supporting rigor, relevance and relationships in the 21 st century raymond j. mcnulty, senior vice...
TRANSCRIPT
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Supporting Rigor, Relevance and Relationships in
the 21st Century
Raymond J. McNulty, Senior Vice President
International Center for Leadership in Education
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Themes
• Share Some Thoughts
• Rigor, Relevance and Relationships
• Motivation
• Innovation
• Closing Thoughts
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SUCCESS BY DESIGN NOT BY CHANCE
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Generally, we get what we design for!
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What got us to where we are today in education,
will not get us to where we need to be!
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CHANGE
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What happened to GM..??
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Educators need to become the agents of change.
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Objects of Change
VS.Agents of Change
Federal/State Gov’t.
SEA, Policy
Districts, Schools, Staff, Students,
Community
Districts, Schools, Staff, Students,
Community
Federal/State Gov’t.
SEA, Policy
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THE IMPLEMENTATION DIP….
THE POSSIBILITY CURVE..
Fullan--1990
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The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.
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We’ve created false proxies for learning…
• Finishing a course or textbook has come to mean achievement
• Listening to lecture has come to mean understanding
• Getting a high score on a standardized test has come to mean proficiency
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Learning should have its roots in..
• Meaning, not just memory
• Engagement, not simply transmission
• Inquiry, not only compliance
• Exploration, not just acquisition
• Personalization, not simply uniformity
• Collaboration, not only competition
• Trust, not fear
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• Basic Knowledge/Skills
• English Language (spoken)
• Reading Comprehension • (in English)• Writing in English • (grammar, spelling, etc.)• Mathematics
• Science
• Government/Economics
• Humanities/Arts
• Foreign Languages
• History/Geography
“Are They Really Ready To Work?”
Applied Skills
•Critical Thinking/Problem Solving
•Oral Communication
•Written Communication
•Teamwork/Collaboration
•Diversity
•Information Technology Application
•Leadership
•Creativity/Innovation
•Lifelong Learning/Self Direction
•Professionalism/Work Ethic
•Ethics/Social Responsibility
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“This is the story about the big public conversation the nation is not having about public education… whether an entire generation of kids will fail to make the grade in the Global Economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.”
Time Magazine Dec. 18, 2006
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ALL STUDENTS
• RIGOR
• RELEVANCE
• RELATIONSHIPS
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HOWEVER….##??
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ALL STUDENTS
• Relationships
• Relevance
• Rigor
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“It is virtually impossible to make things relevant for, or expect personal excellence
from a student you don’t know.”
Carol Ann Tomlinson
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You can’t teach kids you don’t know….
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Motivation is a key ingredient for success in learning.
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Talking with kids…
It’s not us against them!
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Think about how our education system
generally behaves…
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We need more artists, so here’s our plan.
REQUIRE ALL HIGH SCHOOL STUDENTS TO TAKE MORE ART!
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We need more scientists and mathematicians, so here’s our
plan.
REQUIRE ALL HIGH SCHOOL STUDENTS
TO TAKE MORE MATH AND SCIENCE!
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What Works Best?
• REQUIRE
• MANDATE
• FORCE
• EXCITE
• CREATE PASSION
• MOTIVATE
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When I say it this way….
• Relationships
• Relevance
• Rigor
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R X R X R = LCWRS
Relationships X Relevance X Rigor =
Life, College, Work Ready Students
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So relationships, I’ve got that.
What’s this Rigor Relevance about? Is it another add on to
my already hectic life?
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Rigor and Relevance is
NOT
a new add –on !!
Rigor and Relevance
is a
Philosophy of Teaching !!
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Knowledge TaxonomyKnowledge Taxonomy
1. Recall Knowledge1. Recall Knowledge2. Comprehension 2. Comprehension 3. Application 3. Application 4. Analysis 4. Analysis 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation
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AssimilationAssimilationof knowledgeof knowledge
Acquisition Acquisition of knowledgeof knowledge
Thinking Thinking ContinuumContinuum
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Application ModelApplication Model
1 Knowledge of one discipline1 Knowledge of one discipline2 Application within discipline2 Application within discipline3 Application across 3 Application across
disciplinesdisciplines4 Application to real-world 4 Application to real-world
predictable situationspredictable situations5 Application to real-world 5 Application to real-world
unpredictable situationsunpredictable situations
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AcquisitionAcquisitionof knowledgeof knowledge
Applicationof knowledge
Action Continuum
Relevance of learningto life and work
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1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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We don’t have TIME to teach in this deep a manner.
So how do we find the time to keep teaching
material over and over?
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AS A SYSTEM WE NEED TO HAVE THE ABILITY TO…..
• LEAD
• ADAPT
• INNOVATE and CREATE
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We have a flawed perspective of always listening to our best
customers… They tell us how good the system is working for
them!
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BANKING
• Sears
• IBM
• Xerox
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A Story….
• Sir Ken Robinson • Paul McCartney
• George Harrison
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-Shurnyu Suzuki
“In the beginner’s mind there are many
possibilities; in the expert’s mind there are few.”
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Sustaining Innovation
and
Disruptive Innovation
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System Innovation
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Sustaining InnovationDisruptive Innovation
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Closing Thoughts
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Standardized Assessment
Necessary but NOT SUFFICIENT
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STANDARDIZED TEST SCORES ARE AN
ACCURATE MEASURE OF STUDENT LEARNING AND
SCHOOL SUCCESS.
We behave like………..
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OUR WORK IS COMPLEX
A test score is not a synonym for what a student has learned or a school has
accomplished.
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TO DO THE JOB WELL
• QUANTITATIVE DATA
• QUALITATIVE DATA
• GREAT QUESTIONS…
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SUCCESS BY DESIGN NOT BY CHANCE
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INTERNATIONAL CENTER FOR LEADERSHIP IN EDUCATION
STRATEGY
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Themes
• Learning
• Collaboration
• Continuous Improvement
• Implementation
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Not About
• Judgment
• Individuals
• Past
• Criticism
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Learning Criteria to Support 21st
Century Learners
Foundation Learning
Stretch Learning
Learner Engagement
Personal Skill Development
Components of School
Excellence
•Embrace a Common Vision and Goals•Inform Decisions Through Data Systems•Empower Leadership Teams to Take Action and Innovate•Clarify Student Learning Expectations•Adopt Effective Instructional Practices•Address Organizational Structures•Monitor Progress/Improve Support Systems•Refine Process on an Ongoing Basis
6
5
4
3
2
1
1 2 3 4 5
Rigor/Relevance Framework
Supported by Relationships
FIDELITY OF IMPLEMENTATION
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You will need to plan to improve the design of your system, but plan to learn, not plan to be right.
LEARN YOUR WAY INTO THE FUTURE.
BUT ALWAYS REMEMBER…..
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who put chocolate fingers everywhere,
who like to be tickled,
who stomp in puddles and ruin their new pants,
who can never find their shoes.
We Educate the Children
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who never get dessert,
who don’t have new pants to ruin
who can’t bound down the street in a new pair of sneakers
who are born in place we wouldn’t be caught dead.
And We Educate the Children
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who squeeze the toothpaste all over the sink,
who shove dirty clothes under the bed and never rinse out the tub,
who don’t like to be kissed in front of the carpool.
We educate the children
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who have only dirty clothes to wear,
who aren’t spoiled by anyone,
whose pictures aren’t on anyone’s dresser.
And we educate the children
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We educate the childrenCourtesy of Creative Leaps, Inc.