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DEVELOPING A 21ST CENTURY LEARNING AND TEACHING ROADMAP
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WHY WOULD K-12 DISTRICTS NEED TO DEVELOP A LEARING AND TEACHING ROADMAP?
MAJOR CHANGES IN FEDERAL INITIATIVES
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NO CHILD LEFT BEHIND
NCLB Passed In 2001 Set Academic Goals For K-12 Schools Through State Depts. of Ed.
Schools Which Chronically Miss Goals Lose TITLE I Funds From US Dept. of Ed. (USDOE – TITLE 1 Funds Are Block Grants to States - Billions)
Student Academic Achievement Improvement To Occur In Three Phases. Phase III 2013-2014.
Phase III = 100% of All Student Meet Grade Level Expectations for Math and Reading
NO DISTRICT IN THE US CAN MEET THIS GOAL
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NCLB WAIVERS
Feds Could Not Politically Admit NCLB Was Broken – Created NCLB Waiver System
Each State Can Apply for a NCLB Waiver But Application Includes (Key Points & Simplified):
Adoption of New, More Academically Rigorous Curriculum 2014-2015. Can Develop Their Own But USDOE Must
Approve OR Adopt Common Core State Standard (45 of 50 States Adopted CCS)
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NCLB WAIVERS
State Departments of Education Must Create New Teacher and Principal Evaluation Systems. Starts 2014-2015. Criteria: 50% Based on Academic Achievement of
Their Students (Assessment Score) 50% Based on Adoption of 21st Century
Teaching Methodologies (Student-Centered)
Teacher Who Chronically Miss “Adequate” Ratings Risk Loss of Licensure
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NCLB WAIVERS
USDOE Created “Assessment” Grants for Entities To Create Assessment Tools Tied to CCS.
Two Consortiums – PARCC and SBAC – State DOE Must Choose To Align With One Of The Two
Both Require On-Line, Real-Time Student Access During Assessment s - Starting (Spring 2015)
These Are Federal Reqs. – Tied to TITLE 1 Funds
This is a Tsunami Heading for K-12 School Districts.
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HOW PEOPLE LEARN
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BLOOMS TAXONOMY EVOLUTION
NOUNS TO VERBS
ANDERSON - KRATHWOHL 2001
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BLOOMS IN DIFFERENTLANGUAGE
Before We Can Create We Must Have Remembered , Understood, Applied, Analyzed and Evaluated
Before We Can Evaluate Its Impact We Must Have Analyzed It.
Before We Analyze It We Must Be Able To Apply It.
Before We Can Apply a Concept We Must Understand It.
Before We Can Understand A Concept We Have to Remember It
A. CHURCHES 2007
Knowledge Acquisition
KnowledgeDeepening
KnowledgeCreation
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CURRENT RESEARCH ON LEARNING RETENTION
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SETTING THE TONE
MARK PRENSKY
DIGITALIMMIGRANTS
DIGITAL NATIVES
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PRENSKY’S TWO TYPES OF PEOPLE
SOMEONE WHO REMEMBERS A TIME WHEN THERE WAS NO TECHNOLOGY
SOMEONE WHO CANNOT REMEMBER A TIME WITHOUT TECHNOLOGY
DIGITALIMMIGRANT
DIGITALNATIVE
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LECTURE 5%
AUDIO VISUAL 20%
DEMONSTRATION 30%
DISCUSSION 50%
PRACTICE BY DOING 75%
TEACHING OTHERS 95%
READING 10%
RETENTIONHOW MUCH RETAINED AFTER 4
DAYS
NationalTrainingLabs,
Bethel, ME
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SIMILARITIES
LECTURE 5%
AUDIO VISUAL 20%
DEMONSTRATION 30%
DISCUSSION 50%
PRACTICE BY DOING 75%
TEACHING OTHERS 95%
READING 10%
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INSTRUCTIONAL DELIVERY PARADIGMS MATCHING
RESEARCH
PROJECT BASED LEARNING
HYBRID PROJECT BASED LEARNING
STEM / STEAM
LEARNING COMMUNTITIES
CONSTRUCTIONIST
ETC…..
STUDENT CENTERED LEARNING
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PRENSKY’S PURPOSE OF TECHNOLOGY
The Role of Technology In The Classroom Is To Support The New 21st Century Teaching Paradigm
Technology As the new No2 Pencil – Always Available and Everywhere Desktops, Laptops Tablets E-Readers Smartphones
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THETHE"OLD DAYS""OLD DAYS"
Learner/Absorber
Teacher(Information Gatekeeper)
DidacticChannel
TraditionalInformation
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THE "NEW DAZE"
DidacticChannel
TraditionalInformation
Audio-Visual Information
Computer Based Information
Teacher(Information Gatekeeper)
Learner/Absorber
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21st CENTURY LEARNING
BlendedStudent Experiences
ProjectsExperimentsSimulations
Collaborative
Learning
Digital Content & DigitalActivities
Teacher(Facilitator)
OR
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STUDENT CENTERED21ST CENTURY T+L
ELEMENTS
DELIVERYMETHODOLOGIES
DATA DRIVEN
EXPERIENCES
21st CENTURY SKILLS
BLENDEDLEARNING
COMMONCORE
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COMMON CORE
Academic Rigor (Differential 40%-60%)
College and Career Ready Outcomes
LOTS to HOTSKnowledge AcquisitionKnowledge DeepeningKnowledge Creation
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21ST CENTURY SKILL SETS
Critical Thinking – Problem Solving
Collaboration
Communication
Creativity and Innovation
www.P21.org
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DELIVERYMETHODOLOGIES
Discussions
Hands On Projects
Student As Teacher
Individualized Learning
One To Many
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DATA DRIVENSTUDENT EXPERIENCE
Aligned to Curriculum
Based on Student Readiness
Student Experience Contains Formative Assessments
Differentiation
Data Teams
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BLENDED LEARNING
Differentiated
Web Based
On Campus – Off Campus
Synchronous – Asynchronous
Technology As No.2 Pencil
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PLANNING FOR 21ST CENTURY
LEARNING AND TEACHINGCREATING A ROADMAP
IF THIRTY PERCENT (30%) OF THE MEMBERS OF AN ORGANIZATION
ADOPT CHANGE – THE ORGANIZATION CHANGES
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POLICIES &PROCESSES
TECHNICALSUPPORT
SYSTEMS& LOOSEEQUIPMENT
INFRA –STRUCTURE
FACILITIES
PROFESSIONAL DEVELOPMENT
WHAT/HOW KIDS
LEARN
PEOPLETHINGS
PLACES
COHERENT PLANNING PROCESS
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POLICIES &PROCESSES
TECHNICALSUPPORT
SYSTEMS& LOOSEEQUIPMENT
INFRA –STRUCTURE
FACILITIES
PROFESSIONAL DEVELOPMENT
WHAT/HOW KIDS
LEARN
WHAT/ HOW STUDENTS LEARN
Is There A Vision Whose Vision Is It? Student-Centered? Teacher Align To
Standards? Student Tech
Literacy? Real-Time Formative
Assessments? Equity of Access
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POLICIES &PROCESSES
TECHNICALSUPPORT
SYSTEMS& LOOSEEQUIPMENT
INFRA –STRUCTURE
FACILITIES
PROFESSIONAL DEVELOPMENT
WHAT/HOW KIDS
LEARN
PROFESSIONAL DEVELOPMENT
Scope and Sequence Defined?
PD Scheduled/Reactive
PD Formal/Ad Hoc PD
Central/Distributed Teacher Tech Literacy Best Practices Systems
o SIMS, LMS, Social Media, Student Data Dashboard
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POLICIES &PROCESSES
TECHNICALSUPPORT
SYSTEMS& LOOSEEQUIPMENT
INFRA –STRUCTURE
FACILITIES
PROFESSIONAL DEVELOPMENT
WHAT/HOW KIDS
LEARN
DISTRICT POLICIES AND PROCESSES
Organizational Structure
Software Adoption Process
Accountabilityo Districto Buildingo Classroom
Quality Management Formal Comm. Roles Funding
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POLICIES &PROCESSES
TECHNICALSUPPORT
SYSTEMS& LOOSEEQUIPMENT
INFRA –STRUCTURE
FACILITIES
PROFESSIONAL DEVELOPMENT
WHAT/HOW KIDS
LEARN
TECHNICAL SUPPORT
Tech Systems – Type & Quantity of Personnel
Learning Coaches – Type & Quantity of Personnel
ITIL Service Desk ITIL Processes
(Information Technology Infrastructure Library)
Servers and Apps
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POLICIES &PROCESSES
TECHNICALSUPPORT
SYSTEMS& LOOSEEQUIPMENT
INFRA –STRUCTURE
FACILITIES
PROFESSIONAL DEVELOPMENT
WHAT/HOW KIDS
LEARN
FACILITIES
Flexible Learning Spaces
Adjacent Learning Spaces
Flexible Furniture Technical Spaces Physical Security After Hour Access
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POLICIES &PROCESSES
TECHNICALSUPPORT
SYSTEMS& LOOSEEQUIPMENT
INFRA –STRUCTURE
FACILITIES
PROFESSIONAL DEVELOPMENT
WHAT/HOW KIDS
LEARN
INFRASTRUCTURE
AC Power HVAC Cable Pathways
o Primaryo Secondary
Lightingo Directo Ambient
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POLICIES &PROCESSES
TECHNICALSUPPORT
SYSTEMS& LOOSEEQUIPMENT
INFRA –STRUCTURE
FACILITIES
PROFESSIONAL DEVELOPMENT
WHAT/HOW KIDS
LEARN
SYSTEMS AND LOOSE EQUIPMENT
Student, Teacher Devices
Data – Wired & Wireless
Phone Paging and Sound Integrated AV
Systems for Classrooms
Access Control and Video Surveillance
Student & Teacher Apps
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POLICIES &PROCESSES
TECHNICALSUPPORT
SYSTEMS& LOOSEEQUIPMENT
INFRA –STRUCTURE
FACILITIES
PROFESSIONAL DEVELOPMENT
WHAT/HOW KIDS
LEARN
COHERENT PLANNING PROCESS