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Using Logic Models to Design and Communicate Strategies for School-wide 21 st Century Learning

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Page 1: Logic Models for 21st Century Learning

Using Logic Models to Design and Communicate

Strategies for School-wide 21st Century Learning

Page 2: Logic Models for 21st Century Learning

Backwards PlanningSelect learning goals

What do you want students to be able to do?

Design assessment tasksHow will students demonstrate their developing mastery of those goals?

Develop lesson activitiesHow will you prepare students to master the goals and

succeed on the assessment task?

Page 3: Logic Models for 21st Century Learning

When we understand this slide, we will have won the war. –Stanley McChrystal

Page 4: Logic Models for 21st Century Learning
Page 5: Logic Models for 21st Century Learning

5

Initial Quantitative Analysis to

Develop Sampling Strategy

Classroom Observations and Teacher Interviews to

Understand Wiki Practices

Measure Wiki Quality

Develop Wiki Quality

Trajectories

Wiki User Surveys

Literature Review of CSCL and 21st C. Skill

Scholarship

Path Diagram of Wiki Research

School Level SES

Assess How Wiki Quality Trajectories Differ by SES and

Teacher Attitudes/Practices

Page 6: Logic Models for 21st Century Learning

Logic Model

Learning GoalsPerformance Assessments

Skill Benchmarks

Learning Activities

Instructional Support

Causality

Design

Page 7: Logic Models for 21st Century Learning

WHAT DO YOU WANT STUDENTS TO BE ABLE TO DO?

Page 8: Logic Models for 21st Century Learning

Logic Model

Learning Goals

New Media/ Technology

Literacy

Expert Thinking

Complex Communication

Learning Goals Learning Goals

Page 9: Logic Models for 21st Century Learning

Logic Model

Learning Goals

New Media/ Technology

Literacy

Information/ Search Literacy

Productivity Software

Persuasive Multimedia

Communication

Multimodal Literacy

Digital Citizenship/

Internet Safety

Page 10: Logic Models for 21st Century Learning

Logic Model

Learning Goals

New Media/ Technology

Literacy

Information/ Search Literacy

Page 11: Logic Models for 21st Century Learning

Logic Model

Learning Goals

New Media/ Technology

Literacy

Information/ Search Literacy

Identifying information

needs

Assessing Sources

Finding Sources

Crediting Sources

Using Sources

Page 12: Logic Models for 21st Century Learning

Logic Model

Learning Goals

New Media/ Technology

Literacy

Information/ Search Literacy

Performance Assessments

Page 13: Logic Models for 21st Century Learning

Who is on your team?• District vs. building?• Asst. Sup. for curriculum and instruction? • Principals? Asst. Principal for academics?• Academic Technology? Library/media?• Curriculum specialists?• Teacher-leaders!

Page 14: Logic Models for 21st Century Learning

HOW WILL STUDENTS DEMONSTRATE THEIR DEVELOPING MASTERY OF THOSE GOALS?

Page 15: Logic Models for 21st Century Learning

Logic Model

Learning Goals

New Media/ Technology

Literacy

Information/ Search Literacy

Performance Assessments

Page 16: Logic Models for 21st Century Learning

Logic Model

Learning Goals

New Media/ Technology

Literacy

Information/ Search Literacy

Performance Assessments

Science Fair Project

Geography Country

Presentation

Historical Artist

Portfolio

ELA Personal History Project

Page 17: Logic Models for 21st Century Learning

Logic Model

Learning Goals

New Media/ Technology

Literacy

Information/ Search Literacy

Performance Assessments

Science Fair Project

Geography Country

Presentation

Historical Artist

Portfolio

ELA Personal History Project

Research Journal

Annotated Bibliography

Common Elements

Page 18: Logic Models for 21st Century Learning

Logic Model

Learning Goals

New Media/ Technology

Literacy

Information/ Search Literacy

Performance Assessments

Science Fair Project

Geography Country

Presentation

Historical Artist

Portfolio

ELA Personal History Project

Research Journal

Annotated Bibliography

Common Elements

Skill Benchmarks

•Identify source needs•Find and use credible sources •Use multiple source types•Appropriate crediting/citing

Page 19: Logic Models for 21st Century Learning

Building/District Rubric Co-Creation

• Collect examples and exemplars from throughout the building

• Collect best practices online (Classroom 2.0 ning, Rubistar.4teachers.org)

• Collect and analyze student work• Instructional Rounds (Elmore, City, Teitel) focused

on information literacy instruction• Pilot, Pilot, Pilot!

Page 20: Logic Models for 21st Century Learning

Skill Benchmarks

Exceeds Standard (4)

Meets Standard (3)

Approaching Standard (2)

Getting Started (1)

•Identify source needs

Research journal shows original/creative search strategy and keywords

RJ shows effective search strategy and diverse keywords

RJ shows basic search strategy and some keywords

RJ missing search strategy or keywords

Find and use credible sources

Annotated Bibliography shows thoughtful evaluation of credibility

An Bib shows many credible sites, with some evaluation of credibility

AnBib shows some credible sites, with limited evaluation of credibility

AnBib shows a few well chosen sites, but many sites lack credibility or no evaluation

•Use multiple source types

AnBib includes great diversity of source types

AnBib includes multiple source types

AnBib includes two types of sources

AnBib includes one type of source

Appropriate crediting/citing

Complex sources cited correctly

Sources cited correctly in MLA format

Sources cited in MLA format with errors

Sources credited without format

Page 21: Logic Models for 21st Century Learning

RubricsQualitative Data

Quantitative Data

Page 22: Logic Models for 21st Century Learning

• Q: Why do you use wikis?– A: Teach communication, technology literacy, deeper

understanding

• Q: How do you assess wikis?– A: Correct facts, minimum number of posts, “Just that

they’d followed the directions…”

RubricsQualitative Data

Quantitative Data

Page 23: Logic Models for 21st Century Learning

Using Data to Address Instruction

Page 24: Logic Models for 21st Century Learning

Using Data to Address Instruction

Identify a Problem of

Practice

Gather data about the problem

Examine Instruction

Develop an Action Plan

Act and Assess

Further Reading: Data Wise and Data Wise in Action

Page 25: Logic Models for 21st Century Learning

HOW WILL YOU PREPARE STUDENTS TO MASTER THE GOALS AND SUCCEED ON THE ASSESSMENT TASK?

Page 26: Logic Models for 21st Century Learning

Logic Model

Learning Goals

New Media/ Technology

Literacy

Information/ Search Literacy

Performance Assessments

Science Fair Project

Geography Country

Presentation

Historical Artist

Portfolio

ELA Personal History Project

Skill Benchmarks

•Identify source needs•Find and use credible sources •Use multiple source types•Appropriate crediting/citing

Learning Activities

•Identifying search keywords•Advanced search engine strategies•Search engines vs. search directories•Web site evaluation•Proactive search strategies•Citation and crediting•Subject specific skills

Page 27: Logic Models for 21st Century Learning

Curriculum Mapping • Where are these lesson activities taught?• What necessary skills are not taught

anywhere?• Where should they be taught?• Are we teaching skills in similar ways?

Page 28: Logic Models for 21st Century Learning

HOW WILL YOU SUPPORT TEACHERS IN THEIR EFFORT TO GUIDE STUDENTS TOWARDS SKILL MASTERY?

Page 29: Logic Models for 21st Century Learning

Logic Model

Performance Assessments

Science Fair Project

Geography Country

Presentation

Historical Artist

Portfolio

ELA Personal History Project

Skill Benchmarks

•Identify source needs•Find and use credible sources •Use multiple source types•Appropriate crediting/citing

Learning Activities

•Identifying search keywords•Advanced search engine strategies•Search engines vs. search directories•Web site evaluation•Proactive search strategies•Citation and crediting•Subject specific skills

Instructional Support

•District rubric creation•District data analysis•Technology access• Common planning time•Professional Development•Coaching•Model projects•Model lessons•Observational protocols•Curriculum mapping

Information/ Search Literacy

Page 30: Logic Models for 21st Century Learning

Assessing Change in Changing Times

• Plan backwards from goals with logic models• Measure change the only place it matters: in

the instructional core• Use rubrics to gather quantitative data about

performance assessments• Use that assessment data to drive decisions

about learning activity and instructional support

Page 31: Logic Models for 21st Century Learning

• “It’s the hardest work I’ve ever done in my career. We’re trying to effect change at scale, and we have to ‘play on two playing fields’ at once. We’re still being judged by the criteria for AYP and state accountability, while holding ourselves to a much higher standard. We have to succeed at both. It’s hard, but it’s the right work to be doing.” –Jim Merrill, Virginia Beach (quoted in Tony Wagner’s Global Achievement Gap)

Page 32: Logic Models for 21st Century Learning

Visit us at [email protected]@edtechteacher.org

mailto:[email protected]
mailto:[email protected]
Page 33: Logic Models for 21st Century Learning

Cycle of Experiment and Experience

Fear - Growth+

Institutional Capacity+

Experiment

Review (Experience)Plan


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