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G/T in a “Flat” World: Redesigning Opportunities for 21 st Century Learning

G/T in a “Flat” World: Redesigning Opportunities for 21 st Century Learning. KAGE Conference 2006 February 23, 2006 Tom Welch. Friedman on change . . . “Change is hard. Change is hardest on those caught by surprise. Change is hardest on those who have difficulty changing too.

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G/T in a “Flat” World: Redesigning Opportunities for 21 st Century Learning

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  1. G/T in a “Flat” World:Redesigning Opportunities for 21st Century Learning KAGE Conference 2006 February 23, 2006 Tom Welch

  2. Friedman on change . . . “Change is hard. Change is hardest on those caught by surprise. Change is hardest on those who have difficulty changing too. But change is natural; change is not new; change is important.”

  3. Think how we have come to take changes in technology storage for granted . . .

  4. The time has come to stop talking about structural changes and begin talking about system changes.

  5. What are the top 5 things you would like to see change for the education of G/T students in the next 10 years?*

  6. I do not believe we should offer more opportunities to all G/T students . . . I DO believe that we must offer individualized opportunities to EVERY G/T student!

  7. How might the following affect G/T students in the coming years . . . • KAMS • VMSs • VISHS • Mandarin Chinese programs

  8. Friedman’s Brief History of the 21st century • Globalization 1.0 • 1492 – 1800 • Shrank world from a size Large to a Medium • Was about countries and muscle • The “Old” World

  9. Globalization 2.0 • 1800 – 2000 • Shrank the world from medium to small • Multinational companies • The “New” World

  10. Globalization 3.0 • 2000 – • Size small to a size tiny • individuals collaborating and competing globally • The “Next” World

  11. Globalization 3.0 is bringing tremendous shifts to our schools and communities . . .

  12. This is a challenging shift for everyone in education

  13. As if all this weren’t enough . . . Larger changes are on the horizon and headed our way. . .

  14. Citizens of Kentucky must come to understand that they are part of a world economy, and the world is changing faster than ever before. Huge shifts are taking place now that will be felt for many decades.

  15. “The only sustainable competitive advantage is the ability to be able to learn faster than your competition.” --Peter Senge, The Fifth Discipline

  16. What will a flat world mean for G/T students? List 5 changes you anticipate for G/T students in a flat world.*

  17. Consider redefined roles and opportunities for • KDE • Local Districts • Schools • Teachers • Students • Textbooks and other resources

  18. KDE’s drive to infuse the new “Three R’s” in the curriculum will enhance the learning experience of ALL students. Rigor Relevance Relationships

  19. Rigor Rigor refers to academic rigor, learning in which students demonstrate a thorough, in-depth mastery of challenging work by developing cognitive skills through reflective thought, analysis, problem solving, evaluation, or creativity. Rigorous learning can occur at any school grade and in any subject. (ICLE)

  20. Relevance Relevance refers to learning in which students apply core knowledge, concepts, or skills to solve real-world problems. Relevant learning is interdisciplinary and contextual. Student work can range from routine to complex at any school grade and in any subject. Relevant learning is achieved, for example, through authentic problems or tasks, simulation, service learning, connecting concepts to current issues and teaching others. (ICLE)

  21. * Knowl edge D C A B Application With permission from ICLE

  22. Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Recall Knowledge

  23. Application Model 5. Apply to real-world unpredictable situations • Apply to real-world predictable situations. • Apply across disciplines • Apply in the discipline 1. Knowledge in one discipline. With permission from ICLE

  24. Knowl edge D C A B Application With permission from ICLE

  25. Skill Identify, collect or sort pertinent information while reading. With permission from ICLE

  26. Quadrant A – Acquisition (definition) Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. With permission from ICLE

  27. Quadrant A - example Read a science experiment and identify the necessary materials to perform the experiment. With permission from ICLE

  28. Quadrant B – Application (definition) Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. With permission from ICLE

  29. Quadrant B Locate and read current articles on biotech. With permission from ICLE

  30. Quadrant C – Assimilation (definition) Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create unique solutions. With permission from ICLE

  31. Quadrant C Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war. With permission from ICLE

  32. Quadrant D – Adaptation (definition) Students have the competence to think in complex ways and also apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills and knowledge. With permission from ICLE

  33. Quadrant D Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations for an upcoming family trip. With permission from ICLE

  34. Mathematics – Statistics Standard: Use statistical measures, including central tendency, to describe and compare data R/R Quadrant Student Performance A Calculate mean, mode, median on a set of data. B Collect data on braking distance of automobiles at various speeds and determine averages. C Select the best measure of central tendency and calculate data to support a specific intent. D Develop a statistical sampling plan for determining number of products which do not meet quality standards. With permission from ICLE

  35. In what Quadrant(s) have most schools tried to provide opportunities for G/T students? In what Quadrant(s) should G/T students be given opportunities.

  36. What would a curriculum focusing on Quadrant D look like for G/T students?*

  37. How do we ensure that the curriculum offered to G/T students is a Quadrant D curriculum?*

  38. The coming tsunami in public education

  39. The three factors that will change the future of public education in Kentucky and elsewhere . . .

  40. The identification of standards -- agreement on the “product”

  41. The use of Common End of Course Assessments --the first ever introduction of a quality guarantee

  42. Technology • Even the education world is going to go “flat”

  43. http://laptop.media.mit.edu/

  44. Is your school/district making plans or forming policies for the learning opportunities available with $100 laptops??

  45. Technology will continue to drive outsourcing in public education. Why would we think that public education will forever remain immune to outsourcing?

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