Day 3 Collegial Learning: The Intersection of Education

1. Day 3Collegial Learning: The Intersection of Education Session 3 Rod Duckworth, Chancellor Career and Adult Education

2. Meeting a Growing Need “Without high quality, knowledge intensive jobs and the innovative enterprises that lead to discovery and new technology, our economy will suffer and our people will face a lower standard of living.” - National Academy of Sciences

3. What Are the Results of Our Current Way of Teaching?

4. What happens to entering 9th graders four years later… 37% Graduate from High School Not College-Ready 29% Dropoutof High School 34% Graduate from High School College-Ready Greene & Winters 2005

5. What Does the Research Tell Us? • 66% of a typical freshman cohort graduates from high school unprepared to enter college. (John M. Bridgeland, John J. DiIulio, Jr., Karen Burke Morison, The Silent Epidemic Perspectives of High School Dropouts , A Report by Civic Enterprises, LLC) • In 2005 Gates Foundation Report, 81% of students who dropped out said that “more real world learning” may have influenced them to stay in school.”(Bridgeland, J., et al, The Silent Epidemic, Bill and Melinda Gates Foundation, 2005)

6. Dropouts Did Not Feel Motivated Or Inspired To Work Hard Did you feel motivated and inspired to work hard in high school? Were notmotivated/inspired Were motivated/inspired Not sure Source: The Silent Epidemic, 2006

7. Dropouts - Key Findings • 88% had passing grades, with 62 percent having Cs and above • 58% dropped out with just two years or less to complete high school • 66% would have worked harder if expectations were higher • 70% were confident they could have graduated • 81% recognized graduating was vital to their success Source: The Silent Epidemic, 2006

8. Making Learning More Meaningful Rigor versus Relevance

9. What is Rigor? Learning in which students demonstrate a thorough, in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem-solving, evaluation, or creativity. Rigorous learning can occur at any school grade and in any subject!

10. Six Levels of Bloom’s Taxonomy Awareness Comprehension Application Analysis Synthesis Evaluation The Three Types of Learning Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills)

11. Teaching Rigor • Low end (awareness) involves acquiring knowledge and being able to recall or locate that knowledge in a simple manner. • High end (evaluation) involves complex ways in which individuals use knowledge. • At this level the student can: • do much more than locate information • fully integrated knowledge • combine several pieces of knowledge in both logical and • creative ways. • assimilate knowledge • solve multistep problems • create unique work and solutions

12. What is Relevance? Learning in which students apply core knowledge, concepts, or skills to solve real-world problems. Relevant learning is interdisciplinary and contextual. Student work can range from routine to complex at any school grade and in any subject. Created through authentic problems or tasks, simulation, service learning, connecting concepts to current issues, and teaching others.

13. Can’t be all facts and figures… Rigor without relevance = dropout Relevance without rigor = remediation Must strike an accord that allows ALL students to succeed

14. Blending Rigor and Relevance Integration is around us everywhere – in society and in nature! Yet… In traditional schools students are given a set of facts, asked to memorize them, but often not given the opportunity to apply them in a way that is applicable to life outside of the school.

15. “Only in education, never in the life of the farmer, sailor, merchant, physician, or Laboratory experimenter, does knowledge mean primarily a store of information aloof from doing.” - John Dewey

16. Why Integrate? • Disconnection breeds apathy (dropout) while integration thrives on connections • Integrated learning more accurately approximates the lives of human beings when they are not in schools • Curriculum that shows how academic knowledge and skills are used in “real world” applications may motivate more students to persevere in the academic courses that prepare them for college and careers • Overlapping content has the pedagogical advantage of enabling students to see applications of subject matter, which may increase students’ motivation, understanding, and retention of concepts IT MAKES SENSE!

17. Florida Statutes: • 1003.413  Florida Secondary School Redesign Act requires “applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs” • 1003.493  Career and Professional Education Act - requires the provision of “a rigorous standards-based academic curriculum integrated with a career curriculum” • 1003.4295 Acceleration courses (CAP) —is created for the purpose of allowing a secondary student to earn high school credit in a course that requires a statewide, standardized end-of-course assessment if the student attains a specified score on the assessment. Notwithstanding s. 1003.436, a school district shall award course credit to a student who is not enrolled in the course, or who has not completed the course, if the student attains a score indicating satisfactory performance, as defined in s. 1008.22(3)(c)5., on the corresponding statewide, standardized end-of-course assessment. The school district shall permit a student who is not enrolled in the course, or who has not completed the course, to take the standardized end-of-course assessment during the regular administration of the assessment.

18. How to Integrate

19. What is Integrated Curriculum? In general, integrated curriculum includes: • A combination of subjects • An emphasis on projects • Sources that go beyond textbooks • Relationships among concepts • Thematic units as organizing principles • Flexible schedules • Flexible student groupings

20. Take Advantage of Natural Combinations Integration is performed by overtly making connections or creating combinations: • Agriculture/Social Studies • Nursing/Biology • Art/Geometry, • Journalism/English Language Arts

21. Integration Models Integration: • Brings distinct disciplines together into a single focus • Utilizes topics and units that are taught independently, arranged and sequenced to provide a framework for related concepts • Is based on common topics, concepts and skills • Threads thinking, social, and study skills, graphic organizers, technology, and multiple intelligences to thinking throughout all disciplines • Creates a necessity for teachers to plan the sequence of their units. (This may mean that the teachers will need to change the sequence of topics contained in the courses textbooks.)

22. "The textbook is not a moral contract that teachers are obliged to teach...teachers are obliged to teach [students]." - John Adams

23. Content Integration Across ALL Subjects

24. A Process & A Pedagogy • True integration requires collaboration of teachers from multiple content areas. • Each teacher is partnered with a teacher from another content area for extended professional development throughout the academic year. • Teacher partners are essential to the model because they serve as a resource to help each other with content specific questions they may have and they provide valuable input for bridging the gap between the two content areas. • The community of practice formed by these partnerships is vital to the success of the model.

25. “Problem” Example CTE courses have always included mathematics and/or science, but their instructors, who are not mathematics or science educators, often use “tricks of the trade” without being explicit in addressing the math/science essential to the task. For example in a CTE course, students learn the 3-4-5 rule to measure a square corner. • 3-4-5 On one side of a corner, measure three inches from the corner and make a mark. On the opposite side of the corner, measure four inches from the corner and make a mark. Next, measure between the two marks. If the distance is five inches, your corner is square!

26. 3-4-5 vs. Pythagorean Theorem Pythagorean Theorem: In any right triangle a² + b² = c² when a and b represent the lengths of the legs and c is the length of the hypotenuse. If we substitute the following values into the theorem (a=3, b=4, c=5), we find that the equation is true: three squared (9) plus four-squared (16) is equal to five squared (25) • But the source of this rule, the Pythagorean theorem, is usually not mentioned in a CTE course.

27. How’s it Done?

28. Five Core Principles • Develop and sustain a community of practice among the teachers. • Begin with the course description and content standards for the course you teach. • Understand that the integrated content concepts and skills are essential for students to gain a deeper understanding and make connections in the your content area. • Maximize the integration of the new content in your course. • Recognize the expertise of your colleagues and use this expertise.

29. Core Principles of theIntegration Model • Develop and sustain a community of practice among the teachers.         • Administrators/school districts/professional organizations provide structure and support to build and sustain communities of practice including: • Regular professional development that brings the communities of practice together several times during the academic year. • External "stimuli" to keep teachers focused on the academic interventions. • Common planning time for teacher groups. • Begin with the course description and content standards for the course you teach. • Teacher teams interrogate the curriculum to identify the natural occurrence of the content being integrated. • Teacher teams create curriculum maps that identify the intersection of content. • A scope and sequence will guide the implementation of integrated content.

30. Understand that the integrated content concepts and skills are essential for students to gain a deeper understanding and make connections in the your content area. • Teams generate examples in which students solve authentic problems. • Teachers introduce and reinforce the integrated content as a "tool" to use in the application of the course content. • Teachers bridge vocabulary as they develop and teach the integrated lessons. • Maximize the integration of the new content in your course. • Teams continue to locate as many opportunities as possible to integrate curricula throughout the year. • Teachers build on students' prior knowledge and skills. • Teachers capitalize on teachable moments that follow the enhanced lessons. • Recognize the expertise of your colleagues and use this expertise. • Teachers participate in professional development activities that enable them to teach the integrated concepts as they occur in their content. • Share your expertise to help teachers learn more about the integrated concepts in their curricula. • Teachers learn and apply integrated formulas, concepts and vocabulary. • Provide opportunities for teachers to practice teaching the content integrated in their curricula.

31. Integration Across Content Areas “Seven Elements”

32. “The Seven Elements”

34. Creating a New Hybrid of Education…Rigor with Relevance NEW WAY: “Collaborative Instruction” OLD WAY: “Stand and Deliver”

35. The movement toward a global economy and international connections, as well as the rapid changes in technology, are pushing education toward integration. The ability to make connections, to solve problems by looking at multiple perspectives, and to incorporate information from different fields, will be an essential ingredient for success in the future.

36. “Few will have the greatness to bend history itself; but each of us can work to change a small portion of events, and in the total of all those acts will be written the history of this generation.” -- Robert F. Kennedy

37. Contact Information: Rod Duckworth, Chancellor Division of Career and Adult Education Florida Department of Education 850-245-9463 Rod.Duckworth@fldoe.org