Exploring the Possibilities of Rigor, Relevance, Relationships and Reflection

1. AEA 267 2006 2007 Cohort One Year Two Exploring the Possibilities of Rigor, Relevance, Relationships and Reflection

2. Today at a Glance… • Welcome- Overview • Responding to “Yes, but… Comments” • Revisiting the “Why”- Trends Impacting Education (Break incorporated) • Analyzing Assessments for Rigor/Relevance (Revised Process)- Teachers (Refining Desired State Charts)- Principals • Team Debrief • LUNCH (12:00- 12:40) • The Adolescent Brain- “Crazy by Design” • Extended Activities- Team Planning (Break incorporated) • Closure (2:10-2:30)

3. CONESTOGA WAGON Discuss the Conestoga Wagon as a metaphor for our educational system. How would your leadership team answer the question, “What business are we in?”

4. Responding to “Yes, but...” Comments 1. Individually… 2. With 2 or 3 others… 3. With your team…

5. WHY? Why might high schools need to change? What might need to change? How might we make changes?

6. Google image source: http://www.klab.caltech.edu/~ma/chinareport_files/image056.jpg Google image source: http://www.syphu.edu.cn/drug/UploadProductPic/pharm.jpg Google image source: http://www.rotten.com/library/culture/indian-call-centers/cs_center2.jpg Globalization

7. Demographics Google image source: http://www.issproxy.com/about/careers/images/support_diversity.jpg

8. Generational Beliefs & Values Google image source: http://inside.cpcc.cc.nc.us/planning/studies_reports/millennial_presentations_files/image002.jpg

9. Technology Google image source: http://news.com.com Google image source: http://Pittsburghlive.com

10. Google image source: http://blogs.guardian.co.uk/technology/archives/images/memoryspotx.jpg Google image source: http://www.microsoft.com/presspass/images/features/2003/11-19comdex-spot.jpg Google image source: http://news.softpedia.com/images/news2/Day-old-nanotechnology-2.jpg

11. 4 1 Demographics Technology 6 5 Generational Beliefs & Values Globalization

12. 4 Mega-Trends • Divide the 4 Trend articles among your leadership team members (making sure that all 4 are covered) • Move to the designated area for each assigned Trend • Read the assigned Trend, individually or as a group • Discuss the Trend article, and collaborate to complete each individual’s Structured Response Sheet • Return to school team • Take turns sharing (using response sheets) the main ideas from each of the 4 Trend articles

13. C D A B Triads: Analyzing Assessments for Alignment, Rigor & Relevance

14. Triads will consist of: THREE educators from THREE different schools

15. Name ______Assessment __ How do you utilize student results from t assessment? Check all that apply. ____ to assess prior knowledge/skills for use in making instructional decisions ____ to monitor individual progress of each student toward achieving the benchmarkand to adjust instruction accordingly (identify which students are meeting expectations, need remediation, or enrichment) ____ Sample Assessment Each teacher will need: • Tan “Analyzing Assessments for Rigor & Relevance” tool • One of your own assessments • A pen or pencil

16. How do you utilize student results from this assessment? Check all that apply. • ____ to assess prior knowledge/skills for use in making instructional decisions ____ to monitor individual progress of each student toward achieving the benchmarkand to adjust instruction accordingly (identify which students are meeting expectations, need remediation, or enrichment) ____ to measure growth in a pre/post situation ____ to assign a final grade ____ other (please describe)

17. 2. Approximately what percent of the assessment would you consider to be… • Multiple Choice ______ Product Performance ______ • Constructed Response ______ Interview ______ • Extended Response ______ Portfolio ______ • Process Performance ______ Self-Reflection ______

18. 3. Which instructional activities do students engage in to prepare for this assessment? (Write below or attach a copy.)

19. Thinking Rigor Assessment Match Make judgments… Extended Response or Product High Extended Response or Product Bring together… High Extended Response or Product Break apart… High Process/Product or Extended Response Apply… Medium Multiple Choice or Constructed Response Understand… Low Recall… Low Multiple Choice or Constructed Response

20. C D A B 4. If you marked process/product performance, portfolio, interview, or self-reflection in question #2, please describe how knowledge and skills are applied across disciplines, and/or are in a real-world situation. 5. After using this tool to analyze the assessment, please return to the top of page 1 and indicate the quadrant that most closely matches the assessment. 6. Pulling it all together…

21. Triads will consist of: THREE educators from THREE different schools

22. Analyzing Assessments for Alignment, Rigor & Relevance Please return to your team tables by 11:45.

23. Learning Log Professional Learning Log of_________ One can learn from experience. It is with conscious reflection on the experience that the learning is deepened. Think about the discussions that have taken place thus far today. What has struck a chord with you? What has helped you make sense of the content?

24. …and lunch is served! Google image source: http://www.personal.psu.edu/staff/k/x/kxm/mark/feline/cats-eating.jpg

25. www.aea267.k12.ia.us

26. The Adolescent Brain http://www.brainconnection.com “Crazy… by Design”

27. “As it turns out, teenagers may, indeed, be a bit crazy. But they are crazy according to a primal blueprint. They are crazy by design.” Barbara Strauch, The Primal Teen

28. How do we know what we know about the adolescent brain? These two men have played key roles… http://www.interscoop.com/media/phine.jpg http://www.nih.gov/nihrecord/08_12_2005/images/teenbrain.jpg Phineas Gage Dr. Jay Giedd

29. Phineas Gage Google image source: http://www.sruweb.com/~walsh/gage1.jpg

30. Phineas Gage: September 1848 Age 26 Died: 1861 Google image source: http://www.brown.edu/Research/Memlab/py47/diagrams/phineas.jpg

31. Before the accident… Hard working Respected Personable Efficient Effective Responsible After the accident… Unreliable Irrational Impulsive Disagreeable Difficult to get along with Overly emotional Indecisive Foul-mouthed Anti-social Irresponsible

32. The Frontal Lobes • Reason • Plan for the future • Make decisions • Assess Risk • Control impulses • Plan & organize multiple tasks • Set goals & priorities • Control emotions • Make sound judgments

33. Dr. Jay Giedd • Brain Imaging Technologies • PET Scan • CT Scan • MRI • fMRI Google image source: http://www.loni.ucla.edu/~thompson/OZARKS2001/37_schizo_pmaps_loss.jpg

34. Inside the Teenage Brain: PBS Frontline http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/etc/video.htm l

35. Exuberance… Pruning… A thickening of the brain’s gray matter… caused by an overproduction of connections between neurons Google image source: http://www.brainexplorer.org/brain-images/graymatter.jpg

36. Myelination… Myelin sheath …the developmental process in which neurons are coated with a fatty, waxy substance… that insulates and speeds signals as they pass through one brain cell and on to another…

37. The Frontal Lobes • Reason • Plan for the future • Make decisions • Assess Risk • Control impulses • Plan & organize multiple tasks • Set goals & priorities • Control emotions • Make sound judgments

38. Now that we know… With a partner: Skim summaries provided FIRST: Discuss- Clarify- Paraphrase NEXT: Record: How might teaching and assessing in Quadrant D align with what we know about the adolescent brain? FINALLY: What should we do?

39. The Limbic System… Google image source: http://symptomresearch.nih.gov/chapter_23/images/fig81v2.gif The brain’s emotional center… more primitive… more powerful… develops throughout childhood… is shaped by nature and by nurture

40. Neocortex NOT NOT Thalamus Thalamus Amygdala Amygdala Incoming Signal

41. The Frontal Lobes • Reason • Plan for the future • Make decisions • Assess Risk • Control impulses • Plan & organize multiple tasks • Set goals & priorities • Control emotions • Make sound judgments

42. Now that we know… With a partner: Skim summaries provided FIRST: Discuss- Clarify- Paraphrase NEXT: Record: How might teaching and assessing in Quadrant D align with what we know about the adolescent brain? FINALLY: What should we do?

43. Working Memory… The area of the brain directly behind the forehead that processes conscious thoughts… limited in capacity… develops with age…to a point Google image source: http://www.aeee.org/images/student_thinking_small.jpg

44. The Cocktail Party Effect The brain can pay conscious attention to only one train of thought at a time.

45. 7 4 9 3 6 5 1 5 2 1 6 3 8 4 7 9 4

46. Memory Space (M-Space) 15 13 11 9 7 5 *Mental Age *Plus or Minus 2

47. LS DTVI EPNC LBU SA LSD TV IEP NCLB USA

48. The Frontal Lobes • Reason • Plan for the future • Make decisions • Assess Risk • Control impulses • Plan & organize multiple tasks • Set goals & priorities • Control emotions • Make sound judgments

49. Now that we know… With a partner: Skim summaries provided FIRST: Discuss- Clarify- Paraphrase NEXT: Record: How might teaching and assessing in Quadrant D align with what we know about the adolescent brain? FINALLY: What should we do?

50. Adolescent Sleep Patterns Alcohol & the Adolescent Brain Fundamental Differences