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Logic Models for 21st Century Learning
This document discusses using logic models to plan and communicate strategies for 21st century learning at the school-wide level. It advocates for backwards planning by first selecting learning goals, then designing performance assessments, and developing lesson activities to prepare students. The document provides an example logic model focusing on the learning goal of information/search literacy. It includes potential performance assessments, skill benchmarks, and instructional supports such as professional development, coaching, and curriculum mapping to guide students toward mastery. The document emphasizes using data from performance assessments to drive decisions about learning activities and instructional support.
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Logic Models for 21st Century Learning
- 1. Using Logic Models toDesign and Communicate Strategies for School-wide 21st Century Learning
- 2. Backwards Planning Select learninggoals What do you want students to be able to do? Design assessment tasks How will students demonstrate their developing mastery of those goals? Develop lesson activities How will you prepare students to master the goals and succeed on the assessment task?
- 3. When we understandthis slide, we will have won the war. –Stanley McChrystal
- 5. 5 Initial Quantitative Analysis to Develop Sampling Strategy Classroom Observations and Teacher Interviewsto Understand Wiki Practices Measure Wiki Quality Develop Wiki Quality Trajectories Wiki User Surveys Literature Review of CSCL and 21st C. Skill Scholarship Path Diagram of Wiki Research School Level SES Assess How Wiki Quality Trajectories Differ by SES and Teacher Attitudes/Practices
- 6.
- 7. WHAT DO YOUWANT STUDENTS TO BE ABLE TO DO?
- 8. Logic Model Learning Goals NewMedia/ Technology Literacy Expert Thinking Complex Communication Learning Goals Learning Goals
- 9. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Productivity Software Persuasive Multimedia Communication Multimodal Literacy Digital Citizenship/ Internet Safety
- 10. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy
- 11. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Identifying information needs Assessing Sources Finding Sources Crediting Sources Using Sources
- 12. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments
- 13. Who is onyour team? • District vs. building? • Asst. Sup. for curriculum and instruction? • Principals? Asst. Principal for academics? • Academic Technology? Library/media? • Curriculum specialists? • Teacher-leaders!
- 14. HOW WILL STUDENTS DEMONSTRATETHEIR DEVELOPING MASTERY OF THOSE GOALS?
- 15. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments
- 16. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments Science Fair Project Geography Country Presentation Historical Artist Portfolio ELA Personal History Project
- 17. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments Science Fair Project Geography Country Presentation Historical Artist Portfolio ELA Personal History Project Research Journal Annotated Bibliography Common Elements
- 18. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments Science Fair Project Geography Country Presentation Historical Artist Portfolio ELA Personal History Project Research Journal Annotated Bibliography Common Elements Skill Benchmarks •Identify source needs •Find and use credible sources •Use multiple source types •Appropriate crediting/citing
- 19. Building/District Rubric Co-Creation •Collect examples and exemplars from throughout the building • Collect best practices online (Classroom 2.0 ning, Rubistar.4teachers.org) • Collect and analyze student work • Instructional Rounds (Elmore, City, Teitel) focused on information literacy instruction • Pilot, Pilot, Pilot!
- 20. Skill Benchmarks Exceeds Standard (4) Meets Standard (3) Approaching Standard(2) Getting Started (1) •Identify source needs Research journal shows original/creative search strategy and keywords RJ shows effective search strategy and diverse keywords RJ shows basic search strategy and some keywords RJ missing search strategy or keywords Find and use credible sources Annotated Bibliography shows thoughtful evaluation of credibility An Bib shows many credible sites, with some evaluation of credibility AnBib shows some credible sites, with limited evaluation of credibility AnBib shows a few well chosen sites, but many sites lack credibility or no evaluation •Use multiple source types AnBib includes great diversity of source types AnBib includes multiple source types AnBib includes two types of sources AnBib includes one type of source Appropriate crediting/citing Complex sources cited correctly Sources cited correctly in MLA format Sources cited in MLA format with errors Sources credited without format
- 22. • Q: Whydo you use wikis? – A: Teach communication, technology literacy, deeper understanding • Q: How do you assess wikis? – A: Correct facts, minimum number of posts, “Just that they‟d followed the directions…”
- 23. Using Data toAddress Instruction
- 24. Using Data toAddress Instruction Identify a Problem of Practice Gather data about the problem Examine Instruction Develop an Action Plan Act and Assess Further Reading: Data Wise and Data Wise in Action
- 25. HOW WILL YOUPREPARE STUDENTS TO MASTER THE GOALS AND SUCCEED ON THE ASSESSMENT TASK?
- 26. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments Science Fair Project Geography Country Presentation Historical Artist Portfolio ELA Personal History Project Skill Benchmarks •Identify source needs •Find and use credible sources •Use multiple source types •Appropriate crediting/citing Learning Activities •Identifying search keywords •Advanced search engine strategies •Search engines vs. search directories •Web site evaluation •Proactive search strategies •Citation and crediting •Subject specific skills
- 27. Curriculum Mapping • Whereare these lesson activities taught? • What necessary skills are not taught anywhere? • Where should they be taught? • Are we teaching skills in similar ways?
- 28. HOW WILL YOUSUPPORT TEACHERS IN THEIR EFFORT TO GUIDE STUDENTS TOWARDS SKILL MASTERY?
- 29. Logic Model Performance Assessments Science Fair Project Geography Country Presentation Historical Artist Portfolio ELAPersonal History Project Skill Benchmarks •Identify source needs •Find and use credible sources •Use multiple source types •Appropriate crediting/citing Learning Activities •Identifying search keywords •Advanced search engine strategies •Search engines vs. search directories •Web site evaluation •Proactive search strategies •Citation and crediting •Subject specific skills Instructional Support •District rubric creation •District data analysis •Technology access • Common planning time •Professional Development •Coaching •Model projects •Model lessons •Observational protocols •Curriculum mapping Information/ Search Literacy
- 30. Assessing Change inChanging Times • Plan backwards from goals with logic models • Measure change the only place it matters: in the instructional core • Use rubrics to gather quantitative data about performance assessments • Use that assessment data to drive decisions about learning activity and instructional support
- 31. • “It‟s thehardest work I‟ve ever done in my career. We‟re trying to effect change at scale, and we have to „play on two playing fields‟ at once. We‟re still being judged by the criteria for AYP and state accountability, while holding ourselves to a much higher standard. We have to succeed at both. It‟s hard, but it‟s the right work to be doing.” –Jim Merrill, Virginia Beach (quoted in Tony Wagner‟s Global Achievement Gap)
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- 33. Cycle of Experimentand Experience Fear - Growth+ Institutional Capacity+ Experiment Review (Experience)Plan