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PBTL Slides OSBA 2011

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Proficiency-based teaching and learning presentation at the Oregon School Boards Association Annual Conference, 2011.

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PBTL Slides OSBA 2011

  1. 1. Proficiency-BasedTeaching and Learning The Adventure Approach Stories From Another Place OSBA 2011 November 12, 2011
  2. 2. The System is BrokenOr, The Emperor Has No ClothesPart One
  3. 3. The Experts in the Room How did you teach your children?  To walk?  To ride a bicycle  To talk?  To tie their shoes?  Or even ??? When did you know they could do it?
  4. 4. Would you teach those skills likethis?Watch video here:http://www.youtube.com/watch?v=dxPVyieptwA
  5. 5. Or this?Watch video here:http://www.youtube.com/watch?v=aOJEdMICmAY
  6. 6. How would you recognize goodteaching for those skills?Question
  7. 7. What‟s The Difference?Or The Ugly DucklingPart Two
  8. 8. What I Know About Kids Thirsty for knowledge Creative School kills that
  9. 9. Traditional and Proficiency-BasedComparing Two Educational Models
  10. 10. View of LearnersTraditional Proficiency Some will excel, some  All of them can will do average achieve at high work, a portion will standards; failure is fail. not an option
  11. 11. Learning ProgramTraditional Proficiency Time based; learning  Learning based; time is a variable. It‟s is the variable. It‟s effective for a portion effective for all of students. students.
  12. 12. GradesTraditional Proficiency Based on various, and  Indicate only what sometimes subjective, student has learned points rather than (knows and can do) proficiencies; may by demonstration of reflect quantity over proficiency; quality of quality (such as extra- work is based on credit work); may be used in part to punish, agreements about reward, or control evidence of student behavior; proficiency. subject to inflation  End-of-course grades Grades are sometimes reflect student locked in before the proficiency at the end
  13. 13. AssessmentTraditional Proficiency Relies heavily on  Includes summative summative assessment, but assessment, including heavily favors standardized testing. formative assessment as a feedback mechanism to continuously measure and guide student learning and to drive and improve instruction.
  14. 14. Nature & Structure of SchoolsTraditional Proficiency Often adult-centered  Student-centered in in practice. practice. Self-contained  Home base for flexible education factories in learning experiences a management where students can assume more hierarchy modeled on initiative, work in 20th Century industry. teams, and learn in community settings, online venues, and other education institutions as
  15. 15. CurriculumTraditional Proficiency Disciplines are  Based on recognized independent of one standards. Rigor and another and content is relevance are driving independent of criteria. Disciplines standards for are often integrated. postsecondary Content is keyed to success. what students need for postsecondary studies and job success.
  16. 16. Student CredentialingTraditional Proficiency Students accumulate  Students are graded units of assessed to ensure instruction to graduate they have acquired through “seat time” high standards of knowledge and skills regardless of skill defined by minimum levels acquired or state diploma grades assigned, and requirements a standard diploma is matched to state regarded as the end standards. This is the point of the high minimum school experience. requirement. We work forward from there.
  17. 17. Student Credentialing, continuedTraditional Proficiency For students capable  Students with an of doing more and interest in advanced advancing while still in certification and high school, the credits (AP, IB, senior year is often college credits) are spent coasting to the supported in going finish line. beyond minimum diploma requirements.
  18. 18. TeachersTraditional Proficiency They dispense  They do many of the knowledge about traditional things, but also are content subject matter; lead experts, mentors, class discussion, resources, partners in make assignments, school management, motivate students, partners with assign grades. community resource providers, skills assessment practitioners, members of teaching teams, and members of professional learning
  19. 19. StudentsTraditional Proficiency They receive or  They envision and absorb information help plan their passively, recite when education path, asked, achieve on partner in their own tests. progress, learn by observation and application as well as by reading and taking class notes, and develop both individual and group
  20. 20. Students, continuedTraditional Proficiency Often don‟t know at  From the very the beginning of a beginning of a course, course what they know precisely constitutes successful what proficiencies learning. demonstrate desired attainment of knowledge and skills, and they work to achieve those proficiencies.
  21. 21. Student Performance DataTraditional Proficiency Infrequently collected  Frequently collected and analyzed, if at all. and analyzed (currently and longitudinally) by teachers, professional learning communities, and curriculum and instruction administrators for program
  22. 22. Background Philosophy Bloom‟s Revised Taxonomy  See handout What skills align with each level? When you scaffold learning, you create student ownership.  Tell me, I forget  Show me, I remember  Involve me, I understand
  23. 23. Teacher to PrincipalWhen I Taught Now as a Principal Traditional Model  School Culture Forced to push the  Academic boundaries implementation Used student  Change in teacher performance to role change my program/  Student responsibility instruction and self management Used formative  Parent responsibilities assessment data  Community school regularly
  24. 24. One Dad‟s StoryThen Now Guiding meant telling  Guiding means asking how to do it. scaffolded questions. I knew the best way.  They come up with really good ways. I decide what‟s right.  They evaluate I point to the goal. whether it works. It‟s right when Daddy  Together we find the says so. goal  They can make their own decisions.
  25. 25. How are we so different?Question
  26. 26. Showing is Better than Tellingor The Wonderful Wizard of OzPart Three
  27. 27. Think About It How to break down in bicycling in terms of skills (think self) How would you deliver/teach those skills? (pair) Share with your neighboring pair your skills (share) How many skills did you have? (Raise hands with number) How many learned from another person or pair?
  28. 28. The Proficiency TeacherI Used To Now I Write lesson plans  Have modules students Grade papers can go through at their Create resources own pace. Prepare for conferences  Evaluate skills as students work. Teach everyone  Sometimes revise Reteach everyone modules. Reteach again  Watch students present Catch kids up who data at conferences came to me behind  Reach each child Stay at the front of the  Teach at one reading or room math level at a time.  Coach among students
  29. 29. In the Classroom Mini Lessons Flipping the Model Small- and full-group teaching Aides in every classroom
  30. 30. What examples can you give ofthis in the world of work?Question
  31. 31. Breaking It Downor Tales of 1001 Arabian NightsPart Four
  32. 32. Common Core State Standard Show a CCSS standard, ask for an activity or test that would fit this. Demonstrate a breakdown into skills and knowledge Align with Bloom Review the process
  33. 33. Typical Standard Informational Text Grade 4 Domain: Integration of Knowledge and Ideas Standard:  Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. http://corestandards.org/the-standards How can you test that?
  34. 34. Knowledge and Skills Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
  35. 35. The Process Parse the standards Lay out according to difficulty of knowledge or skill Find associated pieces of standards Group Align to Bloom‟s Choose a Theme Create Activities Write Instructions Design rubrics/scoring guides Outline roles and responsibilities for Teacher, Student, Parent
  36. 36. The Outcome Leslie‟s roll-out plan for level 3 language arts and social studies.
  37. 37. Which ideas from teaching bicyclingjustifies this approach to standards?Question
  38. 38. Is Good Enough Good Enough?Or Back To The Future(or The Princess and the Tin Box)Part Five
  39. 39. Today‟s Reality What is happening in your schools? How will kids be prepared for jobs of the future? What does each activity do to prepare them for life and work?
  40. 40. Our Reading Scores 32.5 2 Grade Equivalency Growth1.5 Adjusted** Expected Growth 1:1 10.5 0 1 2 3 4 5 6 3 4 5 6 7 8
  41. 41. Our Math Scores1.2 10.80.6 Grade Equivalency Growth0.4 Adjusted* Expected Growth 1:10.2 0 1 2 3 4 5 6-0.2-0.4 3 4 5 6 7 8
  42. 42. Discipline Data 80 70 60 50 40 30 20 Non-Proficiency 10 Classes 0 Proficiency Classes
  43. 43. Success Stories Student Engagement Level of Performance Teacher Perception In .2 of the school year, students have made .5 growth. In other words, the progress they had made by October was where they would normally be in January (if they were on track). In the spring we had two early implementers.  One teacher‟s discipline issues went down to zero.  One teacher‟s % of 3rd graders passing the state OAKS went from 60% the year before to 100% last spring.
  44. 44. Sara‟s Project See video here: http://www.youtube.com/watch?v=hE_TNsVJyck
  45. 45. What future is your schoolpreparing kids for?Question
  46. 46. Which Path Will You Take?Profiles in Courage or Don Quixote?Part Six
  47. 47. Option 1
  48. 48. Option 2
  49. 49. Your Choice Which teaching do you want for your children?
  50. 50. “The illiterates of the 21st century will not bethose who cannot read and write but those who cannot learn, unlearn, and relearn” - Alvin Toffler
  51. 51. A New Skill Geomicrobiologist Pieces together bits of geology, environmental science and microbiology to figure how micro- organisms might help make new medicine or clean up pollution.
  52. 52. Do you want Seat Time  Proficient Performance?
  53. 53. Which Doctor Do You Want?
  54. 54. Which Pilot Do You Want?
  55. 55. QuestionWhat are you going to do to make schoolrelevant in your students‟ lives?
  56. 56. The Full Pictureor The Time MachineReview
  57. 57. What Did You Just See?Presentation Level’s of Bloom’sComponents Revised1. The System Is 1. Remembering Broken2. What‟s the 2. Understanding Difference? 3. Applying3. Showing Is Better Than Telling 4. Analyzing4. Breaking it Down 5. Evaluating5. Is Good Enough 6. Creating Good Enough?6. Which Path Will You Take?
  58. 58. Resources and Informationor Through The Looking GlassResources
  59. 59. Essential Differences Systems Approach  No multi-year transition approach  NOT one teacher at a time  Not a slow-down approach  Kids First/Adults Get Paid to Be There Know the Students Progress Monitor regularly Skills are based on turning standards into skills—you can‟t teach or test a standard Teacher-created modules Partnerships Professional Development Fluidity/Flexibility
  60. 60. FAQs How can you scale it up for larger schools? Can you begin with only a few teachers? How did you pay for the technology? How did you pay for the additional personnel? How did special education become student services? How did you get a partnership going? Don‟t you have to buy textbooks? How can my school do this? Who can help?
  61. 61. What do I need to accomplishthis? A system‟s approach The right people in the right jobs Courage Passion A deep understanding of what you want for children
  62. 62. Web 2.0 Resources ACCS‟ PBTL LiveBinder  http://livebinders.com/edit?id=44141 20 Jobs That Will Not Exist in 20 Years  http://www.ilookforwardto.com/2010/07/20-jobs-that-will-not-exist-in-20-years.html Jobs of the Future  http://www.guardian.co.uk/money/2010/jan/09/jobs-of-the-future How Do We Prepare Students For Jobs That Don‟t Exist Yet?  http://edudemic.com/2011/10/students-of-the-future/ How to Teach Students for Jobs That Don‟t Exist Yet  http://www.ehow.com/how_7909655_teach-jobs-dont-exist-yet.html Star Wars and Bloom‟s Taxonomy  http://www.youtube.com/watch?v=gG52jFCWiac&feature=related Bloom‟s Taxonomy According to Pirates of the Caribbean  http://www.youtube.com/watch?v=qjhKmhKjzsQ You Can‟t Be My Teacher  http://www.youtube.com/watch?v=0VSymMbMYHA&feature=related Education “The times are a-changing”  http://www.youtube.com/watch?v=wuyrP_HhWEg&feature=related
  63. 63. Today‟s Presentation TeamSteve Rinda MontgomeryBoynton, Superintendent Conwell Arlington Community Assistant Superintendent Charter School North Central Education Service District LeslieTravis Reeser, Principal Arlington Community Walborn*, Teacher Charter School Arlington Community Charter School This year‟s Oregon Small Schools Association Teacher of the Year
  64. 64. Those who say it can’t be doneshould not interrupt those of us who are doing it.
  65. 65. Notes to Presenters Leslie: If asked about having to create your own curriculum as opposed to getting a published kit, talk about the benefits of going through the process of breaking down standards and building modules, how much better you know the purpose of the activities and the standards. Travis: Talk about how it has changed your approach to the overall view of what education is, and how it has changed your activities as a father. Rinda: Don‟t talk too much. Steve: Go get „em!

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