1. Using Logic Models
to Design and Communicate
Strategies for School-wide 21st
Century Learning
2. Backwards Planning
Select learning goals
What do you want students to be able to do?
Design assessment tasks
How will students demonstrate their developing mastery of those goals?
Develop lesson activities
How will you prepare students to master the goals and
succeed on the assessment task?
3. When we understand this slide, we will have
won the war. –Stanley McChrystal
8. Logic Model
Learning Goals
New Media/
Technology
Literacy
Expert Thinking
Complex
Communication
Learning Goals Learning Goals
9. Logic Model
Learning Goals
New Media/
Technology
Literacy
Information/
Search Literacy
Productivity
Software
Persuasive
Multimedia
Communication
Multimodal
Literacy
Digital
Citizenship/
Internet Safety
13. Who is on your team?
• District vs. building?
• Asst. Sup. for curriculum and instruction?
• Principals? Asst. Principal for academics?
• Academic Technology? Library/media?
• Curriculum specialists?
• Teacher-leaders!
16. Logic Model
Learning Goals
New Media/
Technology
Literacy
Information/
Search Literacy
Performance
Assessments
Science Fair
Project
Geography
Country
Presentation
Historical
Artist
Portfolio
ELA Personal
History
Project
17. Logic Model
Learning Goals
New Media/
Technology
Literacy
Information/
Search Literacy
Performance
Assessments
Science Fair
Project
Geography
Country
Presentation
Historical
Artist
Portfolio
ELA Personal
History
Project
Research
Journal
Annotated
Bibliography
Common
Elements
18. Logic Model
Learning Goals
New Media/
Technology
Literacy
Information/
Search Literacy
Performance
Assessments
Science Fair
Project
Geography
Country
Presentation
Historical
Artist
Portfolio
ELA Personal
History
Project
Research
Journal
Annotated
Bibliography
Common
Elements
Skill
Benchmarks
•Identify source
needs
•Find and use
credible sources
•Use multiple
source types
•Appropriate
crediting/citing
19. Building/District Rubric Co-Creation
• Collect examples and exemplars from
throughout the building
• Collect best practices online (Classroom
2.0 ning, Rubistar.4teachers.org)
• Collect and analyze student work
• Instructional Rounds (Elmore, City, Teitel) focused
on information literacy instruction
• Pilot, Pilot, Pilot!
20. Skill
Benchmarks
Exceeds
Standard (4)
Meets
Standard (3)
Approaching
Standard (2)
Getting
Started (1)
•Identify
source needs
Research
journal shows
original/creative
search strategy
and keywords
RJ shows
effective search
strategy and
diverse
keywords
RJ shows basic
search strategy
and some
keywords
RJ missing
search strategy
or keywords
Find and use
credible
sources
Annotated
Bibliography
shows
thoughtful
evaluation of
credibility
An Bib shows
many credible
sites, with some
evaluation of
credibility
AnBib shows
some credible
sites, with
limited
evaluation of
credibility
AnBib shows a
few well chosen
sites, but many
sites lack
credibility or no
evaluation
•Use multiple
source types
AnBib includes
great diversity
of source types
AnBib includes
multiple source
types
AnBib includes
two types of
sources
AnBib includes
one type of
source
Appropriate
crediting/citing
Complex
sources cited
correctly
Sources cited
correctly in MLA
format
Sources cited in
MLA format with
errors
Sources
credited without
format
21.
22. • Q: Why do you use wikis?
– A: Teach communication, technology
literacy, deeper understanding
• Q: How do you assess wikis?
– A: Correct facts, minimum number of posts, “Just
that they‟d followed the directions…”
24. Using Data to Address Instruction
Identify a
Problem of
Practice
Gather data
about the
problem
Examine
Instruction
Develop an
Action Plan
Act and
Assess
Further Reading: Data Wise and Data Wise in Action
25. HOW WILL YOU PREPARE
STUDENTS TO MASTER THE
GOALS AND SUCCEED ON THE
ASSESSMENT TASK?
26. Logic Model
Learning Goals
New Media/
Technology
Literacy
Information/
Search Literacy
Performance
Assessments
Science Fair
Project
Geography
Country
Presentation
Historical
Artist
Portfolio
ELA Personal
History
Project
Skill
Benchmarks
•Identify source
needs
•Find and use
credible sources
•Use multiple
source types
•Appropriate
crediting/citing
Learning
Activities
•Identifying search
keywords
•Advanced search
engine strategies
•Search engines
vs. search
directories
•Web site
evaluation
•Proactive search
strategies
•Citation and
crediting
•Subject specific
skills
27. Curriculum Mapping
• Where are these lesson activities taught?
• What necessary skills are not taught
anywhere?
• Where should they be taught?
• Are we teaching skills in similar ways?
28. HOW WILL YOU SUPPORT
TEACHERS IN THEIR EFFORT TO
GUIDE STUDENTS TOWARDS
SKILL MASTERY?
29. Logic Model
Performance
Assessments
Science Fair
Project
Geography
Country
Presentation
Historical
Artist
Portfolio
ELA Personal
History
Project
Skill
Benchmarks
•Identify source
needs
•Find and use
credible sources
•Use multiple
source types
•Appropriate
crediting/citing
Learning
Activities
•Identifying search
keywords
•Advanced search
engine strategies
•Search engines
vs. search
directories
•Web site
evaluation
•Proactive search
strategies
•Citation and
crediting
•Subject specific
skills
Instructional
Support
•District rubric
creation
•District data
analysis
•Technology
access
• Common
planning time
•Professional
Development
•Coaching
•Model projects
•Model lessons
•Observational
protocols
•Curriculum
mapping
Information/
Search Literacy
30. Assessing Change in Changing
Times
• Plan backwards from goals with logic models
• Measure change the only place it matters: in
the instructional core
• Use rubrics to gather quantitative data about
performance assessments
• Use that assessment data to drive decisions
about learning activity and instructional
support
31. • “It‟s the hardest work I‟ve ever done in my
career. We‟re trying to effect change at scale,
and we have to „play on two playing fields‟ at
once. We‟re still being judged by the criteria
for AYP and state accountability, while
holding ourselves to a much higher standard.
We have to succeed at both. It‟s hard, but it‟s
the right work to be doing.” –Jim Merrill, Virginia Beach
(quoted in Tony Wagner‟s Global Achievement Gap)
32. Visit us at EdTechTeacher.org!
justin@edtechteacher.org
tom@edtechteacher.org
33. Cycle of Experiment and Experience
Fear - Growth+
Institutional Capacity+
Experiment
Review
(Experience)Plan
Notas do Editor
Draw Arrow
Picked this one because I actually think it’s a great place to start thinking about system wide 21st century skill development
Talking in Verbs
Type some school challenges
Nature of 21st C skills is that they are distributed across the subject areas