aera 2013a
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TRANSCRIPT
Anissa Lokey-Vega, Ph.D.Kennesaw State University
Doug Hearrington, Ed.D.Georgia Regents University
Its no secret…our world has changed
• Scott McLeod• Andy Hargreaves• Michael Fullan• Yong Zhao• Sir Ken Robinson
Key points
• Schooling was designed for a different kind of world in regards to work and information access.
• To redesign schools, we have to start with what we want students to be able to do and then write the curriculum.
• He doesn’t sound like a fan of standards…but they aren’t going anywhere anytime soon. Pragmatically speaking, how can we move in a direction of improvement?
Steps for Change (We are optimists!)
1. Articulate what we want students to be able to do. What’s the point?!?
2. Assess how well/poorly our standards are preparing students for the new information and work context. Evaluate what we’ve got.
3. Identify what is irrelevant. Throw those standards out or look for successful models to help in revision. Learn from others.
4. Re-align instruction, assessments, teacher training, policies, and other structures. Make targeted changes.
How would we pick a model?
• Programme for International Student Assessment (PISA): USA ranks 14th
• Gross Domestic Product per Capita: USA ranks 6th
• Countries consistently out-performing the USA in these measures include:– Norway – Switzerland
Norwegian Schools Overview
• Significant improvements in PISA 2009 scores• Mandatory education up to completion of year 10 (typically
16 year olds) curriculum.• Upper secondary education is an additional 3 years.• Very very few privately funded schools• Schools are selective and offer specialties• Annual standardized tests are both written and oral.
Individual teachers and teacher panels are trusted to grade.• Purpose “Every student should be able to think for
themselves.”• Staunch cultural value of social justice and equity that
drives the design and practice of mandatory education.
Step 1: What do we want US students to be able to do?
• Goal of the Common Core: “college and career readiness” (Common Core State Standards Initiative, 2010)
• Goal of Georgia Schools: preparation for employment (Georgia Department of Education, 2009)
• Less than 6% of jobs in the United States are low-skill jobs of the Agricultural and Industrial eras, and most employers of today’s Knowledge Economy are looking for high-skilled creative workers. (Kopczuk and Saez, 2004)
Why am I not focusing on “college readiness”? (Bui, 2013)
Work in the Knowledge Economy (see YELLOW codebook/rubric)
• Creativity • Digital Literacy • English Language Literacy • Information Literacy • Interpersonal Participation in Learning Society • Intrapersonal Skills of Life-Long Learning • Media Literacy • Numeracy • Problem-Solving • Systems Thinking
The Curricula
• GPS (Georgia Performance Standards)– English Language Arts, Math, Science, and Social Studies– 8th grade
• CC (Common Core)– English Language Arts and Math– 8th grade
• CCGPS – English Language Arts, Math, Science, and Social Studies– 8th grade
• NOR (Norwegian National Curriculum)– Norwegian, English Language Arts, Math, Science, and Social Studies– 10th grade
• NOR-E/M– English Language Arts and Math– 10th grade
Step 2: Assess our curriculum
Curriculum alignment research including the Curriculum Audit (English & Steffy, 2001, p.88) and the Balanced Curriculum (Squires, 2009, p. 88) evaluate the relationships between the written, taught, and tested curricula. The terms intended, enacted, and assessed are also similarly represented in the literature (Porter & Smithson, 2001).
Goal-Curriculum Alignment Measures (G-CAM)
• Building on Andrew Porter’s Surveys of Enacted Curriculum (2001) and Fenwick English’s Curriculum Audit (1988)
• Content Analysis (Neuendorf, 2002)– Rooted in hypothesis testing (Krippendorf. 1980)
• Multiple Coders (2-5)• Tested for Reliability (Pearson’s r>0.70)• Publication of G-CAM (in submission)• Presenting at AERA 2013 in San Francisco
Further methodological explanation available through request to [email protected]
G-CAM Table
GPS CC CCGPS NOR NOR_EM
Balance 0.8306 0.9635 0.8220 0.8313 1.0000
Relevance 0.6142 0.8720 0.4890 0.6051 1.0000
G-CAM Model: Norway vs. Common CoreEnglish/Math Curricula
G-CAM Model: Norway vs. CCGPSWhole Curricula
G-CAM: All curricula
Which themes are least/most prevalent?
Which themes are least/most prevalent? Common Core vs. Norway
Which themes are least/most prevalent? Whole Curricula
How are we doing?
“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” –CCSS mission statement
First, Let’s Celebrate!
• We are doing pretty good with information literacy!
• Our English and Math Curricula could be stronger, but they are NOT full of irrelevant material like other subjects.
Why does it matter how standards are written?
• Look at your latest CC text titles.• If its not explicitly in the standards, is on the
tests? Is it taught?• How do teachers interpret curriculum
standards in order to plan instruction?– Sample (green handout)– Audience (assumed), Behavior, Condition, Degree
If you add it later = LACK of alignment
Step 3: Now, Let’s Get Better!
• Reduce the amount of irrelevant content found in other subject areas.
• We need all curricular subjects to address more of the skills/themes necessary to prepare student for careers in today’s economy. We have big gaps!
• We have far more curriculum standards for the whole curriculum than Norway. Why is this so? They are addressing more skills than we are in fewer standards. CCGPS (n=364) NOR (n=157)
Creativity (see YELLOW codebook/rubric)
• CC: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (68WSHT2.b)
• NOR: use various media, sources and aesthetic expressions in personal texts relating to the Norwegian subject curriculum and interdisciplinary texts (NN10.C02)
Continuous Improvement of the CC
Intrapersonal Skills of Life-Long Learning
• CC: Spell correctly (8.L2.c).
• NOR: describe and assess his/her own work in learning English NE10.L05); identify important linguistic similarities and differences between English and the native language and use this knowledge in his or her own language learning (NE10.L02); give grounds for personal choices of literature and reading material based on knowledge of reading strategies (N10.W06)
Some informed revisions of L2.c might include:
Option 1: Describe and assess his/her own work in learning to spell words correctly.
Option 2: Identify important spelling similarities and differences between related words and use this knowledge in his/her own learning of how to spell correctly.
Media Literacy
• CC: Cite specific textual evidence to support analysis of science and technical texts. (68.RST1)
• NOR: search for and select sources, assess them critically and show how different sources might present history differently (NSS10.H04); use texts taken from libraries, the internet and mass media in a critical manner, discuss and elaborate on the texts and acknowledge the sources used (NN10.W14)
Some informed revisions of 68.RST1 might include:
• Option 1: Search for and select sources, assess them critically and cite fitting textual evidence from the sources to support analysis of science and technical texts and show how different sources might present science differently.
• Option 2: Use texts about science and technology taken from libraries, the Internet and mass media in a critical manner, discuss and elaborate on the texts and acknowledge the sources used.
Interpersonal Participation in a Learning Society
• CC: Write arguments focused on discipline-specific content. (68.WSHT1)
• NOR: give simple lectures, presentations and readings with interpretations, and participate in role play and dramatization, adapted to different recipients (NN10.O07)
Digital Literacy
• CC: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. (8.G1.2)
• NOR: analyze, including digitally, characteristics of two- and three-dimensional figures and use them for constructions and calculations (NM10.G01)
Problem-Solving
• CCGPS: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (68.RST3)
• Describe the rights and responsibilities of citizens. (SS8CG1.c)
• NOR: plan, carry out and present problem-oriented
sociological surveys and assess the work process and the results (NSS10.S01); make a plan for starting and operating an enterprise based on a survey to determine the basis for such an enterprise (NSS10.S03)
Systems Thinking
• CCGPS: The student will explain the benefits of free trade (SS8E2)
• NOR: describe the universe and different theories of how it has developed (NS10.U01); describe the main characteristics of the Norwegian economy and how our economy is connected to the global economy (NSS10.S13)
Let’s raise the bar: Digital Literacy, Information Literacy, & Numeracy
• CC: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. (8.SP1.2)
• NOR: carry out investigations and use databases to search for and analyze statistical data and demonstrate source criticism (NM10.SP01)
Let’s try 3rd grade CC Math…
CC: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram (3MD.A.1)
Interpersonal Skills of Participating in a Knowledge Society (?)
Problem-Solving (?)Systems Thinking (?)
Curricular Supplements
What key patterns do you think would occur between the instructional practices and materials of the original standard and our revised standards? How would the revised standards affect mastery of the originals?
Feedback and Thoughts?
How might the revised standards affect our bar graph?
Would the revised standards better support the CCSS mission?
“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” –CCSS mission statement
Step 4?
Re-align instruction, assessments, teacher training, policies, and other structures.
I Propose REVISION of the CC for Continuous Improvement of College and Career Readiness
“‘Rapid iteration,’ ‘living in perpetual beta,’ and other ideas related to quickly trying things, getting feedback to see if they worked, and adjusting course accordingly are all extremely important, particularly in a rapidly-changing world.” –Scott McLeod, 2013
Future Work: Continuous Improvement Curriculum Revision Process
1. Articulate goal of schooling/subject/program2. Conduct initial G-CAM analysis to identify
irrelevant content for revision3. Use other curricula as models for targeted
revisions4. Conduct follow-up G-CAM analysis to
determine quality improvement
Detailed Reference List Available
• Common Core State Standards Initiative, 2010• Georgia Department of Education, 2009• Kopczuk and Saez, 2004• Bui, 2013• Schweizer Medieninstitut furBildung und Kultur, 2011; Ministry of
Education and Research, 2011• English & Steffy, 2001• Squires, 2009• Porter & Smithson, 2001• Neuendorf, 2002• Krippendorf. 1980• Scott McLeod, 2013
Special Thanks
BCOE Global Engagement Award Committee
and
Dr. Geir MoenToyen Skole
of Oslo, Norway
And the many teachers and administrators of Oslo’s public schools for welcoming me to Oslo and for their contributions in assisting in the data collection process to ensure accurate
representation of Norway’s curriculum.
Contact Information
Anissa Lokey-VegaAssistant Professor of Instructional Technology
Kennesaw State [email protected]
Doug HearringtonAssociate Professor
Georgia Regents [email protected]