1 / 47

International Center for Leadership in Education

Merced Union School District May 18, 2011. International Center for Leadership in Education. Dr. Willard R. Daggett. Schools are Improving. School Improvement. Schools are Improving. Changing World. School Improvement. Skills Gap. Schools are Improving. Changing World.

susan
Download Presentation

International Center for Leadership in Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Merced Union School DistrictMay 18, 2011 International Center for Leadership in Education Dr. Willard R. Daggett

  2. Schools are Improving School Improvement

  3. Schools are Improving Changing World School Improvement

  4. Skills Gap

  5. Schools are Improving Changing World School Improvement

  6. Schools are Improving Changing World School Improvement

  7. Schools are Improving School Improvement Changing World

  8. Why – What - How

  9. WHY – What - How

  10. Culture Drives Strategy

  11. The Changing Landscape • Technology

  12. Semantic Web • Analyze Documents • Key words and headers (Google) • Meaning / Concepts • Wolfram Alpha • Complete Task

  13. Implications • Home Work • Term Paper

  14. SPOT • Integrated Projection • Projection Keyboard

  15. Projection Keyboard

  16. Projection Keyboard and Projector

  17. Moore’s Law – Doubles Every 2 Years Computing Capacity 1991 2011

  18. Moore’s Law – Doubles Every 2 Years Computing Capacity 1991 2011

  19. LEARN to DO

  20. LEARN to DO vs.DO to LEARN

  21. What will our Students need to: • Know • Do

  22. Interquartile Ranges Shown (25% - 75%) 1600 1400 Lexile Framework® for Reading Study Summary of Text Lexile Measures 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Textbooks Military High School Textbooks Personal Use Entry-Level Occupations SAT 1, ACT, AP* College Literature * Source of National Test Data: MetaMetrics

  23. The Changing Landscape • Technology • Globalization

  24. EquityExcellence

  25. Wal Mart • Largest Corporation • 8 times Size of Microsoft • 2 % of GDP • 1.4 Million Employees • More Employees than: • GM, Ford, G.E. and IBM Combined Source: The Post-American World

  26. “China today exports in a single day more than exported in all of 1978.” Source: The Rise of India and China . . .

  27. U.S. – 2nd Half of 20th Century • Only Superpower • Highest per Capita Income • 1st in Economic Growth • 5% of Population > 24% of Consumption Source: National Academy of Science

  28. Why – WHAT - HOW

  29. Application Model 1.Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

  30. Rigor/Relevance For All Students

  31. Knowledge Taxonomy 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

  32. Application Model 1.Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

  33. Levels Bloom’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application

  34. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. D C 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

  35. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. D C • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. 2 B A 1 1 2 3 4 5

  36. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram. • Organize and display collected data, using appropriate tables, charts, or graphs. D C 5 4 3 • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

  37. Rigor/Relevance Framework D C 3 B A • Calculate with numbers, including decimals, ratios, percents, and fractions. • Understand two-dimensional motion and trajectories by separating the motion of an object into x and y components. 2 1 1 2 3 4 5

  38. Rigor/Relevance Framework D C 3 B A • Know the characteristics and phenomena of sound waves and light waves. • Understand the effect of sounds, words, and imagery on a listening audience. 2 1 1 2 3 4 5

  39. Levels Bloom’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application

  40. LEARN to DO vs.DO to LEARN

  41. Why – What - HOW

  42. Levels Bloom’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application

  43. California Career and Technical Education

  44. California Arts Education

  45. International Center for Leadership in Education, Inc. 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail - info@LeaderEd.com www.LeaderEd.com

More Related