It’s a REVOLUTION… …not just another swing of the pendulum! Tyrrell County Schools Preparing for Changes to Come Thursday, February 24, :30-5:30

Let’s list the changes: Teacher Evaluation Instrument Teacher Evaluation Instrument Curriculum Curriculum –Every subject! Assessments Assessments Graduation Requirement Graduation Requirement Student Accountability Standards Student Accountability Standards Accountability Model Accountability Model

Why all the change? First of all…the world is a very different place! First of all…the world is a very different place! September 2006 – SBE adopted the mission – “every public school student will graduate from high school, globally competitive for work and postsecondary education, and prepared for life in the 21 st century.” September 2006 – SBE adopted the mission – “every public school student will graduate from high school, globally competitive for work and postsecondary education, and prepared for life in the 21 st century.” –SBE identified five goals to support this mission REPORT FROM THE BLUE RIBBON COMMISSION ON TESTING AND ACCOUNTABILITY TO THE NORTH CAROLINA STATE BOARD OF EDUCATION REPORT FROM THE BLUE RIBBON COMMISSION ON TESTING AND ACCOUNTABILITY TO THE NORTH CAROLINA STATE BOARD OF EDUCATION January 2008 January 2008

docs/acre/history/accountabilityf inalreport.pdf docs/acre/history/accountabilityf inalreport.pdf Blue Ribbon Commission Report

SBE’s Framework For Change NCDPI’s Response to Framework For Change

ACRE Accountability and Curriculum Revision Effort A Simple Vision Essential Standards Assessments Accountability

ACRE Accountability and Curriculum Revision Effort A Simple Vision Essential Standards Assessments Accountability

Essential Standards …and the Common Core Please remember: ELA and Math Curriculum will be the Common Core Standards ALL other areas will be the Essential Standards

Essential Standards/Common Core: rds/ rds/ Instructional Support Tools (Crosswalks): rds/support-tools/ rds/support-tools/

Similar Goals for Standards North Carolina’s Mandates “Essential” “Narrow” “Deep” “Rigorous + Relevant” “Readiness for College and Career” Common Core “Essential” ”Fewer, Higher, Clearer” ”Focused” “Enduring” “Measurable ” “Clear and Concise” “Prioritized and Focused” ”Rigorous” ”Readiness for College and Career” 11

Similar Goals for Standards North Carolina’s Mandates “Essential” “Narrow” “Deep” Common Core “Essential” ”Fewer, Higher, Clearer”

Commonalities in all curriculum areas: 21 st Century teaching and learning Developed based on the Revised Blooms Taxonomy Emphasizes teaching processes to be applied in authentic settings

Why are 21 st century skills important?

The students! Today’s education faces irrelevance unless we bridge the gap between how students live and how students learn.

YouTube - LearnToLearn14's Channel YouTube - LearnToLearn14's Channel Implicit in the word teach is student learning…. If you say you taught something and the students didn’t learn it…did you teach or just present information?

But 21 st Century teaching and learning is certainly a lot more than using technology in the classroom!

Please find this handout… educational -origami - home

Jigsaw Activity: Divide into groups of 4 or 5 (with those around you) Divide into groups of 4 or 5 (with those around you) Each group will be given 3 categories to discuss Each group will be given 3 categories to discuss Identify SPECIFIC ways your classroom (or school) has shifted from the 20 th Century Paradigm to the 21 st Century Paradigm Identify SPECIFIC ways your classroom (or school) has shifted from the 20 th Century Paradigm to the 21 st Century Paradigm Select one idea to share with the whole group Select one idea to share with the whole group (Discuss for approximately 5 minutes) (Discuss for approximately 5 minutes)

Please find this document in your handouts… g/route21/

Questions or comments regarding 21 st Century teaching and learning?

It’s not just reading ’riting and ‘rithmatic anymore! The new 3 R’s in education: The new 3 R’s in education: –Rigor –Relevance –Relationships Now there are 4 C’s as well: Now there are 4 C’s as well: –Collaboration –Creativity and innovation –Communication –Critical Thinking

Many thanks to Connie Chappelear, AOP-G Mathematics and Science Regional Center; Martha Fout, Coastal-PeeDee Mathematics and Science Regional Center; and Alice Gilchrist, USSM Mathematics and Science Regional Center for preparing several of the slides (especially the ones that “move.”) The Revised Bloom’s Taxonomy

Evaluation Synthesis Analysis Application Comprehension Knowledge The Original “Bloom’s Taxonomy The Original Bloom’s Taxonomy

Bloom Revised Bloom Remember Apply Understand Analyze Evaluate Create Evaluation Analysis Synthesis Application Comprehension Knowledge

In combination the six revised categories are termed “COGNITIVE PROCESS” CATEGORIES and they exist along the cognitive process dimension.

Q: What happened to knowledge? A: It became a separate dimension – The Knowledge Dimension

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION

Remember retrieve relevant knowledge from long term memory – Recognizing – Recalling Can you recall the name of a particular object?

Understand Construct meaning from instructional messages, including oral, written and graphic communication. –Interpreting –Exemplifying –Classifying –Summarizing –Inferring –Comparing –Explaining Can you represent verbal information visually (interpreting)?

Apply Carry out or use a procedure in a given situation. – Executing – Implementing Can you use information in another situation?

Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. – Differentiating – Organizing – Attributing Can you break information into parts to explore relationships?

Evaluate make judgments based on criteria and standards –Checking –Critiquing Can you make & justify a decision or course of action?

Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure –Generating –Planning –Producing Can you generate new products, ideas, or ways of viewing things?

Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

HOT ARTICHOKE DIP (Serves 10 to 14) 2 14-oz cans artichoke hearts 16 oz. mayonnaise 1 c. grated Parmesan cheese Garlic salt (optional) ==================================== 1.Drain artichoke hearts. 2.Mash artichokes with fork. 3.Mix with mayonnaise, cheese, and garlic salt. 4.Bake at 350 degrees for 15 minutes or until cheese is melted. 5.Serve with crackers or party rye.

Factual Knowledge The basic elements students must know to be acquainted with a discipline or solve problems in it. –Knowledge of terminology –Knowledge of specific details and elements

Conceptual Knowledge The interrelationships among the basic elements within a larger structure that enable them to function together. –Knowledge of classifications and categories –Knowledge of principles and generalizations –Knowledge of theories, models and structures

Procedural Knowledge How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods. –Knowledge of subject-specific skills and algorithms –Knowledge of subject-specific techniques and methods –Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge Knowledge of cognition in general as well as awareness and knowledge or one’s own cognition. –Strategic knowledge –Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge –Self-knowledge How did I get that answer?

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing KNOWLEDGE DIMENSION Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

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What are the benefits (and detriments) of the fact that the revised Taxonomy is no longer a cumulative hierarchy? REFLECTION

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing KNOWLEDGE DIMENSION Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge Discussion Activity: 1.Discuss with someone at your table, a question you would pose or an assignment you would create in your content area to fit in one of the 24 grid squares. 2.Share selected ideas with group.

Don’t forget:

Questions or comments about Revised Bloom’s Taxonomy (RBT)?

Remember: If a child doesn’t know how to read… If a child doesn’t know how to read… –…we teach. If a child doesn’t know how to compute… If a child doesn’t know how to compute… –…we teach. If a child doesn’t know how to behave… If a child doesn’t know how to behave… –…we teach. If a child doesn’t know how to think… If a child doesn’t know how to think… –…we teach!

We say, “We didn’t have to be taught how to think!” Where did we learn? Where did we learn?

The demise of the dinner table! ?v=V2raeNBXNXI ?v=V2raeNBXNXI ?v=V2raeNBXNXI

Next steps: For the remainder of the school year - Incorporate 21 st century skills into our lesson planning Incorporate 21 st century skills into our lesson planning Use RBT in lesson design Use RBT in lesson design Be cognizant of incorporating literacy objectives into content instruction. (See handouts) Be cognizant of incorporating literacy objectives into content instruction. (See handouts)

Summer 2011: Transition Team – Teacher leaders attend training on the new curriculum Transition Team – Teacher leaders attend training on the new curriculum Conduct district-wide professional development prior to the start of school to provide time for teachers to become familiar with the new curriculum Conduct district-wide professional development prior to the start of school to provide time for teachers to become familiar with the new curriculum

School Year: Work with building level teacher leaders to become familiar with the new curriculum and use crosswalks to raise consciousness about changes for the next year Work with building level teacher leaders to become familiar with the new curriculum and use crosswalks to raise consciousness about changes for the next year Use professional development days (‘DoI’) to begin to draft new pacing guides Use professional development days (‘DoI’) to begin to draft new pacing guides

Summer 2012: Use professional development days to create new pacing guides and develop new units and lessons Use professional development days to create new pacing guides and develop new units and lessons

School Year: Implement new curriculum! Implement new curriculum! Use ‘DoI’ to revise and modify pacing guides as needed Use ‘DoI’ to revise and modify pacing guides as needed

Questions?

Stand by Me – Playing for Change – Song Around the World