This document discusses the changing story of American education from both high-level and classroom perspectives. Nationally, forces like international test scores, common standards, and new teacher evaluation systems are shaping education. At the classroom level, schools are shifting their focus from teaching to learning and embracing failure and confusion as part of the learning process. The document advocates for a capacity building approach through differentiated, data-driven instruction and interventions rather than a discrepancy model of remediation. It emphasizes aligning upper-level goals and lower-level classroom practices to focus relentlessly on student learning.
Mindset for Achievement: How to Boost Achievement and Fulfillment Through Min...BayCHI
Carol Dweck at BayCHI, May 11, 2010: Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. Dweck's research also shows that praising intelligence can harm motivation by creating a fixed mindset. People also tend to believe that talent alone creates success—without effort. They're wrong. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports.
A one-page summary of the key differences between the fixed mindset and the growth mindset (concepts developed by Prof Carol Dweck from Stanford University).
Growth mindset has been shown to be significantly predictive of long-term success in a variety of areas, including acedemic success.
This is my presentation at Lego Serious Play Conference/ Facilitator Community Meeting at 10/2018 at Billund, which talks about coaching program "Creating and coaching self-directed learning organization" for Chinese Teachers in Guangzhou, China in August 2018
A growth mindset is key in helping language learners understand how their effort can equal results. Language learning is hard work, filled with challenges and sometimes setbacks. Knowing that we become smarter as we learn new things is a practical way to encourage and motivate students to keep working hard as they learn a new language.
The power of believing that you can improve by Carol Dweck a visual summarySameer Mathur
Backed up by proven Scientific studies, Carol Dweck explains that Intelligence is Malleable.
Years of research provide concrete data that when we struggle with problems, we actually grow. When you grapple with problems, you make new neural connections which makes you smarter.
4 coaching models that may be useful to people who mentor. I recommend starting with one - getting super familiar with it and then move on to another one.
Reflective Practice: Formulating Your Teaching Experience (ppt)JosetteLB
Reflective Practice: Formulating Your Teaching Experience - presentation at the KOTESOL Busan Reflective Practice Symposium on Saturday, April 21, 2012 by Josette LeBlanc
Mindset for Achievement: How to Boost Achievement and Fulfillment Through Min...BayCHI
Carol Dweck at BayCHI, May 11, 2010: Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. Dweck's research also shows that praising intelligence can harm motivation by creating a fixed mindset. People also tend to believe that talent alone creates success—without effort. They're wrong. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports.
A one-page summary of the key differences between the fixed mindset and the growth mindset (concepts developed by Prof Carol Dweck from Stanford University).
Growth mindset has been shown to be significantly predictive of long-term success in a variety of areas, including acedemic success.
This is my presentation at Lego Serious Play Conference/ Facilitator Community Meeting at 10/2018 at Billund, which talks about coaching program "Creating and coaching self-directed learning organization" for Chinese Teachers in Guangzhou, China in August 2018
A growth mindset is key in helping language learners understand how their effort can equal results. Language learning is hard work, filled with challenges and sometimes setbacks. Knowing that we become smarter as we learn new things is a practical way to encourage and motivate students to keep working hard as they learn a new language.
The power of believing that you can improve by Carol Dweck a visual summarySameer Mathur
Backed up by proven Scientific studies, Carol Dweck explains that Intelligence is Malleable.
Years of research provide concrete data that when we struggle with problems, we actually grow. When you grapple with problems, you make new neural connections which makes you smarter.
4 coaching models that may be useful to people who mentor. I recommend starting with one - getting super familiar with it and then move on to another one.
Reflective Practice: Formulating Your Teaching Experience (ppt)JosetteLB
Reflective Practice: Formulating Your Teaching Experience - presentation at the KOTESOL Busan Reflective Practice Symposium on Saturday, April 21, 2012 by Josette LeBlanc
Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science a...Kelly Grillo
Recently, co-teaching in science and mathematics has largely been the result of accountability. Increased numbers of students with special needs placed in general education mathematics and science classrooms challenges educators to jointly deliver instruction to all students. This session provides practical tips aimed at inclusive science and mathematics learning outcomes.
Prepare d planning outstanding inquiry units- Next Steps Oct 2014Adrian Bertolini
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit. This workshop builds upon the 2013 workshop and continues exploring the elements that develop great inquiry units.
Teacher Effectiveness Impacts Student Success in PreK and Kindergarten MathETA hand2mind
Core PD 'Where's the Math?' course on early childhood math professional development, by Juanita V. Copley, Ph.D., focuses on equipping teachers with the content knowledge and instructional strategies to ensure that young children encounter good mathematics instruction in their early years of schooling.
Similar to The Changing Story of American Education (20)
1. THE CHANGING STORY OF
AMERICAN EDUCATION
EXAMINING UPPER AND LOWER STORIES
2. Today’s Targets
We will explore stories for a changing
paradigm in education.
Upper Stories (From 10,000 feet)
– Nationally and Internationally
– State wide and District wide
Lower Stories (900 square foot classroom)
– Orono Middle School
– Small group/Individualized instruction,
intervention, and enrichment
Jen McCarty Plucker, Ed.D.
3. Post It Parking Lot
• As you have questions throughout the
morning and would like direction on
where to find out more, please put it
on a post-it note and park it here.
• A Q/A will be generated and
distributed.
• PPT is available at
http://jmplucker.blogspot.com and will
be shared with your leadership.
4. Driving Forces Shaping the
Story of Education in the US
• PISA (International Benchmarking)
• Common Core State Standards
• Assessment-Teaching-Learning Loop Evidence
(PLC)
• Response to Intervention/Instruction (RtI2) or
Multi-Tiered Systems of Support
• Reading Well by 3rd Grade Legislation
• MMR/NCLB Waiver
• Coming Soon (2014) Teacher Evaluation Systems
• Changing Brains of our Youth
Jen McCarty Plucker, Ed.D.
6. Driving Forces Shaping the
Story of Education in the US
• PISA (International Benchmarking)
• Common Core State Standards
• Assessment-Teaching-Learning Loop
Evidence (PLC)
• Response to Intervention/Instruction (RtI2)
or Multi-Tiered Systems of Support
• Reading Well by 3rd Grade Legislation
• MMR/NCLB Waiver
• Coming Soon (2014) Teacher Evaluation
Systems
• Changing Brains of our Youth
Jen McCarty Plucker, Ed.D.
8. Pair Share
• What are the implications of this
changing story for our current
practice?
In other words,
• What does this mean for our
students’ stories? Our teaching
stories?
Jen McCarty Plucker, Ed.D.
9. A Lower Story illustrating Changing
Paradigm
Diane Laufenberg’s Ted Talk on
Learning How to Fail
Jen McCarty Plucker, Ed.D.
13. Goal:
• To create a systematic process
that ensures every child receives
the additional time and support
needed to learn at high levels.
Jen McCarty Plucker, Ed.D.
14. The Equation of Education
What is the variable?
Targeted Instruction + Time= Learning
Jen McCarty Plucker, Ed.D.
15. The Equation of Education
We need to change the variable
Targeted Instruction + Time= Learning
Targeted Instruction + Time = Learning
If a child can’t learn the way we teach, maybe we should teach the way
they learn. ~Ignacio Estrada
Jen McCarty Plucker, Ed.D.
16. Eternal Questions of Education
What do we expect students to learn?
How will we know they are learning it?
How will we respond when they don’t
learn?
How will we respond when they have
learned?
Jen McCarty Plucker, Ed.D.
17. Buffum, Mattos, and Weber
Select and unwrap
essential student
What do we expect kids to learn?
learning outcomes
and develop a unit
assessment plan.
Analyze
summative Introduce
assessment results, learning targets
identify students in to students.
need of Begin Core
supplemental Instruction.
interventions.
Repeat for
additional
learning targets
GIVE END OF as needed GIVE
UNIT FORMATIVE
ASSESSMENT
Analyze formative
ASSESSMENTS
assessment results,
provide mid unit
interventions,
How will we respond when they have continue and/or
learned it? How will we respond when complete core How do we know they are
they haven’t? instruction. Mattos, learning it? 2011
Buffum, and Weber,
18. Close Up Conversation
What are the stories Orono Middle
School students share when it comes
to a focus on Learning?
Jen McCarty Plucker, Ed.D.
19. Where do we start?
Worth being
familiar with
Important to
know and do
Essential to
know and
do
Jen McCarty Plucker, Ed.D.
23. Difference in Philosophy of
Education
Capacity Building
Vs.
Discrepancy
Jen McCarty Plucker, Ed.D.
24. Capacity Building Discrepancy
Differentiated Cookbook
Push in Pull out
Data driven Assess after the fact
Building meta cognition Rote Skills
Building independence Building dependence
Few interventions done well Many random interventions that
put everyone in the same box of
instruction
Jen McCarty Plucker, Ed.D.
25. Capacity vs. Discrepancy
Intervention (wellness) Remediation (triage)
Focus on prevention Focus on ‘fixing’ an existing problem
Instruction that is ‘in addition to’ Instruction that is ‘instead of’
Enhances classroom (Tier 1) Replaces classroom instruction
instruction
Little if any adjustment in intensity
Focus is on need/learning target
Targets a single isolated skill
Repeated/Guided practice to
achieve mastery Slow paced instruction that simply
waters down the curriculum
Emphasis on short term support
Emphasis on ‘old’ data: summative
Emphasis on timely data: ongoing assessments, standardized tests, etc.
formative assessment
26. Do our lower stories match our
upper ones and vice versa?
Working together to:
• ALIGN
• Relentlessly focus on student
learning
• Pay close attention to results
Jen McCarty Plucker, Ed.D.
These four questions drive the collaboration. . .Formative assessmentFour ThemesBuffum GoalLearning equationMonitor—teach, teach, teach. . .test to Test, teach, monitor for enrichment and intervention, Definition of college and career ready—quotes? Arrows—great things going on—now time to tighten and alignLink to strategic plan, rti, rw3rd grade, alternative sources of funding, NCLB,
Essential doesn’t not equal ONLY!!!
Hardest Part: Everything is essential. How do we decide? Can’t agree. Gaps from the past. Hard to say. . .Ok, student A didn’t get those learning targets but we are moving on. . .Time to talk to each other. . .
Faster not slowerHigher not lowerMore not less
Focus on Learning (Interventions for can’ts centered on essential learning targets)Collaborative Culture(Work together to free each other up for focused instruction)Focus on results(Compare your assessments, share teaching strategies)
Kids at the heart of our conversation, reflection, and growth today.