3. Where are we going?
• Preparing students for success in career,
college and citizenship
• Nurturing 21st century skills
– Expert Thinking
– Complex Communication
– New Media Literacy
4.
5. Managing System Change
towards 21st century skills
1. Change has to be backwards planned
(and logic models are the tool)
2. Change has to happen in the instructional
core (led by/with teacher-leaders)
3. 21st century skills will primarily be
evaluated through performances of
understanding (so rubrics will be central)
6. Backwards Planning
Select learning goals
What do you want students to be able to do?
Design assessment tasks
How will students demonstrate their developing mastery of those goals?
Develop lesson activities
How will you prepare students to master the goals and
succeed on the assessment task?
11. Logic Model
Learning Goals
New Media/
Technology
Literacy
Information/
Search Literacy
Productivity
Software
Persuasive
Multimedia
Communication
Multimodal
Literacy
Digital
Citizenship/
Internet Safety
15. 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!
18. 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
19. 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
20. 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
21. 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!
22. 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
23. 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
24. HOW WILL YOU PREPARE
STUDENTS TO MASTER THE
GOALS AND SUCCEED ON
THE ASSESSMENT TASK?
25. 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
26. 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?
27. 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
28. 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
Learning Goals
Performance
Assessments
Skill
Benchmarks
Learning
Activities
Instructional
Support
29. Leveraging Technology for
Assessment
• As your teaching/learning activities go
online, it becomes easier to
share/aggregate data
– Publish student work projects
– Publish teaching materials
– Use electronic grading
30. 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
31. • “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)
32. Visit us at EdTechTeacher.org!
justin@edtechteacher.org
tom@edtechteacher.org
33. Cycle of Experiment and Experience
Fear - Growth+
Institutional Capacity+
Experiment
Review
(Experience)Plan
Hinweis der Redaktion
ChrisDede, Learning Technologies as Fire vs. Medicine
Once you know where you want to go, you need to evaluate whether or not you are making progress getting there … Yogi Berra, “We’re lost but we’re making great time!”
The goal of this session is to be to backwards plan from our goals
Draw Arrow
Picked this one because I actually think it’s a great place to start thinking about system wide 21st century skill development
Talking in Verbs
Type some school challenges
Nature of 21st C skills is that they are distributed across the subject areas