Liuone+March+27,+2011

March 27, 2011

A school-wide lens on evaluation who knows what? · Checklists to determine quality for students, just don’t work. · We need to relook at how we teach students about evaluation. · // The invisible gorilla //. Novices “massively overestimate” how good they are… by Christopher Chabris and Daniel Simons · // Kids dispositions and credibility  //  o // Skeptics - low income household  //  o // Intuitive – those we rely on intuition to evaluate information. Believe info on internet is credible. Mid income household //  o // Sociable- enjoy social exchanges, tend to be older  // · // Credibility changes with our point of view. //  · Credibility Changes with source cues…cited an example where a famous violinist performed in a subway and was ignored by thousands of people where he usually garners over $100 a ticket in a concert hall. Hence, venue impacts credibility. · Their background affects their evaluation of credibility: life experience, prior knowledge, 73% of kids has school instruction, 84% of parents said they talk with kids occasionally. · Skepticism takes effort! Conducting Research · When conducting research, speaker suggested for us to “Google” it based on dates which provide a chronological source(s) based on relevant information, but mind the gap. Meaning to review the information and confirm data to ensure corroboration and accuracy by other sources. · Corroboration is not full proof, need to dive deeper into articles to ensure data is accurate and relevant. Cited an example that · We need to ask ourselves, what is missing? · Data: From where? How used? We don’t ask how the information was retrieved and/or used. Survey results may mistake causes for correlations. Questions could be slanted or biased or perhaps the respondents are lying. Rule of thumb: Tailor evaluation to the discipline · The scientific paper is the core · The comments, notes and ratings provide a context

· The media or blog coverage reveals the details. Interest Based Negotiations – Myth Busting  · Groups expectations:  · Information around Interest Based agreements and what works?  · What are the bright spots?  · Maintaining and sustaining communication amongst multiple parties.  · What are the perceived value-added to teachers in using this process?  · Gain insights regarding this process and that it’s not adversarial but around collaboration. Activity: Thumb wrestling – score as many as you can in 10 seconds  · Round #1: Words used to describe the process: Compete, against, avoid, manipulates (Win-Lose).  · Between round 1 and 2; provided additional time for team to discuss/communicate strategy for achieving one’s goal.  · Round #2 – Words used to describe; understanding, collaboration, (Win-Win).  ü Adversarial role does not work for either party. Ultimately, it results in a win-lose situation and from a long term perspective it’s a lose-lose situation.  ü Transparency is critical in building trust Getting to Yes book was introduced to the various groups to create common language and concepts. What is your interest (goal) in this discussion? Wasting minds: How to get from the schools we have to the schools we need. Assumption: The purpose of education is to graduate every student and prepare for college and subsequently workplace. Standards based accountability – what every child should know and do. It’s not working very well for us; here is what the raw data tells us. 25% drop off, of the 75% 50% is not prepared to attend college. The reason why the system is not working is because the assumptions we’ve made are incorrect. Wrong assumptions - three main errors in our assumptions:  1) If you set high standards, you will improve  2) Create a rigorous curriculum and require kids to take these classes <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo6; text-indent: -0.25in;"> 3) Test them to measure performance of standards and fail them if unable to meet them.   The solution is that we need to overhaul (redesign) our system.  <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -0.25in;"> 1) Education is driven by each individual student. <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -0.25in;"> 2) Instead of having rigid curriculum to shift to mobile pathways, which give students to choose a path that is line to what they are interested in. <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -0.25in;"> 3) Real world education; putting kids into the real world where they learn content of the world. Performance based assessment. Rather than look at standardize tests, we should look at the students portfolios along with assessments. Role of students would change in that they will play a larger role in managing their own education. Therefore, the teacher’s role will change as well.