It’s a REVOLUTION…
…not just another swing of the
pendulum!
Tyrrell County Schools
Preparing for Changes to Come
Thursday, February 24, 2011 1:30-5:30
Let’s list the changes:
• Teacher Evaluation • Graduation
Instrument
• Curriculum
– Every subject!
• Assessments
Requirement
• Student
Accountability
Standards
• Accountability
Model
Why all the change?
• 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 21st 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
• January 2008
Blue Ribbon Commission Report
http://www.ncpublicschools.org/
docs/acre/history/accountabilityf
inalreport.pdf
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:
http://www.ncpublicschools.org/acre/standa
rds/
Instructional Support Tools (Crosswalks):
http://www.ncpublicschools.org/acre/standa
rds/support-tools/
Similar Goals for Standards
North Carolina’s
Mandates
Common Core
“Essential”
“Enduring”
“Essential”
”Rigorous”
“Narrow”
“Measurable
”
”Fewer,
Higher,
Clearer”
”Readiness for
College and
Career”
“Deep”
“Rigorous +
Relevant”
“Readiness for
College and
Career”
“Clear and
Concise”
”Focused”
“Prioritized
and
Focused”
11
Similar Goals for Standards
North Carolina’s
Mandates
Common Core
“Essential”
“Essential”
“Narrow”
”Fewer,
Higher,
Clearer”
“Deep”
Commonalities in all
curriculum areas:
• 21st Century teaching and learning
• Developed based on the Revised Blooms
Taxonomy
• Emphasizes teaching processes to be
applied in authentic settings
Why are
st
21 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
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 21st Century teaching and
learning is certainly a lot more than
using technology in the classroom!
educational
-origami home
Please find this handout…
http://edorigami.wikispaces.com//
Jigsaw Activity:
• Divide into groups of 4 or 5 (with those around you)
• Each group will be given 3 categories to discuss
• Identify SPECIFIC ways your classroom (or school) has
shifted from the 20th Century Paradigm to the 21st
Century Paradigm
• Select one idea to share with the whole group
• (Discuss for approximately 5 minutes)
Please find this document in your handouts…
http://www.p21.or
g/route21/
Questions or comments regarding 21st
Century teaching and learning?
It’s not just reading ’riting and
‘rithmatic anymore!
• The new 3 R’s in • Now there are 4
education:
–Rigor
–Relevance
–Relationships
C’s as well:
– Collaboration
– Creativity and
innovation
– Communication
– Critical Thinking
The Revised Bloom’s Taxonomy
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.”)
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Original Bloom’s
“Bloom’sTaxonomy
Taxonomy
Bloom
• Evaluation
Revised Bloom
• Create
• Synthesis
• Evaluate
• Analysis
• Analyze
• Application
• Apply
• Comprehension
• Understand
• Knowledge
• Remember
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
KNOWLEDGE DIMENSION
THE TAXONOMY TABLE
COGNITIVE PROCESS 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
How did I
– Self-knowledge
get that
answer?
THE TAXONOMY TABLE
KNOWLEDGE DIMENSION
COGNITIVE PROCESS DIMENSION
1.
REMEMBER
Recognizing
Recalling
Factual
Knowledge
Conceptual
Knowledge
Procedural
Knowledge
Metacognitive
Knowledge
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
http://projects.coe.uga.edu/e
pltt/index.php?title=Bloom%2
7s_Taxonomy
REFLECTION
What are the benefits (and
detriments) of the fact that
the revised Taxonomy is no
longer a cumulative
hierarchy?
THE TAXONOMY TABLE
KNOWLEDGE DIMENSION
COGNITIVE PROCESS DIMENSION
1.
REMEMBER
Recognizing
Recalling
Factual
Knowledge
Conceptual
Knowledge
Procedural
Knowledge
Metacognitive
Knowledge
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
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…
– …we teach.
• If a child doesn’t know how to compute…
– …we teach.
• If a child doesn’t know how to behave…
– …we teach.
• 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?
The demise of the dinner table!
http://www.youtube.com/watch
?v=V2raeNBXNXI
Next steps:
For the remainder of the 2010-2011 school year -
• Incorporate 21st century skills into our
lesson planning
• Use RBT in lesson design
• Be cognizant of incorporating literacy
objectives into content instruction. (See
handouts)
Summer 2011:
• 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
2011-2012 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
• 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
2012-2013 School Year:
• Implement new curriculum!
• Use ‘DoI’ to revise and modify pacing
guides as needed
Questions?
Stand by Me – Playing for Change – Song
Around the World