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The Global Achievement Gap

  1. 1. The Global Achievement Gap Tony Wagner, Co-Director Change Leadership Group Harvard University, Graduate School of Education [email_address]
  2. 2. “ The formulation of the problem is often more essential than the solution. ” Einstein What is the “crisis” in the American education really all about—what’s the “problem”? If it ain’t broke, don’t fix it! Their schools are the problem, not ours! School reform is just another fad. Incremental change is the only way to go
  3. 3. The New Educational Challenges: “The Rock & The Hard Place” <ul><li>The Rock: NEW SKILLS for Work, Continuous Learning & Citizenship in a “knowledge society” for ALL STUDENTS </li></ul><ul><ul><li>Convergence of skills needed for careers, college, citizenship </li></ul></ul><ul><ul><li>Students lacking skills relegated to marginal employment & citizenship </li></ul></ul><ul><li>The Hard Place: The “Net Generation” is differently motivated to learn </li></ul><ul><li>Re-Framing the Problem: Reform vs. Reinvention </li></ul><ul><ul><li>We do not know how to teach ALL students NEW skills. This is a new education challenge that requires development of new accountability structures, different ways of teaching and testing, and new ways of working together and with our students. </li></ul></ul>
  4. 4. The Seven Survival Skills for Careers, College, And Citizenship <ul><li>Critical Thinking and Problem-Solving </li></ul><ul><li>Collaboration Across Networks and Leading by Influence </li></ul><ul><li>Agility and Adaptability </li></ul><ul><li>Initiative and Entrepreneurialism </li></ul><ul><li>Effective Oral and Written Communication </li></ul><ul><li>Accessing and Analyzing Information </li></ul><ul><li>Curiosity and Imagination </li></ul><ul><li>from The Global Achievement Gap: Why Even Our Best Schools Don’t Teach The New Survival Skills Our Children Need—And What We Can Do About It, by Tony Wagner (Basic Books, 2008) </li></ul>
  5. 5. What is The “Global Achievement Gap”? The Global Achievement Gap is the gap between what even our best schools are teaching and testing Versus The skills all students will need for careers, college, and citizenship in the 21 st century
  6. 6. What Motivates The “Net” Generation? <ul><li>Accustomed to instant gratification and “always-on” connection </li></ul><ul><li>Use the web for 1) extending friendships, 2) interest-driven, self-directed learning, and 3) as a tool for self-expression </li></ul><ul><li>Constantly connected, creating, and multitasking in a multimedia world—everywhere except in school </li></ul><ul><li>Less fear and respect for authority—accustomed to learning from peers; want coaching, but only from adults who don’t “talk down” to them </li></ul><ul><li>Want to make a difference and do interesting/worthwhile work </li></ul>
  7. 7. The Three Cornerstones of “Re-Invention” <ul><li>Holding Ourselves Accountable for What Matters Most </li></ul><ul><ul><li>“ AYP” versus Attainment— track % of students graduating, attending and persisting with post-secondary (National Student Clearinghouse) </li></ul></ul><ul><ul><li>Use The College and Work Readiness Assessment to assess analytic reasoning, critical thinking, problem-solving, and writing </li></ul></ul><ul><ul><li>video focus groups with recent grads </li></ul></ul><ul><li>Doing the New Work: teaching & testing the skills that matter most </li></ul><ul><ul><li>Start with the 3 C’s: Critical Thinking, Communication, and Collaboration—in every class and at all grade levels </li></ul></ul><ul><ul><li>Require all students to do internships and group service projects </li></ul></ul><ul><li>Doing the New Work in New Ways </li></ul><ul><ul><li>Every student has an adult advocate for his/her success </li></ul></ul><ul><ul><li>Every teacher on teams to learn new approaches: Isolation is the enemy of improvement </li></ul></ul>
  8. 8. Rigor in The Classroom: 5 “Habits of Mind” Critical Thinking = Learning to Ask The Right Questions <ul><li>Weighing Evidence </li></ul><ul><ul><li>How do we know what’s true and false? What is the evidence, and is it credible? </li></ul></ul><ul><li>Awareness of Varying Viewpoints </li></ul><ul><ul><li>What viewpoint are we hearing? Who is the author, and what are his or her intentions? How might it look to someone with a different history? </li></ul></ul><ul><li>Seeing Connections/Cause & Effect </li></ul><ul><ul><li>Is there a pattern? How are things connected? Where have we seen this before? </li></ul></ul><ul><li>Speculating on Possibilities/Conjecture </li></ul><ul><ul><li>What if? Supposing that? Can we imagine alternatives? </li></ul></ul><ul><li>Assessing Value—Both Socially and Personally </li></ul><ul><ul><li>What difference does it make? Who cares? So what? </li></ul></ul><ul><ul><li>From See also Deborah Meier The Power of Their Ideas </li></ul></ul>
  9. 9. Rigor in Adult Meetings 5 “Habits of Mind” for Change Leaders <ul><li>What’s the problem you’re trying to solve? </li></ul><ul><ul><li>What does it have to do with improving teaching and learning? </li></ul></ul><ul><ul><li>What data (qualitative & quantitative) have you used to understand the problem? </li></ul></ul><ul><li>What is your strategy for solving this problem? </li></ul><ul><ul><li>Why did you choose this strategy? What others did you consider? </li></ul></ul><ul><ul><li>Can you clearly explain your “theory of action” i.e. how you think this strategy will solve the problem you’ve identified? </li></ul></ul><ul><li>Who (teachers, parents, community) needs to know what to “own” the problem and support the change work? </li></ul><ul><li>Who is accountable for what to solve this problem? </li></ul><ul><ul><li>What do they need to get the job done? </li></ul></ul><ul><li>What data will you track to tell you whether you’re making progress in solving this problem? </li></ul>
  10. 10. For more information:
  11. 11. For Still More Information . . .
  12. 12. And More Still . . .
  13. 13. Resources <ul><li>The College and Work Readiness Assessment http:// </li></ul><ul><li>“ Problem-Solving For Tomorrow’s World,” PISA 2003 </li></ul><ul><li>Other PISA tests: </li></ul><ul><li>ETS “ISkills Test” </li></ul><ul><li>“ Towards a More Comprehensive Conception of College Readiness” by David Conley </li></ul><ul><li>“ How the World’s Best-Performing School Systems Come Out on Top” </li></ul><ul><li>National Student Clearinghouse http:// </li></ul>
  14. 14. Resources <ul><li>High Tech High website (videos, curriculum, digital portfolios) http:// / </li></ul><ul><li>Coalition of Essential Schools website (videos, workshops, other resources) http:// / </li></ul><ul><ul><li>Francis Parker Essential School (7-12) </li></ul></ul><ul><ul><li>Mission Hill School (k-8) </li></ul></ul><ul><li>Catalina Foothills 21 st century skills overview </li></ul><ul><ul><li>Mary Jo Conery, Assistant Superintendent for 21st Century Learning, Catalina Foothills School District, 2101 E. River Road, Tucson, Arizona 85718, (520) 209-7500, [email_address] </li></ul></ul><ul><li>“ Two Million Minutes,” a documentary film comparing 6 high school students in the US, China, and India </li></ul><ul><li>Partnership for 21 st Century Skills </li></ul><ul><li>NY Performance Standards Consortium (28 high schools using coming assessments) http:// </li></ul>
  15. 15. Resources - Videos <ul><li>Video 1—10 th Grade English Class: </li></ul><ul><li>Video 2—”Looking for An Argument.” See also “Teaching American History” for an excellent example of an “inquiry” approach to teaching subject content http:// = tcpress </li></ul><ul><li>Quest High School Senior Project Video—excellent example of performance assessment </li></ul><ul><li>BERC Group videos—varying quality, good for discussion http:// </li></ul><ul><li>Highline School District high school student focus group video </li></ul><ul><li>A video on how to do focus groups: “Creating Community Consensus: Dialogues for Learning & Engagement” http:// </li></ul>