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Transcript of New Global
Student Learning Results Teachers have been working in grade level teams and as departments to assess current practice and to design or align learning activities with outcomes related to the three strands. 2009
Planning Are we providing the curriculum, instruction, and resources necessary to prepare Bronxville's children for the 21st Century? The World is Flat Catching Up or Leading the Way Out of Our Minds A Whole New Mind ASSESSMENT MODEL
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
Tri-State Consortium We framed an external assessment of our K-12 science program around essential questions related to the three strands:
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 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? 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. Design Rubrics for Teachers Knowing the world
Investigating the world
Each teacher will have implemented and assessed at least one of these units of study, and shared samples of student work with his/her colleagues for the purpose of aligning student expectations within and across grade levels and departments. How do these components fit together? How is the whole school 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? Bronxville's Global Education Initiative No. What does YES look like? All teachers selected one strand as a focus for professional development. Misconception Alert
The global initiative is not just about international service or global content.
International comparisons tell us that our highest priority should be to build on our strengths as a country and increase the capacity of all students to think critically and creatively, analyze carefully, and apply what they know to solve complex, globally relevant problems. What does YES look like? By June 2011, teachers will have reached agreement in grade levels and departments on the units of study that they will teach in order to foster critical and creative thinking, the development of technology skills, and student engagement in learning. Subject Matter Rubrics for Students
Essential Questions 2007 Building a shared vision and supporting collaboration
Putting student work at the center
Developing an effective web of resources: learning from each other, scaling up, using expert knowledge
Establishing mutual accountability among professionals