DESIGNING “QUAD D” KEY ASSIGNMENTSCTE TEACH in partnership with the California Department of Education

Agenda

Welcome & Introductions

Design a Quad D assignment

Closing Why change?

What is Quad D?

Understanding essential elements of Quad D

assignments

How a mentor can help!

R & D

• Rob & Duplicate!

Today’s Outcomes• Understand how rigor, relevance and relationships

support effective instruction

• Build a toolbox of strategies to become a “21st century/Quad D” classroom

• Evaluate elements of Quad D key assignment and create one

• Take information back to share with others/organization

Table Team Resume• Using template

• Builds student to student relationships• Builds teacher to student relationships

• Great to use in beginning of new semester• Intro to teamwork class projects• Helps students recognize strengths & weaknesses of others, find

common interests among group, inclusive, draws all students in

What are the problems the world faces today?

7

A New RealityThe world is no longer the safe, stable andpredictable place that it once was and, as a

result, there are ever increasing and incrediblechanges on our nation's future horizon.

• What impact will this changing world have on education?

• How can schools prepare our youth for these realities?

• How do we provide the essential skills and empowerment they need to be contributors in solving important world and community problems?

Why Change?

Our Students Have Changed

What do you Notice?

iBrain

• Documents evolutionary change in wiring of young minds

• Previous Generations think “back to front”

• Today’s youth thinks “front to back”

Who are students today?• Digital natives• Live in global world• Technology has changed the ways students learn

• Students today – Do to Learn• Previous generations – Learn to Do

Example

The education industry thinks technology adds

cost; all other industries use technology to drive

down costs.

But is Education Keeping Up?

Ian Jukes• Service class jobs are being replaced by technology

• Example – What effect will drones have on delivery labor market?

• Creative class jobs are facilitated by technology• Example – since 2007, 800,000 app jobs launching 50 Billion apps

• “We must teach our students for their futures, not our past”

Bottom Line• Our students and world have changed…..

So we have to change!

Struggling Students

Source: Education Week, Children Trends Database: 4.28.2013

100 Girls Project

For every 100 women enrolled in college,

77 men are enrolled.

For every 100 girls diagnosed with a special education disability,

217 boys are diagnosed with a special education disability.

For every 100 girls diagnosed with emotional disturbance,

324 boys are diagnosed with emotional disturbance

For every 100 females ages 15 to 19 that commit suicide,

549 males in the same range commit suicide.

For every 100 women ages 18 to 21 in correctional facilities,

1430 men are in correctional facilities .

-The Boys Initiative,

2004

Missed Income Opportunity to Society?

• If all 2011 HS dropouts had graduated….over their lifetime they would have earned....

oNationally – $154 BillionoCalifornia – $21 Billion

Source: Alliance for Excellent Education 2011

High School Dropouts are More Likely To:

• Commit crimes• Rely on government assistance programs

Reducing nations ability to compete globally

Source: Alliance for Excellent Education 2011

750 Students• Describe school in one word

Boring!

Top 5 Dropout Reasons• Classes were not interesting – 47%

• Missed too many days, could not catch up – 43%

• Spent time with others not interested in school – 42%

• Had too much freedom, not enough rules – 38%

• Was failing – 35%

Source: Bill & Melinda Gates Foundation

How to Make it More Interesting?

• Rigor • Relevance• Relationships!

• Relationships• Relevance• Rigor

Can’t Have Rigor w/o the First Two!• Students need to have relationships

• Teacher to student• Student to student

• Students need to “see” the relevance• To their world or you lose them• Improves both long term and short term memory

Relationships...• Builds trust• Promote motivation and risk-taking• Enhance learning• Need to be in place to build the safety and use higher order thinking (rigor)

Shift in TeachingManagement-based Teaching

Relationship-based Teaching

Rules Mandated Negotiated

Power Without question Authority with respect

Indicators Students are passive and quiet

Students are actively engaged

Risk-taking Discouraged Encouraged

Control Mechanisms

Negotiate feed back/punishment

Positive reinforcement/reward

Teacher Role Disseminate knowledge Guide learning and give encouragement

30

Page 250 The Daggett System for Effective Instruction

Comparing Learning to…

• Student’s life• Family’s life• Student’s community and

friends• Our world, nation, state• World of Work• World of Service• World of Business and

Commerce that we interact with

Use the Real World…

• Moral, ethical, political, cultural points of view, and dilemmas

• Real world materials• Internet resources• Video and other media• Scenarios, real life

stories• News - periodicals,

media

Adding Relevance to Any Lesson or Unit

What is Rigor

With your elbow partner discuss the following:• Your definition of rigor• The skills you think 21st Century Learners need to be successful in

life

32

What is Rigor?Rigor is…

Scaffolding thinkingPlanning for thinkingAssessing thinking about

contentRecognizing the level of

thinking students demonstrate

Managing the teaching/ learning level for the desired thinking level

Rigor is NOT…..

More or harder worksheets

AP or honors coursesThe higher level book in

readingMore workMore homework

Top 21st Century Skills• Communication & Collaboration• Critical thinking & problem solving• Creativity & innovation • Information, media and technology skills• Productivity & accountability• Leadership & responsibility• Life & career skills

• Flexibility & adaptability• Initiative & self-direction• Social & cross-cultural skills

Source: Partnership for 21st Century SkillsSource: Partnership for 21st Century Skills

Rigor/Relevance Framework® 35

Rigor/Relevance Framework36

18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

LowLow Rigor

Low ApplicationLow Rigor

Low Application

High RigorLow

application

High RigorLow

application

High Rigor&

Application

High Rigor&

Application

High ApplicationLow Rigor

High ApplicationLow Rigor

Rigor/Relevance Framework37

18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

LowTeacherWorks

TeacherWorks

Student

Thinks

Student

Thinks

StudentThinks &

Works

StudentThinks &

Works

Student

Works

Student

Works

p. 5 Using R/R Handbook

Verbs by Quadrant

39

Products by Quadrant A definitionworksheetlistquiztestworkbooktrue-falsereproductionrecitation

Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline

Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification

Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention

Questions By QuadrantC

How are these similar/different?

How is this like…?

What’s another way we could say/explain/express that?

What do you think are some reasons/causes?

Why did…..changes occur?

What is a better solution to…?

How would you defend your position about that?

________________________________________

A

What is/are…?

How many…?

How do/does…?

What did you observe…?

What else can you tell me about…?

What does it mean…?

What can you recall…?

Where did you find that…?

Who is/are…?

How would you define that in your own terms?

D

How would you design a…to …?

How would you compose a song about…?

How would you rewrite the ending to the story?

What would be different today, if that event occurred as…?

Can you see a possible solution to…?

How could you teach that to others?

If you had access to all the resources, how would you deal with…?

What new and unusual uses would you create for…?

_______________________________________B

Would you do that?

Where will you use that knowledge?

How does that relate to your experience?

What observations relate to…?

Where would you locate that information?

Calculate that for…?

How would you illustrate that?

How would you interpret that?

How would you collect that data?

How do you know it works?

A B

DCToday's Students “Do” To Learn

A B

DCInstead of Learning to Do

The 21st Century/Quad D Classroom• Creates rigor, relevance & builds relationships• Infuses students with 21st century skills• Inspires critical thinking and problem solving

What Makes You Say That?Interpretation with Justification Routine

1. What's going on?2. What do you see that makes you say that?

I See…I Think…I WonderA routine for exploring works of art and

other interesting things

What do you see?

What do you think about that?

What does it make you wonder?

I see…I think…I wonder…

Think, Puzzle, ExploreA routine that sets the stage

for deeper inquiry

What do you think you know about this topic?

What questions or puzzles do you have?

How can you explore this topic?

Connect, Extend, Challenge• CONNECT: How are the ideas and information presented

CONNECTED to what you already

• EXTEND: What new ideas did you get that EXTENDED or pushed your thinking in new directions?

• CHALLENGE: What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

Future Think• Predict what would happen if?• What affect on government?• What affect on industry?• Weigh pros & cons• How would this affect

you & your family?

I Used to Think…, But Now I think…

A routine for reflecting on how and why our thinking has changed

But Change is Hard?• Let’s practice!

• Stand up• Everybody cross arms• Which arm on top?• Now bring arms to your side and cross arms again with opposite

arm on top.

Is Change hard or is it just “Different”?

So Lets Begin!• How do we define a key assignment?

• One that meets Quad D criteria!

Quad D Key Assignment Requires Students To:

• Complete an assignment that covers an extended period of time, involves ongoing instruction and research, and uses problem-solving/design process to address assigned project or problem

• Uses technology/software/equipment applicable to field

Continued• Work in teams/individually to develop solutions, requires:

• Collaboration• Communication• Creativity• Cultural Understanding

• Conduct research and read complex informational text summarizing ideas crucial to assignment

• Propose solutions/strategies and can justify• Develop written implementation/action plan with tasks,

timeline, costs, etc. • Build/test pro-type or product, repair, evaluate or redo as

needed

Continued• Use high school math skills

• Identify/apply scientific or social sciences needed to complete the assignment

• Complete final written document and make an oral presentation of their work

• See learning and self-reflect on new insights gained

Requires Teachers To:• Complete ongoing formative assessments with feedback

and a summative written and performance evaluation that assesses both technical and academic skills of the assignment

Key Assignment Review• Employability

• Identify all 11 criteria in assignment• Table discussion• Share out

Your Turn!• Evaluate key assignment you brought

• Or

• Evaluate one of ours• What’s missing?• What can be tweaked to make it Quad D?

Design a Key Assignment• Using template

Lunch! Be back at 12:30!

For Understanding

• What is a Key Assignment?

• What is the Value of Key Assignments?

“Education ceases to be learning

when the 3 R’s are read, remember,

and regurgitate.”

Mentoring With Today’s 3R’s

• Relationships

• Relevance

• Rigor

Relationships• Trust – Confidentiality

• Professional Friend

• Promote motivation and risk-taking

• Build a safe rapport

Relevance• The Why?

• What’s in it for me, my teaching, my students?

Rigor• We All Must Use Higher Levels of Thinking

• We Must Provide Support (scaffolding) to Help Teachers Advance Their Teaching to Higher Levels of Thinking

• Monitor and Assess your Teacher’s Work to Inform Your Mentoring

The Big Shift

Students must be able to perform at a deeper

level of cognition - literally, "depth of

knowledge".

Teachers need pragmatic, real-world, achievable strategies

and tools to get students there.

Lesson Plan: Begin with the End in Mind

What students need to know

& why

Experiences that will facilitatestudent’s learning

Teacher Works* Student Works

Student Thinks/ Works

Student thinks, analyzes, problem

solves, creates solutions

Student Thinks

Students use competence and

knowledge to create and implement

solutions

“The person who learns the most is the

person who does the most work.”

Harry Wong

Lesson Plan: Begin with the End in Mind

• Applications• Cover letters • Resumes• Interviewing• Professional dress• Communication• Resources

(Teacher Works*) (Student Works )

(Student Thinks & Works)

• Analyze job descriptions

• Synthesize skills and job requirements

• Evaluate job offers• ID item to negotiate

(Student Thinks)

• Prepare and Tailor documents

• Locate Job Boards• ID 2 Employers• Mock Interview

• Choose employer• Notify employers• Justify choice• Write Summary• Present and Justify

Employment documents, mock interview, written summary, mind maps and presentation will be assessed.

Resume paper, graphic organizers, computers, interview video, examples of employment documents and job descriptions.

Computer screen magnifier for sight impaired student. Use visual graphics for EL students and visual learners.

From the Sage on the Stage to the Guide on the Side!

Project Power Point of models of correctly completed applications, cover letters, resumes. Be sure to chunk information into several bits at a time and then check for understanding by asking questions and observing students as they complete their worksheets.

Show a short video or do a skit hat isn't quite perfect on interviewing, communication skills and professional dress.

Ask students where are some good places to look for online job boards and list them. Fill in any gaps where students could look online for jobs in your field.

Arrange and schedule with business professionals to interview students.

• Show Power Point examples of correctly completed applications, cover letters, resumes.

• Chunk information into several bits at a time and then check for understanding (question by quadrant and observation) as students complete their documents.

• Show a short video or do a skit that isn't quite perfect on interviewing, communication skills and professional dress. 

• Students list good places to look for jobs. Teacher fills in any gaps where students could look online for jobs in your field.

• Arrange and schedule with business professionals to interview students.

Introduce employment docs, interviewing, professional dress & communication.

• Demonstrates how to complete each section of employment documents, students will complete each corresponding section.

• Students evaluate each others documents. Teacher will check each section for accuracy and ask and answer questions.

• Students evaluate and discuss interview skit or video for communication, interviewing skills and professional dress for your field.

• Students identify appropriate job boards for their field.

• Students practice professional dress and interviewing with each other.

• Teacher monitors each pair of interviewing students and provides feedback.

Applications,, practice interview and dress, identify job boards

Peer evaluation & discussion

• Each day students will record and diagram their progress using a mind mapping website.

• They will synthesize and organize their research information, making connections .

• Students will share out any new or interesting discoveries they have made.

• Teacher will fill in any missing information.

• Students create portfolio, containing resume, cover letter and application.• Students mock interview with business

professionals and present portfolio. • Business professional evaluates student’s portfolio,

documents, communication skills, and appearance• Using technology students write summary about

their experience and justification and present to peers, family and friends

Portfolio, job selection, justify, summary, present

Students begin a real job search and report back to class on their experience.

Allow students more time to research theiremployer. Have students research employability before teacher presents. Mock interviews went well, do again!

Need to learn strategies to control nervousness.

Coaching and Mentoring

• Consult - Provide resources and information

• Collaborate – Co-develop ideas

• Coach - Support teacher’s thinking, problem solving and goals.

Source: Blended Coaching

Student Work

• Use student work as your starting point

• Use data to drive instruction

• Discuss solutions to help students learn

• Takes the focus off the teacher

Source: Working Smarter, not Harder, by Focusing on Student Work

Ingredients:

• Relationships

• Relevance

• Rigor

• Consult, Collaborate, Coach

• Student Work

Directions

• Begin with the end in mind

• Lesson Planning

• Check thinking levels (pulse)

• Reflect

• Plan next steps

Recipe : Recipe for Success

From the Classroom of: A CTE TEACH Mentor Teacher

Roadshow!

Challenges Opportunities

Thank You!• Contacts• Marie Perotti – Project Coordinator

marie_perotti@cry-rop.org

• Becky Sharp – Peer Coach Leaderbecky_sharp@cry-rop.org

• Jule Barta – Curriculum Developmentjulette_barta@cry-rop.org