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Preparing Students for the Demands of a Freshman Year in College

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Information about Preparing Students for the Demands of a Freshman Year in College
Education

Published on March 10, 2014

Author: redesignu

Source: slideshare.net

Description

If we know what students will face when they get to college, we should be able to design a high school program that will help prepare them. This slideshow explores the performance tasks, scaffolding, and mapping that schools can undertake in order to ensure that students have multiple opportunities to learn the skills required to meet the demands of college.
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Introduction to the reDesign Learning Genome Project Organizing Classroom Practice to Help Students Attain a College Degree

We all want to see our students graduate from high school …

We all want to see our students graduate from high school … But what happens after graduation?

For every graduate who makes it to college, in their 1st year, they will be asked to… • Write 90-100 polished pages • Read 5000 pages • Complete 6-8 Final Exams • Write 30 problem sets • Complete 10 labs • Undertake 4 research papers • Write 12 Argument Essays & Position Papers

For every 8 who make it to college … 3 will never finish. But what happens after graduation?

For every 8 who make it to college … 5 will need remedial classes. But what happens after graduation?

How do we improve the odds

How do we improve the odds?

to ensure that 100% of our graduates will have the skills necessary to earn their college degrees? How do we improve the odds

A competency-based system that… How do we improve the odds?

A competency-based system that… • Is aligned to the Common Core How do we improve the odds?

A competency-based system that… • Is aligned to the Common Core • Is pegged to authentic, college-prep. performances How do we improve the odds?

A competency-based system that… • Is aligned to the Common Core • Is pegged to authentic, college-prep. performances • Provides students with multiple opportunities to achieve competency How do we improve the odds?

A competency-based system that… • Is aligned to the Common Core • Is pegged to authentic, college-prep performances • Provides students with multiple opportunities to achieve competency • Is adaptable and “personalize-able” How do we improve the odds?

A competency-based system that… • Is pegged to authentic, college-prep. performances • Is aligned to the Common Core • Provides students with multiple opportunities to achieve competency • Is adaptable and “personalize-able” • Provides teachers with rich scaffolding How do we improve the odds?

How do we support our teachers to make this change?

How do we support our teachers to make this change? Part 1: A Performance Task Map

The typical work load for freshman year of college Part 1: A Map of Authentic College Prep. Performances

A sample year-by-year progression of performance tasks for a student’s high school career.

If they will write 90-100 pages in the freshman year of college, what do they need to write in the freshman year of HS?

If they will read 5000 pages in the freshman year of college, how many pages will they need to read in 9th grade?

If they will perform 72 times as freshman in college, how many times should they perform as freshman in high school?

Who should introduce students to these performances? When? How? Who should follow up on providing opportunities to practice?

How do we support our teachers to make this change? Part 2: A Performance Task Pacing Calendar

Example of 20 Weeks of Social Studies. Part 2: A Performance Task Pacing Calendar

Example Map of all 4 Core Academic Courses.

Let’s go back to our students and our question:

How do we improve the odds? Let’s go back to our students and our question:

• We assign work similar to the work students will see in college. • We build stamina by gradually increasing the load. • We support competency by providing multiple opportunities to practice Common Core aligned college prep tasks. How do we improve the odds? Let’s go back to our students and our question:

How do we support our teachers to make this change? Part 3: Modularized & Scaffolded Performance Task Guides

Aligning to the Common Core The Common Core Standards are complex, requiring students to be able to easily use many skills concurrently.

Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. An Example Of Complexity A

Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

The Performance Tasks are Designed to address the complexity, in 2 ways

The Performance Tasks are Designed to address the complexity, in 2 ways 1. The Formative Assessment Tasks

Tasks are modular, intentionally repetitive, and adaptable.

2. Each Formative Assessment Task supports teachers with strategicially selected activities to support a skills-oriented approach to the tasks.

2. Each Formative Assessment Task supports teachers with strategicially selected activities to support a skills-oriented approach to the tasks.

Where do the activities come from?

Mapping Learning Strategies, Skills and the Common Core Standards to the Instructional Shifts and Curriculum Planning. Part 4: Learning Genome Project

Map 1: High-leverage skills mapped to the Common Core Standards

The Genome is designed with multiple entry points After a skill is identified, a teacher could identify an effective activity for helping students meet Anchor Standard 3 for Writing: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Map 2: Mapping high leverage skills to activities and lesson planning

Map 3: Mapping an Activity to a Learning Strategy

Map 4: Mapping high leverage skills to learning strategies

The subset of activities that focus on developing the strategy of inferring within the skill of Character Analysis, related to Common Core Writing Standard 3.

What’s Next • Writing up the skills and activities • Expanding the skill set list • Developing a mobile platform for the maps

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