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Chapter 5 & Chapter 6

Chapter 5 & Chapter 6. Team: dan fontanez , Dan McAlpin, Jamie Naple, reyita Perez, Deon Rodgers, jim Tiffin and Christina Wawrzyniak. Two Types of Change . First order change and second order change Day – to –day first-order changes utilize the 21 responsibilities

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Chapter 5 & Chapter 6

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  1. Chapter 5 & Chapter 6 Team: danfontanez, Dan McAlpin, Jamie Naple, reyita Perez, Deon Rodgers, jim Tiffin and Christina Wawrzyniak

  2. Two Types of Change • First order change and second order change • Day – to –day first-order changes utilize the 21 responsibilities • Emphasize 7 of the responsibilities

  3. First-Order Change • Incremental: the next most obvious step to take in a school or district. • Fine tunes the system through a series of small steps that do not depart radically from the past. • Traditional solutions suffice: Single-loop learning (Argyris & Schon) occurs when an organization approaches a problem from the perspective of strategies that have succeeded in the past

  4. Second-Order Change Deep Change: alters the system in fundamental ways, offering a dramatic shift and requiring new ways of thinking and acting. Type II Problems (well defined but not clear-cut solutions) and Type III Problems (current ways of thinking do not provide a solution). Double-Loop Learning: no existing strategy suffices to solve a given problem. The problem must be conceptualized differently or new strategies must be conceived.

  5. Are the Following First- or Second-Order? • Ensuring that school culture reflects norms of cooperation and collaboration • Establishing concrete student achievement goals • Protecting staff members from undue interruptions • Ensuring that teachers are up-to-date on issues related to curriculum, instruction, and assessment • Promoting the value of working at the edge of one’s competence • Facilitating innovative changes in reading and writing instruction in all content areas • Transforming parent and community involvement • Addressing minority student achievement gaps • Diminishing the influence of gang behavior

  6. Doing the Right Work • Comprehensive School Reform (CSR) • Direct Instruction • School Development • Success for All • Site-Specific Approach • School –Level Factors • Teach – Level Factors • Student – Level Factors

  7. Identifying the Factors Looking at the list of 11 factors, classify them as: • School level • Teacher level • Student level

  8. School-Level Factors Guaranteed and viable curriculum Challenging goals and effective feedback Parent and community involvement Safe and orderly environment Collegiality and professionalism

  9. Teacher-Level Factors Instructional strategies Classroom management Classroom curriculum design

  10. Student-Level Factors Home environment Learned intelligence and background knowledge Motivation

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