Signposts in the Customized Learning World

1. Signposts in the Customized Learning World Charting our course and finding our way

2. What is the destination? Standards Based vs Standards Referenced “ Standards are used to guide curriculum. Student progress in demonstrating proficiency of standards is measured and used to determine advancement to higher learning levels” Instead of “Standards are used to guide curriculum and measure student progress. Students generally advance in age based cohorts (grade levels) and may advance without demonstration of proficiency on specific standards.”

3. MASS CUSTOMIZED LEARNING MCL A Vision STANDARDS-BASED EDUCATION SBE PERFORMANCE-BASED EDUCATION PBE PROFICIENCY-BASED EDUCATION PBE PERSONAL MASTERY RISC

4. Partners/Resources Department of Education Maine Cohort for Customized Learning Western Maine Educational Consortium Great Schools Partnership Maine Curriculum Leaders Association Maine School Superintendents Association

5. Why, What and How • The Rationale: Why must we do this work? • Background Knowledge: What must we know to do this work? • Process: How will we do this work?

6. The Rationale WHY must we do this work? Too much content (Impossible!) Implement the research (Finally!) Become standards-based (Truly!)

7. Sample Math Standard • Develop fluency in adding, subtracting, multiplying, and dividing whole numbers - All four operations? Fluency? • The NCTM document includes 241 benchmarks, after unpacking there are more than 741 unique elements (Marzano, 2002) • It is important to unpack standards documents and break them down into measureable topics: “measurement topics” • We must have a “GUARANTEED AND VIABLE CURRICULUM”

8. THE RESEARCH: WHAT WORKS IN SCHOOLS GUARANTEED AND VIABLE CURRICULUM CLEAR GOALS AND EFFECTIVE FEEDBACK PARENT AND COMMUNITY INVOLVEMENT SAFE AND ORDERLY CLIMATE STAFF COLLEGIALITY AND PROFESSIONALISM INSTRUCTION CLASSROOM MANAGEMENT CURRICULUM DESIGN HOME ATMOSPHERE LEARNED INTELLIGENCE AND PRIOR KNOWLEDGE

9. The Research:The Art and Science of Teaching What will I do to establish and communicate learning goals, track student progress, and celebrate success? What will I do to help students effectively interact with new knowledge? What will I do to help practice and deepen their understanding about new knowledge? What will I do to help student generate and test hypotheses about new knowledge? What will I do to engage students? What will I do to establish or maintain classroom rules and procedures? What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? What will I do to establish and maintain effective relationships with students? What will I do to communicate high expectations for all students? What will I do to develop effective lessons organized into a cohesive unit?

10. STRATEGIC DIRECTION & ALIGNMENT Curriculum Instruction Assessment Reporting Research-Based Best Practices A Common Instructional Language (Framework) “The Art & Science of Teaching” Learning Opportunities Tied to Learning Goals Guaranteed & Viable Measurement Topics Scopes, Scales Learning Goals Content, Reasoning Processes, Habits of Mind Flexible Options Formative Assessment Practices Inform Instruction Evidence of Proficiency Provide Learners with Feedback Specific to Learning Goals Electronic Resources Help Track Student Progress Our Guiding Principles & Core Values Our Vision, Mission, Learner Outcomes The Structure or Delivery System LEADERSHIP

11. Signpost #1Growth Mindset “When teachers and students focus on improvement rather than on whether they are smart, kids learn a lot more” http://tedxtalks.ted.com/video/Social-Media-Changing-Learning;search%3AEduardo%20Briceno www.mindsetonline.com

12. Signpost 2: Classroom Rules and Procedures What will I do to establish or maintain classroom rules and procedures? (Design Question 6: Art and Science of Teaching)

13. Tools Code of Collaboration Standard Operating Procedures (SOPs) Flow Chart Parking Lot Reflective Thinking

14. Tools www.langfordlearning.com/.../Tool-Time-Handbook-12.1-for-Education http://www.cbsadams50.org/shared-vision/ http://www.maine.gov/doe/cbp/index.html

15. Signpost #3Learning Goals What will I Do to Establish and Communicate Learning Goals, Track Student Progress, and Celebrate Success? (Design Question #1, Art and Science of Teaching)

16. Learning Goals & Students “…if the learning intentions (goals) and success criteria are transparent, then there is a higher likelihood that students will become engaged in reducing the gap between where they started and where we would like them to finish.” (Hattie and Timperley, 2007 from Putting FACES on the Data, Sharratt and Fullan, 2012)

17. Learning Goals & Students Clear, specific learning goals Clear “success criteria” Tracking progress on the goals Feedback on the goals Feedback on the student’s standing related to the goals Celebrate success *Improved Student Engagement and Student Achievement

18. Learning Goals vs Activities/Assignments

19. LEARNING GOALS vs ACTIVITIES/ASSIGNMENTS Activities/Assignments Today Do the examples on pg. 15 Finish homework Work on math project

20. Learning Goals As a result of what we do today, you will be able to demonstrate that you: Understand the order of operations Can solve unit rate problems

21. Goals or Activities? marzanoresearch.com/classroomstrategiesthatwork 1.Students will be able to recognize the protagonist, theme, and voice of a piece of literature. 2.Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout.

22. Goals or Activities? 3.Given a set of coordinates, students will be able to graph the slope of a line. 4.Students will compare and describe the slopes of two lines.

23. Goals or Activities? 5.Students will understand the differences and similarities between metamorphic, igneous, and sedimentary rock. 6.Students will understand how the Borgia family influenced the Renaissance.

24. Goals or Activities? 7.Students will be able to explain how the problems created by the French and Indian War contributed to causes of the American Revolution. 8.Students will produce a play dramatizing the problems created by the French and Indian War and how they contributed to causes of the American Revolution.

25. Goals or Activities? 9.Students will understand that matter is made up of atoms and that atoms, in turn, are made up of subatomic particles. 10.Students will write a paper describing the relationships among atoms and subatomic particles.

26. Communicating Learning Goals From Becoming a Reflective Teacher, Marzano (2012), p 186 Teacher Evidence: Teacher has a learning goal posted so all students can see it. The learning goal is a clear statement of knowledge or information as opposed to an activity or assignment

27. Communicating Learning Goals Teacher Evidence: Teacher makes reference to the learning goal throw-out the lesson Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it. Teacher makes reference to the scale or rubric throughout the lesson.

28. Communicating Learning Goals Student evidence: When asked, students can explain the learning goal for the lesson. When asked, student can explain how their current activities relate to the learning goal.

29. Communicating Learning Goals Student evidence: When asked student can explain the meaning of the levels of performance articulated in the scale or rubric.

30. Communicating Learning Goals Unpacking standards Capacity Matrices Rubrics/Scales/ Success Criteria Descriptive Feedback Anchor papers/anchors/exemplars

31. Tracking Progress on Learning Goals Students use bar graphs or line graphs to track proficiency on a learning goal Reflection on individual performance with regard to habits of mind, code of cooperation, or any other goal the student is working on individually or collectively Teacher observation, check lists and other methods for tracking where students are

32. Signpost #4: Source of Goals The MCCL Curriculum Model

33. Common Core Math Standard Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

34. MCCL Standard Is skilled at multiplying fractions and whole numbers.

35. A Model of Curriculum We want learners to be: doing these reasoning processes with this content knowledge Content Knowledge Complex Reasoning Learning Opportunities Lessons Units Project-based Integrated Units Etc. Etc….. Life-Long Habits of Mind to practice getting better at these life-long learning habits

38. Measurement Topic/Scope See Number Sense handout

39. SCORING SCALE Learning Goals/Targets Level of Rigor Proficiency Levels Evidence….

41. THIS WORK IS NOT ABOUT: • Identifying • WHO is going to teach it • WHEN it is going to be taught • WHERE it is going to be taught • HOW it is going to be taught

42. THIS WORK IS ABOUT: • Identifying • WHATis the essential knowledge • WHATis the scope or progression of that knowledge • WHATare the proficiency levels for that knowledge • WHATlevel of processing (learning) do we want for that knowledge • WHATare various ways students could demonstrate that knowledge

43. How?Grade Span Groups with Teacher MentorsWatch for signposts along the way!