Introduction to the reDesign
Learning Genome Project
Organizing Classroom Practice to Help
Students Attain a College Degree
We all want to see our students
graduate from high school …
We all want to see our students
graduate from high school …
But what happens after
graduation?
For every graduate who makes it to
college, in their 1st year, they will be asked
to…
• Write 90-100 polished pages
• Read...
For every 8 who make it to
college … 3 will never finish.
But what happens after
graduation?
For every 8 who make it to
college … 5 will need remedial
classes.
But what happens after
graduation?
How do we improve the odds
How do we improve the odds?
to ensure that 100% of our graduates
will have the skills necessary to earn
their college degrees?
How do we
improve the
o...
A competency-based
system that…
How do we
improve the
odds?
A competency-based
system that…
• Is aligned to the
Common Core
How do we
improve the
odds?
A competency-based
system that…
• Is aligned to the
Common Core
• Is pegged to
authentic, college-prep.
performances
How d...
A competency-based
system that…
• Is aligned to the
Common Core
• Is pegged to
authentic, college-prep.
performances
• Pro...
A competency-based
system that…
• Is aligned to the
Common Core
• Is pegged to
authentic, college-prep
performances
• Prov...
A competency-based
system that…
• Is pegged to
authentic, college-prep.
performances
• Is aligned to the
Common Core
• Pro...
How do we support
our teachers to make
this change?
How do we support
our teachers to make
this change?
Part 1: A Performance
Task Map
The typical work load
for freshman year of
college
Part 1: A Map of Authentic College
Prep. Performances
A sample year-by-year
progression of performance
tasks for a student’s high
school career.
If they will write 90-100
pages in the freshman
year of college, what do
they need to write in the
freshman year of HS?
If they will read 5000 pages in
the freshman year of
college, how many pages will
they need to read in 9th grade?
If they will perform 72
times as freshman in
college, how many
times should they
perform as freshman
in high school?
Who should introduce
students to these
performances? When?
How? Who should follow
up on providing
opportunities to practic...
How do we support
our teachers to make
this change?
Part 2: A Performance
Task Pacing Calendar
Example of 20 Weeks of Social Studies.
Part 2: A Performance Task
Pacing Calendar
Example Map of all 4 Core Academic Courses.
Let’s go back to our students and
our question:
How do we
improve the
odds?
Let’s go back to our students and
our question:
• We assign work similar to the work students will see in
college.
• We build stamina by gradually increasing the load.
• ...
How do we support
our teachers to make
this change?
Part 3: Modularized &
Scaffolded Performance
Task Guides
Aligning to the Common Core
The Common Core
Standards are
complex, requiring
students to be able to
easily use many skills...
Writing Standard 3
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chos...
Writing Standard 3
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chos...
The Performance Tasks
are Designed to address
the complexity, in 2 ways
The Performance Tasks
are Designed to address
the complexity, in 2 ways
1. The Formative
Assessment Tasks
Tasks are
modular, intentionally
repetitive, and adaptable.
2. Each Formative Assessment
Task supports teachers with
strategicially selected activities
to support a skills-oriented
a...
2. Each Formative Assessment
Task supports teachers with
strategicially selected activities
to support a skills-oriented
a...
Where do the
activities come
from?
Mapping Learning
Strategies, Skills and the
Common Core Standards to the
Instructional Shifts and
Curriculum Planning.
Par...
Map 1: High-leverage
skills mapped to the
Common Core Standards
The Genome is designed
with multiple entry points
After a skill is identified, a teacher
could identify an effective activ...
Map 2: Mapping high
leverage skills to
activities and lesson
planning
Map 3: Mapping an Activity
to a Learning Strategy
Map 4: Mapping high
leverage skills to
learning strategies
The subset of activities
that focus on developing
the strategy of inferring
within the skill of
Character
Analysis, relate...
What’s Next
• Writing up the skills and activities
• Expanding the skill set list
• Developing a mobile platform for the
m...
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Preparing Students for the Demands of a Freshman Year in College
Upcoming SlideShare
Loading in...5
×

Preparing Students for the Demands of a Freshman Year in College

90

Published on

If we know what students will face when they get to college, we should be able to design a high school program that will help prepare them. This slideshow explores the performance tasks, scaffolding, and mapping that schools can undertake in order to ensure that students have multiple opportunities to learn the skills required to meet the demands of college.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
90
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Preparing Students for the Demands of a Freshman Year in College

  1. 1. Introduction to the reDesign Learning Genome Project Organizing Classroom Practice to Help Students Attain a College Degree
  2. 2. We all want to see our students graduate from high school …
  3. 3. We all want to see our students graduate from high school … But what happens after graduation?
  4. 4. For every graduate who makes it to college, in their 1st year, they will be asked to… • Write 90-100 polished pages • Read 5000 pages • Complete 6-8 Final Exams • Write 30 problem sets • Complete 10 labs • Undertake 4 research papers • Write 12 Argument Essays & Position Papers
  5. 5. For every 8 who make it to college … 3 will never finish. But what happens after graduation?
  6. 6. For every 8 who make it to college … 5 will need remedial classes. But what happens after graduation?
  7. 7. How do we improve the odds
  8. 8. How do we improve the odds?
  9. 9. to ensure that 100% of our graduates will have the skills necessary to earn their college degrees? How do we improve the odds
  10. 10. A competency-based system that… How do we improve the odds?
  11. 11. A competency-based system that… • Is aligned to the Common Core How do we improve the odds?
  12. 12. A competency-based system that… • Is aligned to the Common Core • Is pegged to authentic, college-prep. performances How do we improve the odds?
  13. 13. A competency-based system that… • Is aligned to the Common Core • Is pegged to authentic, college-prep. performances • Provides students with multiple opportunities to achieve competency How do we improve the odds?
  14. 14. A competency-based system that… • Is aligned to the Common Core • Is pegged to authentic, college-prep performances • Provides students with multiple opportunities to achieve competency • Is adaptable and “personalize-able” How do we improve the odds?
  15. 15. A competency-based system that… • Is pegged to authentic, college-prep. performances • Is aligned to the Common Core • Provides students with multiple opportunities to achieve competency • Is adaptable and “personalize-able” • Provides teachers with rich scaffolding How do we improve the odds?
  16. 16. How do we support our teachers to make this change?
  17. 17. How do we support our teachers to make this change? Part 1: A Performance Task Map
  18. 18. The typical work load for freshman year of college Part 1: A Map of Authentic College Prep. Performances
  19. 19. A sample year-by-year progression of performance tasks for a student’s high school career.
  20. 20. If they will write 90-100 pages in the freshman year of college, what do they need to write in the freshman year of HS?
  21. 21. If they will read 5000 pages in the freshman year of college, how many pages will they need to read in 9th grade?
  22. 22. If they will perform 72 times as freshman in college, how many times should they perform as freshman in high school?
  23. 23. Who should introduce students to these performances? When? How? Who should follow up on providing opportunities to practice?
  24. 24. How do we support our teachers to make this change? Part 2: A Performance Task Pacing Calendar
  25. 25. Example of 20 Weeks of Social Studies. Part 2: A Performance Task Pacing Calendar
  26. 26. Example Map of all 4 Core Academic Courses.
  27. 27. Let’s go back to our students and our question:
  28. 28. How do we improve the odds? Let’s go back to our students and our question:
  29. 29. • We assign work similar to the work students will see in college. • We build stamina by gradually increasing the load. • We support competency by providing multiple opportunities to practice Common Core aligned college prep tasks. How do we improve the odds? Let’s go back to our students and our question:
  30. 30. How do we support our teachers to make this change? Part 3: Modularized & Scaffolded Performance Task Guides
  31. 31. Aligning to the Common Core The Common Core Standards are complex, requiring students to be able to easily use many skills concurrently.
  32. 32. Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. An Example Of Complexity A
  33. 33. Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
  34. 34. The Performance Tasks are Designed to address the complexity, in 2 ways
  35. 35. The Performance Tasks are Designed to address the complexity, in 2 ways 1. The Formative Assessment Tasks
  36. 36. Tasks are modular, intentionally repetitive, and adaptable.
  37. 37. 2. Each Formative Assessment Task supports teachers with strategicially selected activities to support a skills-oriented approach to the tasks.
  38. 38. 2. Each Formative Assessment Task supports teachers with strategicially selected activities to support a skills-oriented approach to the tasks.
  39. 39. Where do the activities come from?
  40. 40. Mapping Learning Strategies, Skills and the Common Core Standards to the Instructional Shifts and Curriculum Planning. Part 4: Learning Genome Project
  41. 41. Map 1: High-leverage skills mapped to the Common Core Standards
  42. 42. The Genome is designed with multiple entry points After a skill is identified, a teacher could identify an effective activity for helping students meet Anchor Standard 3 for Writing: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
  43. 43. Map 2: Mapping high leverage skills to activities and lesson planning
  44. 44. Map 3: Mapping an Activity to a Learning Strategy
  45. 45. Map 4: Mapping high leverage skills to learning strategies
  46. 46. The subset of activities that focus on developing the strategy of inferring within the skill of Character Analysis, related to Common Core Writing Standard 3.
  47. 47. What’s Next • Writing up the skills and activities • Expanding the skill set list • Developing a mobile platform for the maps
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×