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Future of Instruction and TechnologyFebruary 26, 2020
Inspiring in Everyone a Passion to Excel
Our mission is to inspire, educate, challenge, and support all students to reach their highest level of learning and personal development.
PRIORITIES AREAS
SPECIFIC GOALS
VISION 2022Our commitment is to prepare students for their future paths, by designing learning experiences that develop strong academic, social and problem-solving skills.
ELAMathSocial Studies
LEVEL OF IMPLEMENTATION
Educ
atio
nal S
ervi
ces
Depa
rtm
ent
2019
-202
0 G
oals
and
Prio
ritie
s Proactive PracticesMTSS & PLCsCareer Pathways
● ELA: Foundational Skills (K-3) & Writing and Message Production (K-12)
● Elementary Social Studies: Inquiry Lesson Design● Elementary Math: Tier 1 Math Framework● Middle School Math: TBD● High School Math: Transitional Math Course● Proactive Practices: Culturally Relevant Instruction● MTSS & PLCS: FastBridge assessment literacy to support data based
decisions ● EL: Research-based literacy strategies/scaffolding & Collaborative
Practices ● Career Pathways: Grades 9-12 learning pathways for each career
cluster● Special Education: Student Support Specialist
ELSpecial Ed.
Research and DevelopmentProactive Practices (K-12)Writing and Message Production Foundational Skills (K-3)Math (K-12)Career Pathways (HS)
Partial ImplementationInquiry Lesson DesignEL instructionFastBridge
Full ImplementationStudent Support Specialist
Ed. Services Work Plan and BOE Updates
CUSD 200 FIT Learning Environment
Proactive Practices (December) Differentiation, Individualization, Personalization (DPI)
Career Pathways (January) DPI, Contextualized Learning
Spanish Language Arts/EL (February) Standards Mastery, DPI
Foundational Skills (February) Standards Mastery, DPI
Math (Teaching and Learning Committee and Tonight)
Standards Mastery, DPI, Knowledge Construction, Time and Location, Higher Order Thinking, Contextualized Learning, Collaboration and Creation
Inquiry-Based Learning (Tonight) DPI, Knowledge Construction, Higher Order Thinking, Collaboration and Creation, Contextualized Learning, Standards Mastery
Writing/Message Production (Tonight)
DPI, Knowledge Construction, Higher Order Thinking, Collaboration and Creation, Time and Location, Standards Mastery, Contextualized Learning
2019-2020 FIT Goal
Blending Multiple Components
Together
K-8 Work Plan Updates
Inquiry-Based Instruction &
Math
FIT: Skills, Content, Experiences
CUSD 200 Vision for InstructionInquiry Lesson Design
Inquiry-Based LearningLeadership Team
40 elementary teachers trained
in November
Classroom teachers,
Special Ed, EL, LLC
Small group design time in
January & February
Unit Implementation
Trimester 3
Writing/Message Production
opportunities
Source: InquirEd
What is Inquiry?
Source: InquirEd
Can you get everything you need
or want from your community?
Investigate local community goods and services, and those from other
communities
Pitch a new business idea for your
community based on needed goods or
services
CUSD 200 3rd Grade Sample
Source: Trevor MacKenzie Dive in Inquiry
Moving across the pool to higher levels student-centered (DPI) learning
CUSD 200 Vision for InstructionMath Instruction
“An excellent mathematics program requires effective teaching that engages students in meaningful learning through individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason mathematically.”
-Principles to Actions Ensuring Mathematical Success for All
-National Council of Teachers of Mathematics
Some Instructional Shifts in Mathematics
Math Beliefs Were…. Math Beliefs Now...
Mathematics should focus on practicing procedures and memorizing basic number combinations
Mathematics learning should focus on developing understanding of concepts and procedures through problem solving, reasoning and discourse
An effective teacher makes mathematics easy for students by guiding them step by step through problem solving to ensure that they are not frustrated or confused
An effective teacher provides students with appropriate challenge, encourages perseverance in solving problems, and supports productive struggle in learning mathematics
Higher Order
Thinking
DPI
Source: Principles to Action for All (NCTM)
Instructional Practices
Fluency
Rich Math Tasks
Number Sense Routines
Planning and Preparation
Standards and Mastery
Differentiation, Personalization, Individualization
NCTM Mathematics
Teaching Practices
K-5 Math Framework: Components of High Quality Teaching and
Learning
MIDDLE SCHOOLAUDIT OF
CURRICULUM AND ASSESSMENTS
Evaluation Process
PrincipalsTeachers
Curriculum and ResourcesData and Results
What’s Next for Middle School?
Pilot New Resources that Reflect NCTM
Shifts
Future Recommendation
Assessment Revisions
New Resources With Digital Components
Digital Math Tools
Content/Skills Checks
Auto Scoring and Reporting
Interactive Tutorials
Personalized Learning (similar to Dreambox)
High School Work Plan Updates
Writing/Message Production &
Blended Learning
FIT: Skills, Content, Experiences
CUSD 200 Vision for InstructionWriting/Message Production
Writing and Message Production Vision 2022 Goal
Speaking Technology for Message Production
Writing Digital Citizenship
Academic Skills and Knowledge
Future Ready Skills and
Experiences
Writing/Message Production Long-Term Goals
Meaningful Professional Learning
Provide ongoing professional learning for staff in advanced communication and new-media literacy
instruction
Competencies
Determine competencies for advanced communication skills and new-media literacies for speaking and writing in a digital world at-Grade 12-Grade 8-Grade 5- Grade 2
Enhanced Courses
Determine how we can upgrade or
embed in current curriculum and courses or add course offerings that prepare students
for the Communications
Career Pathway in High School
Powerful Student Learning First
Transformation vs.
Enhancement
Change the learning first, harness tech to
help us get there second
Leadership Committee
24 High School Teachers All Departments
Student InvolvementProfessional
Learning
- What are other high schools doing and what are the possibilities?
- Student panel to learn more about how they are learning now and what and how do they want to learn
- Deep dive into the ISTE Standards to dream big and stretch ourselves further
- Gap analysis- Collaboration to design and plan
transformational learning experiences
Writing/Message Production Research and Development Accomplishments
CUSD 200 Vision for InstructionBlended Learning
2019-2020 Blended Learning Courses
Wheaton Warrenville South Senior RhetoricJournalismAP PhotographyMilitary HistoryCooking Up Success
Wheaton North Military HistoryGeologyResponse to EmergenciesModern Lit
What is Blended Learning?
“Blended learning is using a combination of online opportunities and traditional instructional practices.
Students have control over their pace, path, place or time.”
-Meg Ormiston, Different Types of Blending Learning in Now
Classrooms
What Does Blended Learning Look Like in CUSD 200?
Blended students have access to their own device similar to a 1:1 environment
Students spend two weeks in the classroom before blending
The first two weeks are spent teaching soft skills and organization
Teachers spent the summer designing the blended learning experience for their course
Students receive assignments via Google classroom and a weekly schedule
Work spaces: LLC, Commons Area and Falcon’s Nest at WN
Student and Teacher Feedback “We can use class time to personalize and individualize learning more.”
“We had to reevaluate and be more selective
about the topics we are teaching.”
“We feel even more connected to our
learners.”
What’s Next?and
What Else Do We Need to Consider?
Next Steps for the Work Plan: 2020-2021 Inquiry-Based Learning Partial
ImplementationYear 2 Professional Learning with Leadership GroupMore Building Based Supports
Math Instruction Partial Implementation
Elementary Math Framework SupportsMiddle School Materials Pilot
Writing/Message Production
Partial Implementation
High School Instructional DesignMiddle School Research and Development
Blended Learning Implementation Increased Course Options for 2020-2021
What is the future for our students?
Will they be prepared?
The Urgency of Advanced Communication Skills“The next generation of workers will need to become fluent in forms such as video, able to critically “read” and assess them in the same way that they currently assess a paper or presentation. They will also need to be comfortable creating and presenting their own visual information. Knowledge of fonts and layouts was once restricted to a small set of print designers and typesetters, until word processing programs brought this within the reach of everyday office workers. Similarly, user-friendly production editing tools will make video language—concepts such as frame, depth of field etc—part of the common vernacular.
As immersive and visually stimulating presentation of information becomes the norm, workers will need more sophisticated skills to use these tools to engage and persuade their audiences.“
-Institute for the Future
Workplace structures are changing
FREE AGENT ECONOMY
World Economic Forum Future Skills
FIT Learning Environment
Educational Services Work Plan
The World Economic Forum’s white paper which
outlines eight critical characteristics for
high-quality learning in the Fourth Industrial Revolution
-- Education 4.0
Eight critical characteristics for shifts in learning content and experiences for the Fourth Industrial Revolution
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