The Digital Learning Process: Strengthening and Assessing 21 st Century Skills

1. The Digital Learning Process: Strengthening and Assessing 21st Century Skills Ferdi Serim CLARO Consulting Community Learning & Resource Optimization ferdiserim@mac.com

2. Our Goal: Students who can apply what they learn (and know) in ways that are useful in real life. (aka - students who are College & Career Ready)

3. Digital Learning Process Creativity & Innovation NETS-S Communication & Collaboration Research & InformationFluency Reflection Critical Thinking Problem-Solving & Decision Making Common Core Projects Digital Citizenship TechnologyOperations & Concepts Artifact Validation

4. From Percentages to Performances Would you board a plane that could reach 85% of takeoff speed? With a pilot who’d earned an “A” in everything except landing?

5. Two Different Worlds: Employers & Educators

6. Higher Learning Demands Deeper Foundations

7. Higher Learning Demands Deeper Foundations Societally Sustaining Knowledge “Daily Life” Knowledge Transient Knowledge Learning for the test Learning enough to graduate Learning enough to build upon

8. A Shared Language & Framework for Reuniting Context and Content The Common Core goes beyond a “checklist” • English/Language Arts uses Anchor Standards • Math uses “Standards of Practice” • NextGen Science will use “Three Dimensions” • Practices • Cross-cutting Concepts • Disciplinary Core Ideas

9. College and Career Readiness Anchor Standards Comprehension & Collaboration Presentation of Knowledge & Ideas Reading Conventions of Standard English Knowledge of Language Vocabulary Acquisition & Use Writing Language Text Type & Purposes Production & Distribution of Writing Research to Build & Present Knowledge Range of Writing Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading/Text Complexity Speaking & Listening

10. Mathematical Standards of Practice 1 Make Sense Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. 8 Regularity 4 Model 2 Reason 3 Construct Model with mathematics. Look for and express regularity in repeated reasoning. 5 Tools 7 Structure Construct viable arguments and critique the reasoning of others. 6 Precision Use appropriate tools strategically. Look for and make use of structure. Attend to precision.

11. The Reality: Gates Foundation

12. The Reality: Gates Foundation Protocol for Language Arts Teaching Observations (or PLATO, developed by Pam Grossman at Stanford University)

13. The Reality: Gates Foundation Mathematical Quality of Instruction (or MQI, developed by Heather Hill of Harvard University)

14. Take-Away: Use Active Learning Strategies • Discussion-based classrooms • Project-based assignments • Original research and experiment design • Student choice embedded in course work

15. Digital Learning Process Creativity & Innovation NETS-S Communication & Collaboration Research & InformationFluency Reflection Critical Thinking Problem-Solving & Decision Making Common Core Projects Digital Citizenship TechnologyOperations & Concepts Artifact Validation

16. Common Language & Framework

17. Project Idea Marzano “High Probability” Strategy Role of 21st Century Skills (ISTE NETS) Common Core Standards (Mastery Example) Rubric Statement (Looking At Student Work) TPACK Activity Type

18. Project Idea Marzano “High Probability” Strategy Role of 21st Century Skills (ISTE NETS) Common Core Standards (Mastery Example) Rubric Statement (Looking At Student Work) TPACK Activity Type

20. Technological Pedagogical Content Knowledge (TPACK) Got TPACK? Technological Knowledge (TK) Technological Content Knowledge (TCK) Technological Pedagogical Knowledge (TPK) Pedagogical Knowledge (PK) Content Knowledge (CK) Pedagogical Content Knowledge

21. Got TPACK? Harris and Hofer suggest that planning a particular learning event can be described as the end result of five basic instructional decisions: • Choosing learning goals • Making practical pedagogical decisions about the nature of the learning experience • Selecting and sequencing appropriate activity types to combine to form the learning experience • Selecting formative and summative assessment strategies that will reveal what and how well students are learning • Selecting tools and resources that will best help students to benefit from the learning experience being planned

22. Secondary English Language Arts Learning Activity Types by Carl Young, Mark Hofer and Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net

23. Mathematics Learning Activity Types by Neal Grandgenett, Judi Harris, and Mark Hofer is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net

24. Science Learning Activity Types by Margaret R. Blanchard, Judi Harris, and Mark Hofer is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net

25. Social Studies Learning Activity Types by Mark Hofer and Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net

26. The Digital Learning Process Common Core Database Most teachers lack: • knowledge of the Common Core Standards in ways that connect to their practice • awareness of how student mastery of Common Core depends on the NETS • examples of student work that demonstrate progressive growth • instructional strategies that align resources, activities and research • additional class time to differentiate and deepen student learning

27. The Digital Learning Process Common Core Database A practical framework for systematically developing TPACK focused on the Common Core : • each inquiry driven project focuses on all six NETS-S • each NETS-S strengthens the relevant Common Core (ELA and Math) Standard • each Standard is linked to the specific TPACK activity type to support the subject • each activity is paired with the applicable Marzano instructional strategy • each activity is paired with the applicable Intel Teach rubric for formative assessment of student work • the database contains all K-12 Common Core Standards, as well as Science and Geography standards, making it adaptable by any teacher at any level

28. Remember what we know about learning • We are always learning, all the time. • We learn from those with whom we identify. • We can only learn something when it makes sense to us • Application demands “lasting learning” Memorization (short term) inevitably leads to forgetting (soon after the test)

29. Andragogy: Processes for College & Career Ready Learning Adults need to know the reason for learning something Need to Know Readiness Orientation Self-Concept Adult learning is problem-centered rather than content-oriented Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives Foundation Motivation Experience (including error) provides the basis for learning activities Adults respond better to volitional versus coersivemotivators Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction

30. Growth and the Zone of Proximal Development • What can be done or understood with help (ZPD) New accomplishments moving out of ZPD • What can already be done and understood • What still can’t be done or understood New possibilities moving in to ZPD

31. You Can’t Not See, Once You’ve Seen Teachers and students who’ve seen learning improve won’t go back to traditional practice.

32. Pendulum Waves: Learning Trajectories Metaphor http://www.youtube.com/watch?v=yVkdfJ9PkRQ

33. Reflections • How many patterns did you observe? • How does this reflect your students’ growth in your classroom over time? • What implications does this have for “pacing guides”

34. Your 3 Brains: Universal Design for Learninghttp://www.cast.org/udl/index.html

35. Learning = Doing Over Time • by the company we keep • by integrating prior knowledge We learn: • Our ZPD includes self image: our beliefs about what we can and can’t learn in the future

36. Going the Distance: PD Changing Classroom Practice 5% Research & Theory 5% 5% Research, Theory & Practice 10-20% Research, Theory, Practice & Demonstration 5-10% 80-90% Research, Theory, Practice & Demonstration with Coaching & Mentoring 80-90% 90% Adapted from Joyce & Showers (2002)

37. Concerns-Based Adoption Model (CBAM) What we can reasonably expect to encounter in transitioning to the Common Core

38. Expressions of Concern:From Me to It to US I have some ideas about something that would work even better. Refocusing Collaboration How can I relate what I am doing to what others are doing? Consequence How is my use affecting learners? How can I refine it to have more impact? I seem to be spending all my time getting materials ready. Management Personal How will using it affect me? Informational I would like to know more about it. Awareness I am not concerned about it.

39. Progress, Time & Support:From Me to It to US With Sustained support Refocusing 5 Years Collaboration 2 Years Without sustained support (never gets past Consequence) 3 Years Consequence 1 Year Management Personal Informational Awareness

40. Levels of Use & Behaviors:From Me to It to US Seeks more effective alternatives to the established use of the innovation. 7. Renewal Makes deliberate efforts to coordinate with others in using the innovation. 6. Integration Makes changes to increase outcomes. 5. Refinement Making few or no changes and has an established pattern of use. 4. Routine Making changes to better organize use of the innovation. 3. Mechanical Has definite plans to begin using the innovation. 2. Preparation Takes the initiative to learn more about the innovation. 1. Orientation The user has no interest, is taking no action. 0. Non-Use

41. Levels of Use Over Time:From Me to It to US With Sustained support Renewal 5 Years Integration 3 Years Refinement Without sustained support (never gets past Routine) 1 Year 3 Years Routine Mechanical Preparation Orientation Non-Use

42. Source: Tough Choices Tough Times, National Center on Education and the Economy

43. Engagement Through STEM Challenges Doing STEM, not just learning about STEM Real-world STEM experiences (designed by field experts, aligned with college & career expectations) Developmentally-appropriatepathways (multiple access points, “stepping stones” & “helping hands”) Scaffolding and mentoring from field experts (university and industry)

44. Innovative Models for STEM Learning http://www.youtube.com/watch?v=F6u9gA_dhTQ

46. Embedded Common Core & NETS in AFRL STEM Challenge Math Common Core Standards of Mathematical Practice 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. Math Common Core Standards of Mathematical Practice 5. Use appropriate tools strategically. 6. Attend to precision. Math Common Core: Standards of Mathematical Practice 1. Make sense of problems and persevere in solving them. 4. Model with mathematics. ELA Common Core: Integration of Knowledge & Ideas Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). ELA Common Core: Integration of Knowledge & Ideas Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. The deepest learning happens when students take ownership of their explanation of every decision made about their project ELA Common Core: Key Ideas & Details Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

47. Engagement = Gains

48. The Courage to Learn from Failure (Lessons for Leaders) • Harvard Business Review details three categories of failures and the associated response strategies. Routine: failures that can be prevented Complex: failures that can be managed Frontier: Intelligent -can generate knowledge

49. Routine: failures that can be prevented People Limits Willful deviance Inattention Lack of Ability Landlubbers Drilling the boat Asleep at the helm Response Strategy: Detection

50. Complex: failures that can be managed Process Limits Process Inadequacy Task Challenge Process Complexity Without a paddle 80 days Rube Goldberg Response Strategy: Analysis