T M Cre a ting K 12 Co nve rsa tio ns & Co nditio ns with - - PowerPoint PPT Presentation
T M Cre a ting K 12 Co nve rsa tio ns & Co nditio ns with the 6Cs: e xplo ring sha re d c ulture , c urric ulum & c o nc lusio ns Alpine Sc ho o l Distric t K 12 T e a m: Dr. Amy Mine r, Dr. Jo e Je nse n, Bria n Jo lle y, Sha
T M
Cre a ting K 12 Co nve rsa tio ns & Co nditio ns with the 6Cs: e xplo ring sha re d c ulture , c urric ulum & c o nc lusio ns
Alpine Sc ho o l Distric t K 12 T e a m: Dr. Amy Mine r, Dr. Jo e Je nse n, Bria n Jo lle y, Sha wn Bro o ks, Bria n Sa xto n, Byro n T a nne r, K a thy L a rse n, K e lly Je ffe ry
Se ssion Obje c tive s
he re a re c o mmo n c ultura l c o nd itio ns tha t must e xist fo r the 6Cs le a rning to thrive a c ro ss the K 12 syste m.
he 6Cs pro vid e the id e a l thre a d to c o nne c t K 12 e d uc a tio na l syste ms a s ne w le a rning pa rtne rs. Ho we ve r, princ ipa ls must wo rk to g e the r purpo se fully to b rid g e the tra d itio na l g a ps b e twe e n sc ho o ls
a sse ssme nt, 6Cs le a rning o ppo rtunitie s a uthe ntic a lly a nd se a mle ssly e me rg e a c ro ss sc ho o ls, g ra d e le ve ls, a nd c o nte nt a re a s.
le me nta ry Sc ho o ls
Sc ho o ls
L a rg e st sc ho o l d istric t in Uta h
T itle 1 c o nte xt Simila r de mo g ra phic s- hig h mino rity 40% 93% g ra dua tio n ra te 95% o n tra c k he a ding into 10th g ra de Sig nific a nt sta b ility in le a de rs
Common Culture Shifts
Jo int De te rmina tio n Ada pta b ility Culture Ba se d Ac c o unta b ility
“Jo intly De te rmine d Cha ng e invo lve s d e ve lo ping unity o f purpo se a nd a c tio n with tho se in the
thro ug h c o ntinuo us inte ra c tio n.” (p. 13)
Jointly De te rmine d Cha ng e
“T his fine b a la nc e b e twe e n to o muc h d ire c tio n a nd to o little d ire c tio n is why le a d e rship fo r jo int d e te rmina tio n is c a lle d nua nc e . “ (p.19)
Ada pta bility
e a de rship T e a m I s E sse ntia l
so lutio ns, b uild fa c ulty c a pa c ity, imple me nt, le a rn, a djust, impro ve .
sha re d visio n, no t a princ ipa l’ s visio n.
Culture Ba se d Ac c ounta bility
e a de rship T e a m is Ce ntra l--T
he Group is le a ding / c ha ng ing the g roup
e a ding Pe e rs
T he pe o ple o n the o utsid e o f the whe e l will b e mo ving o ne se a t to the rig ht a t e a c h ro ta tio n; pe o ple a t the hub re ma in in the ir se a ts. Yo u will b e wo rking o n o ne q uo te with e a c h pa rtne r fo r a ppro xima te ly 3 minute s — yo u will wo rk with 4 d iffe re nt pa rtne rs d uring the a c tivity.
Do e s this de sc rib e yo ur c urre nt sc ho o l c ulture a nd why? Co nside r e vide nc e to suppo rt yo ur pe rspe c tive .
Culture fo r De e p L e a rning
T he le a d e rs jo b is to c re a te a nd nurture the c ulture we a ll ne e d to d o o ur b e st wo rk. And so a nytime yo u pla y a ro le in d o ing tha t, yo u a re e xe rc ising le a d e rship. (E d mo nd so n, 2019,
Simila rly, it is no t the ma na g e rs jo b to pre ve nt risks. I t is the ma na g e r’ s jo b to ma ke it sa fe to ta ke the m. (Ca tmull, 2014)
Culture fo r De e p L e a rning
Spe a king up is no t a na tura l a c t in hie ra rc hie s. I t must b e nurture d . Whe n it’ s no t, the re sults c a n b e c a ta stro phic fo r pe o ple a nd fo r the b o tto m line . But whe n it is nurture d yo u c a n b e c e rta in tha t it is the pro d uc t o f d e lib e ra te , tho ug htful e ffo rt. (E d mo nd so n, 2019, p.146)
Culture fo r De e p L e a rning
An o rg a niza tio n, a s a who le , is mo re c o nse rva tive a nd re sista nt to c ha ng e tha n the ind ivid ua ls who c o mprise it. Do no t a ssume tha t g e ne ra l a g re e me nt will le a d to c ha ng e – it ta ke s sub sta ntia l e ne rg y to mo ve a g ro up, e ve n whe n a ll a re
Culture fo r De e p L e a rning
I f le a d e rs wa nt to unle a sh ind ivid ua l a nd c o lle c tive ta le nt, the y must fo ste r a psyc ho lo g ic a lly sa fe c lima te whe re e mplo ye e s fe e l fre e to c o ntrib ute id e a s, sha re info rma tio n, a nd re po rt mista ke s. (E d mo nd so n, 2019, p.xvi)
Culture fo r De e p L e a rning
I n a psyc ho lo g ic a lly sa fe wo rkpla c e , pe o ple a re no t hind e re d b y inte rpe rso na l fe a r. T he y fe e l willing a nd a b le to ta ke the inhe re nt inte rpe rso na l risks o f c a nd o r. T he y fe a r ho ld ing b a c k the ir full pa rtic ipa tio n mo re tha n the y fe a r sha ring a po te ntia lly se nsitive , thre a te ning , o r wro ng id e a . (E d mo nd so n, 2019, p. xv)
Culture fo r De e p L e a rning
T he d e sire fo r e ve rything to run smo o thly is a fa ulty g o a l – it le a d s to me a suring pe o ple b y the ir mista ke s the y ma ke ra the r tha n b y the ir a b ility to so lve pro b le ms. (Ca tmull, 2014) Do n’ t wa it fo r thing s to b e pe rfe c t b e fo re yo u sha re the m with o the rs. Sho w e a rly a nd sho w o fte n. I t’ ll b e pre tty whe n we g e t the re , b ut it wo n’ t b e pre tty a lo ng the wa y. And tha t’ s a s it sho uld b e . (Ca tmull, 2014)
Culture fo r De e p L e a rning
Wha t ma ny pe o ple d o no t re a lize is tha t mo tiva tio n b y fe a r is ind e e d hig hly e ffe c tive —e ffe c tive a t c re a ting the illusio n tha t g o a ls a re b e ing a c hie ve d . I t is no t e ffe c tive in e nsuring tha t pe o ple b ring the ir c re a tivity, g o o d pro c e ss, a nd pa ssio n ne e d e d to a c c o mplish c ha lle ng ing g o a ls in kno wle d g e - inte nsive wo rk pla c e s. (E d mo nd so n, 2019, p. 57)
Culture fo r De e p L e a rning
Pe o ple up-a nd -d o wn a nd a c ro ss the o rg a niza tio n c a n c o ntrib ute to c re a ting a c lima te o f vo ic e a nd sa fe ty. A le a d e r c a n b e the d riving fo rc e a nd c a ta lyst fo r o the rs to spe a k up; b ut ultima te ly, the pra c tic e must b e c o -c re a te d a nd c o ntinuo usly nurture d – b y multiple sta ke ho ld e rs. (E d mo nd so n, 2019, p.142)
Culture fo r De e p L e a rning
A c o mpa ny’ s c o mmunic a tio n struc ture sho uld no t mirro r it’ s
ve ryb o d y sho uld b e a b le to ta lk to a nyb o d y. (Ca tmull, 2014) F
a nd e xpe c ta tio ns a b o ut spe a king up – must b e c o me institutio na lize d a nd syste ma tize d . (E d mo nd so n, 2019, p. 82)
Culture fo r De e p L e a rning
Our jo b a s ma na g e rs in c re a tive e nviro nme nts is to pro te c t ne w id e a s fro m tho se who d o n’ t und e rsta nd tha t in o rd e r fo r g re a tne ss to e me rg e , the re must b e pha se s o f no t so g re a tne ss. Pro te c t the future , no t the pa st. (Ca tmull, 2014)
Culture fo r De e p L e a rning
T rust d o e sn’ t me a n tha t yo u trust tha t so me o ne wo n’ t sc re w up – it me a ns yo u trust the m e ve n whe n the y d o sc re w up. (Ca tmull, 2014) F a ilure isn’ t a ne c e ssa ry e vil. I n fa c t, it isn’ t e vil a t a ll. I t is a ne c e ssa ry c o nse q ue nc e o f d o ing so me thing ne w. (Ca tmull, 2014)
Ge tting to HOW the work is done ...
Using b a c kwa rd d e sig n (Wig g ins & Mc T ig he ), we e ng a g e in the 4 PL C q ue stio ns (DuF
we wa nt stude nts to know, do, a nd be c ome a s a re sult of
his is the pro c e ss o f b e g inning with the e nd o f the ye a r, the la st d a y o f sc ho o l/ c la ss, a s the stud e nt e xits o ur le a rning e nviro nme nt, wha t d o we ho pe the y kno w, c a n d o a nd ha ve b e c o me thro ug h instruc tio n a lig ne d with the 6Cs?
➔ 6Cs a re the g o a l ➔ Go a ls a re a uthe ntic & g e nuine ly drive
instruc tio n
➔ I
nfo rme d b y c o nte nt sta nda rds
➔ Co nte nt pro vide s the c o nte xt
Wha t T a ug ht
Bonne ville E le me nta ry
5th g ra de writing :
All fifth g ra d e stud e nts will b e a b le to write a 5 pa ra g ra ph e ssa y using the rub ric . How ma ny of the stude nts? E xa mine d e a c h profic ie nc y a s a se pa ra te g oa l… Conse nsus a s a te a m a bout wha t ma ste ry would like Pe e r E diting a nd Writing E ve ry g oa l ha s a 6Cs c ompone nt
6Cs -Bo nne ville
36
Sc ho o l Go a l: Co mmunic a tio n a nd Co lla b o ra tio n inc o rpo ra te d into e ve ry g o a l.
5th Gra de Goa l
Se pte mbe r 28th *80% o f fifth g ra d e stud e nts will b e a b le to write a n intro d uc tio n
pa ra g ra ph a c c o rd ing to the writing rub ric . T he stud e nts will d o this b y using the stud e nt frie nd ly 5th g ra d e writing rub ric , te a c he r mo d e ling , c ommunic a ting
e ffe c tive ly (se e rubric ) a nd ha ving c olla bora tive disc ussions, a lo ng with
a c c o mplishing pe e r g ra d ing . Stud e nts will pra c tic e c ommunic a tion skills to info rm pe e rs o f ne e d e d c o rre c tio ns while wo rking o n the ir intro d uc tio n pa ra g ra phs. T
pro fic ie nt, stud e nts ne e d to sc o re a “3” o n the writing rub ric .
(*As of Oc tobe r 1st, this g oa l wa s re a c he d with 82% of fifth g ra de stude nts re a c hing on a le ve l 3 for writing a n introduc tion pa ra g ra ph, while a lso re a c hing 92% on c olla bora tion a nd c ommunic a tion.)
5th Gra de Goa l
Nove mbe r 1st 80% o f the fifth g ra d e stud e nts will b e a b le to write the ir 3 b o d y
pa ra g ra phs with e ffe c tive o rg a niza tio n, using tra nsitio n wo rd s a c c o rd ing to the rub ric .T he stud e nts will d o this b y using the stud e nt frie nd ly 5th g ra d e writing rub ric , te a c he r mo d e ling a nd c olla bora tive a nd pe e r g ra ding . Stud e nts will
pra c tic e e ffe c tive c ommunic a tion skills a nd e xit tic ke t with rub ric g ro wth. T
pro fic ie nt, stud e nts ne e d to sc o re a “3” o n the writing rub ric . (*As of Nove mbe r
13th, this g oa l wa s 77% of fifth g ra de stude nts re a c hing a le ve l 3 on org a niza tion a nd tra nsitions - 73% . T he n, the te a m we nt two more we e ks of inte rve ntion to re a c h 86% on org a niza tion a nd tra nsitions. Communic a tion a nd c olla bora tion rose to 95% on the 6C’s rubric .)
E ng lish 11 Go a l- Ye a r 0
Stud e nts will b e a b le to : Write a n e ffe c tive lite ra ry a na lysis o f a n a uthor’s c hoic e of struc ture to c re a te o r e nha nc e the me a ning o f the wo rk inc lud ing id e ntifying the struc tura l e le me nts, d e te rmining ho w/ why struc tura l e le me nts a re use d , a nd infe rring ho w the me a ning of the work wo uld c ha ng e if the struc ture we re c ha ng e d .
E ng lish 11 Go a l- Ye a r 1
T his ye a r, a s we a lso c o ntinue to re vise a nd re fine o ur pre vio us wo rk, we will c re a te a nd no rm a sse ssme nts o n o ur
4 "C"s inte g ra tion (e ve n if the y a re no n-sta nd a rd ,
q ua lita tive , o r phe no me no lo g ic a l) to try to d e te rmine the e ffe c tive ne ss in b uild ing stud e nt c a pa c itie s. We will mo nito r a nd a d just o ur pra c tic e s a nd pla nning a c c o rd ing to d a ta g a the re d .
E ng lish 11 T e rm 2 Ye a r
2
Stud e nts will infe r ho w lite ra ture a nd a rt re fle c t a nd a re re fle c te d b y o ur c urre nt wo rld vie ws a nd issue s. T he y will o ffe r re spe c tful re futa tio n while a c kno wle d g ing b ia s. T
he y will c onside r rhe toric a nd sta nc e in a rg ume nts. T he y will e xhibit a n a bility a nd a n inc lina tion to c onside r
We will intro d uc e c ha ng e s in o ur c o nte nt instruc tio n b y a d d ing mo re c o lla b o ra tio n with
a nd ro le -pla ying , a nd c ha ng ing the d isc ussio n fo c us o f o ur te rm lite ra ture to e mpha size the the me s o f b ia s, rhe to ric , a nd the c o nse q ue nc e s
Stude nt E vide nc e
“I n a n id e a l wo rld , in a pe rfe c t so c ie ty, pe o ple wo uld no t ha ve fe a r o f d isc ussing the ir b e lie fs a nd b e ing o pe n b e c a use o the rs wo uld liste n a nd try to se e issue s fro m a ll pe rspe c tive s a nd a ng le s. Pe o ple wo uld d isc uss thing s in a c a lm fa shio n -- no t witho ut pa ssio n, b ut witho ut a ll o f the a ng e r a nd ha tre d whic h so o fte n c o me with po litic a l, re lig io us, a nd mo ra l d isc ussio ns. Pe ople would ha ve pa tie nc e with e a c h
he y would ta c kle the proble m. T he ir inte ntion would be to c ome to the c orre c t a nswe r, not prove one a nothe r wrong . In a de sira ble world, pe ople would c a re more a bout othe rs tha n pre se rving the ir pride or be ing rig ht. T he re would be he a lthy que stioning a nd a se a rc h for truth.”
➔ Onc e yo u ha ve a 6Cs g o a l, the WAY yo u te a c h ha s
to c ha ng e …
➔ Co nte nt is the ve hic le to the 6Cs ➔ Ac tive , e ng a g e d , a uthe ntic , inte g ra te d , stud e nt
d rive n
➔ De sig ne d to e mpo we r stud e nts to impa c t the wo rld
Ho w T a ug ht
T e a c he rs with va rio us e xpe rie nc e in te a c hing must ta ke the time a nd o ppo rtunity to unpa c k the sta nd a rd s no t
se q ue nc e , sc o pe , a nd a sse ssme nt type s b ut the y must unpa c k the sta nd a rd s to b e g in to se e inte g ra te d a nd
c ross- disc iplina ry c onne c tions. T
he se c o nne c tio ns b e c o me c ritic a l in pla nning a nd te a c hing in e ng a g ing a nd re le va nt wa ys.
Authe ntic L e a rning E sse ntia l Conte nt Ac c ounta bility E vide nc e of Stude nt L e a r ning
Ra ising a n a d d itio na l $200 to se nd to Pa ra d ise .
Junior hig h stude nts so ld a nd
purc ha se d the c ra yo ns.
We a lso pa rtne re d with o ur Unive r sity pa r tne r s fro m Uta h Va lle y Unive rsity who c a me , visite d a nd pa rtic ipa te d in se lling the c re a tive c ra yo ns.
Se me ste r One : Wor ld on F ir e
c a n c r
e a te a q ue stio n tha t will d rive c ha ng e
c a n c ur
a te c re d ib le e vid e nc e tha t will he lp me
a nswe r my q ue stio n
c a n c o mb ine my o wn thinking with c re d ib le e vid e nc e to c r
e a te ne w thinking
c a n pr
e se nt my finding s, r e a soning , a nd e vide nc e
to o the rs
➔ Alig ne d with rig o r o f the sta nd a rd ➔ Gua ra nte e s ma ste ry o f c o nte nt in a uthe ntic wa ys ➔ Asse ssme nt tha t c a nnot be done without the 6Cs ➔ E
xpa nsive vie w o f d a ta -- e vid e nc e
Ho w E va lua te d
A ba la nc e d, c ompre he nsive , a nd e xpa nde d syste m o f a sse ssme nts a re d e sig ne d to he lp stud e nts, te a c he rs, sc ho o ls, a nd c o mmunitie s to me a sure a nd re po rt the le a rning tha t ta ke s pla c e thro ug ho ut a stud e nt’ s a c a d e mic g ro wth. (Guske y & Jung , 2013). Ra the r tha n re ly o n a sing le me a sure o f a nd fo rle a rning , a truly c o mpre he nsive fe e d b a c k syste m inc lud e s lo ng -c yc le , mid -c yc le , a nd sho rt-c yc le a sse ssme nts (Stig g ins, 2008; Wilia m, 2007).
6C’ s Po st Asse ssme nt
6Cs Rub ric
RATING:
1 - Limited evidence 2 - Emerging 3 - Developing 4 - Accelerating 5 - Proficient S tudent name/ identifier Male/ Female Overall Rating Working interdependently as a team Interpersonal and team-related skills S
and intercultural skills Leveraging digital Managing team dynamics and challenges Emma Before DL Experience Female 1 This student does not work well in groups and really likes to do things there way and will often cry when overwhelmed in a group situation if they feel their idea is not working. 1 1 2 1 1 Emma After DL Experience Female 2 This student was able to practice and receive feedback on how to be a better team member and there weren't any tears this time! 2 2 2 1 2
E vid e nc e o f L e a rning - Co mmunic a tio n & Co lla b o ra tio n
6Cs Re so urc e s- Po ste rs fo r e ve ry ASD Cla ssro o m
6Cs po ste rs in e ve ry c la ssro o m a nd thro ug ho ut the b uild ing
Se c o nd a ry Stud e nts T e a c hing E le me nta ry Stud e nts
Site Visits Ob se rve L e a d e rship T e a m Me e ting s Ob se rve Cla ssro o ms & Stud e nt Artifa c ts
7 Sc ho o ls 3 Hig h Sc ho o ls 4 Middle Sc ho o ls
ig ht
we c o uldn’ t ha ve a rrive d in Wyo ming a nd the Da ko ta s witho ut it...
ha ve ha d a mutiny?
Amymine r@ a lpine d istric t.o rg
Jo e je nse n@ a lpine d istric t.o rg b d jo lle y@ a lpine d istric t.o rg sha wnb ro o ks@ a lpine d istric t.o rg