PRINCIPAL RESPONSES-COMMON LANGUANGE 1 Principal Responses (16 out of 50 responded to email) Green- indicates that the response was used in presentation Yellow- indicates that the quality response was highly considered for use in presentation. Joey Hearl, Meadowlark Middle 3/18/2014 Patrick Olsen, RJR 3/18/ 2014 ● 21st century teaching and learning: Skills, knowledge, process, content taught and learned using skills and methods that are different than those traditionally employed and/or learned. Aim is to modernize what is taught in school 21 st Century Teaching & Learning Students learning skills that will help them be successful in their futures. (How to collaborate to solve problems, using technology to assist with learning, etc.) (J. Hearl, personal communication, March, 18, 2014) Authentic assessment An assessment that truly measures what the student is supposed to be learning. Assessments that apply to real-world applications of knowledge/concepts learned. Authentic learning Actual hands-on learning experiences with students creating in the classroom. Accommodation Providing support for all students according to each student’s individual needs Differentiation Content—students in the same class are learning through different content Process—students are learning through different mediums (print media, hands- on, creating a song, reading, etc.) Product—students are learning by creating different products to demonstrate mastery of concepts. One student may create a video and another student may prepare a speech or write a paper. Learning environment—Setting the room up in different stations that students may rotate or be assigned to at different times. (Individual work, collaborative work, Hands-on, computer lab) Engagement Students are actively vested in the learning process (J. Hearl, personal communication, March, 18, 2014) Formative assessment Quick assessment for teacher to evaluate overall class understanding of a concept. Maybe a ticket out the door or a series of questions using clickers (J. Hearl, personal communication, March, 18, 2014). PLC A group of educators teaching the same material that collaborates in an effort to improve quality teaching and effective learning by students. Personalized learning/ student centered learning The teacher is a facilitator of learning. Students have choices. Ex—pick three assignments from the Choice Board that equal 100 pts. Progress monitoring Continual monitoring of student performance throughout the course. Display charts of data for individual students in data rooms. Relevance Teaching the student why the material is important to the student’s life. Relating the material to an experience a child has or will have. Rigor Challenging students with high-level questioning that requires them to think critically about solutions to problems. Moving away from rote memorization and recall (J. Hearl, personal communication, March, 18, 2014). Summative assessment A year-end assessment that offers data for teachers to use before teaching the material the next year. Not very useful for assisting students throughout the year since the data is “after the fact” data. Time on task Teachers taking advantage of every minute of instructional time in the classroom. Having enrichment activities for the students that finish early (J. Hearl, personal communication, March, 18, 2014).
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PRINCIPAL RESPONSES-COMMON LANGUANGE
1
Principal Responses (16 out of 50 responded to email) Green- indicates that the response was used in presentation Yellow- indicates that the quality response was highly considered for use in presentation. Joey Hearl, Meadowlark Middle 3/18/2014
Patrick Olsen, RJR 3/18/ 2014
● 21st century teaching and learning: Skills, knowledge, process, content taught and learned
using skills and methods that are different than those traditionally employed and/or learned.
Aim is to modernize what is taught in school
21st Century Teaching & Learning
Students learning skills that will help them be successful in their futures. (How to collaborate to solve problems, using technology to assist with learning, etc.) (J. Hearl, personal communication, March, 18, 2014)
Authentic assessment An assessment that truly measures what the student is supposed to be learning. Assessments that apply to real-world applications of knowledge/concepts learned.
Authentic learning Actual hands-on learning experiences with students creating in the classroom.
Accommodation Providing support for all students according to each student’s individual needs
Differentiation Content—students in the same class are learning through different content Process—students are learning through different mediums (print media, hands-on, creating a song, reading, etc.) Product—students are learning by creating different products to demonstrate mastery of concepts. One student may create a video and another student may prepare a speech or write a paper. Learning environment—Setting the room up in different stations that students may rotate or be assigned to at different times. (Individual work, collaborative work, Hands-on, computer lab)
Engagement Students are actively vested in the learning process (J. Hearl, personal communication, March, 18, 2014)
Formative assessment Quick assessment for teacher to evaluate overall class understanding of a concept. Maybe a ticket out the door or a series of questions using clickers (J. Hearl, personal communication, March, 18, 2014).
PLC A group of educators teaching the same material that collaborates in an effort to improve quality teaching and effective learning by students.
Personalized learning/ student centered learning
The teacher is a facilitator of learning. Students have choices. Ex—pick three assignments from the Choice Board that equal 100 pts.
Progress monitoring Continual monitoring of student performance throughout the course. Display charts of data for individual students in data rooms.
Relevance Teaching the student why the material is important to the student’s life. Relating the material to an experience a child has or will have.
Rigor Challenging students with high-level questioning that requires them to think critically about solutions to problems. Moving away from rote memorization and recall (J. Hearl, personal communication, March, 18, 2014).
Summative assessment A year-end assessment that offers data for teachers to use before teaching the material the next year. Not very useful for assisting students throughout the year since the data is “after the fact” data.
Time on task Teachers taking advantage of every minute of instructional time in the classroom. Having enrichment activities for the students that finish early (J. Hearl, personal communication, March, 18, 2014).
PRINCIPAL RESPONSES-COMMON LANGUANGE
2
● Authentic assessment: Assessment other than paper/pencil where students produce an artifact
of some sort- portfolio, presentation, etc. that demonstrates mastery of expected skills and/or
knowledge
● Authentic learning: Related to authentic assessment--leaning content, skills, etc. that are tied
to real world situations, experiences, etc.
● Accommodation: A process that supports students in the process of learning and helps them
overcome certain obstacles to learning or obstacles to accessing the curriculum
● Differentiation
▪ Content : the stuff students learn (skills, knowledge, ideas, etc.)
▪ Process : how it is presented to students
▪ Products: the stuff students do, make, etc. to demonstrate they
understand/learned what was taught
▪ Learning environment : the classroom space, culture, climate, etc. created by
the teacher and school
● Engagement: a measurement of student involvement in the learning/teaching process--see
Time on Task
● Formative Assessment: a variety of "comprehension checks" performed by the teacher to
access learning. These assessments take on many forms from simple to more complex-used
as a feedback tool by the teacher.
● PLC: formalized time for groups of teachers to discuss instructional practices, analyze data,
and share best practices (P. Olsen, personal communication, March, 18, 2014).
● Personalized Learning/ Student Centered Learning: a practice that focusses on the student's
needs/interests as opposed to a teacher centered presentation of curriculum
● Progress Monitoring: similar to formative assessment, but more formalized. A measurement
of student learning/skills at given moment(s) in time
● Relevance: Educational buzzword that has risen out of the recent development of the
common core
● Rigor: See Relevance. Rigor and Relevance is a framework to measure the strength of
curriculum. Both rigor and relevance are related to Blooms Taxonomy
● Summative Assessment: A measurement of student learning given at the end of a unit of
instruction
● Time on task: an educational buzzword from educational research in the mid 90's or early
2000's. A measurement of the amount of time a student spent completing a particular task--
see engagement above
Floyd Lowman, 3/18/2014
My responses in italics:
● 21st century teaching and learning
Teaching and learning that integrates the understanding and usage of 21st century
Instruction activities where student are fully engaged or immersed in the instructional task at
hand
● Formative Assessment
Mid-term assessments designed to inform student of current understanding as well as inform the
teacher of the effectiveness of current instruction to meet lesson/curricular goals
● PLC
The shared learning and teaching environment that stresses and promotes collaboration among
peers to meet the learning needs of students
● Personalized Learning/Student Centered Learning
Learning activities that are designed to meet individualized needs rather than the needs of an
entire group of students. This would represent the difference between whole group instruction
and individualized instructional activities
● Progress Monitoring
Periodic monitoring activities designed to capture student understanding between designated
benchmark assessments
● Relevance
Learning activities that make clear connections to the real life experiences of the learner
● Rigor
Learning activities that stretch the cognitive and curricular understanding of students (F.
Lowman, personal communication, March, 18, 2014).
● Summative Assessment
Assessments that measure end-term understanding rather than mid-term understanding;
assessments where the primary focus is to inform students of their knowledge acquisition rather
than inform teachers of their instructional effectiveness
● Time on task
Student time spent fully engaged in/on n assigned ordesignated activity
Karen Roseboro, 3/19/2014
21st century teaching and learning: core competencies such as collaboration, digital literacy,
critical thinking, and problem-solving by integrating concepts of global awareness, financial,
PRINCIPAL RESPONSES-COMMON LANGUANGE
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civic and health literacy into core content areas. (K. Roseboro, personal communication, March 19, 2014). ● Authentic assessment- An authentic assessment usually includes a task for students to
perform and a rubric by which their performance on the task will be evaluated.
● Authentic learning- Authentic learning engages all the senses allowing students to create a
meaningful, useful, shared outcome. They are real life tasks, or simulated tasks that provide the
learner with opportunities to connect with the real world (K. Roseboro, personal communication, March 19, 2014).
● Accommodation-An accommodation is a change that helps a student overcome or work
around learning difficulties (K. Roseboro, personal communication, March 19, 2014).
● Differentiation
▪ Content - When a teacher differentiates content they may adapt what they want
the students to learn or how the students will gain access to the knowledge,
understanding and skills.
▪ Process - Evaluating the use of materials or approaches based on various
learning styles (K. Roseboro, personal communication, March 19, 2014).
▪ Products - Students produce products based on what they have learned to
demonstrate their level of understanding or mastery.
▪ Learning environment - The learning environment should be nurturing and
supportive to meet the diverse needs of students. The classroom should
include global and cultural perspectives. Routines should be established to
maximize learning, so that students are not interrupting small group
instruction with the teacher. Individual learning needs should be met on
independent and guided assignments.
● Engagement- Schlecty from "Working on the Work" says students who are
engaged exhibit three characteristics: (1) they are attracted to their work, (2)
they persist in their work despite challenges and obstacles, and (3) they take
visible delight in accomplishing their work. (K. Roseboro, personal
▪ Products – Allowing students to present any of a variety of products that
reflect effort to demonstrate knowledge and/or mastery of a concept (T.
Keener, personal communication, March, 20 2014).
▪ Learning environment – Providing a flexible learning environment to students
that allows them to capitalize upon their preferred learning styles (T. Keener,
personal communication, March, 20 2014).
● Engagement – An interaction between teacher and student or student with student for the
purpose of learning
● Formative Assessment – typically, a brief assessment of any type that occurs immediately
after a lesson to confirm to the teacher that the desired concepts have been learning
● PLC – A professional learning community is an opportunity that teachers have to collaborate,
examine data, review curricular objects, and make planning decisions that positively impact
future teaching
● Personalized Learning/ Student Centered Learning – These are two different concepts to
me. Personalized learning is essential an individualized education plan that the teacher
implements. Student Centered Learning is oriented more toward an environment where
students are given concepts, but then have the freedom to create their own learning paths.
● Progress Monitoring – This is a process that occurs periodically to check the progress of
students who are not performing on grade level.
● Relevance – This focuses on two points: relevance to the curriculum and relevance to
helping prepare the child for a future in the 21st century
● Rigor – Making learning challenging so that our student are globally competitive
● Summative Assessment – an end of unit, quarter, or year assessment that reflects learning
that has occurred during the unit, quarter, or year
● Time on task – authentic engagement in the classroom
Francis Cook 3/21/2014
21st century teaching and learning-Teaching students skills to be productive citizens by being creative, innovative, problem solving, critical thinking, collaborative and good communicators to exist in a 21 century world Authentic assessment-assessment that focuses on performance based real world skills that include reading, writing and portfolios. getting a picture of the student abilities over time Authentic learning- relating learning to real world problems or issues that students are interested in that pertain to their lives Accommodation- modification or an adjustment that is needed Differentiation- proving information or tasks in a way to reach different levels of student learning Content- information that is included in lesson
Process- actions taken to perform activity or lesson Products- End result, what is being produced Learning environment- climate or culture of the class Engagement-level of involvement, attention of students in an activity Formative Assessment- formal and informal assessments used to modify teaching and learning based on data collected Formative Assessment- formal and informal assessments used to modify teaching and learning based on data collectedftrnre PLC- Professional Learning Community- meetings used to facilitate a professional community of learners that challenge, provide feedback, teaches, creates and support the members to improve themselves and vothers. Personalized Learning/Student Centered Learning- Teaching in a way that is tailored to the student's needs such as environment, teaching style and activities, it focuses on the students needs more than the teachers (F. Cook, personal communication, March 21, 2014). Progress Monitoring- a way of monitoring students academic progress through data to track the rate of improvement over time Relevance- how important something is or connected to something a student can identify with Rigor- Providing a challenging educational environment that student have to think critically and problem solve not just memorize, it makes them question the how and why not just because the teacher said it (F. Cook, personal communication, March 21, 2014). Summative Assessment- the assessment of one's knowledge over time, EOC, end of chapter test, etc.... Time on Task- the time actually spent learning, engagement, thought provoking learning (F. Cook, personal communication, March 21, 2014). Pam Helms 3/24/2014
● 21st century teaching and learning- Preparing students for jobs/careers and college- preparing
them for life beyond HS; Equipping them with the necessary skills
● Authentic assessment- NOT rote memorization of multiple choice tests; performance-based
assessments with rubrics so that expectation is known and clear; students demonstrate
learned skills
● Authentic learning-Learning by doing; focusing on real-world problems and their solutions
● Accommodation- meeting students' learning needs- applies also to EC students
● Differentiation-Response by teacher to student learning needs (P. Helms, personal
communication March 24, 2014).
PRINCIPAL RESPONSES-COMMON LANGUANGE
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▪ Content -curriculum differentation designed to help students reach their
learning goals
▪ Process - various way content is taught by teacher and learned by student
▪ Products -the way students demonstate their learning/mastery of curriculum
presented
▪ Learning environment -an environment that invites every student to learn;
teacher is not a dictator; teacher determines the weather in the
classroom/teacher determines the learning environment and whether the
classroom is inviting
● Engagement- high levels of student engagement should be the goal of teachers
● Formative Assessment- assessments along the way to determine student learning- opposite of
summative assessment; the way teacher monitors level of student learning.
● PLC- Professional Learning Community; Teachers are in rich discussions about student
learning, curriculum,/teaching and data. These communities can be subject specific or cross-
curricular- the objective is to effect student learning. These copmmunities are made of
teachers and administration and are on-going and focused on school improvement.
● Personalized Learning/ Student Centered Learning- personalized learning is flexible and
generally infuses technology; much of the learning is project-based. Learning is based on
student needs. (P. Helms, personal communication 3/24/2014).
● Progress Monitoring - evaluates the effectiveness of instruction and evaluates student
progress; commonly used in EC.
● Relevance - Part of the 3 R's: Rigor, Relevance, and Relationships; Relevance is creating
lessons that bring the curriculum into real-life settings so that students can see the reason for
the instruction- they can see how that specific knowledge can be used in real life. (P. Helms,
personal communication March 24, 2014).
● Rigor - Rigorous classrooms go into depth- almost a quantity vs. quality setting; rigor is hard
to define; however, when a classroom is rigorous, many students feel that teacher has higher
expectations (P. Helms, personal communication March 24, 2014).
● Summative Assessment - EOGs are an example of a summative assessment, but chapter and
unit tests are also examples of summative assessments- assessments at the end of instruction
(P. Helms, personal communication March 24, 2014).
● Time on task- Time in the classroom which is spent on learning the curriculum, accompanied
with high levels of student engagement as well as teacher engagement (P. Helms, personal
▪ Products –Using assignments to allow students the chance to be successful
based on their needs
▪ Learning environment –What process are in place in your classroom to help
students be successful
● Engagement-Excitement about learning. Students are focused on learning the standards, and
are focused in the activities that will help them get there. (B. Hall, personal communication,
March 24, 2013)
● Formative Assessment-A check on where students are that help teachers inform their
instruction (B. Hall, personal communication, March 24, 2013).
● PLC-A chance for teachers to collaborate on standards, assessments, and learning. Also a
safe place to take a look at where they are and where they can learn and improve from
collaboration.
● Personalized Learning/ Student Centered Learning-This is a way of thinking teachers need to
embrace. Students need to be active in their own learning. We need to differentiate,
intervene, and progress monitor based on what our students need, not what is easiest for
teachers.
● Progress Monitoring-Using diagnostic tools to determine a students’ need(s). Providing
interventions to help build these skills. Assessing to find out if the interventions are working
and determine where to go next.
● Relevance-Authentic learning
● Rigor-Do our lessons require students to think at a higher level. Do our lessons require
students to be engaged and active in their learning. Does our activities provide an authentic
chance for students to understand the standards.
● Summative Assessment-A chance to look at all we have done. Used for “big picture”
planning. Used to address teachers’ weaknesses as much as students.
● Time on task-How much learning is really taking place.
Ramona Warren 3/24/2014
*21st Century Teaching and Learning: Problem Solving Skills, Critical Thinking, Digital Literacy including safety, Collaboration, Publishing, Communication--Teaching children to thrive in a world that is not even created yet but is evolving at a rapid pace. *Authentic Assessment: Assessing students' problem solving skills using problems that translate to real world application- There could be multiple answers and the process is as important as the solution *Authentic Learning: Problem Based Learning: Authentic Task Performance (APT) Rubrics are used Students engage in learning that can be worthy or real world. This can be collaborative, multi tiered, projects as final product and reflection *Accommodations: Giving a child the support or scaffold needed to reach him/her at his/her level so that growth can be made. This term is more often used in working with students with disabilities but
should be applied to all students. This could be offering a choice board, rubrics, project options. Accommodations can also be how material is presented by the teacher, such as giving notes to some students and cloze notes to others. Another example could be a teacher presents the material using words, examples and videos. *Differentiation: Giving a child what he or she needs to be successful but NOT giving an individual lesson to each child. *Content: The content for the children in the class is the same. All children in a grade level have the same Common Core/Essential Standards. Differentiation with in the Content is the degree of complexity in which material is presented. *Process: This is the method(s) in which material is presented to children. Projects or products that students produce after learning the material. *Learning Environment: How the classroom is set-up to promote differentiation and small group learning. *Engagement: Children are visibly involved in learning with curiosity in the material and active talk about the material. *Formative Assessment: Assessing students' learning through out the year so that reteaching may occur. *PLC: Professional Learning Community- Groups of teachers that have a common teaching speciality that collaborate on learning and data. (LTM's are more powerful than PLC's) *Personalized Learning/Student Centered Learning: Students have choices for learning as well as develop goals. *Progress Monitoring: Use of performance data to reteach students throughout a 9 week period. Relevance: Problems are related to real world connections Rigor: Complexity of material and instruction as well as student products/ using the higher end of Blooms Taxonomy Summative Assessment: Assessment given at the end of a term or year to determine if the desired learning was achieved Time on Task: The amount of time a child spends working on educational topics.
Bea M. Veto 3/24/2014
Below are definitions I have used in discussions with teachers. I am deeply connected to
Wiggins and McTighe as well as Tony Wagner out of Harvard. There is a great site that I
“borrowed” many of these and more to share and discuss with teachers;
http://edglossary.org/glossary/a/
1.21st Century Teaching and Learning: I believe that this standard for teachers is one of
the vaguest. It is very difficult for them to understand what it means because they have been