4d+Meeting+Four

Meeting 4. Jim Roussin is here.

Intros-- What is forward mapping and backwards mapping.

Peter Senge... The Fifth Discipline. Referenced. Today's solutions may become tomorrow's problem.

Academic Rigor...
 * Has qualitatively different academic environments (more in-depth, complex and abstract concepts or ideas.)
 * Builds on interests, strengths and personal goals
 * Engages consistently in sophisticated investigations of materials, texts, interactive technologies and learning activities
 * Employs advanced critical and creative processes
 * Embraces teachers and students as risk-takers in experimental, investigative and open-ended learning
 * Utilizes effectively existing knowledge and creates new knowledge
 * Develops and applies deep understanding of significant concepts, generalizations and essential questions too problem finding and problem solving
 * Sets no predetermined limits

How might learning be different at level four? (From the rubric provided by Jim Roussin) Level 4 being the place we need to be in the 21st century. (?) Others are missing elements or have watered down elements of this rubric: Advanced, sophisticated curriculum consistently builds upon and extends beyond a standard course of study through universal concepts, complex levels of generalizations and essential questions from multiple perspectives within the topic. Students consistently engage in multiple, complex, though-provoking and ambiguous texts/materials that challenge their thinking and feelings. Instructional delivery of the teacher employs a large canon of research-based advanced instructional strategies and methods within curricular models. Opportunities for understanding the "whys" throough scholarly dialogue/discussions are regularly provided and students reflect daily on concepts, complex levels of generalizations and essential questions encountered with rigorous texts. Teacher consistently probes students to deepen meaning and to provide rationale for positions explored. Multiple types of assessment are used consistently to monitor students' growing understanding of increasing complexity of materials, ideas, issues and problems encountered throughout the year. The teacher regularly provides for students' daily reflections on their understanding and growth within advanced curricular studies.
 * __Level 4 Curriculum:__**
 * __Level 4 Instruction:__**
 * __Level 4 Assessments:__**

A chart that is designed to help distinguish problems and adaptive challenges was also presented:


 * = __Kind of Challenge__ ||= __Problem Definition__ ||= __Solution__ ||= __Locus of work__ ||
 * = Technical ||= Clear ||= Clear ||= Authority ||
 * = Technical and Adaptive ||= Clear ||= Requires Learning ||= Authority and Stakeholders ||
 * = Adaptive ||= Requires Learning ||= Requires Learning ||= Stakeholders ||

This Chart is from __The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World__ by Heifetza, Linsky and Grashow.

The hour went quickly. Next meeting will have 3 hours to work and develop a plan. January 12th.

Bibliography for Roussin's presentation: __A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives__ by Anderson and Krathwohl. Addison Wesley Longman. Amazon Reviews __Handbook of Gifted Education (third edition)__ by Colangelo and Davis. Allyn and Bacon. Just one Amazon Review so far. __Developing Minds: A Resource for Teaching Thinking (third edition)__ by Costa. ASCD Amazon __A New Taxonomy of Educational Objectives__ Marzano. Corwin Press. Amazon __Teaching What Matters Most.__ By Silver and Strong. ASCD Available at ASCD Is Mark Femrite a member of ASCD? Could save a few dollars if you know a member. __Content-Based Curriculum for High Ability Learners__ By Van Tassel-baska and Little. Prufrock Press. At Amazon. New edition is coming soon. __Understanding By Design Professional Development Workbook__. By Wiggins and McTighe. ASCD. At Amazon