1. Empowering Teachers …Leading Change www.njctl.org bob@njctl.org New Jersey Center for Teaching and Learning

2. Robert Goodman, Ed.D Executive Director NJ Center for Teaching and Learning & Teacher Bergen County Technical HS - Teterboro bob@njctl.org www.njctl.org

3. Systems Thinking When a system is broken. Improving all its users is not the solution. Improving the system is the answer. Trying to improve all the users of a system is expensive, frustrating, and ineffectual.

4. Systems Thinking In a well designed system: Good users of the system making a good effort achieve great results. In a broken system: Great users making a great effort achieve only good results. Good users making a good effort achieve poor results.

5. Our Current System of Education “The best in-school predictor of student learning is the quality of the teacher.” The conclusion often taken from this is that we “just” need to improve all the teachers An alternative conclusion is that the system of education is broken

6. Our Current System of Education “The best in-school predictor of student learning is the quality of the teacher” High levels of student failure and wide variance between teacher performance reveal a poor system. We must transform our system of education. Technology has made transformation possible.

7. Our Current System of Education It’s useful to look at a couple of other examples of systems thinking outside of education to see how to solve this problem within education. First, an apocryphal story Then, a real example.

8. An Apocryphal Town Hall Meeting At a town hall meeting the problem of a local intersection was discussed.

9. Dangerous Intersection As the town had grown, an increasing number of accidents were occurring at this intersection.

10. Best Predictor of Success The local driving school shared data showing that the biggest predictor of safely traversing the intersection was the quality of the driver.

11. Driver Evaluation And that for about $1000 per driver, they could evaluate all the drivers in town for their driving quality to identify the highest quality drivers.

12. Evaluating Evaluators This required creating a system of evaluating all drivers, which required creating many new driving evaluators. So, a system had to be created for evaluating the driving evaluators as well as the drivers. And then a system for retraining the drivers who failed the evaluation had to be created.

13. Budget Priority Driving safety is a high town priority so the town agreed to the expense. They committed a large proportion of their budget to evaluate everyone in town, and retrain those who needed it, raising the average quality of their drivers.

14. Outcome of Evaluation & Training The training and evaluation program required a tax increase of 25%. People started leaving town; they couldn’t afford to live there. And those who lost their driving licenses left as well. And the intersection still wasn’t safe. The town was in decline.

15. A Radical Proposal With the town on the edge of collapse, a radical proposal was made.

16. Systemic Change So Any Reasonable Driver Succeeds A traffic light would make the intersection safe for any good driver making a reasonable effort.

17. Systemic Change So Any Reasonable Driver Succeeds With a good system, most people will succeed with a reasonable effort. Improving systems is cheaper, easier and yields better results than improving all those who use them.

18. Japanese vs. American Cars in the 1970s U.S. auto companies lost market share rapidly to Japanese car companies in the 1970s due to quality and price. Many believed that American workers could not produce the same quality, at the same price, as Japanese workers. But, it was later shown that Japanese cars were designed with half the parts as American cars.

19. Lean Thinking Fewer parts, meant lower cost and fewer errors in production. This was part of an overall more effective system of designing and producing cars: Lean Thinking. It was not the workers, it was the quality of the system. Now, that Lean Thinking has been adopted in the U.S., quality and price are competitive.

20. W. Edwards Deming The Japanese had adopted the philosophy of an American in designing their system of production: W. Edwards Deming. His philosophy was only adopted in the U.S. after transforming Japan. Fundamental to his philosophy is to never blame the workers for poor quality, that is always the result of management.

21. Deming Quotes “The worker is not the problem. The problem is at the top! Management!” “…don’t blame the singers (workers) if the song is written poorly (the system is the problem); instead, rewrite the music (fix the system).”

22. Good Books for Systems Thinking

24. Progressive Science Initiative (PSI) & Progressive Mathematics Initiative (PMI) Every system must address a need. PSI-PMI was designed to address the need that: States and countries must improve student learning in science and mathematics as an issue of social justice and international competitiveness

25. Science and Mathematics Many 21 st century jobs require prerequisite learning in science and mathematics: ScienceMedicine TechnologyComputer Science EngineeringAgricultural Science MathematicsVeterinary Science, Mining, etc. Employment in these fields is strong and growing

26. Science and Mathematics Many other 21 st century jobs are linked to the analytical thinking of science and mathematics: BusinessInvestment Banking FinanceLaw Urban PlanningCorporate Planning DesignArchitecture, etc.

27. Global Competition All nations must improve student achievement in science and mathematics: For the direct advantage provided in science, technology, engineering and mathematics (STEM) AND For the indirect advantage of developing more people who can think analytically in other fields

28. Equity and Access All students must learn math and science to have a fair chance at the jobs of the future This is essential to the life of each student AND This is essential to the future of their country; each country must realize the potential of all its citizens

29. The Problem In the past, there were jobs for people without the mental tools of math and science Those jobs are shrinking in number We can no longer accept students leaving school unprepared for the jobs that are open and desirable

30. The Problem In most countries, too small a percentage of students are successful in math and science Traditional approaches towards curriculum, pedagogy and assessment have failed many The teaching of these subjects has screened students out, not welcomed them in This is no longer acceptable

31. The Current System has Failed The traditional system of education is inefficient Pushing on it harder  Stresses students and teachers,  Doesn’t improve student learning or test results Like forcing a key in the wrong lock; turning it harder breaks the key, but doesn’t open the lock

32. Progressive Science Initiative (PSI) & Progressive Mathematics Initiative (PMI) PSI-PMI: A new system of education The results have been dramatic and show that it is practical to transform education rapidly As a results these programs are spreading quickly

33. The PSI-PMI System of Education Rigor and Stress Are Decoupled Student learning and enjoyment rise Teacher satisfaction and effectiveness improve

34. The PSI-PMI System of Education Mathematics and science become demystified All students see their basic human character They are no longer the exclusive domain of those who succeed despite the old system of teaching and learning – the “elite”

35. PSI-PMI Expansion PSI was first developed to teach high school science to students PSI was then used to create new high school physics and chemistry teachers PMI uses PSI Methods to teach K-12 math PSI is now being used to develop K-8 science

36. PSI-PMI Expansion Developed in 1 NJ school: 1999 - Extended to 98 NJ schools: 2007 - Extended to Argentina: 2010 - Extended to Rhode Island and Colorado: 2011 - Extended to The Gambia, West Africa: 2012 - NEA funding entry to more states: 2013 -

37. New Jersey In the last 4 years, in NJ, PSI-PMI:  In 98 Schools  Trained 683 current math and science teachers  Created 112 new physics teachers  Created 29 new chemistry teachers They taught about 83,000 students mathematics 61,000 students science

38. Teacher Training: Other States Rhode Island Piloted in one district in 2011-12 High School adoption in that district in fall 2012-13 Colorado Adoption in 3 high schools and 1 elementary school in 2012-13

39. San Luis, Argentina Created 25 new physics teachers Trained 75 science and math teachers PSI-PMI teachers are teaching thousands of students mathematics and science All courses being translated to Spanish

40. The Gambia, West Africa World Bank funds a $492,000 pilot 2012/13 Peace Corps commits 4 volunteers CTL trains 36 teachers from 13 schools 600+ students learning physics and math

41. The Gambia, West Africa 2013/2014 Peace Corps increases to 8 volunteers Training expands to 60 teachers from 25 schools Will be teaching about 1800 students

42. Teacher Training: Other States In late 2012, NEA provided a $500,000 Challenge Grant to expand beyond NJ with matches from states Matches from Morgridge Family Foundation and Xcel Energy are supporting a full-time presence on the ground in Colorado beginning in 2013

43. Teacher Training: Other States Uncommitted NEA Funding: $300,000 Microsoft matches with additional $100,000 Balance of $400,000 available to support expansion to other districts or states outside NJ and CO

44. Three Threads of PSI-PMI 1.Demystifying math and science to make them accessible to all 2.Correcting the high school science sequence 3.Filling the shortage of physics and chemistry teachers

45. The PSI-PMI System of Education Integrates: Pedagogy Curriculum Assessment Professional Development Converges: The Written Curriculum The Taught Curriculum The Assessed curriculum

46. Pedagogy Social Constructivism Round Tables Group Problem Solving Heterogeneous setting

47. Pedagogy Direct Instruction Interactive White Board (IWB) Notebook presentation Student Response Formative Assessment Teacher as part of social group

48. Formative Assessment Interactive White Board files connect direct instruction and social constructivism through real-time student polling

49. Direct Instruction Example: Direct Instruction - Adding Decimals

50. Direct Instruction Example: Direct Instruction - Adding Decimals

51. Formative Assessment

53. The Key: The correct answer isn’t revealed All students must defend their answers Students like talking and debating Students focus on short direct instruction, and the arguments at their table, so they can get the next questions right. Demonstrations and labs become extensions of this model, with open-ended labs driving inquiry

54. Structure of Classroom Learning Each topic has direct instruction and about 6 formative assessment questions Topics (with demonstrations) comprise units Units (with labs) comprise courses The sequence of courses comprise education

55. Neuroscience, Vygotsky and Video Games People like to struggle, and then win If there’s no struggle, it’s boring If there’s no win, it’s frustrating Releases endorphins, resulting in pleasure and memory retention

56. Neuroscience, Vygotsky and Video Games People are social Work done in a group is more fun The group moves all individuals forward faster than they would move alone Vygotsky’s Social Constructivism – Keeping students in their Zone of Proximal Development

57. PSI-PMI Paradigm Shift For what world are we preparing our students? Not for Isolated work: factual recall; sitting quietly; transcribing; accepting

58. PSI-PMI Paradigm Shift For what world are we preparing our students? Rather, for Collaborative work: critical thinking; problem solving; talking; debating questioning

59. Summative Assessment Grades based only on what students know and can do – Tests, quizzes and labs Grades are not subjective No points for homework, participation, etc. Retakes available for all assessments Grades then correlate to End of Course Tests (APs, EOC Algebra I, Common Core, etc.)

60. Textbooks are no longer used in class Group instruction is done with slides on an interactive white board Frequent student polling with student responders

61. Textbooks are no longer used at home Individuals work at home with the same slides used in class on phones, tablets, PCs, etc. Video support for slides via posted videos on YouTube

62. The Teacher’s Role Shifts To teaching: communicating, engaging and motivating students Away from “lesson planning” No more individually designed assessments or lesson plans

63. Teacher Created Digital Courses Creating these courses is complex and time consuming - beyond the capacity of a single teacher Teams of teachers create digital courses The artisan model of lone teachers handcrafting lessons and assessments is obsolete

64. Teacher Created Digital Courses Collaboratively created courses replace individual lesson plans and assessments Continuous improvement is driven by the shared use of, and refinement by, many teachers Rather than 1000s of teachers working alone; 1000s of teachers work together to improve what they all will teach

65. Complexity moved away from Users New technology pushes complexity to the system, and away from the user The total complexity of using a computer to do a calculation is higher than using paper and pencil But the stress and complexity is taken on by the hardware and software creators The user’s work is easier AND better

66. A New System of Education The burden shifts to teams of teachers who create courses that are shared, used and improved by all The cost for PSI-PMI course development (about $500,000 per year) is borne by sponsors who believe in this mission Then shared with students and teachers for free at www.njctl.org www.njctl.org Free and Open-Source

67. Major Sponsors  New Jersey Education Association  National Education Association  Bayer Healthcare  Verizon  Microsoft  Xcel Energy  SMART  eInstruction  Morgridge Family Foundation  Overdeck Family Foundation  National Education Association Foundation

68. Free Open-Source Digital Courses English language materials  50,000 slides  1000 Word Documents It would take about 16 days, at 30 seconds a slide, just to see all the slides Spanish language versions being completed

69. Bipartisan Support  Democrats and Republicans  Business and unions  Teachers and Administrators  Students and Parents

70. Free Open-Source Digital Courses These courses are posted for the free use of all at www.njctl.orgwww.njctl.org They are free AND open-source: they can be used, and edited, by anyone Users drive continuous improvement – creating a global professional learning community Teachers register to see assessments

71. www.njctl.org

72. PSI High School Science Algebra-Based Physics AP Physics B (trigonometry based) AP Physics C: Mechanics (calculus based) AP Physics C: E&M (calculus based) Chemistry AP Chemistry Biology AP Biology

73. PMI Grade Level Math Pre-K (being developed)Grade 8 KindergartenGrade 8 / Algebra I Grade 1Algebra I Grade 2Geometry Grade 3Algebra II / Trig Grade 4Pre-Calculus Grade 5AP Calculus A/B Grade 6 AP Calculus B/C Grade 7 College Math Grade 7 accelerated

74. Domain Level Math Courses Content can be seen horizontally or vertically: In the past, there have only been Grade level courses, which teach the part of each domain indicated for that year Using digital content, we now have Domain level courses, which teach each domain, in topic sequence, independent of Grade Level Domain level courses provide intervention for students who have weakness in a domain

75. PMI Domain Level Math Courses Expressions & Equations Measurement and Data Fractions Functions Geometry Operations and Algebraic Thinking Numbers in Base Ten The Number System Ratios and Proportions Statistics and Probability

76. K-8 Science Now: Under development by 18 teacher-writers May: Course outlines available June: First unit of each course July: First quarter of instruction for each course August: First half of instruction for each course

77. Web Site Use – Last 12 Months 1.9 Million Pageviews from 158 countries 110,000 Unique Visitors

78. Web Site Teacher Registrations

79. Rational Sequence of Content A rational sequence of curriculum content is required Math - Common Core Science – Fixing the U.S. science sequence

80. Stop Teaching Science Backwards The current U.S. science sequence made sense in 1892, when biology was botany & zoology and Algebra I was advanced mathematics Most students didn’t study Algebra I or Physics until late in high school, if at all Physics, the simplest of the sciences became viewed as the hardest, only for the “elite” Now all students study Algebra I, but the science sequence is hard to change

81. Traditional HS Science Sequence 9 th Grade 10 th Grade 11 th Grade 12 th Grade

82. Changing the Science Sequence Now that Algebra I is taught in Grade 9, or earlier, physics should switch to Grade 9, or earlier, as well Physics should be taken by all students while, or soon after, they take Algebra I This prepares them for Chemistry, and then Biology…and for more advanced sciences While providing motivation for learning math

83. PSI HS Science Sequence – Minimum 9 th Grade 10 th Grade 11 th Grade 12 th Grade

84. PSI HS Science Sequence – with APs Algebra II Pre Calculus 9 th Grade 10 th Grade 11 th Grade 12 th Grade

85. Mathematically Rigorous Physics for All The new PSI-PMI paradigm demystifies science and mathematics Now all students, and teachers, can learn any science…and any mathematics Opening the door to address a major problem of equity and access

86. Mathematically Rigorous Physics for All Physics is the foundation of science Physics underlies chemistry Physics and chemistry underlie biology, and all other sciences Physics uses mathematics, thereby showing students the usefulness of mathematics Mathematically rigorous algebra-based physics integrates science and mathematics, transforming both

87. Mathematically Rigorous Physics for All Remember the career paths we saw earlier; These all require physics ScienceMedicine TechnologyVeterinary Science EngineeringAgricultural Science MathematicsIndustrial Science, etc.

88. Mathematically Rigorous Physics for All And remember the 21st century jobs that require analytical thinking. Analytical thinking is best taught in physics BusinessArchitecture FinanceLaw Urban PlanningCorporate Planning Designetc.

89. Mathematically Rigorous Physics for All To have a fair chance at a great career all high school students should: 1.Study one year of mathematically rigorous physics 2.Have the option of taking AP Physics

90. Mathematically Rigorous Physics for All The Problem Many U.S. schools don’t offer physics at all and, if they do, not to all their students Less then 35% of U.S. students study any physics, and it’s often not mathematically rigorous Less than 3% of U.S. students study Advanced Placement Physics

91. Social Justice: Equity and Access Schools with high poverty and underrepresented minorities are least likely to offer physics For instance, less than half of New York City high schools offer physics Fewer than 20% of New York City students study physics or chemistry in high school

92. A classic “bootstrap” problem There are not enough physics teachers to teach all students physics, so courses aren’t offered Until there are physics courses, there are no jobs for physics teachers Until more students study physics, there is not a source for new physics teachers

93. A classic “bootstrap” problem New physics courses must be started, and the teachers of them must be created, at the same time, not one before the other For all students to take physics we need at least 3 times as many physics teachers, and we need them now Before PSI, that was not possible – Now it is

94. Creating Science Teachers  PSI has shown that all students can learn physics  PSI has shown that all teachers can learn physics  PSI teaches physics to skilled teachers  And provides teachers the tools to teach physics  To get the best teachers to become the best physics teachers: “Teaching is hard; science is easy”

95. PSI Creates Physics Teachers

96. Creating Physics Courses  These new physics teachers have started new courses in schools in which they did not exist  Many more students are taking Physics and AP Physics B  In 2012, these were 6 of the top 12 NJ schools for the percentage of students taking AP Physics B  Many of these are urban schools with high poverty and high minority populations

97. AP Physics B Participation Rates

98. Learning Forward – National Report

99. “The New Jersey Center for Teaching and Learning (NJCTL) has been doing groundbreaking professional development work in math and science instruction as well…using the innovative curriculum of 2006 New Jersey Teacher of the Year Robert Goodman…to create the Progressive Science Initiative….”

100. The Progressive Science Initiative and the Progressive Mathematics Initiative: an effective new approach to student learning and teacher training – SMART Technologies and New Jersey Center for Teaching and Learning 2011 IMS Learning Impact Award

101. 2011 IMS Learning Impact Award

102. PSI-PMI Paradigm Shift Arthur Levine, president of the Woodrow Wilson National Fellowship Foundation, describes the PSI-PMI approach in these words: “There is a shift from teaching to learning, from working alone to collaboration, from passive to active learning, from analog to digital, from teaching a class to sharing authority for educating all the kids at a school, or beyond.”

103. PSI-PMI Paradigm Shift Social Justice requires that we use these new tools to provide fair access for all students to math and science in general, and to physics in particular Global competitiveness requires the same, since countries can only prosper if they realize the capacity of all their citizens

104. Empowering Teachers …Leading Change www.njctl.org bob@njctl.org New Jersey Center for Teaching and Learning