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Not WHAT, But HOW

Not WHAT, But HOW. The Integrated Exploratory Methodology. Who are you?. Position and school/organization Tell about one truly memorable learning experience Draw Conclusions. How close were we?. Active Engagement Appeals to Self Esteem Emotional Response + or - Choice

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Not WHAT, But HOW

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  1. Not WHAT, But HOW The Integrated Exploratory Methodology

  2. Who are you? • Position and school/organization • Tell about one truly memorable learning experience • Draw Conclusions Not WHAT, But HOW 2-26-2011

  3. How close were we? • Active Engagement • Appeals to Self Esteem • Emotional Response + or - • Choice • Curiosity, Creativity • Collaboration, Communication • Critical Thinking Dopamine Producers Not WHAT, But HOW 2-26-2011

  4. Some Scary US Stats • Record enrollments through 2018 – all grades1 • Math = worse than 23 of 29 countries1 • Science = worse that 16 of 29 countries1 • Reading = inconclusive/error in printing test booklets1 • No significant improvement in standardized test scores between 1973 and 2008 (35 years) 2 • 25.1% drop out before graduation (47 states) 2 1PISA Program for International Student Assessment2NCES National Center for Educational Statistics Not WHAT, But HOW 2-26-2011

  5. Compare Finland USA Near bottom PISA report card Still struggling 28 years after “A Nation At Risk” 1983 Only benchmark is the standardized test Teaching profession under attack Pay for performance NCLB presents a competitive/punitive model • Top PISA report card • 25 years of “Reform” • Took what worked from major countries • No benchmark standardized tests • Elevated teaching profession • All administrators have been classroom teachers • Cooperation rather than competition Not WHAT, But HOW 2-26-2011

  6. The WHAT has been determined for us. “Standards movement (CA, CORE) full of good intentions, has undermined the professional teacher’s ability to reach struggling students…” • Relevancy? Engagement? • Focus on coverage of standards? • Developmentally appropriate? • Turned us from our greater mission –> to turn out thinkers and problem solvers • Conspiracy? Not WHAT, But HOW 2-26-2011

  7. It’s HOW we teach that matters now. • Integrated Exploratory model reassembles this WHAT into chunks that help students make connections and construct meaning • Promotes the reemergence of thinking, problem solving • Puts creativity back in the hands of capable teachers • No cost/low cost, REPLICABLE at any grade level • Can be done without fanfare or permission • Has the capacity to engage “wired differently” 21st Century kids (3339 texts per month) Not WHAT, But HOW 2-26-2011

  8. Three Major Components • CONSTRUCTIVIST Standards Delivery • Disaggregated and chunked so kids can discern relationships, construct meaning • BIG QUESTIONS (David Thornberg) • Umbrella topics under which standards are chunked • DESIGN THINKING (Stanford d.school) • Empathy • Prototyping • Tell it! Sell it! (Boat Video) Not WHAT, But HOW 2-26-2011

  9. Standards Disaggregation Software Tool • The winds of change  Summer 2009 • ASSOCIATION TOOL MOVIE Not WHAT, But HOW 2-26-2011

  10. 2009-2010 First Year Outcomes • “There are lots of ways to show you are a competent student. So, look out for them.” • – Jessie • Anecdotal • Colleagues • deep thinking, asking “really good questions” • longer engagement in tasks, oblivious to classroom distractions • Students • Leadership • Cooperation & the Battle of Marathon • Self-confidence, self-direction, self-reflection “Being a leader does not mean being bossy. It means taking initiative, being organized, helping others figure out what they want to do, and then pulling everything together.” - Kylie Not WHAT, But HOW 2-26-2011

  11. First Year Test Results • Quantifiable/Summative Assessment • Language Arts: 90+% Proficient or Advanced CST • Math: 90+% Proficient or Advanced CST • Science: 95% Proficient or Advanced CST • ELL & SES designation had little effect on scores • The Assessment Cycle “I think that whatever level you’re at there is always a way to go up.” - Cat Not WHAT, But HOW 2-26-2011

  12. Is this approach possible? • EMPATHY: Chart impediments to implementation at your site (e.g. scheduling, engaging partners, locating financial resources, time constraints, SES of students, creating Big Questions) • PROTOTYPE: Brainstorm work-around for impediments • Sky’s the limit • “Can’t,” “No,” & “Never” may not enter conversation Not WHAT, But HOW 2-26-2011

  13. Of course it is! • TELL IT! SELL IT! – Group share solutions Not WHAT, But HOW 2-26-2011

  14. Q & A Not WHAT, But HOW 2-26-2011

  15. Contact & Resource Information • Marcy Barton email mbarton@pvsd.net • Work Phone 650-851-1777 X 2239 • Integrated Exploratory Website and Blog • Book – A Different Kind of Classroom: Chronicles of an Integrated Exploratory Teacher(publication pending – first chapters available at Integrated Exploratory website) • Classroom Website and OPEN Blog • videos, photos, project exemplars, rubrics, ‘nutshell’ curriculum, daily schedule, Open Blog, etc. • Resources page in handouts packet Not WHAT, But HOW 2-26-2011

  16. Out of the Trees • Take time to rise above the frenetic pace of the school day. Reflect. • Be courageous. Determine what is important about what teachers do. Then do it. • Is there any alternative? Not WHAT, But HOW 2-26-2011

  17. Academic Components • Research/ReadingComprehension • Written and oral articulation • Understanding and using statistics/Math • Technology literacy • Time management and organizational skills • Field Trips • YES! There is direct instruction. (Daily Schedule) Not WHAT, But HOW 2-26-2011

  18. Resources • Materials • Round tables - not required • Junk and jumble FREE • Access to technology – recommended but not required • People FREE • Partnerships with parents • Partnerships with local organizations (Stanford d.school, archaeology department, Jasper Ridge) • Buy-in from administrators • Flexible Schedules FREE • Time to plan and organize FREE • Imagination and 21st Century skills FREE Not WHAT, But HOW 2-26-2011

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