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International Center for Leadership in Education
Dr. Willard R. Daggett
Components and Characteristics of Components and Characteristics of the Most Successful U.S. Schoolsthe Most Successful U.S. Schools
October 14, 2007October 14, 2007
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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Challenges
• Globalization
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Computer Sales
Dell
Sony
Compaq
HP
IBM Think Pad
Apple
NEC
Gateway
Toshiba
Quanta
Wispron
Asustek
Compal
Inventec
Computer
Manufacturers
Mainland China
Companies
90 %
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Cities with 1 Million PeopleCities with 1 Million People
• United States
• Europe
• China (2006)
• China (2020)
9
36
100 +
160 +
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Challenges
• Technology
• Globalization
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Information TechnologyInformation Technology
• ProcessingProcessing
• CommunicationsCommunications
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Nano TechnologyNano Technology
• Atom UpAtom Up
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SPOTSPOT
• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco
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SPOTSPOT
• Integrated ProjectionIntegrated Projection
• Projection KeyboardProjection Keyboard
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Language TranslationLanguage Translation
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• E-mail• Web pages• Google• iPODs• Laptops• Digital cameras• Doppler radar• Cell Phones• Debit cards
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• Blogs
• Wikis
• Tagging
• Text messaging
• MySpace
• Podcasts
• PDAs
• Genetic code
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Today’s YouthToday’s Youth
• Digital Learners
• Multimedia
• Find and manipulate data
• Analyze data and images
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MultitaskingMultitasking
• Toggling
• Prefrontal Cortex
• Pew Research
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Count the Number of Passes the Count the Number of Passes the White Shirted Team Makes White Shirted Team Makes
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Challenges
• Technology
• Globalization
• Demographics
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Challenges
• Technology
• Globalization
• Demographics
• Values / Beliefs
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Larger ContextLarger Context
• 1901 – 24G.I.
• 1925 – 45Silent
• 1946 – 60Boomers
• 1961 – 81Gen X
• 1982 - Millennial
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
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Quantile FrameworkQuantile Framework
Numbers and OperationsNumbers and Operations
Algebra / Patterns & FunctionsAlgebra / Patterns & Functions
Data Analysis & ProbabilityData Analysis & Probability
MeasurementMeasurement
Geometry
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500
600
700
900
1000
800Qu
anti
le M
easu
re (
Q)
Personal Use Employment High School First-Year College
1200
1100
1300
1500
1400
Interquartile Ranges Shown (25% - 75%)
2005-06 Quantile Framework® for Math
8th
10th11th
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Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
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1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
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1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the
perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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1
2
3
1 2 3 4 5
A B
DC
• Calculate with numbers, including decimals, ratios, percents, and fractions.
• Understand two-dimensional motion and trajectories by separating the motion of an object into x and y components.
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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TAKS English LAStudent Expectations Tested
High Medium Low
Grade 3 16 0 89
Grade 4 39 0 83 Grade 5 18 0 105 Grade 6 20 0 119 Grade 7 46 0 92 Grade 8 21 0 117 Grade 9 27 0 71 Grade 10 33 0 63
Grade 11 34 0 65
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Texas Career and Technical Education
Texas English Language ArtsEssential Knowledge and Skills/
Student ExpecationsEnglish II - 10th Grade
English III - 11th Grade (Exit)
TAKS
Ag Services
Construction
Advertising
Health Science
Machinist10th
11th
(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.
H H H M H H M
(G) analyze strategies that writers in different fields use to compose. L L L L M L L
(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience];
H H H M H H H
(D) interpret the possible influences of the historical context on a literary work. H H M L M M L
(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility;
H H H H H H H
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Texas Arts EducationTexas Mathematics
Essential Knowledge and Skills/Student Expectations
7th Grade
TAKS Visual Arts Dance Music Theatre
(A) represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers;
H H H H H
(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;
H H H H H
(D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;
H M M M M
(B) use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles;
L H M L H
(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
H H H H H
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Solutions
Solution
Why Does it Work?
Brain Research
What Works in Schools
I.D. Students
Business,
Nation’s Needs
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Input to Brain
Front Back
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Sight
Hearing
Input to Brain
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Sight
Hearing
Input to Brain
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Sight
Hearing
Input to Brain
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Sight
Hearing
Quad A
Input to Brain
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Sight
Connections / Pathways
Hearing
Association Area
Quad C
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Sight
Connections / Pathways
Prefrontal Cortex
HearingQuad B / D
Association Area
Quad C
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Sight
Connections / Pathways
Prefrontal Cortex
Hearing
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Source: Tough Choices Tough Times, National Center on Education and the Economy
United States
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Sight
Connections / Pathways
Prefrontal Cortex
Hearing
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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Senior Advisors
• Brain Research – Dr. Paul Nussbaum
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Senior Advisors
• Connecting Education & Business – Dr. Clayton Wilcox
• Brain Research – Dr. Paul Nussbaum
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Senior Advisors
• Connecting Education & Business – Dr. Clayton Wilcox
• Brain Research – Dr. Paul Nussbaum
• Literacy – Dr. Ernie Fleishman
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Senior Advisors
• Connecting Education & Business – Dr. Clayton Wilcox
• Brain Research – Dr. Paul Nussbaum
• Literacy – Dr. Ernie Fleishman
• Public Policy – Inez Tenenbaum, J. D.
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Contact:
Karen Wilkins
Executive Vice President
International Center for Leadership in Education
E-mail: [email protected]
Telephone: (518) 399-2776 Ext. 206
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WhyWhy WhatWhat HowHow
Change ProcessChange Process
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1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com
International Center for Leadership in Education, Inc.