Ahu Statues Easter Island Engage Mike Schwei, Ed.D.
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Transcript of Ahu Statues Easter Island Engage Mike Schwei, Ed.D.
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Ahu StatuesEaster Island
EngageMike Schwei, Ed.D.
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What does it mean to actively embrace the new future?
Guiding Questions: What is the new future?
Who is defining the new future?
Engage
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When we prepare students for their future we teach so they will be prepared for _____ years.
(fill in the blank)
Guiding Question:
How are we preparing students for their future, rather than our past, our present, or our future?
Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Engage
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Explore & Explain
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Beyond Knowledge and Skills to
Transferable and Transferred Understandings
??????
?
Explore & Explain
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Dep
th
Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002
Facts Topics Concepts Generalization Principle
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Blooms’ Taxonomy
and Erickson’s Structure of Knowledge
Theory
TABS
(1980)
TEAMS
(1986)
TAAS/TAKS
(1990/2003)
STAAR/EOC (
2011)
The Conceptu
al Age
Explore & Explain
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Dep
th
Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002
Facts Topics Concepts Generalization Principle
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Blooms’ Taxonomy
and Erickson’s Structure of Knowledge
Theory
Content
Process
(Skills
)Context
(Tra
nsferred w
ithin or a
cross D
isciplines)
Big Ideas
(Tra
nsferable)
(Knowledge)
Explore & Explain
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37
Lev
el o
f D
iffi
cult
y
Application ModelAdapted from ILT to ILD, Moving Texas Forward 2002
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Blooms’ Taxonomy
and Willard Daggett’s Rigor & Relevance Framework
KnowledgeApply in Discipline
A
Acquisition
C D
Assimilation Adaptation
Application
B
Apply across
Disciplines
Apply to real-world predictable Situations
Apply to real-world unpredictable situations
Explore & Explain
![Page 38: Ahu Statues Easter Island Engage Mike Schwei, Ed.D.](https://reader038.fdocuments.in/reader038/viewer/2022110116/551be4fe550346af588b608f/html5/thumbnails/38.jpg)
Dep
th
Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002
Facts Topics Concepts Generalization Principle
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Blooms’ Taxonomy
and Erickson’s Structure of Knowledge
Theory
Content
Process
(Skills
)Context
(Tra
nsferred w
ithin or a
cross D
isciplines)
Big Ideas
(Tra
nsferable)
(Knowledge)
STAAR and EOC
Explore & Explain
![Page 39: Ahu Statues Easter Island Engage Mike Schwei, Ed.D.](https://reader038.fdocuments.in/reader038/viewer/2022110116/551be4fe550346af588b608f/html5/thumbnails/39.jpg)
• Content = knowledge and comprehension of facts and topics
• Process = skills
• Concepts & Generalizations = transferable
understandings
• Context = transferred understandings in application
Explore & Explain
![Page 40: Ahu Statues Easter Island Engage Mike Schwei, Ed.D.](https://reader038.fdocuments.in/reader038/viewer/2022110116/551be4fe550346af588b608f/html5/thumbnails/40.jpg)
“DOTS” not all!!!
•Reflect on your own instruction, or the instruction of teachers on your campus or in your district.
•Take a strip of four BLUE or ORANGE dots.
•Use one dot on each poster to form a collective set of four bar graphs showing the % of instruction dedicated to each.
Explore
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Explain
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Explain
CCSSO = Council of Chief State School Officers
Core Standar
ds
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Explain
Core Standar
ds
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Explain
Charlotte DanielsonFramework for Teaching
InTASC = Interstate Teacher Assessment and Support Consortium
Core Standar
ds
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Explain
ISLLC = Interstate School Leaders Licensure Consortium
Core Standar
ds
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Explain
Learning Forward Standards for Professional Learning (formerly NSDC = National Staff Development Council)
Core Standar
ds
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Explain
Index 1: Student AchievementIndex 2: Student ProgressIndex 3: Closing Performance GapsIndex 4: Postsecondary Readiness
Core Standar
ds
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Source: http://tpack.org/
NETS
NETS = National Educational Technology Standards
Explain
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• Content = knowledge and comprehension of facts and topics
• Process = skills
• Concepts & Generalizations = transferable
understandings
• Context = transferred understandings in application
It’s Not Just in Texas
Elaborate
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I’m Ready to Tell You My Secret, Now. I See . . .
Elaborate
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Elaborate
![Page 52: Ahu Statues Easter Island Engage Mike Schwei, Ed.D.](https://reader038.fdocuments.in/reader038/viewer/2022110116/551be4fe550346af588b608f/html5/thumbnails/52.jpg)
The 5 Disciplines of Multipliers
Wiseman & McKeown, 2010, p. 23
Diminishers Multipliers
Empire Builder
Hoards resources and underutilizes talent
Talent Magnet
Attracts talented people and uses them at their
highest point of contribution
Tyrant
Creates a tense environment that
suppresses people’s thinking & creativity
Liberator
Creates an intense environment that requires people’s best thinking and
work
Know-It-AllGives directives that
showcase how much they know
ChallengerDefines an opportunity that causes people to
stretch
Decision Maker
Makes centralized, abrupt decisions that confuse the
organization
Debate Maker
Drives sound decisions through rigorous debate
Micro Manager
Drives results through their personal involvement
InvestorGives other people the
ownership for results and invests in their success
Elaborate
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AdvertisingYou, too, can have, become, look . . . if:
Explore
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Elaborate
Compare and contrast the following two videos. Evaluate the ability to think conceptually and to generalize, as well as the ability to transfer learning to new situations.
![Page 55: Ahu Statues Easter Island Engage Mike Schwei, Ed.D.](https://reader038.fdocuments.in/reader038/viewer/2022110116/551be4fe550346af588b608f/html5/thumbnails/55.jpg)
How Long Will AmericaLead The World?
What Causes Societies to
Collapse? Elaborate
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NOTE:
The failures of
these societies
in different
times and
different
places reflect
common
reasons for
their failures.
NOTE:The common reasons for the failures of these societies constitute generalizations.
Elaborate
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Facts Topics
Comprehension
Knowledge
Content
(Knowledge)
Social Studies
Study the Mayan culture Student quiz includes an item on why the
Mayan culture collapsed Study the Incan culture Student quiz includes an item on why the
Incan culture collapsed
There is never a discussion beyond the
facts or beyond the topic of Mayan culture
and the topic of Incan culture. Students
progress through social studies courses
without moving out of knowledge,
comprehension, facts, or topics.
Elaborate
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Dep
th
Facts Topics
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Content
Process
(Skills
)
(Knowledge)
Social Studies So, we add depth by asking
students to use higher level cognitive skills.
Students are asked to compare and contrast the collapse of the Mayan and Incan cultures.
There is never a discussion beyond the
facts or beyond the topic of Mayan culture
and the topic of Incan culture. Students
progress through social studies courses
with only facts, topics and skills without
complex understanding of the concepts
and generalizations.
Elaborate
![Page 59: Ahu Statues Easter Island Engage Mike Schwei, Ed.D.](https://reader038.fdocuments.in/reader038/viewer/2022110116/551be4fe550346af588b608f/html5/thumbnails/59.jpg)
Dep
th
Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002
Facts Topics Concepts Generalization Principle
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Theory
Content
Process
(Skills
)
Big Ideas
(Tra
nsferable)
(Knowledge)
• So, we add complexity by asking students to investigate why societies collapse.
• Students answer the question by comparing and contrasting the causes of collapsed societies across time and geography, and identify five causes.
• Students, now, walk out of our classrooms with knowledge, skills, and understanding about the big transferable generalizations about why societies collapse.
Social Studies
Elaborate
![Page 60: Ahu Statues Easter Island Engage Mike Schwei, Ed.D.](https://reader038.fdocuments.in/reader038/viewer/2022110116/551be4fe550346af588b608f/html5/thumbnails/60.jpg)
Dep
th
Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002
Facts Topics Concepts Generalization Principle
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Theory
Content
Process
(Skills
)
Big Ideas
(Tra
nsferable)
(Knowledge)
However, while our students have knowledge, skills, and understanding of transferable
concepts and generalizations . . .
they have never been asked to transfer these concepts and understandings within the
discipline of social studies, or across academic disciplines.
Social Studies
Elaborate
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Dep
th
Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002
Facts Topics Concepts Generalization Principle
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Theory
Content
Process
(Skills
)Context
(Tra
nsferred w
ithin or a
cross D
isciplines)
Big Ideas
(Tra
nsferable)
(Knowledge)
So we ask our students to apply these ideas in a new context. Students are asked to prepare both the affirmative and negative arguments of a debate to answer the question:
As a society, will the United States collapse?
Social Studies
Elaborate
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Oh, so you want to know why societies collapse?
Elaborate
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THE GENERALIZATION: Societies Collapse When . . .
there is environmental damage
there is climate change
hostile neighbors invade
they experience decreased support from friendly neighbors
a society responds inappropriately to the above issues confronting them
Elaborate
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Elaborate
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Elaborate
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Dep
th
Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002
Facts Topics Concepts Generalization Principle
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Blooms’ Taxonomy
and Erickson’s Structure of Knowledge
Theory
Elaborate
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Dep
th
Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002
Facts Topics Concepts Generalization Principle
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Blooms’ Taxonomy
and Erickson’s Structure of Knowledge
Theory
Elaborate
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Dep
th
Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002
Facts Topics Concepts Generalization Principle
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Blooms’ Taxonomy
and Erickson’s Structure of Knowledge
Theory
Elaborate
![Page 69: Ahu Statues Easter Island Engage Mike Schwei, Ed.D.](https://reader038.fdocuments.in/reader038/viewer/2022110116/551be4fe550346af588b608f/html5/thumbnails/69.jpg)
Dep
th
Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002
Facts Topics Concepts Generalization Principle
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Blooms’ Taxonomy
and Erickson’s Structure of Knowledge
Theory
Elaborate
![Page 70: Ahu Statues Easter Island Engage Mike Schwei, Ed.D.](https://reader038.fdocuments.in/reader038/viewer/2022110116/551be4fe550346af588b608f/html5/thumbnails/70.jpg)
Dep
th
Level of ComplexityAdapted from ILT to ILD, Moving Texas Forward 2002
Facts Topics Concepts Generalization Principle
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Blooms’ Taxonomy
and Erickson’s Structure of Knowledge
Theory
Elaborate
![Page 71: Ahu Statues Easter Island Engage Mike Schwei, Ed.D.](https://reader038.fdocuments.in/reader038/viewer/2022110116/551be4fe550346af588b608f/html5/thumbnails/71.jpg)
Evaluate
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“DOTS” not all!!!
•Reflect on your own instruction, or the instruction of teachers on your campus or in your district.
•Take a strip of four GREEN dots.
•Use one dot on each poster to form a collective set of four bar graphs showing the % of instruction dedicated to each.
Evaluate
![Page 73: Ahu Statues Easter Island Engage Mike Schwei, Ed.D.](https://reader038.fdocuments.in/reader038/viewer/2022110116/551be4fe550346af588b608f/html5/thumbnails/73.jpg)
Evaluate
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Evaluate
In this closing video, reflect on your individual investment, and our collective investment, in students, education, and student achievement. Where you see the words “investment” and “financial” substitute education.