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Designing “Quad D” Key Assignments. CTE TEACH in partnership with the California Department of Education. Agenda. R & D. Rob & Duplicate!. Today’s Outcomes. Understand how rigor, relevance and relationships support effective instruction

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designing quad d key assignments

Designing “Quad D” Key Assignments

CTE TEACH in partnership with the California Department of Education

slide3
R & D
  • Rob & Duplicate!
today s outcomes
Today’s Outcomes
  • Understand how rigor, relevance and relationships support effective instruction
  • Build a toolbox of strategies to become a “21st century/Quad D” classroom
  • Evaluate elements of Quad D key assignment and create one
  • Take information back to share with others/organization
table team resume
Table Team Resume
  • Using template
    • Builds student to student relationships
    • Builds teacher to student relationships
  • Great to use in beginning of new semester
    • Intro to teamwork class projects
    • Helps students recognize strengths & weaknesses of others, find common interests among group, inclusive, draws all students in
a new reality
A New Reality

The world is no longer the safe, stable and

predictable place that it once was and, as a

result, there are ever increasing and incredible

changes on our nation's future horizon.

  • What impact will this changing world have on education?
  • How can schools prepare our youth for these realities?
  • How do we provide the essential skills and empowerment they need to be contributors in solving important world and community problems?
ibrain
iBrain
  • Documents evolutionary change in wiring of young minds
  • Previous Generations think “back to front”
  • Today’s youth thinks “front to back”
who are students today
Who are students today?
  • Digital natives
  • Live in global world
  • Technology has changed the ways students learn
    • Students today – Do to Learn
    • Previous generations – Learn to Do
slide16

The education industry thinks technology adds cost; all other industries use technology to drive down costs.

ian jukes
Ian Jukes
  • Service class jobs are being replaced by technology
        • Example – What effect will drones have on delivery labor market?
  • Creative class jobs are facilitated by technology
        • Example – since 2007, 800,000 app jobs launching 50 Billion apps
  • “We must teach our students for their futures, not our past”
bottom line
Bottom Line
  • Our students and world have changed…..

So we have to change!

struggling students
Struggling Students

Source: Education Week, Children Trends Database: 4.28.2013

100 girls project
100 Girls Project

For every 100 women enrolled in college,

77 men are enrolled.

For every 100 girls diagnosed with a special education disability,

217 boys are diagnosed with a special education disability.

For every 100 girls diagnosed with emotional disturbance,

324 boys are diagnosed with emotional disturbance

For every 100 females ages 15 to 19 that commit suicide,

549 males in the same range commit suicide.

For every 100 women ages 18 to 21 in correctional facilities,

1430 men are in correctional facilities .

-The Boys Initiative, 2004

missed income opportunity to society
Source: Alliance for Excellent Education 2011Missed Income Opportunity to Society?
  • If all 2011 HS dropouts had graduated….over their lifetime they would have earned....
  • Nationally – $154 Billion
  • California – $21 Billion
high school dropouts are more likely to
Source: Alliance for Excellent Education 2011High School Dropouts are More Likely To:
  • Commit crimes
  • Rely on government assistance programs

Reducing nations ability to compete globally

750 students
750 Students
  • Describe school in one word

Boring!

top 5 dropout reasons
Source: Bill & Melinda Gates FoundationTop 5 Dropout Reasons
  • Classes were not interesting – 47%
  • Missed too many days, could not catch up – 43%
  • Spent time with others not interested in school – 42%
  • Had too much freedom, not enough rules – 38%
  • Was failing – 35%
how to make it more interesting
How to Make it More Interesting?
  • Rigor
  • Relevance
  • Relationships!
  • Relationships
  • Relevance
  • Rigor
can t have rigor w o the first two
Can’t Have Rigor w/o the First Two!
  • Students need to have relationships
    • Teacher to student
    • Student to student
  • Students need to “see” the relevance
    • To their world or you lose them
    • Improves both long term and short term memory
slide29

Relationships...

  • Builds trust
  • Promote motivation and risk-taking
  • Enhance learning
  • Need to be in place to build the safety and use higher order thinking (rigor)
shift in teaching
Shift in Teaching

Page 250 The Daggett System for Effective Instruction

slide31
Comparing Learning to…

Use the Real World…

Student’s life

Family’s life

Student’s community and friends

Our world, nation, state

World of Work

World of Service

World of Business and Commerce that we interact with

Moral, ethical, political, cultural points of view, and dilemmas

Real world materials

Internet resources

Video and other media

Scenarios, real life stories

News - periodicals, media

Adding Relevance to Any Lesson or Unit

what is rigor
What is Rigor

With your elbow partner discuss the following:

  • Your definition of rigor
  • The skills you think 21st Century Learners need to be successful in life
what is rigor1
What is Rigor?

Rigor is…

Rigor is NOT…..

More or harder worksheets

AP or honors courses

The higher level book in reading

More work

More homework

  • Scaffolding thinking
  • Planning for thinking
  • Assessing thinkingabout content
  • Recognizing the level of thinkingstudents demonstrate
  • Managing the teaching/ learning level for the desired thinking level
top 21 st century skills
Source: Partnership for 21st Century SkillsTop 21st Century Skills
  • Communication & Collaboration
  • Critical thinking & problem solving
  • Creativity & innovation
  • Information, media and technology skills
  • Productivity & accountability
  • Leadership & responsibility
  • Life & career skills
    • Flexibility & adaptability
    • Initiative & self-direction
    • Social & cross-cultural skills

Source: Partnership for 21st Century Skills

rigor relevance framework1
Rigor/Relevance Framework

D

C

High Rigor

&

Application

High Rigor

Low application

R

I

GOR

High

A

B

Low Rigor

Low Application

High Application

Low Rigor

Low

Low

High

18

RELEVANCE

rigor relevance framework2
Rigor/Relevance Framework

D

C

Student

Thinks & Works

Student

Thinks

R

I

GOR

High

A

B

Student

Works

Teacher

Works

Low

Low

High

18

RELEVANCE

verbs by quadrant
Verbs by Quadrant

p. 5 Using R/R Handbook

products by quadrant
Products by Quadrant

A

definition

worksheet

list

quiz

test

workbook

true-false

reproduction

recitation

B

scrapbook

summary

interpretation

collection

annotation

explanation

solution

demonstration

outline

C

essay

abstract

blueprint

inventory

report

plan

chart

investigation

questionnaire

classification

D

evaluation

newspaper

estimation

trial

editorial

play

collage

machine

adaptation

poem

debate

new game

invention

questions by quadrant
Questions By Quadrant

C

How are these similar/different?

How is this like…?

What’s another way we could say/explain/express that?

What do you think are some reasons/causes?

Why did…..changes occur?

What is a better solution to…?

How would you defend your position about that?

________________________________________

A

What is/are…?

How many…?

How do/does…?

What did you observe…?

What else can you tell me about…?

What does it mean…?

What can you recall…?

Where did you find that…?

Who is/are…?

How would you define that in your own terms?

D

How would you design a…to …?

How would you compose a song about…?

How would you rewrite the ending to the story?

What would be different today, if that event occurred as…?

Can you see a possible solution to…?

How could you teach that to others?

If you had access to all the resources, how would you deal with…?

What new and unusual uses would you create for…?

_______________________________________B

Would you do that?

Where will you use that knowledge?

How does that relate to your experience?

What observations relate to…?

Where would you locate that information?

Calculate that for…?

How would you illustrate that?

How would you interpret that?

How would you collect that data?

How do you know it works?

the 21 st century quad d classroom
The 21st Century/Quad D Classroom
  • Creates rigor, relevance & builds relationships
  • Infuses students with 21st century skills
  • Inspires critical thinking and problem solving
what makes you say that
What Makes You Say That?

Interpretation with Justification Routine

1. What's going on?

2. What do you see that makes you say that?

i see i think i wonder
I See…I Think…I Wonder

A routine for exploring works of art and other interesting things

What do you see?

What do you think about that?

What does it make you wonder?

think puzzle explore
Think, Puzzle, Explore

A routine that sets the stage

for deeper inquiry

What do you think you know about this topic?

What questions or puzzles do you have?

How can you explore this topic?

connect extend challenge
Connect, Extend, Challenge
  • CONNECT: How are the ideas and information presented CONNECTED to what you already
  • EXTEND: What new ideas did you get that EXTENDED or pushed your thinking in new directions?
  • CHALLENGE: What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?
future think
Future Think
  • Predict what would happen if?
  • What affect on government?
  • What affect on industry?
  • Weigh pros & cons
  • How would this affect

you & your family?

i used to think but now i think
I Used to Think…, But Now I think…

A routine for reflecting on how and why our thinking has changed

but change is hard
But Change is Hard?
  • Let’s practice!
    • Stand up
    • Everybody cross arms
    • Which arm on top?
    • Now bring arms to your side and cross arms again with opposite arm on top.

Is Change hard or is it just “Different”?

so lets begin
So Lets Begin!
  • How do we define a key assignment?
    • One that meets Quad D criteria!
quad d key assignment requires students to
Quad D Key Assignment Requires Students To:
  • Complete an assignment that covers an extended period of time, involves ongoing instruction and research, and uses problem-solving/design process to address assigned project or problem
  • Uses technology/software/equipment applicable to field
continued
Continued
  • Work in teams/individually to develop solutions, requires:
    • Collaboration
    • Communication
    • Creativity
    • Cultural Understanding
  • Conduct research and read complex informational text summarizing ideas crucial to assignment
  • Propose solutions/strategies and can justify
  • Develop written implementation/action plan with tasks, timeline, costs, etc.
  • Build/test pro-type or product, repair, evaluate or redo as needed
continued1
Continued
  • Use high school math skills
  • Identify/apply scientific or social sciences needed to complete the assignment
  • Complete final written document and make an oral presentation of their work
  • See learning and self-reflect on new insights gained
requires teachers to
Requires Teachers To:
  • Complete ongoing formative assessments with feedback and a summative written and performance evaluation that assesses both technical and academic skills of the assignment
key assignment review
Key Assignment Review
  • Employability
    • Identify all 11 criteria in assignment
    • Table discussion
    • Share out
your turn
Your Turn!
  • Evaluate key assignment you brought
    • Or
  • Evaluate one of ours
  • What’s missing?
  • What can be tweaked to make it Quad D?
for understanding
For Understanding
  • What is a Key Assignment?
  • What is the Value of Key Assignments?
slide62

“Education ceases to be learning

when the 3 R’s are read, remember,

and regurgitate.”

mentoring with today s 3r s
Mentoring With Today’s 3R’s
  • Relationships
  • Relevance
  • Rigor
relationships
Relationships
  • Trust – Confidentiality
  • Professional Friend
  • Promote motivation and risk-taking
  • Build a safe rapport
relevance
Relevance
  • The Why?
  • What’s in it for me, my teaching, my students?
rigor
Rigor
  • We All Must Use Higher Levels of Thinking
  • We Must Provide Support (scaffolding) to Help Teachers Advance Their Teaching to Higher Levels of Thinking
  • Monitor and Assess your Teacher’s Work to Inform Your Mentoring
the big shift
The Big Shift

Students must be able to perform at a deeper level of cognition - literally, "depth of knowledge".

Teachers need pragmatic, real-world, achievable strategies and tools to get students there.

lesson plan begin with the end in mind
Lesson Plan: Begin with the End in Mind

Students use competence and knowledge to create and implement solutions

Student thinks, analyzes, problem

solves, creates solutions

Student Thinks

Student Thinks/ Works

Experiences

that will facilitate

student’s learning

What students need to know

& why

Teacher Works*

Student Works

slide69

“The person who learns the most is the

person who does the most work.”

Harry Wong

lesson plan begin with the end in mind1
Lesson Plan: Begin with the End in Mind
  • Analyze job descriptions
  • Synthesize skills and job requirements
  • Evaluate job offers
  • ID item to negotiate
  • Choose employer
  • Notify employers
  • Justify choice
  • Write Summary
  • Present and Justify

(Student Thinks & Works)

(Student Thinks)

  • Applications
  • Cover letters
  • Resumes
  • Interviewing
  • Professional dress
  • Communication
  • Resources
  • Prepare and Tailor documents
  • Locate Job Boards
  • ID 2 Employers
  • Mock Interview

(Student Works )

(Teacher Works*)

slide71

Employment documents, mock interview, written summary, mind maps and presentation will be assessed.

slide72

Resume paper, graphic organizers, computers,

interview video, examples of employment documents

and job descriptions.

Computer screen magnifier for sight

impaired student. Use visual graphics

for EL students and visual learners.

slide74

Show Power Point examples of correctly completed applications, cover letters, resumes.

  • Chunk information into several bits at a time and then check for understanding (question by quadrant and observation) as students complete their documents.
  • Show a short video or do a skit that isn't quite perfect on interviewing, communication skills and professional dress.
  • Students list good places to look for jobs. Teacher fills in any gaps where students could look online for jobs in your field.
  • Arrange and schedule with business professionals to interview students.

Project Power Point of models of correctly completed applications, cover letters, resumes. Be sure to chunk information into several bits at a time and then check for understanding by asking questions and observing students as they complete their worksheets.

Show a short video or do a skit hat isn't quite perfect on interviewing, communication skills and professional dress.

Ask students where are some good places to look for online job boards and list them. Fill in any gaps where students could look online for jobs in your field.

Arrange and schedule with business professionals to interview students.

Introduce employment docs, interviewing, professional dress & communication.

slide75

Demonstrates how to complete each section of employment documents, students will complete each corresponding section.

  • Students evaluate each others documents. Teacher will check each section for accuracy and ask and answer questions.
  • Students evaluate and discuss interview skit or video for communication, interviewing skills and professional dress for your field.
  • Students identify appropriate job boards for their field.
  • Students practice professional dress and interviewing with each other.
  • Teacher monitors each pair of interviewing students and provides feedback.

Applications,, practice interview and dress, identify job boards

Peer evaluation & discussion

slide76

Each day students will record and diagram their progress using a mind mapping website.

  • They will synthesize and organize their research information, making connections .
  • Students will share out any new or interesting discoveries they have made.
  • Teacher will fill in any missing information.
slide77

Students create portfolio, containing resume, cover

  • letter and application.
  • Students mock interview with business professionals and present portfolio.
  • Business professional evaluates student’s portfolio, documents, communication skills, and appearance
  • Using technology students write summary about their experience and justification and present to peers, family and friends

Portfolio, job selection, justify, summary, present

slide78

Allow students more time to research their

employer. Have students research employability before teacher presents. Mock interviews went well,

do again!

Need to learn strategies to control nervousness.

Students begin a real job search and report back to

class on their experience.

coaching and mentoring
Coaching and Mentoring
  • Consult - Provide resources and information
  • Collaborate – Co-develop ideas
  • Coach - Support teacher’s thinking, problem solving and goals.

Source: Blended Coaching

student work
Student Work
  • Use student work as your starting point
  • Use data to drive instruction
  • Discuss solutions to help students learn
  • Takes the focus off the teacher

Source: Working Smarter, not Harder, by Focusing on Student Work

slide81

Recipe : Recipe for Success

From the Classroom of: A CTE TEACH Mentor Teacher

Ingredients:

Directions

Begin with the end in mind

Lesson Planning

Check thinking levels (pulse)

Reflect

Plan next steps

  • Relationships
  • Relevance
  • Rigor
  • Consult, Collaborate, Coach
  • Student Work
roadshow
Roadshow!

Challenges

Opportunities

thank you
Thank You!
  • Contacts
  • Marie Perotti – Project Coordinator

marie_perotti@cry-rop.org

  • Becky Sharp – Peer Coach Leader

becky_sharp@cry-rop.org

  • Jule Barta – Curriculum Development

julette_barta@cry-rop.org