Learning in the 21 st Century: Alignment, Engagement, Adjustment, & Relationships

1. Prepared especially for the Constitution Elementary & Sunrise Elementary Professional Learning Networks by Daniel Mulligan, Ed. D. August 2010 and and Learning in the 21st Century:Alignment, Engagement, Adjustment, & Relationships

2. GiveOne…GetOne… • On the back of your handout, write one essential understanding that is an intended outcome of the PBL developed last spring. Think and be creative. • When signaled, circulate the room to meet a colleague from your sister school. Tell one good thing about your summer, then give him/her your answer to the first question and get their answer. • You need a total of 2 answers. You may not get more than one idea from an individual. When you have completed your task, return to your seat. • Enjoy!

3. Premise of the Workshop As the United States continues to compete in a global  economy that demands innovation, the U.S. education system must equip students with the four Cs: 1. critical thinking and problem solving, • communication, • collaboration, and • creativity and innovation. "For as long as assessment is viewed as something we do ’after’ teaching and learning are over, we will fail to greatly improve student performance, regardless of how well or how poorly students are currently taught or motivated." Grant Wiggins, 1998

4. The Great Marshmallow Challenge Unobtrusive Assessment

5. Build the Tallest Freestanding Structure: • The winning team is the one that has the tallest structure measured from the table top surface to the top of the marshmallow. That means the structure cannot be suspended from a higher structure, like a chair, ceiling or chandelier.

6. Things to Understand • Build the Tallest Freestanding Structure: The winning team is the one that has the tallest structure measured from the table top surface to the top of the marshmallow. That means the structure cannot be suspended from a higher structure, like a chair, ceiling or chandelier. • The Entire Marshmallow Must be on Top: The entire marshmallow needs to be on the top of the structure. Cutting or eating part of the marshmallow disqualifies the team.  • Use as Much or as Little of the Kit: The team can use as many or as few of the 20 spaghetti sticks, as much or as little of the string or tape. The team cannot use the bag as part of their structure. • Break up the Spaghetti, String or Tape: Teams are free to break the spaghetti, cut up the tape and string to create new structures. • The Challenge Lasts 18 minutes: Teams cannot hold on to the structure when the time runs out. Those touching or supporting the structure at the end of the exercise will be disqualified. • Ensure Everyone Understands the Rules: Don’t worry about repeating the rules too many times. Repeat them at least three times. Ask if anyone has any questions before starting.

7. AND THE TALLEST STRUCTURE IS

16. The FINDINGS • Kids do Better than Business Students: On virtually every measure of innovation, kindergarteners create taller and more interesting structures. • Prototyping Matters: The reason kids do better than business school students is kids spend more time playing and prototyping. They naturally start with the marshmallow and stick in the sticks. The Business School students spend a vast amount of time planning, then executing on the plan, with almost no time to fix the design once they put the marshmallow on top. • The Marshmallow is a Metaphor for the Hidden Assumptions of a Project: The assumption in the Marshmallow Challenge is that marshmallows are light and fluffy and easily supported by the spaghetti sticks. When you actually try to build the structure, the marshmallows don’t seem so light. The lesson in the marshmallow challenge is that we need to identify the assumptions in our project – what students must know and be able to do, how we will know when they understand it, what we will do if they do not understand it, what we will do when they understand it, the real student needs - and assess them early and often. That’s the mechanism that leads to effective assessment innovation.

18. Establishing Aligned Curriculum Creating Differentiated Learning Creating Valid and Reliable Assessment

20. SAMPLE Pre-assessment that includes differentiation

23. WHAT’S MY RULE?Theme: Geometry Rule: Plane figures with less than 5 sides.

24. Organizing Theme: Things someone would say… FAMOUS PEOPLE SUMMER 2010 Edition Trivia Triangle Page 14 EL #2 (*also, BL) CEO of BP Tony Hayward 200 POINTS Vice President Joe Biden President of North Korea Kim Jong-il 100 POINTS 100 POINTS Governor of Arizona Jan Brewer General Stanley McChrystal Lady GaGa 50 POINTS 50 POINTS 50 POINTS

26. Health/PE Body Mass 200 POINTS Equipment Nutrition 100 POINTS 100 POINTS Movement Wellness Endurance 50 POINTS 50 POINTS 50 POINTS

27. FINE ARTS RHYTHM 200 POINTS VISUAL MELODY 100 POINTS 100 POINTS ILLUSION ARCHITECTURE COMPOSER 50 POINTS 50 POINTS 50 POINTS

30. Essential questions of a Professional Learning Community • What is it we expect them to learn? • How will we know when they have learned it? • How will we respond when they don’t learn? • How will we respond when they already know it?

31. Systemizing the Learning Process

32. Achieved Gain Associated with Number Of Assessments Effect sizes are from data reported by Bangert-Drowns, Kulik & Kulik, 1991

34. SMART Goals S – Specific M – Measureable A – Attainable R – Realistic T – Time-Bound Goals

35. Review Student Performance Data

37. Determine Programmatic Instructional Strengths and Weaknesses KNOW THE TARGET

38. Determine Programmatic Instructional Strengths and Weaknesses KNOW THE TARGET

40. Great Sites for Images http://www.teachers.ash.org.au/jeather/maths/dictionary2.swf

42. “The real voyage of discovery exists not in seeking new lands but rather in seeing with new eyes.” ~Victoria Bernard

43. Determine Programmatic Instructional Strengths and Weaknesses http://www.ade.az.gov/standards/ Working in 2 person teams: Study the appropriate released AIMS test items in mathematics. 2. Review your grade-level academic standards in mathematics. Identify concepts that form the foundation for skills necessary to be successful with AIMS. (Consider if these skills can be taught differently.) Prepare to share with the team. Enjoy working with your peers. Go to: http://www.ade.az.gov/ Select: Standards and Assessment Select: Mathematics Resource Page Select: AIMS Sample Tests Scroll to: AIMS Mathematics Sample Tests and Think-Throughs Select the appropriate test.

44. NUTS TO YOU EXCEEDS PASS MEETS rubistar.4teachers.org APPROACHING NOT PASS BELOW

47. Stage 2 Develop an outline of an assessment that will provide evidence of student understanding of one of the concepts identified in stage 1. What will you accept as evidence of understanding that is: far below; b. approaching; c. meeting; d. exceeding that which is required of the standard. Prepare to share your assessment with your grade-level PLC.

49. TAKING IT TO THE NEXT LEVELStrategies to Target Improve Learning and Understanding • Data Walls (Boards) • Student Portfolios • Student-led Conferences Research Best Practices

50. Stage 3 page 3 & 4 powerteachers.net