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Education exists in the larger context of society.
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Rigor/Relevance - All
Why
Do we need to think
differently about
education?
What
Needs to Be Done?
How
Do We Do It?
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Skills Gap
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• Over the past two decades, technology and world trade created about 40 million more jobs than were destroyed in the United States.
• In the United States and many other countries, the demand for highly and specially skilled labor is rising.
Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.
Two forces today are driving worldwide cultural change globalization and technology.
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Employment 1970’s Employment 1970’s High SkillHigh Skill
Low SkillLow Skill
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Employment 1990’s Employment 1990’s
High SkillHigh Skill
Low SkillLow Skill
Semi SkillSemi Skill
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Employment 2010Employment 2010
High SkillHigh Skill
Low SkillLow Skill
Semi SkillSemi Skill
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1970’s 1990’s 2010
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Why do we care?
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(Reflective Thought)
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“New” Technology
• The curve is accelerating– Cell phones & Ipods
• “Super” Sunglasses
• Nanotechnology
• “You can always work at McDonalds…or can you?”
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Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20002000
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Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB
2004 iPod = 4 GB2004 iPod = 4 GB
2005 iPod = 20 GB2005 iPod = 20 GB
2006 iPod = 80 GB2006 iPod = 80 GB
1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe
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Image source: www.dell.com
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Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG
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Projection KeyboardProjection Keyboard
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Projection Keyboard and ProjectorProjection Keyboard and Projector
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Translation GogglesTranslation Goggles
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Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20002000
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Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20042004
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Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20082008
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• DNA-based computers
• Wireless electricity
• Plastic for blood
• Stem cell to grow human organs
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Challenges
• Technology
• Globalization
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Outsourcing
• Most MRI/CAT scan reports now read in India
• More U.S. tax returns prepared in India than the U.S. last year
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Made in Japan vs. Made in China
• 60% of degrees awarded in China last year were in Science & Engineering– 5% of degrees in U.S.
• China will graduated 350,000 engineers this year alone
• Three years ago, China became the world leader in producing consumer electronics
• Last year, China become the world leader in personal computer production
• By 2010, China seeks to be world leader in biotechnology
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Number of ParticipantsIntel International Science
Competition
• U.S. 50,000
• China 6 Million
SOURCE: Craig Barrett, CEO Intel
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Regarding Competitive Advantage
“If you look at India, China, and Russia… even if you discount 90 percent of the people there as uneducated farmers…you still end up with about 300 million people who are educated. That’s bigger than the U.S. work force.”
• Bob Herbert, New York Times
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What do you see when you think What do you see when you think of China?of China?
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China TodayChina Today
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Why do we care?
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Start WorkingEnd WorkingLongevity
1900 2000 2100
47
62
77
21
62
1418
107
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Challenges
• Technology
• Globalization
• Demographics
• Values / Beliefs
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Rigor/Relevance - All
Why
Do we need to think
differently about
education?
What
Needs to Be Done?
How
Do We Do It?
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Hebrew proverb
Do not confine your children to your own learning, for they were born in another time.
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Sometimes, merely telling teachers to “think outside the box” is not enough.
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“Change in teaching practice will not come from policy or mandate, but from thoughtful questions and reflection.”
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Challenging AssessmentsChallenging Assessments
Interdisciplinary InstructionInterdisciplinary Instruction
Reading in the Content Area Reading in the Content Area
RelationshipsRelationships
Use of TechnologyUse of Technology
New Teaching IdeasNew Teaching Ideas
Peer Teaching ObservationsPeer Teaching Observations
Action ResearchAction Research
Continuous Professional DevelopmentContinuous Professional Development
Increasing Rigor and Increasing Rigor and RelevanceRelevance
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RIGOR
RELEVANCE
Rigor/Relevance FrameworkRigor/Relevance Framework
I repeat the I repeat the definition but definition but don’t have to don’t have to think about itthink about it
Improving the Rigor and Relevance of DefiningImproving the Rigor and Relevance of Defining
Use graphic Use graphic organizers to organizers to
classify wordsclassify words
Students work with Students work with peer groups to peer groups to
apply term in new apply term in new settingsetting
Student Student compares the compares the examples to examples to real world real world examplesexamples
High
HighLow
Low
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RIGOR
RELEVANCE
Rigor/Relevance FrameworkRigor/Relevance Framework
I can guess I can guess what the what the
teacher thinks teacher thinks is importantis important
Improving the Rigor and Relevance of SummarizingImproving the Rigor and Relevance of Summarizing
Analyze the Analyze the elements of an elements of an
imageimage
Summarize Summarize opponent’s opponent’s
argument in a argument in a debatedebate
Negotiate a Negotiate a summary with a summary with a
peerpeer
High
HighLow
Low
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RIGOR
RELEVANCE
Rigor/Relevance FrameworkRigor/Relevance Framework
I repeat the I repeat the comparison comparison
given to me by given to me by the teacherthe teacher
Improving the Rigor and Relevance of ComparingImproving the Rigor and Relevance of Comparing
I design my own I design my own classificationclassification
I develop a I develop a classification classification
system and can system and can describe what I describe what I learned from itlearned from it
I apply the I apply the teacher’s teacher’s
comparison to comparison to new materialnew material
High
HighLow
Low
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RIGOR
RELEVANCE
Rigor/Relevance FrameworkRigor/Relevance FrameworkLiteracy in the 21st centuryLiteracy in the 21st century
Literacy in the 21st century will Literacy in the 21st century will mean the ability to find mean the ability to find
information, decode it, critically information, decode it, critically evaluate it, organize it into evaluate it, organize it into
personal digital libraries, and personal digital libraries, and find meaningful ways to share it find meaningful ways to share it
with others. with others.
High
HighLow
Low
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Rigor/Relevance Framework
KNOWLEDGE
APPLICATION
Assimilation
C
Adaptation
D
Application
B
Acquisition
A
Evaluation •Draw conclusions that are justified
6
Synthesis •Identify assumptions, reasons and conclusions•Synthesize credible evidence•Consider creative solutions
5
Analysis•Develop and defend a well-reasoned position•Analyze credible evidence•Judge the credibility of the source•Identify alternatives
4
Application•Construct tests or experiments•Marshal relevant evidence
3
Comprehension• Ask clarifying questions
2
Awareness• Define terms in their appropriate context
1
1Knowledge
in onediscipline
2Apply knowledge
in onediscipline
3Apply knowledge
acrossdisciplines
4Apply knowledge
to real-world predictable situations
5Apply knowledge
to real-world unpredictable situations
Demonstrate leadership skills &
Self motivation and resourceful
Apply what they learn &
Accept responsibility for well being
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightRightAnswerAnswer
Did Students Get it Right?Did Students Get it Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedureProcedure
High
HighLow
Low
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KNOWLEDGE
A P P L I C A T I O N
•• Extended Extended ResponseResponse
•• Product Product PerformancePerformance
Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework
•• PortfolioPortfolio•• Product Product
PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection
•• Process Process •• PerformancePerformance•• Product Product
PerformancePerformance
•• Multiple ChoiceMultiple Choice•• Constructed Constructed
ResponseResponse
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