2nd 21st Century Cohort Training Session

1. 21st Century Skills Training
Session 2

2. Increase Technology Innovation Skills
Develop Understanding of Assessment for Learning
Utilize Professional Learning Cohort for Curricular Collaboration

3. • Beginning with the End in Mind
Assessment Foundation
• Multiple Intelligences
• Learning Environment Design
Lesson Design
• Skills
• NETS
21st Century Skills

4. Beginning with the End in Mind

5. ~ Rick Stiggins

6.  Lists of standards or learning outcomes seem to assume
that all students start in the same place, at the same
time, and proceed to learn in the same way. This has
never been true. Today, teachers find out what students
already know, can do, and can articulate, and then they
teach. The result is that teachers must learn more and
more ways to teach to an ever-increasing range of
student needs. One part of this challenge is having a
comprehensive understanding of one's subject matter, in
order to help students learn. The second challenge is
learning how to teach small groups within the class
rather than always teaching to the large group of
students. (Davies, Making Classroom Assessment Work,
p. 26)

7.  Teachers find that a description of what
needs to be learned helps students learn
more.
"Students can assess themselves only when
they have a sufficiently clear picture of the
targets their learning is meant to attain."
~ Black and William

8. Samples are important if quality classroom
assessment is going to be effective. Samples or
exemplars can be used by teachers when they:
Develop criteria with students
 Show the range of possible ways to represent
their learning (give evidence of learning)
 Assess and give descriptive feedback about
student work
 Help others understand more about student
learning

9. Setting and Using Criteria (Gregory, Cameron,
and Davies 1997) outlines a process for
developing criteria with students:
1. Make a brainstormed list
2. Sort and categorize the list
3. Make and post a T-chart
4. Use and revisit and revise

10. There are three general sources of assessment
evidence gathered in classrooms:
 Observations of learning
 Products students create
 Conversations- discussing learning with
students

14.  Research shows students gain 55% to 59%
in achievement test scores when teachers
instruct using the students' preferred
sensory and perceptual modes (Dunn, 1990;
Hart, 1998).
Multiple Intelligences Test

15.  Insights from Brain Research and
Pedagogical Theory
 Judith V. Boettcher

16. 1. Every structured learning experience has
four elements with the learner at the
center
 The Learner
 The Mentor/Faculty
 The Knowledge
 The Environment

17. 2. Every learning experience includes the
environment in which the learner interacts
 A well-planned course provides a variety of
interaction choices for students
 By ensuring multiple channels of
communication, engagement and collaboration
within the design of the course, faculty
members provide a richly textured
environment that can accommodate a full
range of student needs and learning styles

18. 3. We shape our tools and our tools shape us
 Learning occurs only within a context
 Many teachers have been surprised by the
shifts in learning dynamics and relationships
created by digital tools; at the same time, many
teachers are now enthusiastically embracing
these changes as they recognize the many
benefits of learners becoming more engaged
and active in their learning

19. 4. Faculty are the Directors of the Learning
Experience
 The role of the faculty is to design and
structure the course experiences, direct and
support learners through the instructional
events, and assess the learner outcomes

20. 5. Learners bring their own personalized
knowledge, skills and attitudes to the
learning experience
 Most courses are designed with a set of core
concepts and knowledge for students to learn
 If we do our job of teaching well, our students
integrate those new concepts into their unique
knowledge structures, richly expanding their
useful knowledge

21. 6. Every learner has a zone of proximal
development that defines the space that a
learner is ready to develop into useful
knowledge
 According to Vygotsky, a student’s zone of
proximal development (ZPD) is... The distance
between the actual developmental level as
determined by independent problem solving and
the level of potential development as determined
through problem solving under adult guidance or
in collaboration with more capable peers. (1976,
86)

22. 7. Concepts are now words; Concepts are
organized and intricate knowledge clusters
 Concept formation is not a one-time event;
rather, it is a series of intellectual operations
including the centering of attention,
abstracting, synthesizing, and symbolizing
(Vygotsky 1962)

23. 8. All learners do not need to learn all course
content; All learners do need to learn the
Core Concepts
Application of core concepts in unique
contexts of their own choosing
Application of core concepts to solve
complex problems
Initial application of core concepts to
solve problems
Core Concepts

24. 9. Different instruction is required for
different learning outcomes
 What a faculty member does makes a
difference in what students do, in what
students learn, and in what concepts students
may or may not develop.

25. 10. Everything else being equal, more time-on-
task equals more learning
 As students spend more time interacting with
information and practicing skills, the more
proficient, accomplished, and confident they
will become.
 Learning can be more efficient if we organize
information into chunks

28.  Digital-Age Literacy
 Basic, Scientific, Economic, and Technological
Literacies
 Visual and Informational Literacies
 Multicultural Literacies and Global Awareness

29.  Effective Communication
 Teaming, Collaboration and Interpersonal Skills
 Personal, Social and Civic Responsibilities
 Interactive Communication

30.  Inventive Thinking
 Adaptability, Managing Complexity, and Self-
Direction
 Curiosity, Creativity and Risk-taking
 Higher-order Thinking and Sound Reasoning

31.  High Productivity
 Prioritize, Plan and Manage for Results
 Effective use of Real-world Tools
 Relevant, High-quality Products

32. 1. Facilitate and Inspire Student Learning and
Creativity
2. Design and Develop Digital-age Learning
Experiences and Assessments
3. Model Digital-Age Work and Learning
4. Promote and Model Digital Citizenship and
Responsibility
5. Engage in Professional Growth and
Leadership

33. 1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and
Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts