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Last 4 Modules > Changing Paradigm What > How > How do students understand?. Objectives for Today:. Characteristics of Effective Instruction Review Teaching for Understanding Deep Conceptual and Procedural Knowledge around Essential Concepts and Skills

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Last 4 Modules > Changing Paradigm

What > How > How do students understand?


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Objectives for Today:

  • Characteristics of Effective Instruction

    Review

    • Teaching for Understanding

  • Deep Conceptual and Procedural Knowledge

  • around Essential Concepts and Skills

    • Assessment for Learning

    • Rigor and Relevance

      Introduce:

  • Student-centered Classrooms

  • Teaching for Learner Differences


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Teaching

for

Understanding

Make learning a long-term, thinking-centered process - engagement

-David Perkins


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Teaching for UnderstandingSix Attributes

  • Connect new learning and prior knowledge

  • Make learning a long-term, thinking-centered process - engagement

  • *Rich, ongoing assessment - metacognition

  • *Support learning with powerful representations

  • Heed developmental factors

  • *Teach for transfer - interdisciplinary/cross curricular


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Assessment for

Learning

Formative Assessment -

Provides feedback to adjust ongoing teaching and learning


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Definition of Formative Assessment

  • Ongoing process - A process used by students and teachers as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content.

  • Clear learning targets - As assessment for learning, formative assessment practices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback.

  • Research - Research shows impacts student learning more than nearly any other instructional practice, and the ability to self-assess, track learning, and set goals.


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Characteristics of Assessment for Learning

  • A process to inform instruction

  • Is a planned, ongoing process

  • Provides students with clear learning/conceptual targets

  • *Used by teachers and students - key to differentiation

  • Provides feedback to adjust instruction

  • Helps monitor student’s own learning targets

  • Includes criteria for success

  • Includes regular, descriptive feedback


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Rigor

and

Relevance


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Rigor and Relevance Definition

  • Framework - The components of this Characteristic reflect the basic tenets that are found in the Rigor and Relevance Framework.

  • Challenge and Value Beyond the Classroom - Teachers provide students with challenging content that is significant to a topic and engage students in higher levels of thinking, help students build connections between the content and their personal lives, and ask students to produce products that have value beyond the classroom.


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Rigor and Relevance Framework

Evaluation 6

Synthesis 5

Analysis4

Application 3

Comprehension 2

Awareness 1

KNOWLEDGE

APPLICATION


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Rigor and Relevance

  • Provide challenging content that is significant to work

  • Engages students

  • Provides opportunities for:

    • Authentic work

    • Analysis and synthesis

    • Interpretation

    • Integrating learning into students’ lives


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Rigor and Relevance

  • It is not:

    • Repetitive

    • Routine

    • Rote memorization

    • Work that requires little thought


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Characteristics of Effective Instruction

Today…let’s introduce:

  • Student-centered Classrooms

  • Teaching for Learner Differences



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Student Centered Classrooms

  • In a Student-Centered Classroom, teachers consider the Essential Concepts and Skills of the Iowa Core Curriculum and …(video clip)

    • Weave concepts of ICC into what students are interested in learning, e.g., PBL

    • Give opportunities for students to construct knowledge based on authentic, challenging experiences

    • Build assessments around meaningful performances in real-world contexts

  • Review handout - What it is and is not…



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Teaching for Learner Differences

  • All teachers must be engaged in Teaching for Learner Differences if they intend to affect the learning of each and every student.

  • Teachers must continually strive to add teaching strategies to their “tool kit”.


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Teaching for Learner Differences

  • Add strategies to toolkit:

    • Includes high expectations for all students

    • Uses assessment data to make instructional decisions

    • Provides access to the general education curriculum for all students

  • Review handout - what it is and is not


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Creating Learner-Centered Classrooms: Dreams and Practices

  • Read Article:

    • Science lesson - engaging in inquiry

    • Prior knowledge

    • Pondering their observations

    • Constructing own knowledge

  • Alignment with ICC:

    • From Science as Inquiry: Plan and conduct simple investigations

    • From Physical Science: Understand and apply observable and measurable properties of objects.


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“Creating Learner-Centered Classrooms: Dreams and Practices”

Directions:

  • See Student-centered Classrooms and Teaching for Learner Differences handouts.

  • In the article, Creating Learner-Centered Classrooms: Dreams and Practices, read to the end of the first paragraph on the page two.

  • Record connections you make between the article and the details around Student-centered Classrooms and Teaching for Learner Differences.

  • Share your connections with your Leadership Team.

  • Identify a reporter to share out the connections.


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“…it is necessary to go deeper and address the most important condition for successful school reform, namely, the quality of classroom instruction.”

Breakthrough

Fullan, Hill, and Crevola , 2006


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http://www.edutopia.org/beginning-journey-five-year-olds-drive-their-own-pbl-projectshttp://www.edutopia.org/beginning-journey-five-year-olds-drive-their-own-pbl-projects

“Beginning the Journey: Five-Year-Olds Drive Their Own PBL Projects”

Student-driven projects, enhanced by technology, launch kindergartners

on a journey of lifelong learning.

Summary Activity - Look for qualities of student centered classrooms

and teaching to learner differences.


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