gerry solomon ncdpi n.
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Collaboration: Fitting It All Together

Collaboration: Fitting It All Together

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Collaboration: Fitting It All Together

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  1. Gerry Solomon, NCDPI Collaboration: Fitting It All Together

  2. Welcome to the Digital Age

  3. Pass the Envelope Please…

  4. Framework for 21st Century Learning

  5. Learning and Innovation Skills Creativity and Innovation Skills Critical Thinking and Problem Solving Skills Communication and Collaboration Skills Information, Media and Technology Skills Information Literacy Media Literacy ICT Literacy

  6. Life and Career Skills Flexibility & Adaptability Initiative & Self-Direction Social & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility

  7. Key Elements of 21st Century Learning • Core subjects • Learning skills • 21st century tools • 21st century context (real world)

  8. Key Elements • 21st Century content • global awareness • financial, economic, and business literacy • civic literacy • 21st Century assessments

  9. “The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school,globally competitive for workand postsecondary education andprepared for life in the 21st century.” NCDPI Communications and Information Division 2007

  10. Beginning with the End in Mind…

  11. It’s All About Collaboration

  12. It is easier to put the puzzle pieces together if you have the whole picture from the box top. Dr. Milt Daugherty, Superintendent USD 444 - Little River, Kansas SRTTC April 2005

  13. Collaboration Is a Journey… that goes through stages…

  14. It Starts with Trust… • “Antennae” tuned • “Hanging out” together • Enthusiastic, approachable, and a good listener • Food! • Building on success • Being invaluable Adapted from: “Tips for Collaboration.” S.O.S. for Information Literacy

  15. Fostering Collaboration • Ongoing Communication • Curriculum maps • Scheduled Planning Times • Planning Documents • Research Process/PBL • Assessment • The ELEPHANTS

  16. Ongoing Communication • Be visible! • “What are you doing…?” • E-mail/IM…

  17. Curriculum Mapping


  19. NC Essential Standards: Building A New Model

  20. Guiding Question What knowledge and skills do this year’s students need so they will enter next year’s class with confidence and a readiness for success?

  21. Identifying What Is Essential • All standards are not equal in importance • Narrow the voluminous standards and indicators by distinguishing the “need to know” (essentials) from the “nice to know” Larry Ainsworth, Center for Leadership and Learning

  22. Cognitive Complexities Revised Blooms’ Taxonomy (RBT) • Cognitive Dimensions • Remember • Understand • Apply • Analyze • Evaluate • Create • Knowledge Dimensions • Factual • Conceptual • Procedural • Meta-cognitive Lorin Anderson: A Taxonomy for Learning, Teaching and Assessing Knowledge Dimensions • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Meta-cognitive Knowledge

  23. Inquire, think critically, and gain knowledge • Draw conclusions, make informed decisions, apply knowledge…. • Share knowledge and participate ethically and productively… • Pursue personal and aesthetic growth

  24. NETS for Students • Basic operations and concepts • Social, ethical, and human issues • Technology productivity tools • Technology communications tools • Technology research tools • Technology problem-solving and decision-making tools

  25. Slideshow/slide1.htm

  26. Planning

  27. Planning “Rules of the Road”

  28. Collaborative Planning Documents

  29. Planning Based on Outcomes The Collaboration Toolkit

  30. How Can You Introduce and Implement the Toolkit?


  32. K.U.D. Model • KNOW– facts, vocabulary, definitions • UNDERSTAND – principles, big ideas • DO – skills, processes Tomlinson, Carol and Caroline Cunningham Eidson. Differentiation in Practice: A Resource Guide for Differentiating Curriculum.

  33. K.U.D. for Instructional Partnering – Smith Middle School, Chapel Hill

  34. K.U.D. for Instructional Partnering – Smith Middle School, Chapel Hill

  35. Paradigm Shift

  36. Ending Topical Research! “If we keep assigning topics, students will drive their earth moving equipment through the information landfill, pleased by the height and depth of the piles.” McKenzie, Jamie. "Putting an End to Topical Research."

  37. Research Process and Project-Based Learning What Is Your Role?

  38. Question Problem or Task Evaluation Sources Research Use of Information Analysis/Synthesis Access Problem Solving Using a Research Process

  39. With permission of Annette Lamb

  40. Collaborating for Assessment

  41. Essential standards are to be assessed in the classroom via formative, benchmark/interim, and summative assessments. Larry Ainsworth, Center for Leadership and Learning

  42. Why WEneed to assess • What we teach helps to close the learning gap. • If we are teaching partners, we are also partners in assessment. Violet H. Harada University of Hawaii AASL Fall Forum 2006

  43. Formative AssessmentAssessment for Learning The measurement of knowledge and skills during the process of learning in order to inform the next steps Barbara Stripling. AASL Fall Forum, 2006

  44. Formative AssessmentExamples Teacher-Led: Ungraded Exams and Drafts Checklists and Rubrics Exit Cards and Journal Responses Observation Checklist Consultation Barbara Stripling AASL Fall Forum 2006

  45. Formative AssessmentExamples Learner-Led: Reflecting (Learning Logs, Notetaking) Questioning Organizing (concept maps) Sharing (Thinkaloud) Challenging (peer review) Evaluating (checklist/rubric) Barbara Stripling AASL Fall Forum 2006

  46. The Setting • K students discover a strange insect on campus. • They want to find out what it is and its potential danger. • They work with teacher, LMS, and tech coordinator. • They use library resources and contact an entomologist by email. Violet H. Harada University of Hawaii AASL Fall Forum 2006