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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 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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Page 1: 21st century teaching and learning: Skills, knowledge ...eist5100.pbworks.com/w/file/fetch/77899247/Principal Responses... · 21st century teaching and learning: Skills, knowledge,

PRINCIPAL RESPONSES-COMMON LANGUANGE

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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).

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● 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

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technologies, financial literacy, civic literacy and responsibility, an understanding and

effective usage of collaborative and cooperative skills and strategies, an understanding of

global dynamics and the interconnectedness of economic and cultural issues, and the critical

awareness of all things being in a constant state of change and fluidity (F. Lowman, personal

communication, March, 18, 2014).

● Authentic assessment

Assessment that have meaning to the process, the instructor AND the student

● Authentic learning

Learning whereby the student can make actual connections between the learned content and the

application of the content to meet the assigned task(s) or where the student can transfer the

learning to other applications (F. Lowman, personal communication, March, 18, 2014).

● Accommodation

Actions taken to close the gap between the individual needs of students, enabling all students to

achieve a basic level of content understanding or success

● Differentiation

Presentation of curricular content in many ways, using many tools, with a broad range of

inclusive vocabulary in various learning settings to meet the various learning needs of all

students

▪ Content - Meeting varied student needs through the presentation of instructional

content in a variety of styles and means, using various tools and materials

▪ Process – Providing various ways in which students can access the curricular

information, whether that be multiple ways to solve problems, use of graphic organizers

or other tools, or in individualized /small group or large group settings

▪ Products- Enabling student to exhibit their knowledge acquisition by allowing them to

represent their content understanding through the use of varied end

products/presentations forums or methods

▪ Learning environment – Maximization of student learning by using varied

environmental settings

● Engagement

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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,

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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

communication, March 19, 2014).

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● Formative Assessment- An assessment used to help students and teachers monitor their

progress toward an intended standard of proficiency. Formative assessments should be used

frequently throughout the year to inform instruction. Common Formative assessments should

be created collaboratively by a team of teachers responsible for the same grade level or

course. Formative assessments should be used frequently throughout the year to inform

instruction and to: (1) identify individual students who need support; (2) identify the most

effective teaching strategies; (3) identify instructional concerns or questions; (4) establish

goals for individual teachers or teams.

● PLC: Educators committed to working collaboratively to achieve better results

for the students they serve. PLCs operate under the assumption that the key to

improved learning for students is continuous job-embedded learning for all

educators. PLC members are committed to achieving desired results

collectively and are examining evidence that their efforts are producing the

intended outcomes (K. Roseboro, personal communication, March 19, 2014).

● Personalized Learning/ Student Centered Learning: is the tailoring

of curriculum and learning environments by learners or for learners in order to

meet their different learning needs and aspirations (K. Roseboro, personal

communication, March 19, 2014).

● Progress Monitoring-is a practice that helps teachers use student performance data to

continually evaluate the effectiveness of their teaching and make more informed instructional

decisions. In the context of an RTI prevention model, progress monitoring is used to assess

student progress or performance in those areas in which they were identified by universal

screening as being at-risk for failure (K. Roseboro, personal communication, March 19,

2014).

● Relevance: Relevance refers to learning in which students apply core knowledge, concepts,

or skills to solve real world problems.

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● Rigor- learning in which students demonstrate a thorough, in-depth mastery of challenging

tasks to develop cognitive skills through reflective thought analysis, problem-solving,

evaluation or creativity (K. Roseboro, personal communication, March 19, 2014).

● Summative Assessment- An Assessment of learning designed to provide a final measure to

determine if learning goals have been met.

● Time on task

Laura Hodges 3/19/2014

Definitions ● 21st century teaching and learning: Teaching students the skills they will need to be successful in a

twenty first century world. These skills were identified as skills needed in the 21st century

workforce – collaboration, creativity, global awareness, technology, problem/solution orientation

and critical thinking skills to solve real world problems.

● Authentic assessment – Assessments that measure performance based or authentic learning tasks

(can be a variety of project based or performance tasks in lieu of traditional pencil paper

assessments) (L. Hodges, personal communication, March 19, 2014).

● Authentic learning – learning that allows students to apply concepts to authentic tasks, creates

high student engagement and participation in learning tasks.

● Accommodation – Allowances made for students who have special learning needs, indicated

through IEP, PEP/LEP, or 504 plans. These accomodations are allowed by modifying testing or

assignments for these students needing special considerations.

● Differentiation – matching learning tasks to individual student ability or need based on

data/student mastery/ability. Allowing for different tasks based on ability in order for all students

to be successful.

▪ Content – material taught (curriculum)

▪ Process – instructional strategies used to teach content

▪ Products – demonstrated mastery through creation of some sort of final product or final show of

student work (project, paper, presentation, creative work, etc.)

▪ Learning environment – the atmosphere of the classroom/place where teaching and learning occur

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● Engagement – student level of participation or engagement in a task given in the classroom;

students actively participating and engaging themselves as evidenced by willingness and input

for classwork/assignment

● Formative Assessment – assessments used by the teacher to informally see where student mastery

levels are in order to adjust/differentiate among students according to need (L. Hodges, personal communication, March 19, 2014).

● PLC – Professional Learning Community – Collaborative group collectively meeting together in

order to discuss learning, instruction, teaching practice, and data (assessment results) in order to

better drive and target instruction in the classroom.

● Personalized Learning/ Student Centered Learning – organization of a lesson designed to allow for

teacher to be facilitator and students to complete assignments based on discussion and research

● Progress Monitoring –regular use of formative assessment , periodic review of results, and

adjustment of instruction based on results in order to move students to higher achievement

● Relevance – ability to relate content to student life/experiences to make work more

meaningful/relevant to their lives

● Rigor – making content at a high level of critical thinking; making assignments and lessons so that

students have to think through and create or operate at a higher level than recall or remembering

● Summative Assessment – assessments given at the end of a unit or content lesson to see if students

have mastered content (L. Hodges, personal communication, March 19, 2014).

● Time on task – the amount of time students devote to an assigned class activity/lesson.

Ed Weiss 3/20/2014

List of Definitions for Select Concepts

1) 21st century teaching and learning- Preparing students for 21st Century

expectations. Students who have or potential for leadership, personal

accountability and responsibility, social skills, ability to work within the

confines of a group while assuming responsibility.

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2) Authentic assessment- Measures what a school’s student body, class or

subject truly knows. Doesn’t necessarily have to be a pen/pencil/paper

assessment.

3) Authentic learning- Students taking ownership of their own learning,

doing the majority of the work, and actually enjoying the content. It also

includes working together with others, paying attention, engaged and fully

participating.

4) Accommodation- Modification/Change/Adjustment to an assignment or

expectation based on a child’s special needs or circumstances

5) Differentiation

a)Content- responding to the different needs of one’s students based on

what is to be learned

b)Process- responding to the different needs of one’s students based on

how learning takes place is to be learned

c)Products- responding to the different needs of one’s students based on

how the student demonstrates what he/she has learned

d)Learning environment- responding to the different needs of one’s

students based on where the student is learning

6) Engagement - Students being on task and taking priority of their

learning. They are actively involved and participate in the instruction.

7) Formative Assessment- A measure that allows teachers to gauge the

level of knowledge/comprehension of a student.

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PLC - A group of teachers who share a common teaching assignment that work

together unpacking standards, developing lesson plans and activities, preparing

common assessments, examining data from those common assessments.

Communicating and working together to be the most prepared for their lessons,

subject area and curriculum (E. Wiess, personal communication, March 20, 2014).

8) Personalized Learning/ Student Centered Learning – is the meshing

of instruction and curriculum, and learning environments by learners to

meet their different learning needs.

10) Progress Monitoring- data generated that drives the instructional

strategies that a teacher chooses to use. If the data generated from progress

monitoring shows steady growth, then the teacher should continue with their

current plan. However if there is minimal growth, no gain, or loss then the

teacher must adjust their plan and try a new approach.

11) Relevance-relevance typically refers to learning experiences that are

either directly applicable to the personal aspirations, interests, or culture

of students (personal relevance) or that are connected in some way to

real-world issues, and problems.

12) Rigor- Rigorous learning experiences, for example, help students

understand knowledge and concepts that are complex, or contentious, and

they help students acquire skills that can be applied in a variety of

educational, career, and throughout their lives.

13) Summative assessment- Summative assessments are used to

evaluate student learning, skill acquisition, and academic achievement at

the conclusion of a defined instructional period—typically at the end of a

project, unit, course, semester, program, or school year. Generally

speaking, summative assessments are defined by three major criteria:

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14) Time on- task- students in class who are present, engaged and

participating in class activities. As an educator visually assesses the

classroom you can see students who can be defined as ACTIVE,

VERBAL, and POSITIVE in their engagement.

Brad Royal 3/20/2014

List of Definitions for Select Concepts

1) 21st century teaching and learning- Preparing students for 21st Century

expectations. Students who have or potential for leadership, personal

accountability and responsibility, social skills, ability to work within the

confines of a group while assuming responsibility.

2) Authentic assessment- Measures what a school’s student body, class or

subject truly knows. Doesn’t necessarily have to be a pen/pencil/paper

assessment.

3) Authentic learning- Students taking ownership of their own learning,

doing the majority of the work, and actually enjoying the content. It also

includes working together with others, paying attention, engaged and fully

participating.

4) Accommodation- Modification/Change/Adjustment to an assignment or

expectation based on a child’s special needs or circumstances

5) Differentiation

a)Content- responding to the different needs of one’s students based on

what is to be learned

b)Process- responding to the different needs of one’s students based on

how learning takes place is to be learned

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c)Products- responding to the different needs of one’s students based on

how the student demonstrates what he/she has learned

d)Learning environment- responding to the different needs of one’s

students based on where the student is learning

9) Engagement - Students being on task and taking priority of their

learning. They are actively involved and participate in the instruction.

10) Formative Assessment- A measure that allows teachers to gauge the

level of knowledge/comprehension of a student.

11) PLC - A group of teachers who share a common teaching assignment

that work together unpacking standards, developing lesson plans and

activities, preparing common assessments, examining data from those

common assessments. Communicating and working together to be the

most prepared for their lessons, subject area and curriculum.

12) Personalized Learning/ Student Centered Learning – is the

meshing of instruction and curriculum, and learning environments by

learners to meet their different learning needs.

10) Progress Monitoring- data generated that drives the instructional

strategies that a teacher chooses to use. If the data generated from progress

monitoring shows steady growth, then the teacher should continue with their

current plan. However if there is minimal growth, no gain, or loss then the

teacher must adjust their plan and try a new approach.

5) Relevance-relevance typically refers to learning experiences that are either

directly applicable to the personal aspirations, interests, or culture of

students (personal relevance) or that are connected in some way to real-

world issues, and problems.

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6) Rigor- Rigorous learning experiences, for example, help students

understand knowledge and concepts that are complex, or contentious, and

they help students acquire skills that can be applied in a variety of

educational, career, and throughout their lives.

7) Summative assessment- Summative assessments are used to evaluate

student learning, skill acquisition, and academic achievement at the

conclusion of a defined instructional period—typically at the end of a

project, unit, course, semester, program, or school year. Generally speaking,

summative assessments are defined by three major criteria:

8) Time on- task- students in class who are present, engaged and participating

in class activities. As an educator visually assesses the classroom you can

see students who can be defined as ACTIVE, VERBAL, and POSITIVE in

their engagement.

Thomas Keener 3/20/2014

● 21st century teaching and learning- concepts that focus on financial, environmental,

technological, and health literacy. These also include a focus on collaboration and team

work with the intent of creating a synthesis that is effective in problem solving and making

discoveries (T. Keener, personal communication, March, 20 2014).

● Authentic assessment – Assessment that is directly tied to the concepts that have been taught

and are conducted in a way that the student creates the responses.

● Authentic learning – Learning that genuinely promotes new concepts for students and is

directly tied to the curriculum

● Accommodation – Any of a series of conditions that allow a student additional support with

assessments.

● Differentiation

▪ Content – Applying the concept in a fashion that allows a child to connect

content with his/her prior knowledge (T. Keener, personal communication,

March 20, 2014).

▪ Process – Utilizing any of a variety of approaches to make that connect of

content with the students (T. Keener, personal communication, March 20,

2014).

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▪ 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

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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).

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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

communication March 24, 2014).

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3/24/2014 Carol Kirby

21st century teaching and learning

● Authentic assessment - assessments designed around real-world tasks

● Authentic learning - learning that is based in application of skills rather than isolated, meanlingless

tasks

● Accommodation - finding paths through which a child can access the curriculum, whether extended

time, different setting, supports (read-alouad, scripting), etc. (C. Kirby, personal communication, March

24, 2014).

● Differentiation

▪ Content -Extensions of Common Core, IEP goals, Functional Curriculum

▪ Process - adapted devices, accommodations... more important that product!

▪ Products - will vary depending on child's particular needs

▪ Learning environment - adapted to meet physical disabilities and hearing/vision impairments, physical

layout meets needs of multiple pieces of equipment (wheelchairs, standers, walkers)

● Engagement - when a student is hooked into the lesson, buys in to the teachers/assistants/therapists'

presentation; this only happens when there is a relationship developed, and trust is in place.

● Formative Assessment - ongoing throughout the day. data is collected on progress towards IEP goals

● PLC - we have an infant/toddler group, preschool group, and school age group. Once a month I meet

with all 15 classroom teachers. Once a month entire staff meeting/PLC is held. We also are a host site

for therapists' PLCs.

● Personalized Learning/ Student Centered Learning - This is the ONLY way to teach exceptional

children!! There is no other way

● Progress Monitoring - IEP progress reports, EC progress reports and report cards for our 3-4-5th grade

students.

● Relevance - when students are functioning many grade levels below age, and sometimes are at an

infant/toddler level of functioning when in the upper elementary grades, EVERYTHING must be

relevant. We use Promethean Boards, picture schedules, music, art, movement, dance, rhythm, rhyme -

- you name it - to make the curriculum relevant to our students' abilities and interests.

● Rigor - I continually tell tour groups that this is not babysitting or "caring" for children. We work them

very, very hard. They have measurable goals, a demanding day, and high expectations set for them by

their IEP team. The same holds true for their therapies.

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● Summative Assessment - Truth? The Extend 1 is meaningless for our children. It is not an appropriate

measure of their abilities and progress. John Worley is working with us to attempt to gain exemptions

this year. The best summative assessment is the annual IEP meeting, where goals are discussed in depth

by the team, and new goals are developed for the coming year.

● Time on task - Within the limitations that come with medically fragile children, our students are on task

and working hard for much of the day. Tasks that might not seem like schoolwork - eating, walking to

PE, delivering the lunch menu - are in fact part of the full curriculum for our children. They are learning

to walk, talk/communicate, feed themselves, toilet themselves. The entire day is filled with quality

instruction which moves them towards greater independence.

Angela Choplin 3/24/2014

● 21st century teaching and learning: The incorporation of skill with content. Students are

guided through decision making processes. They are able to work in groups or

independently. Knowledge of how to incorporate technology appropriately when completing

tasks.

● Authentic assessment: Students are able to solve a problem using specific skills related to

real life/world situations.

● Authentic learning: Students are taught skills based on real world interests and situations.

The standard being taught has meaning to the students thus the application “makes sense” to

the students.

Accommodation: Providing an opportunity for students to access the general curriculum with

assistance: extra time, modified assignments, dictation to scribe, tests read aloud when

appropriate. (A. Choplin, personal communication, March 24, 2014).

● Differentiation

▪ Content: Providing information on a standard in a format that a child can

better understand. (A. Choplin, personal communication, March 24, 2014).

▪ Process: The format in which a child is taught the standard: pre-teaching,

books on tape, providing notes

▪ Products: Allowing students to prove their understanding of content in

various ways (drawings, models, tests, verbally) (A. Choplin, personal

communication, March 24, 2014).

▪ Learning environment: Something different than the norm- student works in

a small group, attends an EC class for assistance, Skype classes, flipped

classroom

● Engagement: Level of “true” involvement in the lesson or activity. The student is involved

in his/her learning- not listening to a lesson.

● Formative Assessment: Assessment that occurs during learning. Teachers can use this

information to make adjustments to the lesson as it is being taught.

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● PLC: A group of learners working toward a common goal. This could be unpacking a

standard to provide a deeper understanding or reviewing a common test to decide how

particular questions are retaught. It is he sharing of ideas to assist the teacher in preparing

lessons. Opportunity for teachers/colleagues to share ideas and ask question is a safe

environment.

● Personalized Learning/ Student Centered Learning: Learning based on student interest.

The curriculum is taught in a manner that students continue to learn required standard but the

instruction is based on their interests not the teachers.

● Progress Monitoring: Various procedures of assessing student understanding of content

being taught. This can occur weekly, bi-weekly, monthly but it is used for the teacher to

make adjustments to teaching strategies.

● Relevance: Connections to the standard being taught~ how the standard applies to our lives.

● Rigor: Rigor in education means students have to think deeply about subjects being. This

moves past memorization but into real life applications.

● Summative Assessment: Assessment at the end of an unit or year~ “to sum up” student

overall knowledge of a particular content area. (A. Choplin, personal communication, March 24,

2014).

● Time on task: The time in which students/teachers are actually working on curricular based

activities. Time that learning is occurring.

Benjamin Hall 3/24/3014

● 21st century teaching and learning-This requires both students and teachers to be problem

solvers, collaborative, and creative. When I think of 21st century teaching and learning, I

think of preparing students for opportunities that are not out there yet. We do that by teaching

them how to think deeper, creatively, and working with others.

● Authentic assessment-These are assessments that are grounded in the “real world” but are

focused on a standard or standards that are being assessed. Authentic assessments show

students in a real world situation how the standards relate (B. Hall, personal communication,

March 24, 2013)

● Authentic learning-Students doing the work. Students are focused, engaged, and working on

solving problems related to the standards. Teachers are not giving the information, students

are discovering it (B. Hall, personal communication, March 24, 2013)

● Accommodation-Modifications teachers can make to differentiate learning and assessments.

● Differentiation

▪ Content-Providing time in the master schedule to reinstruct gaps in a students

learning.

▪ Process –Using learning styles and students’ interests to teach the standards.

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▪ 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

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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

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interpreted and categorized in so many ways. The following list provides a brief overview of the

knowledge, skills, work habits, and character traits commonly associated with 21st century skills:

Critical thinking, problem solving, reasoning, analysis, interpretation, conceptual

synthesis

Research practices, interrogative questioning

Creativity, artistry, curiosity, imagination, innovation, personal expression

Perseverance, self-direction, planning, self-discipline, adaptability, initiative

Oral and written communication, public speaking and presenting, listening

Leadership, teamwork, collaboration, cooperation, using virtual workspaces

Information and communication technology (ITC) literacy, media and internet literacy,

visual interpretation, data interpretation and analysis, computer programming

Civic literacy, social-justice awareness, ethical literacy

Economic literacy, financial literacy, entrepreneurialism

Global and multicultural literacy, humanitarianism

Scientific literacy, technical reasoning, using the scientific method

Environmental and conservation literacy, ecosystems understanding

Health and wellness literacy, including nutrition, diet, exercise, and public health and

safety

Great go-to-place: http://www.tonywagner.com/resources/rigor-redefined

Here are a few additional examples in support of teaching 21st century skills:

In today’s world, information and knowledge are increasing at such an astronomical rate

that no one can learn everything about every subject, what may appear true today could

be proven to be false tomorrow, and the jobs that students will get after they graduate

may not yet exist. For this reason, students need to be taught how to process, parse, and

use information, and they need adaptable skills they can apply in all areas of life—just

teaching them ideas and facts, without teaching them how to use them in real-life

settings, is no longer enough.

Schools need to adapt and develop new ways of teaching and learning that reflect a

changing world. The purpose of school should be to prepare students for success after

graduation, and therefore schools need to prioritize the knowledge and skills that will be

in the greatest demand, such as those skills deemed to be most important by college

professors and employers. Only teaching students to perform well in school or on a test is

no longer sufficient.

Given the widespread availability of information today, students no longer need teachers

to lecture to them on the causes of the Civil War, for example, because that information is

readily available—and often in more engaging formats that a typical classroom lecture.

For this reason, educators should use in-school time to teach students how to find,

interpret, and use information, rather than using most of the time to present information.

2. Authentic Assessment: I use the Wiggins and McTighe mindset to explain or make

sense of Authentic Assessments. After spending three days with them they verified my feelings

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that where traditional assessments (multiple choice, fill in the blanks) are driven by curriculum.

In contrast, authentic assessments DRIVE the curriculum.

In order to be 21st century ready, students must be developed into productive citizens who can

perform vital tasks in real world settings. Teachers facilitate students to become proficient at

performing these tasks to meet the demands they'll encounter once they graduate high

school. This would include the use of 21st century skills discussed in number 1.

Wiggins’ and McTighe's process of "understanding by design" is so important. They believe, as I

do, that teachers must first determine the task to demonstrate mastery and THEN curriculum

(plans) are developed; backwards design.

Multiple choice tests are anathema to AA. Students need to be out on "the field" and be asked to

perform. We want to see that they can do history rather than knowing dates and wars. We

authentically assess by asking students by asking them to perform tasks and show the ability to

connect with the real world. This is a way for students/teachers to be able are to be replicate,

apply and synthesize goals/objective/standard taught!

"According to Wiggins ...Engaging and worthy problems or questions of importance, in which

students must use knowledge to fashion performances effectively and creatively. The tasks are

either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or

professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).l

An authentic assessment usually includes a task for students to perform and a rubric by which

gauge understanding and application. Authentic assessment should require that students produce

a “quality product or performance that students can be asked to produce in real life (Wiggins)

One characteristic of authentic assessment is that students are encouraged to participate in

the process of assessing their own work. It is not necessary to grade every assessment

although students should receive regular feedback about how to meet the ultimate

performance goal. Use of rubrics and sharing the rubrics with students is important

so they can use the rubrics to guide their work much like the do in the workforce.

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http://grantwiggins.files.wordpress.com/2012/09/mctighe_wiggins_final_common_core_standar

ds.pdf

3. Authentic Learning: In “authentic” learning students “learn by doing.” They get the

foundational skills, knowledge, and understanding that workers actually need and use in their

profession. In this case, students would also learn related skills such as critical thinking, problem

solving, formal scientific observation, note taking, research methods, writing, presentation

techniques, and public speaking, for example. In the “less authentic” learning situation, students

acquire knowledge largely for purposes of getting a good grade on a test. As a result, students

may be less likely to remember what they learned because the concept remains abstract,

theoretical, or disconnected from first-hand experience. And since students were never required

to use what they learned in a real-life situation, teachers won’t be able to determine if students

can translate what they have learned into the practical skills, applications, and habits of mind that

would be useful in life outside of school—such as in a future job, for example.

Authentic learning mirrors the complexities and ambiguities of real life. On a multiple-choice

science test there are “right” answers and “wrong” answers determined by teachers and test

developers. But when it comes to actual scientific theories and findings, for example, there are

often many potentially correct answers that may be extremely difficult, or even impossible, to

unequivocally prove or disprove. For this reason, authentic learning tends to be designed around

open-ended questions without clear right or wrong answers, or around complex problems with

many possible solutions that could be investigated using a wide variety of methods. Authentic

learning is “interdisciplinary,” given that life, understanding, and knowledge are rarely

compartmentalized into subject areas, and as adults students will have to apply multiple skills or

domains of knowledge in any given educational, career, civic, or life situation. Generally

speaking, authentic learning is intended to encourage students to think more deeply, raise hard

questions, consider multiple forms of evidence, recognize nuances, weigh competing ideas,

investigate contradictions, or navigate difficult problems and situations.

4. Accommadations: Teachers, parents, caregivers, parent ad litum, and students are

involved in making decisions about special education services provided to children with

disabilities. Accommodations are changes to the way a child is expected to learn or how he or

she is tested. Modifications on the other hand are changes to what a child is expected to learn.

Accommodations and modifications are an important part of planning the educational

program for EC children. Many students with a disability may only need small changes to the

way they are taught and tested. Then they can participate successfully in regular classes.

Accommodations involve many kinds of techniques and support systems. Accommodations help

students work around limitations related to their disability. Students who are blind may need to

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use braille textbooks or books-on-tape. Students who use wheelchairs may need a ramp or

elevator to move independently in the school building. Students who are deaf or hard-of-

hearing may need a sign language interpreter. Accommodations are really “whatever it takes” to

make sure that students with a disability can participate as fully as possible in

the general curriculum and ultimately earn a high school diploma.

Accommodations can be provided for…

1. instructional methods and materials

2. assignments and assessments

3. learning environment

4. time demands and scheduling

5. special communication systems

Goals for learning in school do not have to change when accommodations are used. Students

with a disability can be challenged to meet the same requirements as students without

disabilities. Most can take the same tests, pass the same kinds of courses, and earn the same high

grades to graduate with a standard diploma.

5. Differentiation: Below is what I use with my teachers. The following comparison chart

will help illustrate the differentiation concept and its major component strategies:

Element Traditional Example Differentiated Example

Practice A math teacher explains

how to calculate slope

to the entire class and

gives students fifteen

problems to practice.

A math teacher pre-tests students to

determine their understanding of critical

mathematical skills and then arranges

students into groups based on their

learning progress and understanding.

Some students work online to practice the

skills, some work in groups with the

teacher, and some work individually with

occasional teacher support.

Process In an art class, students

complete the following

activities in order: write

an artist statement,

critique a peer’s work,

Students determine the order in which

they will write an artist statement, critique

a peer’s work, and compile artifacts for a

portfolio of work. Some tasks can be done

at home and some in class, and some can

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and then compile

artifacts for a portfolio

of their art.

be done collaboratively and some

individually (B. Veto, personal

communication, March 24, 2014).

Products In a social studies class,

students write a four-

page essay arguing a

position related to free

speech that uses

supporting evidence

drawn from historical

and contemporary

sources.

Students may elect to write an essay, op-

ed, or persuasive speech, or they may

create a short documentary arguing a

position related to free speech that uses

supporting evidence drawn from

historical and contemporary sources.

Content In English class,

students read The

Adventures of

Huckleberry Finn and

discuss the messages it

conveys about race and

racism in the United

States.

Students choose between The Adventures

of Huckleberry Finn, Uncle Tom’s Cabin,

and Invisible Man to discuss different

messages about race and racism in the

United States. The three groups share

their knowledge with each other (B. Veto,

personal communication, March 24,

2014).

Assessment In a math class, students

take an exam and are

given a percentage

grade based on how

many answers were

correct.

Students take an exam and receive

feedback on which mathematics standards

they have mastered, which standards they

are making progress on, and which

standards need more attention. The

feedback suggests remedies for students

with learning gaps and new projects for

students who have mastered all the

required skills and knowledge.

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Grouping Students are either

grouped as a full class

or they work

independently most of

the time.

Teachers use grouping strategies to

address distinct learning needs. Students

may be working independently, in small

groups, in pairs, or using technology.

Some groupings are by choice and some

are assigned based on common learning

needs. Some groupings or individual

students work closely with the teacher

and others have more independence.

Interest In a social studies class,

the teacher assigns a

single topic, such as the

Civil War, for a unit or

project, and all students

research the same

historical event.

The teacher poses a question, such as

“Why do nations go to war?” Students

may select a military conflict that

interests them most and address the

question in different ways—for example,

one student may choose to read historical

literature about World War II, while

another student may research films about

the Vietnam War.

Readiness In an English course,

the teacher plans out the

course topics and

reading assignments in

advance, and all

students work through

the same series of

readings, lessons, and

projects at the same

pace.

The teacher evaluates students to

determine what they already know, and

then designs lessons and projects that

allow students to learn at different levels

of difficulty, complexity, or

independence. For example, teachers may

determine reading levels and then assign a

variety of texts, reflecting different

degrees of difficulty, to ensure an

appropriate level of reading challenge for

each student.

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Learning

style

In a math course, every

student receives the

same problems and

assignments, which are

all structured in the

same way.

The teacher assigns a topic: solving

quadratic equations. Some students

choose to work with a software program

that uses visual representations and

simulations, other students work in teams

and solve a series of problems from a

book that increase in difficulty, and still

others watch an online tutorial that can be

viewed multiple times until the concept

becomes clear.

Differentiation vs. Scaffolding: Good information to share with teachers…

Differentiation has many similarities with scaffolding, which refers to a variety of instructional

techniques used to move students progressively toward stronger understanding and, ultimately,

greater independence in the learning process. Because differentiation and scaffolding techniques

are used to achieve similar instructional goals—i.e., moving student learning and understanding

from where it is to where it needs to be—the two approaches may be blended together in some

classrooms to the point of being indistinguishable. That said, the two approaches are distinct in

several ways. When teachers differentiate instruction, they might give some students an entirely

different reading (to better match their reading level and ability), give the entire class the option

to choose from among several texts (so each student can pick the one that interests them most),

or give the class several options for completing a related assignment (for example, the students

might be allowed to write a traditional essay, draw an illustrated essay in comic-style form,

create a slideshow “essay” with text and images, or deliver an oral presentation). Alternatively,

when teachers scaffold instruction, they typically break up a learning experience, concept, or

skill into discrete parts, and then give students the assistance they need to learn each part. For

example, teachers may give students an excerpt of a longer text to read, engage them in a

discussion of the excerpt to improve their understanding of its purpose, and teach them the

vocabulary they need to comprehend the text before assigning them the full reading (B. Veto,

March 24, 2014).

6. Engagement: http://www.ascd.org/publications/educational-

leadership/sept95/vol53/num01/Strengthening-Student-Engagement@-What-Do-Students-

Want.aspx

Student engagement refers to the degree of attention, curiosity, interest, optimism, and passion

that students show when they are learning or being taught, which extends to the level of

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motivation they have to learn and progress in their learning. Generally speaking, the student-

engagement concept is predicated on the belief that learning improves when students are

inquisitive, interested, or inspired, and that learning tends to suffer when students are bored,

dispassionate, disaffected, or otherwise “disengaged.” Stronger student engagement or improved

student engagement are common instructional objectives expressed by educators. (B. Veto,

March 24, 2014).

7. Formative Assessments: Formative assessment refers to a wide variety of methods that

teachers use to conduct in-process evaluations of student comprehension, learning needs, and

academic progress during a lesson, unit, or course. Formative assessments help teachers identify

concepts that students are struggling to understand, skills they are having difficulty acquiring, or

learning standards they have not yet achieved so that adjustments can be made to lessons,

instructional techniques, and academic support. The general goal of formative assessment is to

collect detailed information that can be used to improve instruction and student learning while

it’s happening. What makes an assessment “formative” is not the design of a test, technique, or

self-evaluation, per se, but the way it is used—i.e., to inform in-process teaching and learning

modifications.

The following are a few representative examples of formative assessments:

Questions that teachers pose to individual students and groups of students during the

learning process to determine what specific concepts or skills they may be having trouble

with. A wide variety of intentional questioning strategies may be employed, such as

phrasing questions in specific ways to elicit more useful responses.

Specific, detailed, and constructive feedback that teachers provide on student work, such

as journal entries, essays, worksheets, research papers, projects, ungraded quizzes, lab

results, or works of art, design, and performance. The feedback may be used to revise or

improve a work product, for example.

“Exit slips” or “exit tickets” that quickly collect student responses to a teacher’s

questions at the end of a lesson or class period. Based on what the responses indicate, the

teacher can then modify the next lesson to address concepts that students have failed to

comprehend or skills they may be struggling with. “Admit slips” are a similar strategy

used at the beginning of a class or lesson to determine what students have retained from

previous learning experiences.

Self-assessments that ask students to think about their own learning process, to reflect on

what they do well or struggle with, and to articulate what they have learned or still need

to learn to meet course expectations or learning standards.

Peer assessments that allow students to use one another as learning resources. For

example, “work-shopping” a piece of writing with classmates is one common form of

peer assessment, particularly if students follow a rubric or guidelines provided by a

teacher.

In addition to the reasons addressed above, educators may also use formative assessment to:

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Refocus students on the learning process and its intrinsic value, rather than on grades or

extrinsic rewards.

Encourage students to build on their strengths rather than fixate or dwell on their deficits.

Help students become more aware of their learning needs, strengths, and interests so they

can take greater responsibility over their own educational growth. For example, students

may learn how to self-assess their own progress and self-regulate their behaviors.

Give students more detailed, precise, and useful information. Because grades and test

scores only provide a general impression of academic achievement, usually at the

completion of an instructional period, formative feedback can help to clarify and calibrate

learning expectations for both students and parents. Students gain a clearer understanding

of what is expected on them, and parents have more detailed information they can use to

more effectively support their child’s education.

Raise or accelerate the educational achievement of all students, while also reducing

learning and achievement gaps.

8. PLC: Professional learning communities tend serve to two broad purposes: (1) improving

the skills and knowledge of educators through collaborative study, expertise exchange, and

professional dialogue, and (2) improving the educational aspirations, achievement, and

attainment of students through stronger leadership and teaching. While the specific activities and

goals of a professional learning community may vary widely from school to school, the

following are a few examples of common activities that may take place in meetings:

Discussing teacher work: Participants collectively review lesson plans or assessments

that have been used in a class, and then offer critical feedback and recommendations for

improvement.

Discussing student work: Participants look at examples o9f student work turned in for a

class, and then offer recommendations on how lessons or teaching approaches may be

modified to improve the quality of student work.

Discussing student data: Participants analyze student-performance data from a class to

identify trends—such as which students are consistently failing or underperforming—and

collaboratively develop proactive teaching and support strategies to help students who

may be struggling academically.

Discussing professional literature: Participants select a text to read, such as a research

study or an article about a specialized instructional technique, and then engage in a

structured conversation about the text and how it can help inform or improve their

teaching.

9. Personalized Learning/Student Centered Learning: Personalized learning is

intended to facilitate the academic success of each student by first determining the learning

needs, interests, and aspirations of individual students, and then providing learning experiences

that are customized—to a greater or lesser extent—for each student. To accomplish this goal,

schools, teachers, guidance counselors, and other educational specialists may employ a wide

variety of educational methods, from intentionally cultivating strong and trusting student-adult

relationships to modifying assignments and instructional strategies in the classroom to entirely

redesigning the ways in which students are grouped and taught in a school. Since personalized

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learning has such broad implications, and the term encompasses such a wide variety of potential

programs and strategies, it may be difficult to determine precisely what the term is referring to

when it is used without qualification, specific examples, or additional explanation.

The following representative examples will help illustrate the concept. Schools and educators

might personalize learning for students by:

Reconfiguring the operational and educational structure of a school so that students are

organized into smaller groups and paired with a consistent set of teachers who get to

know the students and their learning needs well. While this strategy takes a wide variety

of forms from school to school, a few of the most common approaches are “smaller

learning communities,” or “schools-within-a-school”—an approach that involves the

creation of distinct academic programs, or “schools,” within the operational structure of

larger school.

Eliminating the practice of grouping students into different academic “tracks” or tiered

course levels based on their perceived ability or past academic performance—a practice

called “heterogeneous grouping” or “mixed-ability grouping,” in which students of

various ability levels are enrolled in the same course or program. If these cases, as well as

in other educational settings, teachers may employ a variety of personalized instructional

and academic support strategies, differentiated learning, or differentiated instruction.

Schools may create or offer students a variety of learning pathways—i.e., a wider and

more diverse selection of learning experiences. Common examples include career-related

internships that allow students to satisfy school graduation requirements or meet state-

required standards that allow students to take courses at alternate institutions, such as

colleges or universities, while also earning academic credit at their home school; or

independent-study projects, which allow students to self-design learning experiences in

collaboration with a teacher, mentor, or advisor.

Students may create and maintain PLPs, which describe their academic, collegiate, and

career goals, while mapping out the educational decisions they need to make to achieve

their goals, which are a cumulative record of a student’s academic work and

accomplishments. Teachers, advisors, and educational specialists may use these plans and

portfolios to guide how they teach and support specific students.

Replacing more traditional homeroom periods with advisories—time in the school day

for educators to meet with small groups of students and advise them on academic, social,

and postsecondary-planning issues. Students may also be paired with advisors, adult

mentors, or peer mentors who meet regularly with students over the course of several

months, a year, or multiple years to help them acclimate to a school, navigate educational

options, or plan for higher education and careers after graduation.

Using alternative educational approaches and instructional methods that may give

students more personal choice in their education and more opportunities pursue learning

experiences that reflect their personal interests, career aspirations, or cultural heritage.

Increasingly, a variety of digital and online learning options are being used to personalize

learning for students.

10. Progress Monitoring: http://www.rtinetwork.org/learn/research/progress-monitoring-

within-a-rti-model

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Progress monitoring is a scientifically based practice that is used to assess students’ academic

performance and evaluate the effectiveness of targeted instruction. Progress monitoring can be

implemented with individual students or an entire class. To implement progress monitoring, the

student’s current levels of performance are determined and goals are identified for learning that

will take place over time. The student’s academic performance is measured on a regular basis

(weekly or monthly). Progress toward meeting the student’s goals is measured by comparing

expected and actual rates of learning. Based on these measurements, teaching is adjusted as

needed. Thus, the student’s progression of achievement is monitored and instructional techniques

are adjusted to meet the individual students learning needs.

When progress monitoring is implemented correctly, the benefits are great for everyone

involved. Some benefits include:

accelerated learning because students are receiving more appropriate instruction;

more informed instructional decisions;

documentation of student progress for accountability purposes;

more efficient communication with families and other professionals about students’

progress;

higher expectations for students by teachers; and

fewer Special Education referrals.

11. Relevance: In education, the term relevance typically refers to learning experiences that

are either directly applicable to the personal aspirations, interests, or cultural experiences of

students (personal relevance) or that are connected in some way to real-world issues, problems,

and contexts (life relevance).

Personal relevance occurs when learning is connected to an individual student’s interests,

aspirations, and life experiences. Advocates argue that personal relevance, when effectively

incorporated into instruction, can increase a student’s motivation to learn, engagement in what is

being taught, and even knowledge retention and recall.

12. Rigor: http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Rigor-

Redefined.aspx

Rigor implies that teachers hold high expectations for student learning. Rigor is commonly

applied to lessons that encourage students to question their assumptions and think deeply, rather

than to lessons that merely demand memorization and information recall. For example, a fill-in-

the-blank worksheet or multiple-choice test would not be considered rigorous. Rigor should not

be confused with “harder or more difficult work.” Rigor should be sufficiently and

appropriately challenging for individual students or groups of students, not simply difficult.

Rigorous learning experiences motivate students to learn more and learn it more deeply, while

also giving them a sense of personal accomplishment when they overcome a learning challenge.

“Hard lessons” will more likely lead to disengagement, frustration, and discouragement. All

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students—regardless of their race, ethnicity, gender, socioeconomic status, English proficiency,

or disability—should pursue a challenging course of study that will prepare them for success in

later life. If not achievement gaps will continue to spread farther apart.

Summative Assessment: Summative assessments are used to evaluate student learning,

skill acquisition, and academic achievement at the conclusion of an instructional period—

typically at the end of a project, unit, course, semester, program, or school year. Generally

speaking, summative assessments are defined by three major criteria:

The tests, assignments, or projects are used to determine whether students have learned

what they were expected to learn. In other words, what makes an assessment

“summative” is not the design of the test, assignment, or self-evaluation, per se, but the

way it is used—i.e., to determine whether and to what degree students have learned the

material they have been taught.

Summative assessments are given at the conclusion of a specific instructional period, and

therefore they are generally evaluative, rather than diagnostic—i.e., they are more

appropriately used to determine learning progress and achievement, evaluate the

effectiveness of educational programs, measure progress toward improvement goals, or

make course-placement decisions, among other possible applications.

Summative-assessment results are often recorded as scores or grades that are then

factored into a student’s permanent academic record, whether they end up as letter grades

on a report card or test scores used in the college-admissions process. While summative

assessments are typically a major component of the grading process in most districts,

schools, and courses, not all assessments considered to be summative are graded.

13. Time on Task: Probably the most important factor in classroom management. If students

are engaged and time not wasted little to any discipline issues will arise. Four significant

classroom management processes promote time-on-task:

Room arrangement – Well-organized room arrangements provide easy student movement

and good teacher-student eye contact. Trouble-free traffic patterns reduce distractions

and disruptions. In addition, educators whose rooms are arranged so they have a clear

view of all their students can easily monitor student engagement and attend to student

activities.

Rules and procedures – Effective rules and procedures reduce the time spent on

disruptions and disciplinary situations

Transitions – Efficient practiced transitions help students move in and out of the room

smoothly and get to work quickly at the beginning of class or on the next learning

activity.

Preparation and pacing – Doing the hard work of pre-planning and preparing ample

activities and materials allows educators to focus on the lesson momentum. Good pacing

reduces dead time and keeps students involved and on task.

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Innovative educators use many interactive strategies during the first three steps and particularly

during guided practice. Here is an annotated list of well-recognized, interactive teaching

strategies:

Limit lecture time to 15-20 minutes and give students two or three opportunities within

the lecture period to answer questions or Think/Pair/Share (see below)

Use small group work (cooperative learning groups) to learn new information and model,

practice or review a learning goal

Employ a variety of interactive methods during a lesson; including:

o Think/Pair/Share - Think about what you heard/learned, turn to a neighbor and

share your thoughts in a very short time period

o Buzz Session – give small groups a specific problem to solve in a short time

period, monitor their work together and ask them to report their findings

o Case Study – provide small groups with an open-ended situation that requires

analysis, discussion and conclusions/recommendation(s) then groups deliver oral

or written report

o Incident Process – give small groups a real life incident or problem and ask the

group to discuss it and develop a solution

o Question & Answer Period –

following a brief topic introduction and before a lecture, ask students to

write their questions on index cards and collect cards before the lecture,

then during the lecture read and answer the student-generated questions

have a random method of selecting the student to answer questions, e.g.

names written on popsicle sticks or index cards drawn out of a bin,

computer selected students, previous responder selects next student

ask open-ended, critical thinking questions that require thought, analysis,

evaluation with justification or synthesis

ask rapid-fire close-ended (single answer) questions

Joe Childers 3/25/2014

● 21st century teaching and learning: student centered and teacher as a facilitator.

● Authentic assessment: tasks or projects created that link to a real-world scenario and

have multiple solutions or multiple ways to find a solution (J. Childers, personal

communication, March 25, 2014).

.

● Authentic learning: real-world based role scenarios and problems, students work in

collaborative teams, teacher is facilitator (J. Childers, personal communication, March

25, 2014).

● Accommodation: extras provided to help students be successful such as extra them,

study guides, modified assignments, etc.

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● Differentiation: meeting the needs of all students.

● Content: curriculum changed and/or revised to help students have a better

understanding. Changes in curriculum based on student reading levels and understanding.

● Process: allowing student the choice of learning style and method to solving

problems and completing assignments (J. Childers, personal communication, March 25,

2014).

● Products: student choice in how content is presented and products created to show

mastery of content (J. Childers, personal communication, March 25, 2014).

● Learning environment: changes made in classroom to group students

heterogeneously or other ways to ensure the learning needs of all students are met (J.

Childers, personal communication, March 25, 2014).

● Engagement: level of student participation within the classroom.

● Formative Assessment: ungraded check ins with students to ensure learning. Occur

before, during, and after the lesson is presented.

● PLC: set weekly collaboration time for teachers to create authentic performance

tasks or assessments, discuss student needs, gain a deeper understanding of standards,

and analyze data. Administrators attend as well to gain a better understanding of

standards to help them with their walk throughs.

● Personalized Learning/ Student Centered Learning: learning in the classroom is

based around what the students need. Students discover learning through

experimentation, modeling, and research. Teacher is the facilitator in the classroom.

● Progress Monitoring: data collected and analyzed by he students and teacher to

ensure the standards are being met. Formative assessment and proficiency exams provide

the much-needed data to ensure students are successful on the summative assessments.

● Relevance: connections made to the students world and to their experiences. Content

directly relates to what the students will need for the future.

● Rigor: the level of thinking required for students to complete a task, project, or

assignment.

● Summative Assessment: exams given at the end for students to show the learning

they possess of the content. Examples include end of course test, final exams, unit test,

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and projects.

● Time on task: level and measurement of student engagement on the content

provided.