Follow the Yellow Brick Road to Higher Achievement for EACH Student in the 21 st Century

1. Learning in the 21st Century: THINKING GOES TO SCHOOL Follow the Yellow Brick Road to Higher Achievement for EACH Student in the 21st Century Prepared Especially for the Montana ASCD Educators’ Institute by Dan Mulligan, Ed. D. June 2009

2. What are 21st Century Skills? • Learning and Innovation Skills • Creativity and Innovation Skills • Critical Thinking and Problem Solving Skills • Communication and Collaboration Skills • Information, Media, and Technology Skills • Information Literacy • Media Literacy • Information and Communication Literacy (ICT) • Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social & Cross-Cultural Skills • Productivity & Accountability • Leadership & Responsibility Arizona Iowa Kansas Maine Massachusetts New Jersey North Carolina Ohio* South Dakota West Virginia Wisconsin www.21stcenturyskills.org

3. What’s new about 21st Century Skills? New Understanding of Learning New Areas of Emphasis

4. TO ALL STUDENTS THINKING… Moving BEYOND“the correct answer” My only skill is taking tests.

6. The value of teacher teams analyzing student achievement data to improve TEACHING and LEARNING is dependent on the VALIDITY and RELIABILITY of the assessment used to generate the achievement data. Mulligan, 2006

8. Before……. Underline all the adjectives on page 10. Then use at least 8 of these adjectives in a paragraph of your own about a topic of your choice. After……. http://epals.com Sit in front of the school and write a paragraph that describes clearly how the school looks from your perspective. We will e-mail your description to a student in Alaska, who will draw a picture of the school as it is described by you. Be as specific as possible, so that the drawing will look just like your view of the school.

9. http://visualblooms.wikispaces.com VISUAL 21st Century BLOOM’S Taxonomy

10. Principle #1: Know the Learner The Mental State of: Educators in June

11. Main Myth about Learning Some part of the learner’s anatomy must be in contact with the chair in order for learning to take place!

12. Mix itUpin the Box • Listen for the topic and the amount of time; • Silently mix around the room; • When directed, pair up with person closest to you; • In pairs, Partner A shares and Partner B listens; • Partner B responds to what he/she heard by paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”; • Record summary of partners response; then • Switch Roles

13. Thinking inside the Box What is an action taken by you, your department or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? What use of common assessments currently exists in your grade -level, department, or school. How often? Do teachers/students analyze results, then reteach/relearn & reassess when necessary? During the assessment /instruction process, do teachers focus on Montana’s specific essential knowledge, essential vocabulary and essential skills (or some but not all)? How do you know? Look at the picture above. How does this picture relate to assessment? Complete this sentence: The image is like assessment in that_______

14. Create teams of not more than 4 people. For each question: One person in the team take the lead by sharing with your team either your response or the response obtained from your travels. Other team members can then share their findings. What is an action taken by you, your department or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? What use of common assessments currently exists in your grade-level. How often? Do teachers/students analyze results, then reteach/relearn & reassess when necessary? Look at the picture above. How does this picturerelateto teaching? Complete this sentence: The image is like assessment in that_______ During the assessment instruction process do teachers focus on essential knowledge, essential vocabulary and essential skills (or some but not all)?

15. Opportunity to Learn Has the strongest relationship with student achievement of all school-level factors. What Works in Schools, ASCD • Three types of curricula were identified by SIMS & TIMS: • The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. • The Implemented Curriculum: content/skill actually delivered by the teacher. • The Attained Curriculum: content/skill actually learned by the students. Implemented Curriculum Attained Curriculum Intended Curriculum

16. Content-Related Evidence of Validity(Intended Curriculum) Essential Skills Essential Knowledge Learning TARGET (content validity) Essential Vocabulary

18. MATH K – 4 2008-2009 Montana Math Standards, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21st Century Dan Mulligan, 2008-2009

20. READING K - 4 2008-2009 Montana English Standards, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21st Century Dan Mulligan, 2008-2009

21. Knowledge There is a great difference between knowing and understanding: you can know a lot about something and not really understand it. ~Charles Kettering

22. The HOW

23. CUBING 2009 Remember it. (Describe its colors, shapes, and sizes. What does it look like?) Understand it. (What does it make you think of?) Apply it. (What can you do with it? How is it used?) Analyze it. (How is it made or what is it composed of?) Evaluate it. (Take a stand and list reasons for supporting it.) Create it. (Generate a new version of it. How is it an improvement from the original?)

24. Formative Assessment • Formative assessment is the processused by teachersand studentsduring instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning. Council of Chief State School Officers, October 2006 Notes: Process rather than a particular test…. It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.

25. HUNT for SOLUTIONS

26. HUNT for SOLUTIONS In Montana Public Schools: • 1. The percent of ALL students scoring ADVANCED in Reading in 2007 – 2008 . • 2. According to the Silent Epidemic, the percent of U.S. dropouts who leave due to boredom. • 3. According to the Silent Epidemic, the percent of U.S. dropouts who would have stayed in school if learning was more interesting and real-world. • 4. According to the Silent Epidemic, the percent of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school. • The percent of students participating in FREE/REDUCED LUNCH scoring ADVANCED In READING in 2007 - 2008. • 6. The percent of ALL students scoring ADVANCED in MATHEMATICS in 2007 - 2008. • The percent of AMERICAN INDIAN/ALASKAN NATIVE students scoring ADVANCED in MATHEMATICS in 2007 – 2008. • 8. The percent of ALL students scoring ADVANCED in SCIENCE in 2007 – 2008. 42 47 80 51 28 25 9 14 SOLUTIONS: 9, 14, 25, 28, 42, 47, 51, 80

27. “A positive attitude may not solve all of your problems, but it will annoy enough people to make it worth it.” -Maya Angelou

28. Thinking Goes to SchoolHunt for Solutions • Designed to check for background knowledge and already acquired knowledge (differentiation tool). • Fosters team-talk at higher levels of thinking (by providing solutions before questions). • Provides ENGAGEMENT (MIND before Movement). • Becomes a formative assessment if after the teaching/learning, students can evaluate and adjust - as needed – answers. • Primary Goal: Students (including at-risk) experience success (Yes…they can!!!) Task: Create a ‘Hunt for Solutions’ that can be used tomorrow. Work with 1 team member to (1) select a content area, (create 2 or 3 questions to check for background knowledge and 3 or 4 questions that check for already acquired knowledge.

29. High-Yield Instructional Strategies

30. Research-based Strategy:Cooperative learningPercentile Gain: 27 The GARDEN Plot

31. BRAIN BREAK Select Team Leaders

33. OR DO

37. High-Yield Instructional Strategies

39. Blind Sequencing

41. Instructional Strategies that Facilitate Successful InclusionMust … • Supply students with STRUCTURE and ORGANIZATION • Encourage student COMMUNICATION and COLLABORATION • Provide students with VISUAL and HANDS-ON learning experiences

42. Summarizing and Note Taking • Generalizations form the research: • Verbatim note-taking is, perhaps, the least effective technique. • Notes should be considered a work in progress. • Notes should be used as a study guide for tests. • The more notes that are taken, the better.

48. WHO AM I?

49. Nonlinguistic Representations Approaches to this strategy in the classroom: • Graphic organizers, • Pictographic representations, • Mental images, • Physical models, and • Kinesthetic representations.