Housekeeping Paperless handouts Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC President 21 st Century Collaborative, LLC

Native American Proverb “He who learns from one who is learning, drinks from a flowing river.”. Sarah Brown Wessling, 2010 National Teacher of the Year Describes her classroom as a place where the teacher is the “lead learner” and “the classroom walls are boundless.” Lead Learner

What are you doing to contextualize and mobilize what you are learning? How will you leverage, how will you enable your teachers or your students to leverage- collective intelligence? Driving Questions

“Direction-not intention-determines our destination.” Andy Stanley Are your daily choices taking you and your learners in the direction you want to go? Principle of the Path

By the year % of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn Libraries 2.0 Management 2.0 Education 2.0 Warfare 2.0 Government 2.0 Vatican 2.0 Credit: Hugh MacLeod, gapingvoid Everything 2.0

It is estimated that 1.5 exabytes of unique new information will be generated worldwide this year. That’s estimated to be more than in the previous 5,000 years. Knowledge Creation Talking in small groups- How is your job as a leader changing? A quick question: Beyond your cell phone, is there a cutting-edge technology that you use routinely to accomplish your work? Name one strategy that has worked for you personally in keeping up. Is your job different now than it was 5-10 years ago? How so?

Shifting FromShifting To Learning at schoolLearning anytime/anywhere Teaching as a private eventTeaching as a public collaborative practice Learning as passive participant Learning in a participatory culture Learning as individuals Linear knowledge Learning in a networked community Distributed knowledge

Source: enGauge 21st Century Skills

Shift in Learning = New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning

Rethinking Teaching and Learning 1. Multiliterate 2. Changing Demographic 3. Active Content Creators 4. Collaboration and Communication We are in the midst of seeing education transform from a book-based, linear system to an web- based, divergent system with profound implications for every aspect of teaching and learning.

Teacher 2.0 The Emergent 21 st Century Teacher Teacher 2.0 Source: Mark Treadwell -

Play — the capacity to experiment with one’s surroundings as a form of problem- solving Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation — the ability to interpret and construct dynamic models of real-world processes Appropriation — the ability to meaningfully sample and remix media content Multitasking — the ability to scan one’s environment and shift focus as needed to salient details. Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities.

Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal Judgment — the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities Networking — the ability to search for, synthesize, and disseminate information Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms..

Photo credit: Alec Couros What does it mean to be a connected learner with a well developed network? What are the advantages or drawbacks? How is it a game changer?

Inclination toward being open minded Dedication to the ongoing development of expertise Creation of a culture of collegiality- believing that "None of us is as good as all of us" and that the contributions of all can lead to improved individual practice Willingness to be a co-learner, co- creator, and co-leader Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities Dispositions and Values Commitment to understanding gained through listening and asking good questions related to practice Perseverance toward deep thought by exploring ideas and concepts, rethinking, revising, and continual repacking and unpacking, resisting urges to finish prematurely Courage and initiative to engage in discussions on difficult topics Alacrity to share and contribute Desire to be transparent in thinking

21 Education for Citizenship “A capable and productive citizen doesn’t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.” Justice Leland DeGrasse, 2001

22 Education for Future Economic Competitiveness “When the world becomes this flat—with so many distributed tools of innovation and connectivity empowering individuals from anywhere to compete, connect and collaborate—the most important competition is between you and your own imagination, because energetic, innovative and connected individuals can now act on their imaginations farther, faster, deeper and cheaper than ever before…. Those countries and companies that empower their individuals to imagine and act quickly on their imagination are going to thrive…. These are oil wells that don’t run dry.” Thomas Friedman, The New York Times, June 10, 2007

23 The Focus of our Instructional Vision Strengthening student work by examining and refining curriculum, assessment, and classroom instruction Strengthening teacher practice by examining and refining the feedback teachers receive Strengthening leadership by becoming a connected leader who owns 21 st Century shift. The Framework for Teaching - Charlotte Danielson

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What are the Common Core State Standards? Aligned with college and work expectations Focused and coherent Include rigorous content and application of knowledge through high- order skills Build upon strengths and lessons of current state standards Internationally benchmarked so that all students are prepared to succeed in our global economy and society Based on evidence and research State led – coordinated by NGA Center and CCSSO

Common Core State Standards Design Building on the strength of current standards across many states, the CCSS are designed to be:  Focused, coherent, clear and rigorous  Internationally benchmarked  Anchored in college and career readiness*  Evidence and research based Ready for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation.

Why is this important? Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades

Intentional Design Limitations What the Standards do NOT define: How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and students with special needs Everything needed to be college and career ready

Current Standards Common Core ELA Standards – Grades K-12 Reading Writing Communication (includes Speaking and Listening) Language Media & Tech

CATEGORY: Expressions and Equations: M.8.B. – Work with radicals and integer exponents. Essential Questions What should I be able to answer? What guides my thinking? How do I work with very large and very small numbers? When am I going to use this? How is this idea going to help me with my thinking? When is scientific notation used and by whom, what careers? Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning? Students will explain what they heard during the lesson to another student, agree/disagree/discuss Exit Cards – periodically through the unit Homework check/board work Summative: Quiz of individual skills, test when all are complete/My Math Textbook Page- create a page with explanation and examples and problems on each skill listed above Skills What skills do I need to have in order to answer the essential questions? 1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. 2. Use square root and cube root symbols to represent solutions to equations of the form x 2 = p and x 3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. Content What content do I need to know in order to answer the essential questions? Mathematical representation to solve problems Representation of mathematical situations using algebraic symbols Understanding of the interconnection of mathematical ideas Formative: Find Someone Who…Review- Integration of Learning How does this learning connect to my other areas (subjects) of learning? Science - examples-weights, distances, measurement Economics – example – debt *Confer with science teacher Tools for Learning Which tools will I use that will assist me in my learning? Standard Specific tools and websites 4 C’s tools and websites NETS tools and websites Which 21 st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/Innovation What level of rigor will I be using? (A, C)________ What level of relevance will I be using?_________ (B,D)

Only a few of the balls in the air above you... Assessment National Tech Plan

CCSS gives you a leg up! IT’S WHAT WE DO ALREADY!! Start with the standards Consider how each student can learn them Consider the content, product & process Student choice Authentic Higher Order Thinking Formative Assessment

Real Question is this: Are we willing to change- to risk change- to meet the needs of the precious folks we serve? Can you accept that Change (with a “big” C) is sometimes a messy process and that learning new things together is going to require some tolerance for ambiguity.

"The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker Steve Wheeler, University of Plymouth, 2010