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Changing the Culture for Teaching and Learning

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... that is strong in math and science and equally strong in the liberal arts. ... Music, art and literature 'are the rivers of inspiration, and we don't want them ... – PowerPoint PPT presentation

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Title: Changing the Culture for Teaching and Learning


1
Changing the Culture for Teaching and Learning
  • AASB
  • October 21, 2007
  • Cathy Gassenheimer

2
Objectives
  • To deepen understanding about what students need
    to be successful in today's and tomorrow's world
  • To learn more about 21st Century Learning and why
    it is important to schools and to Alabama's
    future
  • To explore and learn more about Professional
    Learning Communities and why they are essential
    to improved teaching and learning.

3
A Look Into the Past...1940s
  • In 1943, a social studies test was developed and
    administered to seven thousand college freshman
    nation-wide.
  • Only 29 knew that St. Louis was located on the
    Mississippi.
  • Only 6 knew the thirteen original states of the
    Union.
  • Some thought Lincoln was the first president.

4
A Look Into the Past...1950s
  • A proficiency test given in 1951 to
    eighth-graders found that more than half could
    not calculate an 8 percent sales tax on an 8
    purchase.

5
A Look Into the Past...1960s
  • A 1961 report by the Council for Basic Education
    claimed that a third of ninth graders could only
    read at a second or third grade level.

6
Who Is the Net Generation?
7
Characteristics of Millenials
  • Connectedness
  • More Team-Oriented
  • More Consensus Driven
  • Preferred to be Part of a Pack

8
Characteristics of Millenials
  • Everything on Demand
  • Need for Immediate Feedback...in Digestible and
    Entertaining Soundbites
  • In the Workplace They Expect to Move Up Rapidly

9
Characteristics of Millenials
  • Free to be
  • More Involved Parents
  • Seeking Balance in Their Lives
  • More Adaptable
  • Require More Feedback
  • Want to be Engaged

10
Implications for Learning
  • They have changed the dynamics of the
    classroom. Stephanie Dupaul, Director of
    Admissions for the Cox School of Business

11
Implications for Learning
  • They are very consensus-driven and supportive
    of each other, which creates harmony, but you do
    have to push them to speak out more often.
    -Stephanie Dupaul

12
Implications for Learning
  • They expect their classroom experience to be
    more fast paced, inclusive and discussion
    oriented.

13
Implications for Learning
  • Traditional lecture styles have become less
    desirable.

14
Implications for Learning
  • They can multi-task...they manage a case
    discussion and CNBC simultaneously, apparently
    able to use multiple channels in their brains.
    Stephanie Dupaul

15
Education and the Economy
  • Since WWII, worker productivity has grown more
    slowly in the U.S. than in other industrialized
    countries.
  • National Center for Education
    Statistics, Education and the Economy
    An Indicators Report,
  • (1997).

16
Education and the Economy
  • High Paying Jobs Will Continue to be
    Knowledge/Innovation Based
  • 2004 Engineering Grads China-500,000
    India-200,000 US-70,000
  • 2003 US granted patents Of top 10 companies
    receiving patents, only 3 US

17
Education and the Economy
  • The sky is not falling nothing horrible is
    going to happen today. The U.S. is still the
    leading engine for innovation in the world...But
    there is a quiet crisis in U.S. science and
    technology we have to wake up to. The U.S. today
    is in a truly global environment, and those
    competitor countries are not only wide awake,
    they are running a marathon while we are running
    sprints. If left unchecked, this could challenge
    our preeminence and capacity to innovate.
    Shirley Ann Jackson, President of Rensselaer
    Polytechnic Institute

18
Education and the Economy
  • Children need a broad education that is strong
    in math and science and equally strong in the
    liberal arts. In the current economy, innovation
    and synthesis are supremely important. "You never
    know where that inspiration is coming from,"
    Friedman said. Music, art and literature "are the
    rivers of inspiration, and we don't want them to
    dry up."Thomas Friedman, Author of The World Is
    Flat

19
Workforce Readiness
  • High School Graduates
  • Over 40 of employers rate new entrants with a
    high school diploma as deficient in their
    overall preparation for entry-level jobs.
  • Are They Really Ready to Work? (2006).

20
Workforce Readiness
  • College Graduates
  • 65 of employers rate new entrants with a 4-year
    college degree as adequate in their overall
    preparation for entry-level jobs.
  • Are They Really Ready to Work? (2006).

21
Schools have to prepare every child...
  • What does that mean?

22
Applied Skills Needed for Todays Work Environment
  • High School Graduates Need Skills In...
  • Professionalism/Work Ethic
  • Teamwork/Collaboration
  • Oral Communications
  • Ethics/Social Responsibility
  • Critical Thinking/Problem Solving
  • Written Communications
  • Diversity
  • Creativity/Innovation
  • Lifelong Learning

23
Public Opinion Strategies National Poll
  • 88 of voters say they believe that schools can
    and should incorporate 21st century skills into
    the curriculum.
  • 66 of voters say they believe students need more
    than just the basics of reading, writing, and
    math schools also need to incorporate a broader
    range of skills.
  • 53 say they believe schools should place an
    equal emphasis on 21st century skills and basic
    skills.
  • Public Opinion Strategies and Peter D. Hart
    Research Associates (2007)

24
21st Century Skills Are Vitally Important
  • Providing all students with 21st century
    skills and making education relevant to todays
    world are critical to closing both the
    achievement gap and the global competition gap.
  • -Public Opinion Strategies and Peter D.
    Hart Research Associates (2007)

25
Framework for 21st Century Learning
www.21stcenturyskills.org
26
Grid for 21st Century Learning
Source enGauge 21st Century Skills
27
Paradigm Shift!
28
Shift 1
  • Shift focus from TEACHING to LEARNING

29
  • School mission statements that promise learning
    for all have become a cliché. But when a school
    staff takes that statement literally when
    teachers view it as a pledge to ensure the
    success of each student rather than a politically
    correct hyperbole profound changes begin to
    take place.
  • Rick DuFour, On Common Ground, pg. 32

30
Shift 2
  • Shift focus from INTENTIONS to RESULTS

31
  • Of course, this focus on continual improvements
    and results requires educators to change
    traditional practices and revise prevalent
    assumptions. Educators must begin to embrace data
    as a useful indicator of progress. They must stop
    disregarding or excusing unfavorable data and
    honestly confront the sometimes-brutal facts.
    They must stop using averages to analyze student
    performance and begin to focus on the success of
    each student.
  • Rick DuFour, On Common Ground, pgs 41-42

32
3 Levels of Curriculum (Marzano,2003)
  • The Intended Curriculum what we intend for each
    student to learn
  • The Implemented Curriculum what is actually
    taught
  • The Attained Curriculum what students actually
    learn

33
  • A school that is truly committed to learning
    for all would take steps to address all three
    levels. Every teacher would be clear on what
    students are to learn. Procedures would be in
    place to guarantee that every student has access
    to that intended learning...Every students
    attainment of the intended outcomes would be
    carefully monitored.
  • Rick DuFour, Whatever It Takes, pg. 25

34
Shift 3
  • Shift focus from ISOLATION to COLLABORATION

35
  • Despite compelling evidence indicating that
    working collaboratively represents best practice,
    teachers in many schools continue to work in
    isolation. Even in schools that endorse the idea
    of collaboration, the staffs willingness to
    collaborate often stops at the classroom door.
  • Rick DuFour, On Common Ground, pg. 36

36
Professional Learning Communities Four Critical
Questions
  • What do we want each student to learn?
  • How will we know when each student has learned
    it?
  • How will we respond when students dont learn?
  • How can we accelerate the learning for all
    students?

37
PLCs Require Two Types of Change
  • Structural Change Changing policies,
    procedures, programs and rules of a school.
  • Cultural Change Changing the assumptions,
    beliefs, values, expectations, and habits that
    drive the day-to-day work of the school and shape
    how its people think, feel, and act.

38
  • Which Is Most Important?

39
  • Structural change that is not supported by
    cultural change will eventually be overwhelmed by
    the culture, for it is in the culture that an
    organization finds meaning and stability.
  • -Phil Schlechty

40
  • Through New Eyes
  • Putting a Professional Learning
  • Community into Practice

41
Part 1 Questions
  • How does the school respond when it becomes
    apparent that the student is not succeeding?
  • What message is the school sending to Johnny?
  • How would you describe the schools culture? What
    are the assumptions, beliefs, expectations,
    habits and values that seem to drive its
    day-to-day work?

42
Part 2 Questions
  • What is the same in Part 1 and Part 2? What is
    different?
  • How does the school respond when it becomes
    apparent that the student is not succeeding?
  • What message is the school sending to Johnny?
  • How would you describe the schools culture? What
    are the assumptions, beliefs, expectations,
    habits and values that seem to drive its
    day-to-day work?

43
Table Discussion
  • As Board Members, what should be our response to
    our schools when students are not succeeding?
  • As Board Members, what can we do to help district
    and school leaders discuss these 4 critical
    questions
  • What do we want each student to learn?
  • How will we know when each student has learned
    it?
  • How will we respond when students dont learn?
  • How can we accelerate the learning for all
    students?

44
  • The true mission of a school is revealed by what
    people do, not by what they say. Therefore,
    educators committed to bringing their mission
    statements to life in their school are relentless
    in examining every practice, procedure and
    decision and in asking, Is this consistent with
    our mission of higher levels of learning for all
    students?
  • On Common Ground

45
  • When educators learn to clarify their
    priorities, to assess the current reality of
    their situation, to work together and to build
    continuous improvements into the very fabric of
    their collective work, they create conditions for
    the ongoing learning and self-efficacy essential
    to solving whatever problems they confront.
  • Learning By Doing
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