used to determine advancement to higher learning levels”

Instead of

“Standards are used to guide curriculum and measure student progress. Students generally advance in age based cohorts (grade levels) and may advance without demonstration of proficiency on specific standards.”

slide3
MASS CUSTOMIZED LEARNING

MCL A Vision

STANDARDS-BASED EDUCATION

SBE

PERFORMANCE-BASED EDUCATION

PBE

PROFICIENCY-BASED EDUCATION

PBE

PERSONAL MASTERY

RISC

partners resources
Partners/Resources

Department of Education

Maine Cohort for Customized Learning

Western Maine Educational Consortium

Great Schools Partnership

Maine Curriculum Leaders Association

Maine School Superintendents Association

why what and how
Why, What and How
  • The Rationale: Why must we do this work?
  • Background Knowledge: What must we know to do this work?
  • Process: How will we do this work?
the rationale
The Rationale

WHY must we do this work?

Too much content (Impossible!)

Implement the research (Finally!)

Become standards-based (Truly!)

slide7
Sample Math Standard
  • Develop fluency in adding, subtracting, multiplying, and dividing whole numbers

- All four operations? Fluency?

  • The NCTM document includes 241 benchmarks, after unpacking there are more than 741 unique elements (Marzano, 2002)
  • It is important to unpack standards documents and break them down into measureable topics: “measurement topics”
  • We must have a “GUARANTEED AND VIABLE CURRICULUM”
the research what works in schools
THE RESEARCH: WHAT WORKS IN SCHOOLS

GUARANTEED AND VIABLE CURRICULUM

CLEAR GOALS AND EFFECTIVE FEEDBACK

PARENT AND COMMUNITY INVOLVEMENT

SAFE AND ORDERLY CLIMATE

STAFF COLLEGIALITY AND PROFESSIONALISM

INSTRUCTION

CLASSROOM MANAGEMENT

CURRICULUM DESIGN

HOME ATMOSPHERE

LEARNED INTELLIGENCE AND PRIOR KNOWLEDGE

the research the art and science of teaching
The Research:The Art and Science of Teaching

What will I do to establish and communicate learning goals, track student progress, and celebrate success?

What will I do to help students effectively interact with new knowledge?

What will I do to help practice and deepen their understanding about new knowledge?

What will I do to help student generate and test hypotheses about new knowledge?

What will I do to engage students?

What will I do to establish or maintain classroom rules and procedures?

What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

What will I do to establish and maintain effective relationships with students?

What will I do to communicate high expectations for all students?

What will I do to develop effective lessons organized into a cohesive unit?

slide10
STRATEGIC DIRECTION & ALIGNMENT

Curriculum

Instruction

Assessment

Reporting

Research-Based

Best Practices

A Common Instructional Language

(Framework)

“The Art & Science

of Teaching”

Learning Opportunities Tied to Learning Goals

Guaranteed & Viable

Measurement Topics Scopes, Scales Learning Goals

Content, Reasoning Processes, Habits of Mind

Flexible Options

Formative Assessment Practices Inform Instruction

Evidence of Proficiency

Provide Learners with Feedback Specific to Learning Goals

Electronic Resources Help Track Student Progress

Our Guiding Principles & Core Values

Our Vision, Mission, Learner Outcomes

The Structure or Delivery System

LEADERSHIP

signpost 1 growth mindset
Signpost #1Growth Mindset

“When teachers and students focus on improvement rather than on whether they are smart, kids learn a lot more”

http://tedxtalks.ted.com/video/Social-Media-Changing-Learning;search%3AEduardo%20Briceno

www.mindsetonline.com

signpost 2 classroom rules and procedures
Signpost 2: Classroom Rules and Procedures

What will I do to establish or maintain classroom rules and procedures?

(Design Question 6: Art and Science of Teaching)

tools
Tools

Code of Collaboration

Standard Operating Procedures (SOPs)

Flow Chart

Parking Lot

Reflective Thinking

tools1
Tools

www.langfordlearning.com/.../Tool-Time-Handbook-12.1-for-Education

http://www.cbsadams50.org/shared-vision/

http://www.maine.gov/doe/cbp/index.html

signpost 3 learning goals

Signpost #3Learning Goals

What will I Do to Establish and Communicate Learning Goals, Track Student Progress, and Celebrate Success?

(Design Question #1, Art and Science of Teaching)

learning goals students
Learning Goals & Students

“…if the learning intentions (goals) and success criteria are transparent, then there is a higher likelihood that students will become engaged in reducing the gap between where they started and where we would like them to finish.” (Hattie and Timperley, 2007 from Putting FACES on the Data, Sharratt and Fullan, 2012)

learning goals students1
Learning Goals & Students

Clear, specific learning goals

Clear “success criteria”

Tracking progress on the goals

Feedback on the goals

Feedback on the student’s standing related to the goals

Celebrate success

*Improved Student Engagement and Student Achievement

slide19
LEARNING GOALS

vs

ACTIVITIES/ASSIGNMENTS

Activities/Assignments

Today

Do the examples on pg. 15

Finish homework

Work on math project

slide20
Learning Goals

As a result of what we do today, you will be

able to demonstrate that you:

Understand the order of operations

Can solve unit rate problems

goals or activities
Goals or Activities?

marzanoresearch.com/classroomstrategiesthatwork

1.Students will be able to recognize the protagonist, theme, and voice of a piece of literature.

2.Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout.

goals or activities1
Goals or Activities?

3.Given a set of coordinates, students will be able to graph the slope of a line.

4.Students will compare and describe the slopes of two lines.

goals or activities2
Goals or Activities?

5.Students will understand the differences and similarities between metamorphic, igneous, and sedimentary rock.

6.Students will understand how the Borgia family influenced the Renaissance.

goals or activities3
Goals or Activities?

7.Students will be able to explain how the problems created by the French and Indian War contributed to causes of the American Revolution.

8.Students will produce a play dramatizing the problems created by the French and Indian War and how they contributed to causes of the American Revolution.

goals or activities4
Goals or Activities?

9.Students will understand that matter is made up of atoms and that atoms, in turn, are made up of subatomic particles.

10.Students will write a paper describing the relationships among atoms and subatomic particles.

communicating learning goals
Communicating Learning Goals

From Becoming a Reflective Teacher, Marzano (2012), p 186

Teacher Evidence:

Teacher has a learning goal posted so all students can see it.

The learning goal is a clear statement of knowledge or information as opposed to an activity or assignment

communicating learning goals1
Communicating Learning Goals

Teacher Evidence:

Teacher makes reference to the learning goal throw-out the lesson

Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it.

Teacher makes reference to the scale or rubric throughout the lesson.

communicating learning goals2
Communicating Learning Goals

Student evidence:

When asked, students can explain the learning goal for the lesson.

When asked, student can explain how their current activities relate to the learning goal.

communicating learning goals3
Communicating Learning Goals

Student evidence:

When asked student can explain the meaning of the levels of performance articulated in the scale or rubric.

communicating learning goals4
Communicating Learning Goals

Unpacking standards

Capacity Matrices

Rubrics/Scales/ Success Criteria

Descriptive Feedback

Anchor papers/anchors/exemplars

tracking progress on learning goals
Tracking Progress on Learning Goals

Students use bar graphs or line graphs to track proficiency on a learning goal

Reflection on individual performance with regard to habits of mind, code of cooperation, or any other goal the student is working on individually or collectively

Teacher observation, check lists and other methods for tracking where students are

slide32
Signpost #4: Source of Goals

The MCCL Curriculum Model

common core math standard
Common Core Math Standard

Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

mccl standard
MCCL Standard

Is skilled at multiplying fractions and whole numbers.

slide35
A Model of Curriculum

We want learners to be:

doing these reasoning processes

with this content knowledge

Content

Knowledge

Complex

Reasoning

Learning Opportunities

Lessons

Units

Project-based

Integrated Units

Etc. Etc…..

Life-Long

Habits

of Mind

to practice getting better at these life-long learning habits

measurement topic scope
Measurement Topic/Scope

See Number Sense handout

slide39
SCORING SCALE

Learning Goals/Targets

Level of Rigor

Proficiency Levels

Evidence….

slide41
THIS WORK IS NOT ABOUT:
  • Identifying
  • WHO is going to teach it
  • WHEN it is going to be taught
  • WHERE it is going to be taught
  • HOW it is going to be taught
slide42
THIS WORK IS ABOUT:
  • Identifying
  • WHATis the essential knowledge
  • WHATis the scope or progression of that knowledge
  • WHATare the proficiency levels for that knowledge
  • WHATlevel of processing (learning) do we want for that knowledge
  • WHATare various ways students could demonstrate that knowledge
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