Neasc Spring 16 Slides Post
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This document discusses planning for a NEASC accreditation by focusing on 21st century skills. It emphasizes explicitly connecting mission, leadership, focus, goals and measures. The document identifies four high-leverage goals for student learning: critical and creative problem solving, analyzing and constructing arguments based on evidence, meaningful and purposeful communication and collaboration, and digital literacy and information fluency. It provides learning targets and success criteria for assessing these skills. It also discusses finding coherence by aligning assessment, instructional practices, professional goals, and organizational goals with the student learning goals.
Neasc Spring 16 Slides Post
- 1. Planning for NEASC Focus, Measure, & Connect 21st Century Skills April 29th 2015 http://digitallearningforallnow.com http://www.slideshare.net/jpcostasr costa@educationconnection.org Jonathan P. Costa
- 2. What do students need to be prepared to succeed in a world that… …is digital, connected, open and pluralistic. …is unpredictable and volatile. …is increasingly unforgiving to those who are unskilled.
- 3. Explicitly Connect Foundational Systems Mission Leadership Focus Goals MeasuresPractices
- 4. The What: High Leverage Goals for Student Learning Critical & Creative Problem Solving Common Core Venn Diagram – 21st Century Skills Crosswalk - Four Highest Leverage Student Skills https://www.ted.com/talks/robert_waldinger_what_makes_a_good_life_lessons_from_the_longest_study_on_happiness Analyze & Construct Arguments Based on Evidence Meaningful & Purposeful Communication & Collaboration Digital Literacy & Information Fluency
- 5. Finding Focus – Learning Targets and Success Criteria for Four High-Leverage, Higher-Order Thinking Skills Jonathan P. Costa Meaningful and Purposeful Communication and Collaboration Age Appropriate Critical & Creative Problem-Solving • Learners develop written, oral, graphic and/or electronic media communications that convey information/opinion/ response/reaction for a variety of contexts and audiences. • Learners choose a communication format, including the application of digital tools to create/support it, that is appropriate, efficient and effective for the purpose and audience. • Learners clearly and logically communicate content that is well organized so that listeners/readers/viewers can follow line of reasoning. • Learners respond to audience comments, reactions and suggestions. • Learners actively engage in communication and there is strong evidence of the effectiveness of the communication in achieving its purpose. • Learners engage throughout the process, demonstrate respect, interact positively with others, and react appropriately to varying situations. • Learners use critical, deductive processes to create coherent representations of problems and identify the most important issues that need to be addressed for the problem solving process to be successful. • Learners formulate and ask questions to clarify information to improve responses and approaches. • Learners identify creative, potential solutions and then apply criteria or decision making to narrow the choices to viable potential solutions. • Learners plan and implement their solutions, monitoring and adjusting the process as necessary. • Learners reflect critically on learning experiences and problem solving processes. • Learners demonstrate resilience and persevere in the process of solving or attempting to solve difficult problems Analyzing and Constructing Arguments Based on Evidence Obtaining Digital Literacy & Information Fluency • Learners distinguish between fact and opinion and identify when the use of each is appropriate. • Learners identify an argument’s progression and instances where logic is faulty or parts are unconnected. • Learners listen, view or read arguments and render opinions supported by information, other opinions and/or experiences. • Learners construct arguments for specific purposes incorporating data, definitions, and established results. • Learners present and share arguments using appropriate methods for audience and purpose. • Learners question each other’s assumptions and premises and use these interactions to strengthen their own arguments. • Learners incorporate a variety of resources, including digital resources, to support communication, solve problems, and engage in inquiry as pathways to support the construction of new learning. • Learners use appropriate search and access strategies are used to acquire information from a variety of sources to provide a foundation for addressing problems using inquiry based strategies. • Learners evaluate, organize, and synthesize information when constructing responses and can provide a supporting rationale for their actions. • Learners use digital resources and tools to extend learning beyond the course content and support their own personalized learning experiences. • Learners use digital tools and information resources that demonstrate the appropriate application of the ethical and legal guidelines that define digital citizenship
- 6. Explicitly Connect Foundational Systems Mission Leadership Focus Goals MeasuresPractices
- 7. Coherence Is Supported by Assessment Value Reliability
- 8. Costa - Strategic Coherence Planning Focus – Measure - Connect Measure What You Value…1st Level
- 9. Costa - Strategic Coherence Planning Focus – Measure - Connect Item Insufficient – 1 Sufficient - 2 Proficient - 3 Excellent - 4 Use a variety of thoughtfully selected communication tools for a range of purposes (e.g. to inform, instruct, motivate and persuade) messages, and audiences. Is unable to apply media and techniques that incorporate the basic elements and/or principles of design. Applies media and techniques that incorporate the basic elements and principles of design in an attempt to communicate personal, cultural, and aesthetic values. Applies media and techniques that incorporate elements and principles of design to communicate personal, cultural, and aesthetic values. Applies media and techniques that incorporate sophisticated elements and principles of design to effectively or originally communicate personal, cultural, and aesthetic values. No connection between communication actions and/purpose, audience comments or needs. Attempts to align some communication actions and purpose with audience. Most actions are aligned with purpose/audience and needs. There is evidence of response and adjustment based on audience feedback. Highly aligned with purpose and needs and very responsive to audience comments and feedback Audience may be unresponsive to speaker and message. There may be some audience response to either the communication or the message. Some evidence that the audience relates/connects to the communication method and message. It is clear that the audience relates to the communication method and message. Measure What You Value…2nd Level
- 11. Industrial Model Digital Model It’s not an either or: it’s a matter of balance and importance. Information InformationSkills Skills Application Application Rethinking the focus of the “What?”
- 12. Rethinking the focus of the “How” Industrial Model Information Model In a factory-based, one-process-fits all environment, those with talents and skills aligned with the process moved to the right of the bell curve. In Digital environment, the market and new tools for learning will challenge you to differentiate the learning environment so that the whole learning curve can move to the right. Standardized Processes LEAD TO Variable Achievement Variable Processes LEAD TO Uniformly Higher Achievement
- 14. It’s About Equity A device gap is less objectionable than an access gap.
- 15. Align Your Systems With Your Goals for Learning Type of Assessment Required Subject Area Responsibilities Everyone’s Responsibility Content (Declarative) Facts Content Skills (Procedural) Discrete Skills 4 High Leverage Goals (Contextual) CCSS/Digital Learning Type of Knowledge Desired Type of Instruction Required Lecture, video, films, assigned readings and memory activities. Classroom or textbook problems, experiments, discussions, practice and repetition. Complex projects, real time explorations, authentic and relevant skill applications. Amount of Time Required Discrete units, spiraled and predictable. Ongoing, systemic and without a finite or predictable end. Discrete units, spiraled and predictable. Recall & recognition based quizzes, tests, and activities. Multiple choice, matching, etc. (SAT/AP/Exams) Checklists, analytic rubrics, or other agreed upon skill standards (AP/SB/CAPT/Exams) Holistic and, analytic rubrics, or other agreed upon standards of rigor (Portfolios, Exhibitions, SB)
- 16. Coherence Pathways G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building Leadership Focus Engagement Ownership Rigor Alignment Mission To prepare every student for learning, life, and work in the 21st century.
- 17. Student Data Driving Instructional Practices & Decision Making Instruction Driving Improved Measures Professional Practice Driving Improved Measures Systems Driving Improved Measures Adult Data Driving Professional Learning & Decision Making Organizational Data Driving Systems Decision Making
- 18. Student Goals - Common Core/21st Century Skills & Content Professional Goals Evaluation & support goals, SLOs, focus goals & other Organizational Goals Improvement targets related to DPI, SPI or other goals Instructional Strategies CC/21CS goal aligned teaching methods & strategies Assessing Learning SB & other valued summative, formative, standardized and non- standardized measures Professional Growth Aligned with high leverage student goals and PL Standards Professional Measurement 45 40 Organizational Plans District or building level plans or strategies aligned with PL Standards Organizational Measures District and Building level data Other… What Goes Where? GoalsMeasuresPractices
- 19. Goals for Learning Assessment & Measurement Policy and Regulation Community Engagement Instructional Practices Resource Deployment Leadership Focus Supporting Systems
- 21. Weeding the Garden Our collective failure to truly align practice with NEASC standards begins with our lack of will, ability, or systemic commitment to focus on something and prioritize it’s accomplishment over others.
- 22. Find Your One Thing Which skill in your current set of expectations would you say is the most critical to long-term student success?
- 23. Coherence Begins With Student Learning Focus Universal Skill Set Importance & Impact Your Own Practice Total Score Ranking E1/21 - Demonstrate independence in reading complex texts or viewing media and writing, speaking or producing content about them. E2/21 - Build a strong base of knowledge through content rich texts or other appropriate sources of information. E3/21 – Use digital tools to obtain, evaluate, synthesize, and report findings/information clearly and effectively in response to a variety of tasks and purposes. M3/E4 - Construct and engage in viable arguments based on evidence and critique reasoning of others. E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences. M1/21 - Make sense of problems and persevere in solving them E6/21 - Come to understand other perspectives & cultures through reading, listening, and collaborations 21 - Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions. E7/21 - Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior Discrepancy Gap Analysis Matrix Universal Skills – Leverage Points Jonathan P. CostaCommon Core Portrait Statements / EDUCATION CONNECTION - Costa – 21st Century Skills Crosswalk
- 24. Putting the Connections Together Goals Measures Practices Skill Attribute Evidence Instrument/Scale Content Area Task Argument Based on Evidence Learners construct arguments for specific purposes incorporating data, definitions, and established results. Sited data is accurate, properly sourced, associated with and clearly connected to segments of the overall argument. Rubric Beginning, Developing, Proficient, Excellent American History Create a work that defends your summary/ conclusion regarding the status of British Soldiers with your facts and evidence.
- 25. Systemic Predictable Controllable Common Causes Random Unpredictable Beyond Control Special Causes Common and Special Causes One of Deming’s most significant insights. Mission Driven Decision Making In-Context Problem Solving 85 15