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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).
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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,
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
communication, March 19, 2014).
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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.
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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.
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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.
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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:
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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.
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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).
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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).
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
communication March 24, 2014).
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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.
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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.
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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.
PRINCIPAL RESPONSES-COMMON LANGUANGE
20
▪ 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
PRINCIPAL RESPONSES-COMMON LANGUANGE
21
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
PRINCIPAL RESPONSES-COMMON LANGUANGE
22
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
PRINCIPAL RESPONSES-COMMON LANGUANGE
23
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.
PRINCIPAL RESPONSES-COMMON LANGUANGE
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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
PRINCIPAL RESPONSES-COMMON LANGUANGE
25
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
PRINCIPAL RESPONSES-COMMON LANGUANGE
26
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.
PRINCIPAL RESPONSES-COMMON LANGUANGE
28
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
PRINCIPAL RESPONSES-COMMON LANGUANGE
29
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:
PRINCIPAL RESPONSES-COMMON LANGUANGE
30
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
PRINCIPAL RESPONSES-COMMON LANGUANGE
31
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.