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Principals of 21 st Century Teaching

Principals of 21 st Century Teaching. Facilitated by Sherry Crofut. This Week’s Agenda. Never Work Harder Than Your Students : Chapters One and Two Icebreaker Classroom Currency Strength-Based Instruction Metaphors Standards-Based Instruction Student Friendly Learning Goals

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Principals of 21 st Century Teaching

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  1. Principals of 21st Century Teaching Facilitated by Sherry Crofut

  2. This Week’s Agenda • Never Work Harder Than Your Students: Chapters One and Two • Icebreaker • Classroom Currency • Strength-Based Instruction • Metaphors • Standards-Based Instruction • Student Friendly Learning Goals • Assignment

  3. Icebreakers

  4. Start Where Your Students Are • These are the students you have • Parents aren’t keeping the “good” ones at home – they send you the best they have • Recognize what existing knowledge students have about the topic, then create connections • Content Knowledge • Procedural Knowledge

  5. Classroom Currency

  6. Help Students Spend Their Currency

  7. Help Students Acquire New Currencies

  8. Predictors of Success Beyond the SAT

  9. A Framework for Understanding Poverty by Ruby Payne

  10. Hidden Rules/Mental Models

  11. Leaving Poverty

  12. A Strengths-Based Approach • If I look through a DEFICIT LENS, I am likely to… • Look for deficits • Take control or rescue • Give ultimatums/advice • Tell • Focus on problems • See the family as incapable • Wait for the finished product • See service providers as experts • Impose change/limits • Expect inaction or failure • Label • Deflate family’s hope

  13. A Strengths-Based Approach • If I look through a RESOURCE LENS, I am likely to… • Look for the good • Empower families • Create options • Listen • Focus on strengths • Put the responsibility on the family • Acknowledge progress • See the family as experts • See the family invested in change • Help identify resources • Avoid labeling • Inspire with hope

  14. What is a Strength?

  15. Classroom Community • How do you build a classroom community? • What are some of your classroom’s characteristics or structures that allow students to spend their currency or to acquire new currencies?

  16. Stages of Standards-Based Instructional Design

  17. From Content Standardsto Big Ideas The Goldilocks Theory • Some standards are too big, • Some standards are too small, • Some standards are just right!

  18. Clarifying Content Priorities

  19. Making Learning Goals Concrete 1. Students will write for a variety of purposes. 2. Students will think like scientists. 3. Students will complete a research project. 1. Students will write to explain, to inform, and to persuade. 2. Students will apply the scientific method to solve a problem. 3. Students will 1. Select a topic of interest. 2. Brainstorm ideas for research. 3. Narrow those ideas. 4. Find existing information on that topic. 5. Use the existing information to support an idea. 6. Share this information in an approved format

  20. OF and FOR Assessment - Purpose Assessment OF Learning (Summative Assessment): How much have students learned as of a at a particular point in time? Assessment FOR Learning (Formative Assessment): How can we use assessments to help us with instruction so students learn more?

  21. Which is Which? It isn’t the method that determines whether the assessment is summative or formative… it is how the results are used.

  22. Assignment • Create your own graphic organizer for something you will be teaching soon. • You may use one of the free online tools I have listed or work it through in your own way.

  23. Unit Template • Jackson provides a sample unit template on her website. Take a unit that you already teach and use it as the basis for completing this template. • Collaborate with a partner if you can! • Post your “new” unit in the wiki.

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