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What is New for a New Generation of Learners?

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Has brown hair and brown eyes A big brother, big sister, and little brother A dog named Junebug And a kitty named Abby Alaina loves her new doll; ... – PowerPoint PPT presentation

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Title: What is New for a New Generation of Learners?


1
What is New for a New Generation of Learners?
  • Sam Redding
  • Center on Innovation Improvement

2
Generational Change
  • 1970 80 of 25 year olds had married
  • 2000 40 of 25 year olds had married
  • Independence moved away from parents, married,
    children, financially self-sufficient
  • 1960 70 of Americans independent by 30
  • 2000 Less than 40 independent by 30

3
Divorce in America
  • Highest rate in the world
  • 50 of first marriages
  • 67 of second marriages
  • 74 of third marriages

4
Single Parent Families
  • 1970 13 of families
  • 1998 34 of families
  • Births to unmarried mothers
  • 1 in 10 births in 1970
  • 1 in 3 births in 1995

5
Percent of Age 25
  • With high school degree
  • 1970 52.3
  • 2009 86.7
  • With college degree
  • 1970 10.7
  • 2009 29.5

6
Percent Age 25 in 2009
  • With high school degree
  • White 87.1
  • Black 84.1
  • Hispanic 61.9
  • Asian 88.2
  • Male 86.2
  • Female 87.1

7
Percent Age 25 in 2009
  • With college degree
  • White 29.9
  • Black 19.3
  • Hispanic 13.2
  • Asian 52.3
  • Male 30.1
  • Female 29.1

8
Cell Phones and Computers
9
Voice and Text
10
(No Transcript)
11
Teens and Text Messages (Pew)
  • Teens and Cell Phones (Pew Study, April 2010) The
    typical American teen sends and receives 50 or
    more messages per day, or 1,500 per month.
  • 31 of teens send and receive more than 100
    messages per day or more than 3,000 messages a
    month.
  • 15 of teens who are texters send more than 200
    texts a day, or more than 6,000 texts a month.

12
(No Transcript)
13
Use of Media by Adults
  • Internet (including email) 32.7 hours per week
  • Television 16.4 hours per week
  • Newspapers and magazines 3.9 hours per week

14
This is Alaina
15
Alaina . . .
  • Has brown hair and brown eyes
  • A big brother, big sister,
  • and little brother
  • A dog named Junebug
  • And a kitty named Abby
  • Alaina loves her new doll she named her Alexis
  • Alaina is in first grade

16
Alaina . . .
  • Is my granddaughter
  • She calls me Papa Sam

17
  • Where is Alaina in the school system?

18
Looking for Alaina From the Top Down
19
Finding Alaina
20
What Matters Most to Alainas Success?
  • Proximal variables matter most the people
    closest to Alaina and what they do
  • And the systems (people) who support them

21
Alainas Family
  • Alainas familys role is to
  • Love her and talk with her every day
  • Read to her and listen to her read
  • Teach her to be kind and to behave in school
  • Aspire for her to succeed
  • Expect her to do her best
  • Build her habit of studying at home
  • Stay in touch with her teacher
  • Know her friends and their parents

22
Alainas Teacher
  • Alainas teachers role is to
  • Know Alaina well and care about her
  • Know the subjects well and how to teach them
  • Meticulously plan every detail of every day
  • Set and reinforce clear expectations for students
  • Know what Alaina already knows and what she needs
    to learn
  • Adapt instruction for Alaina and for each student
  • Inspire Alaina to love learning and do her best
  • Stay in touch with Alainas parents and support
    them in their role

23
Alainas Teachers Team
  • Alainas teachers teams role is to
  • Add flesh to the bones of the aligned curriculum
  • Develop and share instructional plans,
    strategies, and activities
  • Monitor the progress of their students
  • Adapt their plans, strategies in response to
    assessments
  • Mentor new teachers
  • Observe each others teaching and make
    suggestions
  • Contribute to each others professional growth

24
Alainas Principal
  • Alainas principals role is to
  • See that Alaina has the best teachers possible
    by
  • Hiring good teachers
  • Clearly communicating and reinforcing
    expectations for teachers
  • Monitoring teachers performance
  • Evaluating teacher performance, especially
    through classroom observations and student
    achievement
  • Providing teachers with opportunities for growth
    aligned with their evaluated performance
  • Removing inadequate teachers
  • Monitor student and school progress and make
    adjustments
  • Coordinate the work of teams
  • Manage the business of the schools operation
  • Set the tone of attitude toward students and
    their families

25
Alainas Districts Support for Her School
  • The role of Alainas districts support to her
    school is to
  • Provide a rich, aligned, articulated curriculum
  • Provide periodic assessment with timely and
    meaningful reporting to teachers
  • Maintain regular two-way communication with
    Alainas principal
  • Monitor the schools operations and performance
  • Provide mentoring and professional development
    for the principal aligned with the principals
    needs
  • Provide professional development for teachers
    aligned with their collective and individual needs

26
Alainas Districts Superintendent
  • Alainas superintendents role is to
  • See that Alainas school has the best principal
    possible by
  • Hiring good principals
  • Clearly communicating and reinforcing
    expectations for principals
  • Monitoring principals performance
  • Evaluating principals performance, especially
    through school operations and student achievement
  • Providing principals with opportunities for
    growth aligned with their evaluated performance
  • Removing inadequate principals
  • Organize and monitor the delivery of district
    support for Alainas school
  • Serve as channel of informed communication among
    district constituencies
  • Manage the business of the district

27
Alainas Districts Board
  • Alainas district boards role is to
  • Establish policies with Alaina in mind
  • Negotiate contracts with Alaina in mind
  • Provide the resources necessary for Alainas
    success
  • Provide the best superintendent possible by
  • Hiring a good superintendent
  • Clearly communicating and reinforcing
    expectations for the superintendent
  • Monitoring the superintendents performance
  • Evaluating the superintendents performance,
    especially in district operations and student
    achievement
  • Providing the superintendent with opportunities
    for growth aligned with their evaluated
    performance
  • Removing inadequate superintendents

28
What Happened About Year 7?
  • Millard Fillmore School
  • Scores on State Assessment

Year 1
Year 7
Year 9
Year 4
Year 12
What happened about Year 7? List 3 actions that
most contributed to Millard Fillmores
improvement. Change of principals doesnt
count.
29
Proximal Variables for Student Learning
  • The students
  • prior learning, which teachers have provided
  • metacognitive skills, which can be taught
  • motivation to learn and sense of self-efficacy,
    which a teacher nurtures
  • effort and time on task, which a teacher expects
  • interactionacademic and socialwith teachers and
    other students
  • familys engagement and support for learning,
    which a teacher curries.
  • The teachers -
  • instructional planning and classroom management
  • instructional delivery through a variety of
    modes
  • personalization (individualization) of
    instruction for each student
  • taught and aligned curriculum, designed by
    teacher teams.
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