MASFPS GETTING IT RIGHT

1. MASFPSGETTING IT RIGHT February 7 & 8, 2013 Mike Radke Director Office of Field Services Michigan Department of Education

2. The Mission Keeps Getting Clearer • Accelerate student achievement and close the achievement gaps

3. Every child -- Now

4. GEMSGrant Electronic Monitoring System • MDE started using GEMS this year • System for preparing for monitoring and doing all the follow up to complete resolution • We will all learn a lot during the first year

5. Program Evaluation Tools • Readiness for implementing? • Staff knowledge and skill to implement? • Opportunity to implement with fidelity? • Strategy implemented with fidelity? • Impact on Students? www.michigan.gov/ofs (under Current Topics)

6. Application for Federal Funds

7. The 2013-2014Consolidated Application Schedule • Evaluate program effectiveness • now to March • Make “tweeks” to your improvement plans • March to May • Due date for applications • Mid May or June 30 • Start implementing supplementary programs • 1st day of school

8. School Improvement • Great 3-5 year plans, based on data driven needs assessment, well communicated, implemented with fidelity • Then evaluate and tweak the plans annually • ASSIST – TA and SW templates available on Feb 9, 2013 http://www.advanc-ed.org/mde/

9. State Data Systems

10. Data transparency Accountability to: • Public • Parents • Educators • Students

11. The Pace of Change in Education is Increasing! • But the basics of learning are stable

12. The Basics of Learning Well structured, rich, engaging EXPERIENCE Timely FEEDBACK SOCIALIZATION

13. Learning Basics: EXPERIENCEWell structured, rich and engaging • Deep knowledge of the teaching-learning process and connections to prior and subsequent learning • Deep content knowledge and command of increasingly diverse instructional resources • Deep understanding of student’s current status, interests and social circles.

14. Learning basics: Timely FEEDBACK • No longer days, hours or minutes for feedback on performance • Students attending to things that are relevant and ignoring things that are irrelevant • Examples: feedback while learning Algebra is like feedback on learning to drive, to hit a baseball or to play Angry Birds • Feedback no longer equated with Judgments • Feedback is equated with the natural process of learning

15. Learning Basics: Socialization • Students need to share • Interacting with friends who known and can do both more and less than they can • Interacting with family members and their communities of peers, teams, clubs, etc. • Developing the context and dispositions as well as the content knowledge and skills, values and ethics.

16. What is the future for education? Institute For The Future provides a map http://resources.knowledgeworks.org/MAP/map/10/Unbundled-Education.aspx

17. Forecast, Insight -- Action • As education is unbundled into a constellation of functions and roles, the teaching profession will experience a creative breakout • New administrative, classroom, and community roles will differentiate educational careers, attracting new entrants and providing new avenues for experienced educators to branch out • Interactive media link diverse groups of educators and students in ad hoc groups to provide new kinds of instruction, immediate performance feedback and opportunities to socialize over rich deep content.

18. Future Educator Roles • Content experts • Learning coaches • Network navigators • Cognitive specialists • Resource managers • Community liaisons • Instruction Engineers and managers • Learning feedback experts • Educational gaming experts • Social media experts • Roles yet not conceived

19. What does it look like, today? • When Latrese comes to her pre-calculus class, she's already learned the day's lesson — she watched it on a short online video prepared by his teacher for homework. • So without a lecture to listen to, she and her classmates at Eastern High School spend class time doing practice problems in small groups, taking quizzes, explaining the concept to other students, reciting equation formulas in a loud chorus, and making their own videos while their teacher buzzes from desk to desk to help pupils who are having trouble. Christina Hoag, Associated Press, “teachers flip for ‘Flipped learning’ class model , 1, 28, 2013

20. What will it look like tomorrow? It was recent­ly announced that a new game inspired by the Sim­C­i­ty vir­tu­al real­i­ty game is com­ing to the class­room. Teach­ers will be able to upload edu­ca­tion­al con­tent to the game that requires play­ers to build vir­tu­al cities. Launch­ing this March, Sim­C­i­tyE­DU was devel­oped by a part­ner­ship between game-maker Elec­tron­ic Arts, Inc. (EA) and Glass­Lab, a research and devel­op­ment ini­tia­tive aim­ing to trans­form learn­ing prac­tices through dig­i­tal games. Edu­ca­tors can uti­lize Sim­C­i­tyE­DU in the class­room to teach stu­dents STEM (Sci­ence, Tech­nol­o­gy, Engi­neer­ing and Math­e­mat­ics) cu… 

22. Studies demonstrate that long-form games perform better than typical lectures • Supercharged!, an electrostatic’sgame that showed a 28% increase in learning (Squire, Barnett, Grant, & Higginbotham, 2004); • Geography Explorer, a geology game that showed a 15 to 40% increase in learning (McClean, Saini-Eidukat, Schwert, Slator, & White, 2001); • Virtual Cell, a cell biology game that showed a 30–63% increase in learning (McClean et al., 2001); and • River City, a game that showed a 370% increase in learning for D students and 14% increase for B students (Ketelhut, 2007).

23. The Future of Education is Bright! • Will you adapt? • Will you embrace change? • Where will you lead, or follow? • Will your students accelerate their learning and close those persistent achievement gaps?

24. Questions? Mike Radke radkem@michigan.gov 517-373-3921