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

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from theory to practice
From Theory to Practice

Sustaining a Culture of Rigor and Relevance

Susan Gunderman

International Center for Leadership in Education

Susangunderman@comcast.net

kennesaw mountain high school cobb county georgia
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
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.
slide4

Teaching is only as

good as the learning

that takes place.

slide5

Rigorous instruction prepares students to think critically

so they can solve problems in unpredictable, real world

situations.

Thinking outside the car.

slide6

Intelligence v Relevance

Students will

own

what is meaningful

to them.

slide7

“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

slide8

21st Century Skills

  • Communication and Information
  • Thinking and Problem Solving
  • Interpersonal and Self-Directional
  • Collaboration
21st century classroom
21st Century Classroom
  • Student focused
  • Engaging project-based activities
  • Integrated curriculum
  • Problem solving
  • Performance-based assessment
vision and implementation
Vision and Implementation

“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 learning
Focus on Learning
  • Active engagement in learning
  • Primary and dynamic resources
  • Application of knowledge
  • Performance-based assessment
rigor relevance framework

Rigor/Relevance Framework

Shifts the focus from

teaching to learning

rigor relevance framework13
Rigor/Relevance Framework

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
slide15

Rigor/Relevance Framework

Knowledge

High

Application

Low

Low

High

from theory to practice16
From Theory to Practice

Moving Rigor and Relevance

Into the Classroom

theory to practice
Theory to Practice
  • 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

slide18

Nurture relationships with teachers

  • who show potential
  • Involve students

Make them part of expectations and celebrations

conceptual physics
Conceptual Physics
  • 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 adaptation ninth lit comp
Romeo and Juliet 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
Student Reflection

“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.”

january 2006
January 2006
  • 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
  • Clearly not there yet
  • The challenge
slide25

Answering the Challenge

  • Staff development task: Create a D quadrant lesson
  • Share with colleagues
expectations and resources
Expectations and Resources
  • 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 idol
Kennesaw Mountain 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
judges
Judges
  • Superintendent
  • Assistant Superintendent
  • for Curriculum
  • Area Assistant Superintendent
finalist
Finalist

Physical Education

The Pit: Seasonal Sand Training

PE Department

finalist33
Finalist

Biology II

Human Anatomy Project

Dr. Joanne Jezequel

finalist36
Finalist

Honors Algebra II

Money Management

Graduation D-cisions

Jimmy Whittemore & Dana Rogers

overall project d escription
Overall Project 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.

individual project descriptions
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 Descriptions
english department model lesson
English DepartmentModel Lesson

Dramatic Conventions

in Shakespeare

sustaining the work
Sustaining the Work
  • “Single-mindedness”
    • KFC not Baskin Robbins
  • Collaborative planning
  • Sharing resources, insights,

challenges, success

  • Monitor progress

“Inspect what you expect”

Walkthroughs

sustaining the work42
Sustaining the Work
  • 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
slide43
Data
  • 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
Involve Students and Community
  • Talk to the students
    • Monthly principal’s lunch

Enrollment in AP/Honors classes

What motivates you in a class?

Interpret test data

  • Involve community
    • Authentic work requires authentic audience

Help them understand the work you are doing

sustaining the work45
Sustaining the Work
  • Confront Active Negativity
    • Eye-rollers, “BMGs” and Toxic Dumpers
  • Involve students and community
  • Be creative
  • Have fun!
email
Email

susangunderman@comcast.net