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EQ 2010

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David Quattrone

on 22 April 2010

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Transcript of EQ 2010

Are we providing the curriculum, instruction, and resources necessary to prepare Bronxville's children for the 21st Century? To what extent do we foster critical thinking?
To what exent do we integrate technological skills?
To what extent do we foster application of knowlege?
To what extent do we balance high standards of achievement with the needs of all learners?
The World is Flat Catching Up or Leading the Way Out of Our Minds A Whole New Mind No.
What does Yes look like? ASSESSMENT MODEL
Performance-based Assessment
Student Metacognition in the Learning Process
Student Performance Data
Curriculum and Instruction
Professional Learning, Supervision, and Evaluation
Equitable Support for Student Needs
Shared Vision and Environment for Change
Parent and Community Support
Critical Thinking and Problem Solving
Students will demonstrate the critical thinking and problem-solving skills needed to address complex, globally relevant issues.

Creativity and Innovation
Students will create and invent new ideas and act on them to produce a tangible and useful contribution to knowledge, culture, or service to others.

Information Literacy
Students will define a practical research question, and identify and use appropriate digital and traditional resources to address the question.

Communication and Collaboration
Present ideas about a topic with coherent organization and a clear, concise, and correct use of language, math, music or art symbols. Presentations should engage the audience through the effective use of technologies.

Initiative and Responsibility
Students design the project with a practical plan, a commitment to quality of the product, attention to deadlines, and appropriate interaction with and independence from teachers.

Reflection and Evaluation
Students seek and respond to feedback from others, and assess and revise their own work.

Critical Thinking: Task requires students to synthesize information, integrate divergent perspectives, analyze and evaluate approaches, and/or develop multiple tactics for solving problems.

Creativity and Innovation: Task requires students to use divergent thinking and/or multiple intelligences to create a product or service that shows depth of understanding, or solve a technical, social, political, economic, or artistic problem using a novel approach.

Information Literacy: Task requires students to articulate essential questions and sub-questions associated with a multi-disciplinary research topic, and to evaluate and synthesize information from multiple sources.

Communication and Collaboration: Task requires students to seamlessly integrate the use of multiple technology tools to support research, analyze information, create representations, evaluate data, and present findings, a point of view, or a creative work.

Initiative and Responsibility: Task requires students to create a work plan, take educational risks, identify expert mentors and models, and demonstrate the capacity to recover independently from frustration and failure.

Reflection and Evaluation: Task requires students to design a rubric for evaluating the quality of their work, and to revise their work in response to a thoughtful and thorough self-assessment. Critical Thinking and Problem Solving
Creativity and Innovation
Information Literacy
Communication and Collaboration
Initiative and Responsibility
Reflection and Evaluation Rubrics Essential Questions Tri-State Consortium How do these components fit together? What Does Global Competence Look Like? By June 2011, teachers at all grade levels will have designed, implemented, and assessed projects or units of study that address student outcomes for critical and creative thinking, integrated technology, and engagement of all learners. 2007 2008 2009 2010 2011 Awareness Knowledge Application Results What is Our Objective? What is the Next Level of Learning? How is the whole greater than the sum of its parts? Isn't a graduate
more than a transcript?
Shouldn't a Bronxville education be more than a collection of courses? Knowing the world
Investigating the world
Recognizing perspectives
Communicating ideas
Taking Action Planning/Implementation Awareness
Student Results The team concluded that an important next step would be to organize formal meetings for the science faculty as they plan to implement the components of the Vision Statement and the Essential Questions. This work will foster the teacher-to-teacher articulation district-wide, among science teachers at all levels, by anchoring their efforts in a solid, coherent, shared vision. (p. 5) In closing, the team suggests that the district will benefit from continued emphasis on the development of a shared understanding and clearer internal definition of these core terms: performance assessment, metacognition, critical thinking, differentiated instruction, scientific knowledge, questioning and reasoning, and technological skills. These can be very rich and broadening discussions for the faculty and administration. (p. 10)
Identify exemplars and agree on assured experiences that specifically address those tasks that are designed to reflect a student's scientific reasoning and higher order thinking capacities. (p. 8)

Distinguish between performance tasks and performance assessments. To extend these tasks and create performance assessments requires cross-disciplinary student work using common criteria, rubrics, and an opportunity to demonstrate knowledge through exhibitions, portfolios, and competitions. (p. 9) What is the Next Step? Don't these findings apply to other K-12 subjects, too? Essential Questions
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