The Connecticut Plan:   Understanding the Urgent Need for  Secondary School Reform in CT   March 1, 2010  -  Keynote Sessi...
<ul><li>Redefining Learning and Literacy for Connecticut Schools in the 21 st  Century: </li></ul><ul><li>The Challenges o...
The New Literacies Research Team
Important Funding and Support From: <ul><li>Ray and Carole Neag </li></ul><ul><li>The Carnegie Corporation of New York </l...
Major Points <ul><li>The World is Flat: Changes in a global economy that require concomitant changes in education </li></u...
I. The World Is Flat: Changes In A Global Economy Require Changes In Education The “Ford” Model of Economic Management  <u...
In a Flattened World:  Opportunities Expand but Competition Increases <ul><li>How do economic units increase productivity?...
Which tool have economic units used to increase productivity and compete? <ul><li>Define problems </li></ul><ul><li>Locate...
Implications For Education? <ul><li>Higher level thinking now central. </li></ul><ul><li>Effective online information and ...
II .  The Internet Is This Generation’s Defining Technology For Reading and Learning
 

The World Has Changed: National Public Policies That Prepare Citizens for Work in an Information Economy <ul><li>The lesso...
Finland Gets IT <ul><ul><li>Finland provides all teachers with 5 weeks of paid, release time professional development at i...
Japan Gets IT <ul><li>Japan has broadband in nearly every home that is 16 times faster than the broadband in US homes for ...
Even Mexico Gets IT <ul><ul><li>Mexico has implemented e-Mexico, a policy designed to provide every citizen and every scho...
OECD Gets IT: Assessment Initiatives <ul><li>2009  PISA   International Assessment of Reading – Digital Literacies </li></...
Does the U.S. get IT? Not a single state in the U.S. measures... <ul><li>...students’ ability to read search engine result...
Not a single state measures... <ul><li>...students’ ability to compose clear and effective email messages in their state w...
The Take Away? <ul><li>Our states are at risk of losing the economic  advantages that we currently enjoy unless we, too, b...
III.  The Internet Requires Additional Higher-level Thinking, Reading Comprehension, And Learning Skills
Online and Offline Reading Comprehension May Not Be Isomorphic (r=0.19, n = 89, N.S.) Leu, D. Castek, J., Hartman, D., Coi...
The New Literacies Of Online Reading Comprehension:  <ul><ul><ul><ul><li>Read to identify important  questions ;  </li></u...
A Preliminary Model
An Example of Online Reading Comprehension Reading About Martin Luther King The new literacies of online reading comprehen...
 
 
 
 
 
Preliminary Taxonomy Of Online Reading Comprehension Skills and Strategies <ul><li>See  </li></ul><ul><li>Leu, D. J.,  Coi...
Additional Research At the New Literacies Research Lab <ul><li>A study of  an instructional model   (Internet Reciprocal T...
Additional Research At the New Literacies Research Lab <ul><li>A study designed to develop valid, reliable, and practical ...
Additional Research At the New Literacies Research Lab <ul><li>A study of  a whole school professional development model  ...
Additional Research At the New Literacies Research Lab <ul><li>A partnership with Mass DESE to develop a  statewide, summe...
One Problem for School Leaders: The Hidden Reading Achievement Gap in Reading  Those who require our support the most with...
A Second Problem for School Leaders: Defining the Problem Correctly <ul><li>A literacy issue </li></ul><ul><li>Technology ...
IV. Two Roads To Secondary Education:  Which Shall We Take ? <ul><ul><ul><li>Same old, same old in a world of continuous c...
What Will Be Required? <ul><li>A focus on higher-order thinking skills </li></ul><ul><li>Increase in problem-based learnin...
V. The Challenges Of Change
The Changes Ahead <ul><li>Instruction </li></ul><ul><li>Curriculum </li></ul><ul><li>Higher expectations </li></ul><ul><li...
As challenging as change appears, we know this…
The leadership that you provide today, determines…
… the future our students achieve tomorrow.
<ul><li>Redefining Learning and Literacy for Connecticut Schools in the 21 st  Century: </li></ul><ul><li>The Challenges o...
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  • Dr. Leu's keynote powerpoint

    1. 1. The Connecticut Plan:  Understanding the Urgent Need for Secondary School Reform in CT   March 1, 2010 - Keynote Session Rensselaer at Hartford
    2. 2. <ul><li>Redefining Learning and Literacy for Connecticut Schools in the 21 st Century: </li></ul><ul><li>The Challenges of Change </li></ul>Donald J. Leu, Ph.D New Literacies Research Lab Neag School of Education University of Connecticut donald.leu@ uconn.edu
    3. 3. The New Literacies Research Team
    4. 4. Important Funding and Support From: <ul><li>Ray and Carole Neag </li></ul><ul><li>The Carnegie Corporation of New York </li></ul><ul><li>IES, U.S. Department of Education </li></ul><ul><li>The National Science Foundation </li></ul><ul><li>North Central Educational Research Lab </li></ul><ul><li>PBS </li></ul><ul><li>The Annenberg Foundation </li></ul><ul><li>William and Flora Hewlett Foundation </li></ul><ul><li>Bill and Melinda Gates Foundation </li></ul><ul><li>Australian Council of Educational Research </li></ul><ul><li>OECD </li></ul><ul><li>Schools and teachers around the world. </li></ul>
    5. 5. Major Points <ul><li>The World is Flat: Changes in a global economy that require concomitant changes in education </li></ul><ul><li>The Internet is this generation’s defining technology for literacy and learning </li></ul><ul><li>The Internet requires additional higher-level thinking, reading comprehension, and learning skills </li></ul><ul><li>Two roads to secondary education: Which shall we take? </li></ul><ul><li>The Challenges of Change </li></ul>
    6. 6. I. The World Is Flat: Changes In A Global Economy Require Changes In Education The “Ford” Model of Economic Management <ul><li>Command and control </li></ul><ul><li>Wasted intellectual capital </li></ul><ul><li>Highly ineficient </li></ul><ul><li>Lower productivity </li></ul><ul><li>Little innovation </li></ul><ul><li>Lower levels of education required. </li></ul><ul><li>Little need for higher level and creative thinking. </li></ul>Wasted intellectual capital
    7. 7. In a Flattened World: Opportunities Expand but Competition Increases <ul><li>How do economic units increase productivity? </li></ul><ul><ul><li>Flatten The Organization into Problem Solving Teams </li></ul></ul><ul><li>Define problems </li></ul><ul><li>Locate information </li></ul><ul><li>Critically evaluate information </li></ul><ul><li>Synthesize and solve problems </li></ul><ul><li>Communicate solutions </li></ul>These teams take full advantage of their intellectual capital to the extent their education system has prepared them for this. Greater Intellectual Capital Use = Greater Productivity
    8. 8. Which tool have economic units used to increase productivity and compete? <ul><li>Define problems </li></ul><ul><li>Locate information </li></ul><ul><li>Critically evaluate information </li></ul><ul><li>Synthesize and solve problems </li></ul><ul><li>Communicate solutions </li></ul>The Internet <ul><ul><ul><li>Recent productivity gains are due to using the Internet to share information, communicate, and solve problems (van Ark, Inklaar, & McGuckin, 2003; Friedman, 2005; Matteucci, O’Mahony, Robinson, & Zwick, 2005). </li></ul></ul></ul>
    9. 9. Implications For Education? <ul><li>Higher level thinking now central. </li></ul><ul><li>Effective online information and communication skills required. </li></ul><ul><li>Problem based learning essential </li></ul><ul><li>Internet literacies have become central. </li></ul><ul><li>In short: fundamental change. </li></ul>
    10. 10. II . The Internet Is This Generation’s Defining Technology For Reading and Learning
    11. 12.
    12. 13. The World Has Changed: National Public Policies That Prepare Citizens for Work in an Information Economy <ul><li>The lesson from Ireland about investing in human, intellectual capital. </li></ul>This generation’s defining technology for reading. ( Organization for Economic Development and Cooperation, 2004)
    13. 14. Finland Gets IT <ul><ul><li>Finland provides all teachers with 5 weeks of paid, release time professional development at integrating the Internet into the classroom, using a national training model (Svedlin, Personal Correspondence). </li></ul></ul>
    14. 15. Japan Gets IT <ul><li>Japan has broadband in nearly every home that is 16 times faster than the broadband in US homes for $22 per month. (Bleha, 2005) </li></ul>This generation’s defining technology for reading.
    15. 16. Even Mexico Gets IT <ul><ul><li>Mexico has implemented e-Mexico, a policy designed to provide every citizen and every school with an Internet connection (Ludlow, 2006). </li></ul></ul>This generation’s defining technology for reading.
    16. 17. OECD Gets IT: Assessment Initiatives <ul><li>2009 PISA International Assessment of Reading – Digital Literacies </li></ul><ul><li>Programme for the International Assessment of Adult Competencies (PIAAC) – Problem Solving in Technologically Rich Environments </li></ul>This generation’s defining technology for reading.
    17. 18. Does the U.S. get IT? Not a single state in the U.S. measures... <ul><li>...students’ ability to read search engine results during state reading assessments. </li></ul><ul><li>...students’ ability to critically evaluate information that is found online to determine its reliability. </li></ul>This generation’s defining technology for reading.
    18. 19. Not a single state measures... <ul><li>...students’ ability to compose clear and effective email messages in their state writing assessment. </li></ul>
    19. 20. The Take Away? <ul><li>Our states are at risk of losing the economic advantages that we currently enjoy unless we, too, begin to get IT. </li></ul>
    20. 21. III. The Internet Requires Additional Higher-level Thinking, Reading Comprehension, And Learning Skills
    21. 22. Online and Offline Reading Comprehension May Not Be Isomorphic (r=0.19, n = 89, N.S.) Leu, D. Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., Lyver, S. (2005). Online Reading Comprehension = ORCA Blog Offline Reading = Connecticut Mastery Test (CMT) of Reading Comprehension
    22. 23. The New Literacies Of Online Reading Comprehension: <ul><ul><ul><ul><li>Read to identify important questions ; </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Read to locate information; </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Read to critically evaluate the usefulness of that information; </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Read to synthesize information to answer those questions; and </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Read to communicate the answers to others . </li></ul></ul></ul></ul><ul><ul><ul><ul><li>(Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570) </li></ul></ul></ul></ul>The new literacies of online reading comprehension
    23. 24. A Preliminary Model
    24. 25. An Example of Online Reading Comprehension Reading About Martin Luther King The new literacies of online reading comprehension
    25. 31. Preliminary Taxonomy Of Online Reading Comprehension Skills and Strategies <ul><li>See </li></ul><ul><li>Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In Cathy Collins Block, Sherri Parris, & Peter Afflerbach (Eds.). Comprehension instruction: Research-based best practices. New York: Guilford Press. Available online at: http://www.newliteracies.uconn.edu/pub_files/instruction.pdf </li></ul>The new literacies of online reading comprehension
    26. 32. Additional Research At the New Literacies Research Lab <ul><li>A study of an instructional model (Internet Reciprocal Teaching) we developed, designed to teach online reading comprehension skills and content learning in 1:1 laptop classrooms in secondary content areas. CT and SC. (IES, USDOE) </li></ul><ul><ul><li>Three phase, problem-based learning model </li></ul></ul><ul><ul><li>Integrates online reading comprehension, higher level thinking skills, and content instruction. </li></ul></ul>
    27. 33. Additional Research At the New Literacies Research Lab <ul><li>A study designed to develop valid, reliable, and practical assessments of online reading comprehension . CT, Maine, and NC. (IES, USDOE) </li></ul><ul><ul><li>Three formats: Multiple Choice, Open Internet, Closed Simulated Internet </li></ul></ul><ul><ul><li>Working with ISAAC, Branford, Bristol right now in the development phase. </li></ul></ul>
    28. 34. Additional Research At the New Literacies Research Lab <ul><li>A study of a whole school professional development model for teaching Internet Reciprocal Teaching in secondary content classrooms, in 1:1 classrooms. Maine. (IES, USDOE, funding pending. </li></ul><ul><ul><li>Data-based, iterative cycle of development, based on learning outcomes and teacher insights. </li></ul></ul><ul><ul><li>We plan a statewide model of implementation. </li></ul></ul>
    29. 35. Additional Research At the New Literacies Research Lab <ul><li>A partnership with Mass DESE to develop a statewide, summer institute model for professional development in the new Literacies of online reading comprehension, 4-12. </li></ul><ul><ul><li>Collaboration with colleagues at NCSU, URI, Berkeley, and UConn. </li></ul></ul><ul><ul><li>Prepare teacher leaders to continue as leaders for subsequent summers. </li></ul></ul>
    30. 36. One Problem for School Leaders: The Hidden Reading Achievement Gap in Reading Those who require our support the most with online reading comprehension, those without home access, actually receive the least support in schools. Current policies may increase achievement gaps
    31. 37. A Second Problem for School Leaders: Defining the Problem Correctly <ul><li>A literacy issue </li></ul><ul><li>Technology standards are separated from subject area standards </li></ul><ul><li>Online learning is separated from subject areas </li></ul><ul><li>Specialists are responsible </li></ul><ul><li>Online information and communication skills are assessed separately from subject area knowledge. </li></ul><ul><li>Technology standards become integrated within subject area standards </li></ul><ul><li>Online learning is integrated into each subject area; </li></ul><ul><li>Every classroom teacher is responsible </li></ul><ul><li>Subject area assessments and online information skills are assessed together. </li></ul><ul><li>A technology issue </li></ul>
    32. 38. IV. Two Roads To Secondary Education: Which Shall We Take ? <ul><ul><ul><li>Same old, same old in a world of continuous change. </li></ul></ul></ul><ul><li>Innovate, compete, and prepare students for a top-tier economy in an online age of information and communication </li></ul>
    33. 39. What Will Be Required? <ul><li>A focus on higher-order thinking skills </li></ul><ul><li>Increase in problem-based learning experiences </li></ul><ul><li>Higher expectations </li></ul><ul><li>Integration of online reading comprehension throughout the entire curriculum </li></ul><ul><li>New assessments </li></ul><ul><li>Large investments in professional development: teachers and school leaders. </li></ul><ul><li>Changes in teacher education. </li></ul>
    34. 40. V. The Challenges Of Change
    35. 41. The Changes Ahead <ul><li>Instruction </li></ul><ul><li>Curriculum </li></ul><ul><li>Higher expectations </li></ul><ul><li>Engagement </li></ul><ul><li>New Learning Standards </li></ul><ul><li>Professional Development </li></ul><ul><li>Reading Assessments that include online reading comprehension </li></ul><ul><li>School Leadership and Vision </li></ul><ul><li>1-1 computing </li></ul><ul><li>Redefining Online Technology Around Literacy and Learning </li></ul>
    36. 42. As challenging as change appears, we know this…
    37. 43. The leadership that you provide today, determines…
    38. 44. … the future our students achieve tomorrow.
    39. 45. <ul><li>Redefining Learning and Literacy for Connecticut Schools in the 21 st Century: </li></ul><ul><li>The Challenges of Change </li></ul>Donald J. Leu New Literacies Research Lab Neag School of Education University of Connecticut donald.leu@ uconn.edu
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