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Introduction to Summit Learning

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Introduction to Summit Learning -~ -~ -~ ThE ReSeArCh tHaT SUPPOrTS SUMMit LeArNiNg Summit Learning was developed by Summit Public Schools over the course of 15 years, in partnership with nationally acclaimed learning f!~ PERTS • BEFUTURE - READY scientists, researchers, and academics. 00 LEARNING POLICY III !~..~! 1I~}:~ Center for Education PolicyResearch NAT I O NAL EQUITY HARVARD UNIVERSITY :fJ.. .-P R O J EC T ' MINDSET Yale SCHOLARS S<;.Q~t~ NETWORK Op portunity Policy in Educat ion Centerfor Emotio11c1I lntclligmcc Dig into the research with the BUCK IKSTITUTE FOR EDUCATION ••a ~l m".UMSRI Education ~ Science of Summit white paper: I mREDESIGN UCHICAGO Consortium Making Education Marr Relevant on School Research summitleaming.org/research ': ' DESiGninG FOr STUDENT SUCCESS STUDENT SUMMIT LEARNING SCHOOL OUTCOMES COMPONENTS DESIGN Mentoring Projects - --- -- -- Self-Direction The student experience is defined by specific design choices that help students achieve three key outcomes. -~ -~ Students demonstrate proficiency in the following three outcomes • ~,e I Essential and Understanding and Mindsets and behaviors transferable application of complex, that support academic lifelong skills challenging facts and achievement and concepts well-being ., ThE coMrOnEnTS OF SUMW\It LeArNiNg • Mentoring elf-Di e tio Students meet 1:1 with a Students are guided through a dedicated mentor who knows learning cycle that develops them deeply and supports them self-direction by teaching them how in setting and achieving their to set goals, make plans, short- and long-term goals. Projects demonstrate their skills and Students apply their acquired knowledge, and reflect. knowledge, skills and habits to projects that prepare them for the real-world scenarios they'll encounter in life after school. -~ -~ -~ -~ -~ Students meet 1:1 with a dedicated mentor who knows them deeply and supports them in setting and achieving their short and long-term goals. -~ -~ ~eNtorrnG Par h to 1 N ACTiOn PURPOSE ---- MooeLi Ng HGlBiTS ----- - OF SUCCESS 1:1 WIEnTORSHiP GOAl ­ SEtTi Ng ,, -~ --"; Students meet 1:1 with a dedicated mentor who knows them deeply and supports them in setting and achieving their short and long-term goals. PROJECTS Students spend most of their time working with teachers and classmates on rich, real-world projects. -~ PrOjECTS i N ACTiOn COGOitIVE SKILLS RUBrIC 3, coc;nrnve S~IILS Me NtOr GUidAnce • • (5) 'f2s< (5) CONtEnT l(OOWLeoge Al'PLICAtION • Re AL-WORLD PrOjECT5 ' PrOjECTS Students apply their acquired knowledge, skills and habits to projects that prepare them for the real-world scenarios they'll encounter in life after school. ' Students are guided through a learning cycle that develops self-direction by teaching them how to set self-Di ReCtION goals, make plans, demonstrate their skills and knowledge, and reflect. ' LeArNiNg HOW to lEaRn Self-Di ReCtION IN• ACTiOn ' Peer-to-Peer WlenTORi Ng Jl • CONtenr PlAYLiStS • on-oeMaNd • • ASSeSsMeNtS / -~ -~ SeLf-DiReCtEd LeArNiNg I • • I 11 • ]• CYClE ., ., -~ ., ., ., ., self-Di ReCtION Students are guided through a learning cycle that develops self-direction by teaching them how to set goals, make plans, demonstrate their skills and knowledge, and reflect. ., ., ., ., ., ., ' ' What is it? • Essential and transferable lifelong skills • Assessed on Cognitive Skills Rubric, developed with the Stanford Center for Assessment, Learning, and Equity (SCALE) A Why is it important? • Skills students need beyond high school == ,:;:::::7.- to navigate college and careers • Include creative and critical approaches to problem-solving and decision-making ., ., -~ ' cogN iTIVE SKI LIS COGnrtIVE SI\IllS RUBrIC 3 , COGRitIYE SMll5 In ACTION MeNtOr GUidAnce • • (5) 'f2s < (5) CONtEnT trnOwLeDgE A"PPlIC At ION Re Al-WORLD • PrOjECTS ·, Selecting relevant sources Contextualizing sources Synthesizing multiple Cognitive Skills sources Asking questions Oral presentation Pred1cung/hypothesiz1ng Rubric Mult1med1ain written production Designing processes & Mulumedia in oral presentation procedures Conventions Precision Identifying patterns & relationships 36 interdisciplinary,higher-order Discussion /contribution Comparing /contrasting • Preparation Argumen tative thinkingskills for college and Norms/active listening Critiquing the reasoning of others claim Narrative Justifying/constructing an career readiness Counterclaims explanation Informational/ Interpreting data/ explanatory thesis informa11on Selection of evidence Graded on a continuumof 0-8 Modeling • Explanation of evidence Integration of evidence points(must score 6 in all Organization (transitions , cohesion, structure) CognitiveSkills to graduate) Introduction & conclusion • Embedded in all projects Designed in collaboration with the Stanford Center for SCH LE Assessment, Learning & Equity. May, 2017. 36 Cognitive Skills All projects in all subjects are assessed on the followingcognitive s kills: Products & Analysis & Speaking/ Composing/ Textual Analysis Inquiry Using Sources Presentations Synthesis Listening Writing Theme/Central Idea Style & Language Asking Questions Identifying Patterns Discussion/ Argumentat ive Selecting Relevant Point of (Tone, Academic Hypothes izing & Relationships Contribution Claim Sources Language, Syntax) View/Purpose Designing Compar ing/ Preparation Informationa l/ Conte xtualizing Contrasting Explanatory Thes is Sources Development Oral Presentation Processes and Norms/Active Listening Narrative Synthesizing Structure Multimedia in Procedures Modeling Written Product ion Counterclaims Multiple Sources Word Choice Interpreting Multimedia in Oral Data/Info Selection of Presentation Making Evidence Conventions Connect ions Explanation of & Inferences Precision Evidence Critiquing the Integration of Reasoning of Evidence Others Organizat ion Justifying/ (Transitions , Constructing an Cohesion , Explanat ion Structure) Introduction & Conclusion -~ COGnitIV E S KiLLS iN actION Blackstone Valley Prep High School I Cumberland, RI ., ., ., ., ., ., ., ' ThE rESEctRCH Jerome Bruner makes the case for a spiral curriculum that starts in early childhood Jean Piaget details the intricate relationship between mental and physical growth rlevelopment , 1.EhinD from birth through adolescence cogN iTive Lev Vygotsky emphasizes the essential role of social relationships in cognitive development Martin Haberman challenges urban educators to focus on creating a learning environment that fits SKiLLS the needs and nature of urban youth Elizabeth Cohen and Rachel Lotan blend theory with effective teaching strategies for group work , 50 years of emphasizing multiple ability and 1Jil1119ualclassrooms Grant Wiggins advocates for and details pertormance-based assessment , focused on helping formative students improve influences on our Carol Ann Tomlinson collates field-tested and best practices for differentiated instruction in approach and multiple ab;Jity classrooms Erik De Corte emphasizes the need for active learning experiences and the importance of model metacognition and communication skills in transfer of knowledge John Hattie and Helen Timperley suggest best ways to deliver individualized feedback in the classroom David Conley sets forth the Cognitive Skills , Content Knowledge, and "habits of mind " necessary for high school students to be college ready Jo Boaler provides roadmap of research-based strategies for helping all children be successful in mathematics Daniel Schwartz et al. categorize and describe 26 " scientifically proven " approaches to learning CONtEnT rnowLeogE What is it? • Understanding and application of complex and challenging facts and concepts Why is it important? • Foundational to the development of cognitive skills • Supports and enables critical thinking • Students develop a broad knowledge base • LeArNiNg HOW to LEaRn conTENT K:NOWLeDGE peer-to-Peer " WlEnTORiNg In ACTION CONtEnT PLAYLiStS • • • on-oeMaNd Assess Me N ts -I ., conTe N t KN OWLEd Ge i N ,actION Blackstone Valley Prep High School I Cumberland, RI Robert Glaser and Michelene Chi draw attention to the cognitive and psychological conditions that ThE rESEaRCH enhance and limit the Donna R. Recht and Lauren Leslie find has significant effect on learners ' 1.EhinD retention and summarizing of information after reading John D. Bransford et al. combine theories of with best practices for effective conreNt learning in the classroom KnowteogE Carol Ann Tomlinson collates field-tested and best practices for in multiple ability classrooms 30 years of David Conley sets forth the , Content Knowledge, and "habits of mind " necessary for high school students to be college ready formative Daniel Willingham emphasizes the importance of in the critical influences on our thinking process approach and Peter C. Brown et al. present concrete practices for , like building background knowledge , based on recent research in cognitive psychology and related fields model Jo Boaler provides roadmap of research-based strategies for helping all children be successful in Todd Rose proposes an individualized, versus standardized, approach to in education and in the workforce Kristina Zeiser et al. (AIR) make case for positive relationship between and greater autonomy over and motivation for learning Daniel Schwartz et al. categorize and describe 26 "scientifically proven " HaBiTS OF SUCCESS What is it? • Mindsets and behaviors that support academic achievement and well-being • 16 social-emotional learning skills • Developed from Turnaround for Kids' Building Blocks for Learning Why is it important?
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