2. BREAK Please return at 10:30.

3. CHANGING CURRICULUM MEANS CHANGING YOUR MIND

4. Things are more like they are today than they ever have been. DWIGHT D. EISENHOWER

5. Goals, outcomes, purposes of education Instruction,teaching strategies, pedagogy, materialsAssessment,Monitoring,Evaluation CURRICULUM

6. OUTCOMES

7. OUTCOMES: What will students need to know and be able to do as they enter the 22nd Century? Genetics Robotics Information technology Nano Technology Globalization Environment Demographics

8. OUTCOMES: What will students need to know and be able to do as they enter the 22nd Century? Talk with your neighbor: What would be some important skills, knowledge and dispositions?

9. INSTRUCTIONAL STRATEGIES

10. INSTRUCTIONAL STRATEGIES áTeaching for transfer áScaffolding áMulti-sensory áProviding feedback for self-assessment áCooperative Learning áSocratic Dialogue áModeling

11. KNOWLEDGE-BASED CONSTRUCTIVISM IN WHAT WAYS DO YOU: 3show that you value students points of view? 3cause students to question their own and others assumptions? 3challenge students with relevant problems? 3 structure standards, units, and lessons around big ideas and enduring concepts? 3engage students in assessing their own learnings?

12. FORMING HABITS Levels of Competence Ü Unconscious Incompetence Ü Conscious Incompetence Ü Conscious Competence Ü Unconscious Competence

13. ASSESSMENT

14. ASSESSMENT-- It is easier to count the bottles than it is to describe the wine.

15. FOUR STORIES What recurring patterns and themes do you find as you consider the four stories?

16. FEEDBACK SPIRAL Clarify (Revisit) Goals and Purpose * From Assessment in the Learning Organization, Shifting the Paradigm Page 27 - Edited by Arthur L. Costa and Bena Kallick, ASCD 1995 Plan Take Action/ Experiment Gather Evidence Assess and Gather Evidence Study / Reflect / Evaluate Modify Actions Based on New Knowledge Clarify Goals and Purpose Plan Take Action /Experiment Assess / Gather Evidence Study / Reflect /Evaluate Modify Actions Based on New Knowledge Clarify (Revisit) Goals and Purpose Plan Take Action /Experiment Assess / Gather Evidence Study / Reflect /Evaluate Modify Actions Based on New Knowledge

17. FEEDBACK SPIRALS IN YOUR LIFE Reflect on a time in your life when rich data from assessment energized a spiral for your continuous learning. Share it with others.

18. ASSESSMENT DATA SHOULD PROVIDE FEEDBACK:. Precise, timely & frequent.. Useful to the teacher in making instructional decisions.. Useful to the learner to improve performance.. Appropriate to stage of development

19. TRIANGULATION Mastery Understanding E.g. Standardized Tests, Criterion Referenced Tests Criterion Referenced Tests AppliedUnderstandings: E.g. Exhibitions, Performances Evaluation Growth Over Time: E.g. Portfolios, Journals

20. ð TESTS: Criterion Refernced Standardized ASSESSMENT STRATEGIES:

22. ð JOURNALS ASSESSMENT STRATEGIES:

23. JOURNAL ENTRIES Listening with Empathy and Understanding Listening before prejudging someones contribution makes sense. Being patient helps. I was surprised at the great ideas and how much everyone added. Sir Francis Drake High School, San Anselmo, California

24. JOURNAL ENTRIES Metacognition: I sometimes have to talk to myself and tell myself to work harder, or to stop slacking. They give us time to think about everythingall of our actions and work and that is something that really helps. Not many kids get that; its so neat. Sir Francis Drake High School, San Anselmo, California

25. JOURNAL ENTRIES Persistence: In the last project when I couldnt have been more stressed. I wanted to quit and walk away, but no matter how much I wanted to give up because I had no idea what I was doing or how it was going to be done, no matter how much I wanted to throw the Makita because it wasnt working, no matter how much responsibility I was forced to take on I stuck with it until the end always knowing (hoping) it would turn out great.

26. JOURNAL ENTRIES Listening with Empathy and Understanding Listening before prejudging someones contribution makes sense. Being patient helps. I was surprised at the great ideas and how much everyone added.

27. ð CHECKLISTS ASSESSMENT STRATEGIES:

28. HOW ARE WE DOING CHECKLIST See

29. HOW AM I DOING CHECKLIST

30. ð OBSERVATION OF PERFORMANCE DURING PROBLEM SITUATIONS ASSESSMENT STRATEGIES:

32. ð RUBRICS ASSESSMENT STRATEGIES:

33. STUDENT DEVELOPED RUBRIC FOR CLASSROOM BEHAVIOR 4Don't talk. Sits on chair and lissens to teacher. Works hard. Good. 3 Talks a little. Sits on chair and mostly lissens to teacher. Works. Pretty good. 2Talks a lot. Sits on knees and maybe lissens. Works a little bit. Bad. 1They talk loud and never lissens. Walk all around. Don't write a thang. Bad to the bone!

34. SAMPLE RUBRIC FOR PERSISTING

35. COMPOSE A RUBRIC FOR STRIVING FOR ACCURACY AND PRECISION Domain 1Domain 2 EXPERT PRACTITIONER APPRENTICE NOVICE

36. ð ART WORK ASSESSMENT STRATEGIES:

37. When I was doing this work, I was thinking about how hard the kids at Furr had to work and what they had to overcome in order to succeed. The body is the body of a student and the head represents our mascot, the bull. The uplifted hand stands for persistence. Juan, Furr High School Houston, Texas

38. ð PORTFOLIOS ASSESSMENT STRATEGIES:

39. Direction Collection Selection Reflection OUTCOMES PORTFOLIOS

40. HOW MIGHT ASSESSMENT DATA FROM A PORTFOLIO PROVIDE INFORMATION ABOUT STUDENT LEARNINGS AS STATED IN YOUR GENERAL LEARNER OUTCOMES?

41. INTERVIEWS ASSESSMENT STRATEGIES:

44. PARENT COMMUNITY NETWORKING CENTER VAL DAMATO

45. ð ASSESSING THE CULTURE OF THE SCHOOL AND CLASSROOM

46. RECOGNITIONS Wasatch Elementary School Salt Lake City, Utah

47. SIGNALS IN THE SCHOOL ENVIRONMENT: PMOTTOES PRECOGNITIONS PACRONYMS PSELF- ASSESSMENT

54. MOTTOES: THE UNITED MIND WORKERS BLEYL MIDDLE SCHOOL STAFF Cypress-Fairbanks School District Houston,Texas

55. POSTERS

56. ACRONYMS: QUEEN ELIZABETH SCHOOL STUDENTS: Pose powerful Q uestions Try to U nderstand others E mpathize with others Are E ager learners N ever give up WHERE THINKING REIGNS SUPREME!

57. ACRONYMS: HAMPTON HIGH SCHOOL STUDENTS Have empathy for others Are accurate and precise Manage their impulsivity Pose powerful questions Take time to think O bserve Through All Senses Never give up

58. SLOGANS SAVVY SABERS PAWS TO THINK James Campbell High School Eva Beach, Hawaii

59. SLOGANS Thought is taught at Huntington Beach High School Huntington Beach, California

60. SLOGANS THINKING MAKES US WHITTIER WHITTIER HIGH SCHOOL, WAUKESHA, WISCONSIN

62. BRISBANE GRAMMAR SCHOOL STUDENTS: N EVER GIVE UP I MAGINE AND GENERATE NOVEL IDEAS L EARN CONTINUOUSLY S TRIVE FOR ACCURACY AND PRECISION I NQUIRE AND PROBLEM SOLVE N ETWORK WITH OTHERS E NGAGE ENTHUSIASTICLY IN LEARNING L ISTEN WITH UNDERSTANDING A RE AWARE OF THEIR OWN THINKING B RING FORTH AND APPLY PAST KNOWLEDGE O BSERVE THROUGH ALL SENSES R ESPOND WITH WONDERMENT AND AWE E MPATHIZE WITH OTHERS

63. LETTER OF REFERENCE Imagine youve been asked to write a letter of reference for the most outstanding student youve ever had. What might be some attributes you would describe? What evidence would you cite to support your claim?

64. THINK - PAIR - SHARE GENERATE WAYS YOU MIGHT SIGNAL THINKING AND HABITS OF MIND AS GOALS AND VALUES OF YOUR SCHOOL. THINKING

65. NOT ANOTHER LAYER TO BE ADDED TO AN ALREADY OVERCROWDED CURRICULUM…. THINKING:

66. RATHER, THINKING IS WOVEN THROUGHOUT THE CURRICULM AND THE SCHOOL. LIKE A TAPESTRY---

67. MODELING: What you are speaks so loudly, they cant hear what you say. Ralph Waldo Emerson

68. THE BEST WAY TO PREDICT THE FUTURE IS TO INVENT IT. Alan Kay Apple Computer Co.

69. IMPLICATIONS AND APPLICATIONS Based on your learning in these presentations, what will you: Stop doing Continue doing Start doing?