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Susan M. Drake Ph.D.
Brock University
St. Catharines, ON, Canada
Aligning learning areas for
accountability
and student engagement.
With thanks to Nicholas Contant for invaluable tech support.
March 2014, my driveway
March 2014, my kitchen
Education:
From Old Story to New Story
Flickr photo by Total Mayhem
Flickr photo by Alec Corous
Catalysts for Change
Education
Legislation
Technology
Social Media
Passive learners
Teacher as expert
Pencil/paper
assessments
Standardization
Bell curve
Accountability
Comparison
Competition
Old Story - Practices
Inquiry-driven, technology-embedded, connected classrooms
Deep learning
Project-based
Real life
Constructivist
Dynamic teacher role
Global connections
Differentiated/personalized learning and assessment strategies
New Story Practices
Both/And
The Story Model: Susan M. Drake
Reconciling/synthesizing
Extreme opposites
Both/And
Accountability Aligned standards, instruction, assessment, reporting
High expectations based on standards
Math basics – algorithms
Standardization
Assessment of learning
Phonics
Student engagement Relevant, challenging, meaningful curriculum connected to real world
Uncrowded curriculum (student choice)
Problem-solving in math
Teacher professional judgement
Assessment for and as learning
Whole language
Accountability
Alignment
Australian curriculum
State/territory priorities
School level
Year level –
unit planning
Alignment
http://commons.wikimedia.org/wiki/File:Russian_Leaders_Matriochka.jpg
5 Elements for effective curriculum
and assessment planning
My Students
1. Identify curriculum
2. Develop assessment
3. Sequence teaching and
learning
4. Make judgements
Use feedback
BACKWARD DESIGN
1 -3 ONGOING
Assessment
FOR
learning
Summative
Assessment
OF learning.
Presteps
1. Know your students
2. Know your curriculum
Steps
1. Identify what is most important to Know, Do and Be?
(KDB)
2. Create an essential question to drive unit planning.
3. Create rich performance assessment task
4. Create daily activities/assessments to enable
students to demonstrate the Know, Do and Be.
Use backward design
Teacher planning
https://www.youtube.com/watch?v=9VzhStQwQSI&list=
TLZILRxhKsBAhnzN5qXliTg26IMP_NbjBb
Pre-Steps
Backward Design 1. Know your students
Prior knowledge
Learning styles
2. Know your curriculum
Australian curriculum
Queensland curriculum
Grade level curriculum
Backward Design
Step 1
Create the KDB Umbrella
Create Essential Questions to
guide unit planning
KDB Umbrella
BE - attitudes, values, actions
KNOW
Big Ideas, Enduring
Understandings
Do - 21st Century Skills
Collaborate
Inquire
Communicate
Design
Research
Essential Questions -
emerge from the KNOW to
drive the Inquiry
KDB Umbrella
BE – successful learners,
confident and creative
individuals, and active informed
citizens
KNOW
Big Ideas, Enduring
Understandings
Aboriginal and Torres Strait
history/culture
Asia/Australian connection,
Sustainability
Disciplinary concepts
DO
21st Century Skills
Collaborative
Inquiry
Communicate
Numeracy
ICT
Critical and creative thinking
Essentia
l
Question
s
Why the KDB Umbrella?
KNOW
Structure of knowledge
Theory
Enduring Understandings
Big Ideas
Disciplinary Concepts
Topics
Facts
Hilda Taba/Lynn Erickson
Big Ideas
Continuity and Change
Interrelationships
Whole/part
Patterns and trends
Cause and effect
Perspective
Balance
Texture
Democracy
Harmony
Systems
Structures and
Mechanisms
Change and continuity
Matter
Energy
Sustainability
Interdependence
Cause and effect
Spatial awareness
Locomotion
Essential Questions
What is love?
What does it mean to be a citizen?
How do cause and effect patterns manifest
themselves over history?
How can fractions be used in real life.
When should society control individuals?
Do we have too much freedom?
DO
Bloom’s revised taxonomy
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
HOTS
Higher
-order
thinki
ng
skills
DO
21st Century Skills
Communication, Collaboration, Creativity, Critical Thinking
Problem-solving, Decision-making.
HOTS (higher order thinking skills)
Citizenship
Character Education (SEL, Habits of mind, mental health)
Technological literacy
Critical literacy
Inquiry in the science curriculum
Year 2 Year 5 Year 8
Pose questions
Predict outcomes
Pose questions
Make predictions when
variables are changed
Construct questions
and problems
Identify variables to
change
Informal measurements
Compare observations
Plan investigation.
Collect and record reliable
data
Process and analyse data.
Use tables and graphs to
organize data, identify
patterns), use patterns to
suggest explanations.
Plan investigation
Analyse patterns and
trends
Record and represent
observations
Report findings using
data)
Modifications
Justify conclusions
Evaluate claims made
by others
Identify modifications
Communicate results
Communicate
Inquiry in the geography curriculum
Year 2 Year 5 Year 8
Questioning and
researching
Interpreting and
analysing
Communicating
KNOW and DO
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
Theory
Big Ideas
Disciplinary Concepts
Topics
Facts
Enduring
Understandings
BE
Successful learners,
confident and creative individuals,
active and informed citizens
Quebec – Attitudes that promote 21st
Century competencies Quebec Ministry of Education 2007, p.20 Adapted
INTELLECTUAL BEHAVIOURAL
Curious Autonomous
Open minded Self-disciplined
Creative Committed
Ingenious Shows initiative
Takes intellectual risks Organized
Tolerant of ambiguity Perseverance
Interest in comparing ideas
Critical thinking
Realistic
Intellectually rigorous
Objective
Methodical approach to work
Concern for precise, accurate
language
Makes an effort
Concern for a job well done
Listens to others
Respect for self and others
Respect for intellectual property
Co-operative
Concern for major contemporary
issues
Know/Do/Be
Be
Do Know
Backward design
Step 2
Create a rich performance assessment
task that aligns with the KDB
Rich Performance Task
Doable
Engaging and fun
Grounded in a real world problem
Ensure students demonstrate the KDB
Diverse approaches
Allows for choice
Assessment strategies embedded in the task
Samples
Medieval fair (science, art, math, language arts)
Local water testing (STEM, English, math)
Creating an activist campaign (P.E. Phil., Politics,
IDS)
High school children teach younger ones or teach
seniors
Australian Science and
Mathematics School
How do I assess
a Rich Performance Task?
Rubrics
Checkbric
Observation chart
Tests
Graphic Organizers
Portfolios
conferences
Self-assessments
Peer assessments
Checklists
Assessment
1. Keep a chart of all standards from all subjects involved and
give a “grade” for each standard met in an integrated activity.
For grading purposes review your chart for one subject. Take
most consistent result taking into consideration recent
improvements.
2. Subject area teachers grade assignment for their subject area
KDB.
3. Sometimes give same grade for all subjects involved.
4. English teachers (for example) teach other subject teachers
how to grade English parts.
5. Teachers, peers, invited guests, invited students peer assess
online.
The secret to an engaging and
motivating curriculum is……
A rich challenging robust performance task that is
aligned with the Know, Do and Be expectations.
Backward design
Step 3
Create daily activities/assessments
Lead directly to the KDB and the rich
performance assessment task
Assessment for and as learning
Connected to standards
Student engagement
and accountability
Student engagement
Surface learning
Deep learning
Personally relevant
Project-based, Problem-Based, Passion-based
Inquiry
May be interdisciplinary
May be global
May be intergenerational
Real world context
Student voice and CHOICE
What the research says
Students who learn in interdisciplinary programs do
as well academically or better than their
counterparts in traditional programs and do better
on other factors such as attendance, more student engagement, fewer discipline issues, more
community engagement, better relationships with
others in the class. 8-Year Study
(Aikin, 1942 Drake, Reid & Kolohon, 2014, Rennie,
Venville & Wallace, 2012)
What the research says
Some sources of effectiveness
SEL (socio-emotional-learning)
Arts-based research
Project-based learning – Buck Institute
Challenge-based learning
Big Picture Learning Schools
Expeditionary learning
Continuum of integration
Integration Possibilities
Learning area
Fusion
Fusion Fusion
Theme
Subject
Subject Subject
Subject
Subject Subject
Multidisciplinary
Interdisciplinary Transdisciplinary
Fusion
Real world context
Student-
driven
questions
FUSION
Technology
Environmental literacy
Financial literacy
Critical literacy
Media literacy
New literacies (critical, media, visual)
Character education
Passion-based learning
Learning area
Fusion
Fusion Fusion
Fusion
Angie Harrison
http://techieang.edublogs.org/
Student wonderings
What’s outside my classroom?
What’s outside other students’
classrooms?
Skyping and the
‘We Can See’ Project
http://toronto.ctvnews.ca/video?playlistId=1.1268051.
This is a video that show students skyping with other students
around the world.
#Far Away Fridays
Multidisciplinary
Theme
Subject
Subject Subject
• The same theme is explored in different classrooms or learning centres
• There is little change in disciplinary procedures
• Few connections made across subject areas
• Sometimes a culminating activity that connects them
Interdisciplinary
Subject
Subject Subject
• Subject areas are identifiable
• Connections are made across subject areas
• Similar Big Ideas, 21st Century Skills or the
Be connect the subject areas
Mali Bickley Mali Bickley
@dreamteam4
Grade 6 Simcoe County DSB
Sharing her practice and
learning with others...
ABCs and ICTs
Fieldcrest Elementary School, Bradford ON
https://www.youtube.com/watch?v=__02oH-tGoo.
This YouTube shows how the students at Fieldcrest School use
technology to enhance learning.
Australia iEARN Projects
Aviva Dunsiger
Grade 5 teacher
Ancaster Meadow Elementary School
learner engagement
differentiation
strong relationships with her students and
parents
social media and technology to foster
communication, critical thinking &
collaboration
http://adunsiger.com/
Aviva Dunsiger – Another great plan
https://www.youtube.com/watch?v=NtE_P
ROPK3E
Project-based learning unit
Understanding Organ Systems
Aviva’s vision
“Imagine if we could turn our
classroom into a human body!...
This vision makes me feel giddy
with excitement, and while this
task seems like an incredible
undertaking, I think we could do
it.”
Inspired by: All aboard the Magic School Bus: We’re open for the totally terrific tour of the human body!
The KDB Umbrella
BE
Collaborative
Problem -solvers
DO
Collaborate
Inquire
Communicate
Design
ESSENTIAL QUESTIONS
How do human organs work as systems?
What is the relationship of human
organs to each other?
KNOW
Big Ideas:
Human organs
Systems
Enduring Understanding:
Human organs are
systems.
Rich Performance Assessment
Task Design and build selected organ system that works.
Use elements of design (art piece as well).
Show, tell, and answer questions about the main
functions of your organ system. Tell and answer
questions about how your organ system connects
with other organ systems.
Create and record a musical composition that
highlights the sounds you think best represent your
organ system.
Level 3
Knowledge
Demonstrates considerable knowledge about the main components of
the group’s organ system.
Demonstrates considerable knowledge about how the group’s organ
system works with other organ systems.
Thinking Usually uses critical/creative thinking skills as he/she
takes the research and creates a functional organ system.
The organ system that the group creates contains and shows
the function of most main components of the actual organ
system.
Communication
Usually communicates for different audiences and purposes, based on:
his/her group’s sharing of most key details about the organ system
AND
his/her groups musical composition choices
Application
Transfers most knowledge from his/her research to
his/her group’s organ system creation.
The organ system that the group creates reflects most of what
he/she learned about this system through his/her research.
Transfers much of his/her knowledge of elements of design to create group’s
organ system.
Designing the
classroom
as a human body
Internet radio
Each group describes
its classroom design
on 105theHive
Preparing the classroom
Working it out…
Finalizing
plans for
classroom
presentation
Body Bonanza
Parents and grade 4
listen and ask questions
The YouTube Version
Organ System Web Series
https://www.youtube.com/watch?v=ec7b5IuvZyQ
Two students describe how they are going to
demonstrate their organ system on their web series.
Transdisciplinary
• Starting point is real world
context
• The disciplines emerge
Transdisciplinary
Real world context
Student-
driven
questions
Alpha
Alpha
Team
School within a school
Grades 6-8
About 60 students – three multiage prime groups – three
teachers
Based on John Dewey and James Beane (democratic
progressive education)
Students create curriculum and assessment based on
Vermont standards
Begin with two questions
• What is important to me personally?
• What is important in a global world context?
Alpha’s Vital results - example
Recognition of Alpha’s strengths
Todd Bulmer
Westmount
Interdisciplinary
Social Justice
Program
Learn Bravely.
Work Together.
Use your Power.
Be the Change.
Background
Westmount Secondary School, Hamilton, ON
All-day, 4-credit, 1 semester programme, 2 teachers
1st cohort–Sept 2009; 2nd cohort–Sept 2010; Break
Sept 2014 – Theme of food – science, environmental science, geography & interdisciplinary studies
Social Justice
2009 and 2010
Leadership
Personal Knowledge and
Management Skills
Exploration of Opportunities
Interpersonal Knowledge and Skills
Interdisciplinary Studies
Theory and Foundation
Processes and Methods of Research
Implementation, Evaluation, Impact
and Consequences
Philosophy
Metaphysics, Ethics,
Logic
Social & Political
Philosophy
Canadian and World Politics
Participation in the International Community
Power, Influence, and Resolution of Differences
Values, Beliefs, and Ideologies
Methods of Political Inquiry and Communication
Authentic Self-directed
Inquiry
Interdisciplinary
US
The Sweet
Spot?
www.ning.com
Experiential
Learning -
Theme of
food -
(the farm
visit)
Culminating Rich Performance
Assessment Task–Campaign for Change
Examples:
raise awareness in Westmount community of
international water issues fundraising campaign to
alleviate
investigate local level of homelessness and lobby for
government support of low cost housing
reduce consumption and promoting waste diversion in
the school
make a documentary film to raise awareness of media’s
role in promoting negative body image in girls
Authentic Student-Driven
Curriculum and Assessment
Portfolio - weekly reflections based on samples that are evidence of learning
“Wild And Crazy Think For Yourself” Projects (WACTFY) - Students create assignments that are meaningful to them.
Examples: Be vegetarian for a week, buy nothing for a week, plan an event
Assessment: Students design the rubric and relate it to the course expectations.
GENIUS HOUR
#geniushour
Hugh McDonald
@hughtheteacher
wordpress.com
geniushour.ca
https://www.facebook.com/groups/557319844327083/
http://mcdclassroom.weebly.com/2/post/2013/10/my-genius-hour-project.html
Genius Hour Friends
GaGlli
G
Hugh McDonald
Denise Krebs Gallit Zvi
Thank you to Gallit Zvi,
Denise Krebs, and Joy
Kirr for their insight and
support through our
Genius Hour learning
journey.
Passion and Wonder Boards
Wonders
Create a Cooking Show Creating Music Using Online Music Making
Site Learn an instrument Build an App Paint Learn How to tell a story Build a hockey stick Build a hockey net
Assessment of Genius Hour
Creativity rubric in progress Qualities
Ambiguity I’m okay with a little confusion, knowing there is more than
one way to do the job.
Inquisitiveness I ask questions and want answers
Generating ideas I create a lot of possible ideas.
Originality of ideas I create unique ideas!
Flexibility/Adapabilit
y
Mentally I can bend any which way and not break.
Self-reflection I can look honestly at myself and evaluate my work.
Intrinsic motivation I want to do it. I know the purpose and it pleases me.
Risk Taking I am not afraid to try something difficult for fear of failure.
As Edison said, “I have not failed ..I have succeeded in
proving 1000 times it will not work.
Expertise I am proud and thankful to a lot about one or more subjects
Qualities for Creativity – the criteria for a rubric created by students in Denise Krebs class https://docs.google.com/document/d/1m9cWyMw2eInHEArQMpkCV_MTlEeHRIZNMDi7jQtmreY/edit
Tell Their Learning Story
https://docs.google.com/document/d/1m9cWyM
w2eInHEArQMpkCV_MTlEeHRIZNMDi7jQtmreY
/edit?pli=1
How We Share Our Learning!
If I believe in the values of the New
Story …
I need to both tell the New Story and
act on it.
My Story MY ACTION
Challenge yourself to be GREAT!
Be Bold
Mark Carbone
Waterloo Region
District School Board
Chief Information Officer
Futures Forum Project
Integrated English and
Civics/Careers
7 teachers, 7 schools
each teacher, 2 sequential time blocks
The “anys” – anyone, any time, anywhere,
any learning
Instructional activities/
assessments Novel studies – each teacher is responsible for
a different novel
Student can choose any novel
Work online – google.docs with members studying same novel by group
Collaborative work
Blogs instead of journals
Created PLNs online.
TEDtalk Fridays - students share their responses to videos – e.g. Twitter, Facebook
How it started
Core group asked “What will the future look
like?”
Took several Powerful Learning Practices
(PLP) Courses (learned basic to advanced
technology)
Teachers design the course- open-ended, but
follows Ontario curriculum
Teachers become both “owner” and “learner”
Now the Futures Forum has become popular -
there is a new set of teachers creating the
course
The Results
Over multiple years
– multiple teachers
Positive results
Digital citizenship
