163 Search Results for "philadelphia"

• Strengthening Curriculum and I Strengthening Curriculum and Instruction in a 21st century world

  • From: Elliott_Seif
  • Description:

    This commentary examines criteria for selecting effective curricula and instructional models in a 21^st century world, and also provides eight examples of relatively unknown yet powerful curricula-instructional programs that should be considered for adoption.

     

    In the same way that it is hard to build a building without an architectural blueprint, so too it is hard for a teacher to be effective without strong curricula-instructional frameworks. Curricula/instructional frameworks lay out the goals, methods, strategies, approaches, assessments, and resources needed for successful teaching and learning. The better the framework, the more likely will be the sturdiness of the foundation and the effectiveness of instruction. The more that curricular-instructional models available to teachers are consistent with the goals and practices of the teacher and school, and the needs of students, the more likely it is that teaching will have good results.

     

    Just imagine how an architectural blueprint influences and affects the construction of a building. Building construction based on a poor design may make it difficult to walk from one part of the building to another, make communication among building occupants difficult, make furniture arrangements impossible, make lighting too dark or too light, make the building safe or unsafe. In the same vein, a poorly designed curriculum may lead to too many unclear, vague goals that do not match student needs, include too much to teach, limit “deeper understanding” of a subject, teach the wrong skills, provide few connections between its different parts, have little meaning for learners, foster passive learning, and make alignment of content among teachers and grade levels difficult. When teachers work from poorly designed curricula and instructional frameworks, they have to work very hard to redo the curricular and instructional practices encouraged by these frameworks, and many times powerful learning is difficult if not impossible to create within the given framework.

     

    What are the components of successful curriculum/instructional frameworks for teaching in a 21^st century world? Some framework characteristics might include:

    • Meaningful, worthwhile core goals focused around essential questions, big ideas, understandings and key 21^st century skills;
    • An emphasis on developing student understanding, concepts, and content relationships and connections over time;
    • A focus on important skills, attitudes and values, such as positive attitudes towards learning, the importance of effort, research and study skills, openness to new thoughts and ideas, scientific experimentation, curiosity, self-reflection, thoughtfulness, creativity, application and transfer, multiple forms of communication, and conflict resolution/collaboration;
    • The use of multiple types of readings and resources that foster the development of literacy skills and can be integrated into instruction;
    • “Deeper” learning instructional strategies that go well beyond coverage and superficial textbook learning, “drill down” to promote understanding and thoughtfulness, encourage effective writing and discussion, and promote student interest, motivation, inquiry, research, and active engagement;
    • Multiple types of both formative and summative assessments, including authentic performance tasks, teacher observations, self-reflections, writing of all types, and on-going feedback strategies designed to improve student work;
    • A framework organization that is clear and coherent;
    • Appropriate and realistic use of technology as a helpful tool for reaching goals;
    • Realistic learning time frames that distinguish between core and supplemental learning;
    • Support and enrichment activities;
    • Alignment among goals, materials, strategies, and assessments;
    • Links with goals, curricula and instructional approaches across grade levels and subjects.

     

    Teachers, schools and districts need to regularly review their curricular programs in order to update them and create programs more attuned to this new age that we live in. Ultimately, this will make a huge difference for children in this new age.

     

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    The following curricula and instructional models exemplify powerful “21^st century” program elements built around many or most these criteria. You are probably unfamiliar with most or all of them. They, and programs like them, should become familiar to educators and achieve greater use throughout the educational community.

    NOTE: Many of their descriptions are adapted from the program’s website.

     

    1. LITERACY DEVELOPMENT

     

    SERP-Word Generation for the Middle School

    SERP - Word Generation is a research-based, highly motivating “vocabulary” development program for middle school students designed to teach words through language arts, math, science, and social studies classes. The program consists of weekly units, each of which introduces 5 high-utility target words through brief passages describing controversies currently under debate in this country. The paragraphs are intended to help students join ongoing "national conversations" by sparking active examination and discussion of contemporary issues. The target words are relevant to a range of settings and subject areas. The cross-content focus on a small number of words each week will enable students to understand the variety of ways in which words are related, and the multiple exposures to words will provide ample opportunities for deeper understanding.

    The Word Generation program is designed to build academic vocabulary, i.e., words that students are likely to encounter in textbooks and on tests, but not in spoken language. Interpret, prohibit, vary, function, and hypothesis are examples. Academic vocabulary includes words that refer to thinking and communicating, like infer and deny, and words that are common across subjects, but hold different meaning depending on the subject, like element and factor. Both types of academic vocabulary are likely to cause problems with comprehension unless students have been taught how to deal with them.

     

    For more information, go to: http://wg.serpmedia.org

    For information about other SERP programs in development, go to: http://www.serpinstitute.org/2013/

     

    Other literacy development programs you might want to examine:

    Children’s Literacy Initiative (CLI) http://www.cliontheweb.org

    Reading and Writing Workshop: http://readingandwritingproject.com/about/overview.html

    100 Book Challenge: http://www.americanreading.com/products/100bc/

    Touchstones discussion Project: http://www.touchstones.org

    Jr Great Books Program:  

    http://www.greatbooks.org/programs-for-all-ages/junior/

    Educurious http://educurious.org

     

    2. CREATIVE THINKING

     

    Design Thinking

    Design Thinking is a structured approach to generate and develop new ways to solve difficult problems and challenges. Design Thinking starts with a challenge, and then works through a series of steps to help find creative solutions to the challenge, such as empathy, interpretation, brainstorming and choosing alternatives, building models, and planning for implementation. The process can be used to help solve school challenges or world-wide challenges. It includes learning additional skills such as finding reliable information, developing surveys and questionnaires, and building interview skills. It can be adapted to be used with students at all ages.

     

    Other creative thinking programs you might want to explore:

    Creative Problem Solving: http://www.creativeeducationfoundation.org

    The Future Problem Solving Program: http://www.fpspi.org

     

    3. POSITIVE ATTITUDES, VALUES, AND COMMUNICATION SKILLS

     

    Champions of Caring: Journey of a Champion Middle and High School Programs

    The Journey of a Champion Middle Grades curriculum is a year-long course of study divided into 4 modules. It promotes academic excellence, character development, service-learning and citizenship. The curriculum is a catalyst for encouraging caring, thoughtfulness and good judgment through service and civic participation.  Students gain civic engagement skills as they design community and school service projects. Civic skills developed include: 


    • Designing and implementing community interviews and surveys
    • Service-learning/community project development and assessment
    • Self-reflection
    • Public speaking
    • Persuasive writing skills
    • Conflict resolution and problem solving
    • Leadership and team building
    • Professional etiquette and work readiness
    • Building a personal portfolio

     

    The Journey of a Champion High School Program is a character education and service-learning curriculum for students in grades 9-12. Through this program, students learn how to act as responsible, caring and involved citizens who respect themselves and others and succeed academically.

    Journey of a Champion invites students to learn about and reflect on the challenges they and their contemporaries face. It places those challenges in a historical context and leads students to develop strategies and skills that will help them confront those challenges. The journey "destination" is students creating and planning sustainable service and civic participation. The curriculum affects positive change in students by:


    • Developing character through community involvement
    • Engaging students in active learning that demonstrates the relevance and importance of academic work for their life experiences and career choices
    • Increasing awareness of past and current social issues
    • Broadening and deepening perspectives of diversity issues, causes and solutions to conflicts, respect for self and others in their communities
    • Enhancing critical thinking skills, with particular emphasis on conflict resolution, decision-making, and problem solving.

     

    For more information, go to: http://www.championsofcaring.org

     

    Other programs to look at:

    Second Step: http://www.cfchildren.org/second-step.aspx

     

    4. ECONOMICS AND ENTREPRENEURSHIP

     

    Network for Teaching Entrepreneurship (NFTE)

    Entrepreneurship education is a tool that can equip young people to not only start businesses and create jobs, but also to be opportunity-focused, flexible employees ready to fill existing jobs.

    NFTE fosters the creation of entrepreneurship skills, businesses and the development of an adaptable, driven and opportunity-focused workforce that ultimately promotes economic stability.  External research has shown that NFTE graduates start and maintain businesses at substantially higher rates than their peers. Other research findings indicate that students develop:

    • Increased interest in attending college
    • Greater occupational aspirations
    • Improved scores in independent reading

     

    Working with schools in low-income communities where at least 50% of the students are eligible for free or reduced price lunch, NFTE targets young people who are at risk of dropping out of school, and helps them graduate with their own personal plans for success. The program, Highly Academic, is a semester or year-long class with a NFTE-certified teacher who guides students through one of the curricula: Entrepreneurship: Owning Your Future  or Exploring Careers for the 21st Century. Lessons include the concepts of competitive advantage, ownership, opportunity recognition, marketing, finance, and product development - and all tie back to core math and literacy skills. Lessons include field trips, games and experiential activities. Classes regularly have guest speakers. Students are paired with coaches who help students work on their business plans, and business plan competitions are judges by local entrepreneurs and business people.

     

    Each young person who takes a NFTE class works toward completing a business plan, then goes on to present and defend it in a classroom competition. The winners of these competitions go on to compete in citywide or regional competitions, with the hopes of reaching our annual national competition.

     

    For more information, go to: http://www.nfte.com

     

    Other Economic-Entrepreneurial Programs:

    General information about entrepreneurial education programs can be found at: http://www.entre-ed.org

    Information about Economic and Financial Education resources can be found at: http://www.councilforeconed.org

     

    5. INQUIRY-BASED SCIENCE

     

    Full Options Science System (FOSS)

    Science is an active enterprise, made active by our human capacity to think and “search for the truth”. Scientists value open communication, investigation, and good evidence for drawing conclusions. Scientific knowledge advances when scientists observe objects and events, think about how they relate to what is known, test their ideas in logical ways, and generate explanations that integrate the new information into the established order. Thus the scientific enterprise is both what we know (content) and how we come to know it (process). The best way for students to appreciate the scientific enterprise, learn important scientific concepts, and develop the ability to think critically is to actively construct ideas through their own inquiries, investigations, and analyses.

     

    The FOSS program was created to engage students in these processes as they explore the natural world. FOSS program materials are designed to meet the challenge of providing meaningful science education for all students in diverse American classrooms and to prepare them for life in the 21st century. Development of the FOSS program was, and continues to be, guided by advances in the understanding of how youngsters think and learn.

     

    FOSS K–6 is a complete program consisting of 26 modules for self-contained elementary classrooms. The components exclusive to K–6 are

    • Teacher guides for K–6
    • Equipment kits for K–6
    • Teacher preparation videos for K–6
    • FOSS Science Stories and Spanish Editions

     

    FOSS Middle School components consist of nine units for students and their teachers in departmental science grades 6–8. Each unit requires 9–12 weeks to teach. The Middle School program includes the following five interconnected components:

    • Teacher guides for middle school courses
    • Equipment kits for middle school courses
    • Lab Notebooks for students
    • Resources books for students
    • CD-ROM for middle school courses.

     

    Two components that apply to both FOSS K–6 and FOSS Middle School are the FOSS Assessment System and FOSSweb.com.

     

    For more information, go to: http://www.fossweb.com

     

    Other programs to consider:

    Active Physics: (high school): http://its-about-time.com/htmls/ap.html

    GEMS (K-8):

    http://www.lawrencehallofscience.org/programs_for_schools/programs/gems

     

    6. CONCEPTUALLY-ORIENTED MATHEMATICS

     

    Cognitively Guided Instruction

    Cognitively Guided Instruction (CGI) is a professional development program that increases teachers’ understanding of the knowledge that students bring to the math learning process and how they can connect that knowledge with formal concepts and operations. The program is based on the premise that children throughout the elementary grades are capable of learning powerful unifying ideas of mathematics that are the foundation of both arithmetic and algebra. Learning and articulating these ideas enhance children's understanding of arithmetic and provide a foundation for extending their knowledge of arithmetic to the learning of algebra.



     

    CGI is guided by two major ideas. The first is that children bring an intuitive knowledge of mathematics to school with them and that this knowledge should serve as the basis for developing formal mathematics instruction. This idea leads to an emphasis on working with the processes that students use to solve problems. The second key idea is that math instruction should be based on the relationship between computational skills and problem solving, which leads to an emphasis on problem solving in the classroom instead of the repetition of number facts, such as practicing the rules of addition and subtraction.

     

    With the CGI approach, teachers focus on what students know and help them build future understanding based on present knowledge. The program aims to improve children's mathematical skills by increasing teachers' knowledge of students' thinking, by changing teachers' beliefs regarding how children learn, and by ultimately changing teaching practice. In 1996, CGI was extended into the upper elementary school levels to assist first through sixth grade teachers in integrating the major principles of algebra into arithmetic instruction.

     

    There is no set curriculum. Teachers use the CGI framework with existing curriculum materials, or they use CGI principles to help develop their own math curriculum.

     

    For more information, go to: http://www.promisingpractices.net/program.asp?programid=114#programinfo

     

    Other math programs that might be considered:

    Project Seed: http://projectseed.org

    Interactive Mathematics Program (IMP)(High School): http://mathimp.org/general_info/intro.html

     

    7. SOCIAL STUDIES/CIVICS PROGRAMS

     

    Social Studies School Service

    Social Studies School Service offers teachers, K-12, a variety of alternative and unique materials, programs, and curricula for social studies at all levels. The materials have been developed for the many aspects of social studies – government, history, geography, and civics – and often are interdisciplinary, incorporate conceptual understanding, develop research skills, big ideas and essential questions, and use data-based test questions (DBQ’s), performance tasks, and multiple readings. Catalogues of available materials are frequently sent out and shared.

     

    For further information, go to: www.socialstudies.com

     

    Other social studies/civics programs to consider:

    Teacher’s Curriculum Institute social studies programs: www.teachtci.com

    Center for Civic Education: http://new.civiced.org

    Zinn Education: http://zinnedproject.org                                            

    A History of US: http://www.joyhakim.com/works.htm

    The Choices Program (Middle and High School): http://www.choices.edu

     

    8. STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS) PROGRAMS

     

    Engineering is Elementary

    EIE consists currently of twenty STEM units designed for the elementary grades. Each EIE unit ties in with an elementary science topic and is meant to be taught either concurrently or after students learn the appropriate science content in life science, earth and space science and physical science areas. Each unit has five “lessons” (lessons can be more than one day).

    The units attempt to combine learning in a science area with engineering concepts. Engineering projects integrate other disciplines. Engaging students in hands-on, real-world engineering experiences can enliven math and science and other content areas. Engineering projects can motivate students to learn math and science concepts by illustrating relevant applications. They foster problem-solving skills, including problem formulation, iteration, testing of alternative solutions, and evaluation of data to guide decisions.

    Learning about engineering increases students' awareness of and access to scientific and technical careers. The number of American citizens pursuing engineering is decreasing. Early introduction to engineering can encourage many capable students, especially girls and minorities, to consider it as a career and enroll in the necessary science and math courses in high school.

     

    For more information, go to: http://www.eie.org/

     

    Other STEM examples:

    Engineer Your World: http://www.engineeryourworld.org (high school)

    Project Lead the Way: http://www.pltw.org (high school)

     

     

    Some Final Thoughts

     

    Every school and district should have some mechanism to help staff members regularly review the many available potential curriculum and instructional programs and approaches, and to select those that provide students with opportunities based on the criteria suggested at the beginning of this commentary, such as focused, meaningful goals; targeted key skills, attitudes and values; multiple formative and summative assessment options; a focus on deeper learning; and active student engagement and inquiry.[i]

     

    The programs listed above are only some examples of the many powerful curricula and instructional options that are often neglected and put into place too infrequently in schools and classrooms.[ii] Many others that meet the criteria cited above and match 21^st century goals should be considered. Through continual review and renewal, every District should move towards having a set of powerful curricula and instructional programs, tied to appropriate staff development training, that help prepare students to live in a 21^st century world.

     

    We also now have the technology to develop curriculum review websites, comparable to Amazon’s book service and reviews or TripAdvisor’s travel site that rates hotels and bed and breakfasts in all parts of the world.  The website should include a comprehensive set of curriculum programs, all reviewed by experts and rated by users. Such a site would provide educators with data that would be helpful in a curriculum review and renewal process.

     

    
    

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    [i] For additional information about curriculum renewal criteria and strategies, go to www.era3learning.org, then to resources, then to curriculum renewal, and then to the article by Elliott Seif, Reconfiguring Learning Through Curriculum Renewal (unpublished).

    [ii] For more information about curriculum selection criteria and additional alternative curricular and instructional programs in many subject areas, go to: www.era3learning.org, then to the resource page, then to the meaningful curriculum section.

  • Blog post
  • 2 weeks ago
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• A Learning-Centered Checklist A Learning-Centered Checklist for 21st Century Classrooms, Schools and Districts

  • From: Elliott_Seif
  • Description:

    The current requirement that public and charter school students demonstrate their proficiency through standardized, top down tests has in many schools narrowed the curriculum, increased sterile test-prep classroom activities, and focused the public measurement of school and student success narrowly and imperfectly around a few traditional tests. This “test-centered” focus makes it more difficult for many schools to educate and assess students so that they are prepared for a world with exploding amounts of knowledge, fundamental changes in technology, and the new skill sets required for successful careers.

     

    By contrast, a “learning-centered” focus starts with establishing meaningful, purposeful educational outcomes for a 21^st century world, such as preparing students for both lifelong learning and citizenship, focusing on the development of key skills for a new era, and customizing learning in order to develop each student’s talents, interests and abilities.

     

    Based on the above learning centered outcomes, here is a checklist of potential characteristics and qualities that we might expect to observe in classrooms, schools and districts:

     

    √ A conscious effort to develop positive learning attitudes and values, such as curiosity, wonder, responsibility, motivation, persistence, effort makes a difference, and collaboration.

     

    √A “deeper learning” curriculum in all subject areas, including the arts and social studies, that help students build focused networks of core background knowledge and understandings about the world around them.

     

    √Inquiry based learning approaches that engage students in learning and support the development of critical learning skills, such as questioning and problem finding; reading for understanding; processing information and data; many types of writing; research and study skills; logical, inductive and creative thinking; discussion and presentation skills.

     

    √Preparation for citizenship through rigorous, engaging, interactive history, geography, current events, and service-learning experiences.

     

    √Customized learning opportunities that develop individual interests, talents and strengths, as when students can choose from an extensive array of classroom, school, curricular and extra-curricular activities and electives[i].

     

    √ Research projects, field trips and other experiences that help students connect to “real world” events, activities, and individuals.

     

    √ Internships and Internet course options for high school students that expand student horizons.

     

    √An accountability system that uses multiple types of assessments to determine student progress and success[ii], such as writing of all kinds, research projects and performance tasks, essay tests, self-reflections, and plans for the future. Traditional tests are only a small part of the assessment process. Student portfolios – collections of student work - become part of a multi-faceted growth and evaluation process.

     

    √Technology in the service of all of the above that supports students as they conduct research, process information, develop and write papers, collect work in electronic portfolios, create on-line presentations, conduct simulations, contact outside experts, and the like.

     

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    Does your classroom, school or district have a test-centered or a learning-centered approach to teaching and learning? Are the above components in place in your classroom-school-district? Not all of the checklist may be appropriate for your own situation, so feel free to adapt, change and add as necessary. Use this guide and checklist as a catalyst for your own thinking, discussion, and planning.

     

    Many will say that these ideas are unrealistic in light of the current emphasis on standardized tests, state standards, and the Common Core standards. My view is that a systematic learning-centered education will provide a long-term vision of a good 21^st century education that will be a framework for educating students for many years to come. With a meaningful and purposeful learning-centered framework, students will be well prepared for standardized tests, programs will satisfy Common Core standards requirements, and we will be ready for any other regulations and changes that come down the pike!

     

    We can only hope that, instead of a test-centered approach, “learning-centeredness” -defining and implementing a set of 21^st century student learning outcomes, assessments, and practices - will become the predominant educational focus for governments at all levels, the educational community, and the public at large in order to think about, define and plan for educational excellence in the future.

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    Elliott Seif is a long time educator, teacher, college professor, curriculum director, ASCD author, school volunteer, and Understanding by Design trainer. You can read more about this learning centered approach to education in a new age at his website: www.era3learning.org

     

     

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    [i] Thematic schools, such as schools for the arts, sciences, engineering, business, culinary arts, and the like, would be likely to customize according to their themes.

    [ii] This broadened accountability system suggests a different way for individual classrooms, schools and districts to judge success and achievement. For example, school superintendents might present a more complex picture of accountability to the public and school board by providing examples of the types of student work completed at different levels (average, excellent, and poor, with percentages of each), examples of books read by students at different levels, sample self-reflections, student survey data, research paper examples, and student presentations. The same broad-based data might also be presented by schools and individual teachers. While this data may be harder to collect and summarize, they should give a much better picture of student success and achievement.

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  • 1 month ago
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• Thirteen Ways to Build Positiv Thirteen Ways to Build Positive Learning Attitudes: a Key to Successful Teaching

  • From: Elliott_Seif
  • Description:

    NOTE: I recently posted a commentary on ASCD Edge (co-authored with Jay McTighe) identifying ten research-based beliefs about teaching and learning and their implications. #7 was:

    Attitudes and values mediate learning by filtering experiences and perceptions. Therefore, teachers should understand how student attitudes and values influence learning and help students build positive attitudes towards learning.

    This commentary elaborates on that belief, suggests its importance, and describes more ways to implement it.

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     In America, especially during the progressive education era and the “open education” years, building positive attitudes towards learning, motivating students, creating interest in learning, making learning relevant, and yes, even promoting the joy of learning were important aspects of educational planning, development and practice. The belief during these time periods was that building curiosity, expanding student interests, and making learning relevant and interesting would promote active student inquiry, build on a natural human inclination to learn, and help create an educational environment in which students would WANT to learn.

     

    Unfortunately, this emphasis has been mostly lost, even negated, in the push for teaching “the basics”, often through worksheets and drills, and then with the more recent focus on passing high risk standardized tests, teaching skill based reading and math, and cutting back on “frills”, such as the arts and social studies. Today, it is hard to find schools where curiosity, interest in learning, being motivated to learn, and making learning joyful are as important as doing well on standardized tests, taking four years of English, or passing AP courses. These goals are also missing from any meaningful discussion about what we want to accomplish with our students, what we will assess, and what kind of learner we want to graduate.

     

    Yet, if we really want to encourage students to learn, grow, succeed and achieve in a 21^st century world, if we truly want them to be lifelong learners in a world of rapid change, social media, access to technology, and transformative job development, we will need to create a new and different kind of approach, one that puts curiosity, motivation, interest, and joy back into the learning equation. What primarily distinguishes our country from the rest of the world, what makes us unique, is not how well we take tests, but the unusual amount of curiosity, individual talent, creativity, ingenuity, and interest in learning and growing that comes from so many Americans and is developed in so many different ways. Bill Gates and Steve Jobs were unusual not only because of their drive, but also because they were curious about how things worked and how they were able to learn about things they were passionately interested in. Bill Gates became interested in computers in part because the opportunity to work with computers was presented to him in high school outside of his regular courses. Steve Jobs created the diverse calligraphies found on the Apple computer because he took a calligraphy course that interested him after he had left the formal college world. Their natural leadership inclinations happened because they were curious about and interested in computers, and because they knew that, in order to keep pace with others, they needed to grow, adapt and change.

     

    Unfortunately, due to the pressures to do well on standardized tests, to time spent on practicing for these tests, to the need to “get through” multiple topics required by coverage based standards, to the emphasis on getting more students to take AP courses, and so on, millions of children are lacking the kinds of positive learning experiences that support lifelong learning, increase curiosity, build individual talent, and make learning interesting, rewarding and just plain fun!

     

    How do we promote a focus on developing the positive learning attitudes and values identified in this commentary? A good place for an individual teacher or a faculty to start is to first examine and explore the following questions: What motivated you in school? What did you enjoy doing? What interested you? What types of activities piqued your curiosity? Spurred you to continue learning and growing? My guess is that many teachers would say that they enjoyed learning because they were good and successful at it! They were rewarded for what they did. They did well on tests. They were encouraged to build on their strengths. They liked hands on activities and projects. They were given choices. Few would say that they enjoyed being reminded of their failures, that they liked taking multiple-choice tests or doing worksheets, that they liked reading textbooks, that they found enjoyment in doing an activity that they didn’t understand or was so far above their abilities that they had no chance at success. Most probably had mentors and supporters in times of difficulty. Most had at least a few teachers who encouraged them who were good at explaining difficult concepts or who helped them “learn how to learn”. The list of answers might be expanded through reading articles and books on how to build curiosity, motivation, individual talents, and interest in learning.

     

    Once a list of answers is developed, then the following questions might be examined: What am I/are we currently doing that builds curiosity, interest, relevance, enjoyment, and the kinds of “learning to learn” skills and competencies that our students will need in the future? How do I/we implement and expand programs, approaches and activities in schools and classrooms that motivate and interest students in learning and create enjoyment?

     

    Based on my own informal research and discussions of this topic with teachers and others, here are thirteen suggestions as food for thought: 

    1. Reduce the emphasis on traditional testing as the key assessment tool, and focus on more “natural” and diverse assessment approaches such as essays and papers, reflective journals, oral presentations, and other demonstrations of their learning
    2. Create the expectation that effort makes a difference in learning. Help students understand that when someone works hard, they are more likely to succeed. Give students more opportunities to put effort into areas that interest them and that they enjoy.
    3. Include narratives on report cards that focus on individual strengths and interests.
    4. Where possible, instead of or in addition to reading textbooks, find and have students read and choose books that are interesting to them, that open them up to the world around them, that make them think!
    5. Focus primarily on student strengths and student success. For each student, consider “the glass as half full” rather than “the glass as half empty”. Encourage students as much as possible. Understand that not all students will be strong in all areas, and that it is important to help each student find his or her strengths and interests and to build on them. Also, see “failure” as an opportunity for student growth. Make it clear to students that not doing well is a cause for looking inside yourself to see how you can do something better (and that you will do the same). Give students more specific feedback, along with opportunities to redo their work and improve it. Provide mentors and tutors and other help and support for students who need it.
    6. Be willing to “slow down the learning process”. Focus learning on what you think is important. Figure out ways to teach an idea differently, and work on something for a longer period than you normally do if your students are not “getting it”. Figure out alternative ways to teach something if your approach isn’t working.
    7. Focus a good deal of your teaching on “learning how to learn” skill development. Read up on how to teach study skills, learning to learn skills, research skills, inquiry skills. Make sure that your students grow both in terms of content they learn and the “learning to learn” skills they need to develop in order to learn well in the future.
    8. Make “asking questions” central to your teaching and to your learning environment and school culture. Write course descriptions around key questions. Use essential questions to focus units, or have students develop essential questions as the focus for learning. As you teach, encourage students to ask clarifying and elaborative questions. Make it clear to students that no question is too small or too silly. Build open time for students to ask questions on the topics they are studying. Use “wait time” when you are asking for questions. Teach students study strategies such as SQ3R[i] that encourage students to turn statements (such as text headings) into questions., 
    9. Give students more choices and options – in the classroom, by offering many electives, through multiple extra-curricular options. Choices/options should give students opportunities to develop and expand their interests, see connections and relevance in what they are learning, and expand their talents.
    10. Use inquiry strategies, research skill building activities, interactive learning and projects as critical parts of teaching. Incorporate more interest based projects into your curriculum.
    11. Where possible, make learning experiences more “authentic”. For example, consider how learning about the American Revolution might be tied to a current event happening in the world. Visit the area surrounding the school to demonstrate how math might be used for everyday activity. Through surveys, encourage students to provide feedback on whether they feel that their learning is interesting, motivating, and relevant, and whether they are being encouraged to develop their talents and interests. Conduct student surveys to determine what types of school and classroom activities are most motivating and interesting. Create activities and experiences that enable students to get outside the school and learn from the outside world and perform community service.
    12. Create more ways to integrate learning across the curriculum and consider ways to redesign the curriculum. Use themes to create more interdisciplinary units. Connect separate subject areas, such as by teaching American history and literature in tandem so that history topics and specific literature that touch on similar time periods or themes are taught at the same time. When redesigning or renewing the curriculum, examine whether curriculum materials or programs have a significant component built around developing curiosity, motivation, relevance and interest.
    13. See yourself as helping students build “pathways to adult success”. How can your subject, your grade level, your school contribute to making these pathways smoother? How can you provide students with a concrete understanding of their future options? Can you take field trips to different places of business? Colleges and universities? Bring in speakers?

     

    In sum, a focus on how to create positive attitudes such as curiosity, interest, motivation and relevance leads to a very different way of thinking about school and classroom missions, outcomes, the learning environment, curriculum, instruction, and assessment. For example, instead of a focus on standardized tests passed by everyone, a portfolio assessment approach helps students focus on their individual strengths and reflect on what they have learned. Teachers concentrate on building student strengths rather than dwelling on their failures. Students are provided with opportunities to improve their work before they are graded. More choices and options are given to students in the form of classroom choices, electives, and enrichment activities. Some learning, such as research projects, is built around student interests. Many types of questions become more central to the learning experience. “Learning to learn” skills become a critical part of the classroom experience. There are more opportunities for students to make connections to the outside world in order to raise expectations and build motivation.

     

    These ideas are just some of the starting points for your own discussion on how to develop positive attitudes towards learning and build the individual curiosity, skills, talents, and interests that will propel our students towards a better life, towards continued learning, and towards “pathways to student success” in a 21^st century world. While this way of thinking might lead to a wide variety of suggestions and ideas, please remember: “A journey of a thousand miles begins with a single step”.

     

     

    
    

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    [i] SQ3R is a study guide model that is focused around:

    Surveying what you are reading;

    Questions: Turn chapter and section headings, titles, subheadings into questions;

    Read for the answers to each question;

    Recite your answers after each section – orally ask yourself the questions and summarize your answers;

    Review what you have learned.

     

    -------------------------

    Elliott Seif is a long time educator, teacher, college professor, curriculum director, ASCD author and Understanding by Design trainer. If you are interested in examining additional and related teaching and learning topics in order to help to prepare students to live in a 21^st century world, go to his website at:  www.era3learning.org

     

     

     

  • Blog post
  • 1 month ago
  • Views: 451

• Make Meaning and Purpose Key E Make Meaning and Purpose Key Elements of Teaching and Learning

  • From: Elliott_Seif
  • Description:

    

    I (with Jay Mctighe) recently posted a commentary on ASCD Edge about research-based beliefs about teaching and learning and their implications. The first one was:

    Learning is purposeful and contextual. Therefore, students should be able to see the purpose in what they are asked to learn. To create purpose, pose relevant and “essential” questions, create meaningful challenges, conduct investigations, and/or use inquiry/problem-based learning strategies.

    This commentary elaborates on that belief, suggests its importance, and describes more ways to implement it.

     

    Do you ever wonder why history facts that students have learned are not remembered after they are taught? Why many recent graduates can’t make change when they work at McDonalds? Why so many students remember so little from their previous grade level and courses?

     

    Powerful learning is purposeful, meaningful, and contextual to the learner! We are more likely to remember the times tables when we use it to find an area, or quickly figure out how much six of any one item will cost us. Addition and subtraction skills are more likely remembered when they frequently help us make and get change. Historical facts stay with us when they help us examine an issue in history and think about present day issues. Writing skills are less likely to atrophy if they help us communicate a powerful story or communicate a coherent and well thought out point of view that is acknowledged by others.

     

    Unfortunately, much of the time math and writing skills and historical facts are learned without enough application, without context, or without personal meaning. Math skills are learned as repetitious algorithms, sometimes with 25 similar problems at a time. Writing is boiled down to the five-paragraph essay formula. Historical facts are memorized in order to do well on the multiple-choice test. So why would our students remember facts and be able to apply skills? Why would they become good writers and use their voice to create meaningful communication?

     

    Standardized tests only compound the problem. Almost all standardized test questions are “decontextualized” through isolated multiple choice, matching, or fill-in-the-blank questions, short, artificial reading passages, decontextualized problems, and short essays that are mostly designed to see if students remember isolated facts or use low level thinking skills. Even tests of writing skills use artificial, formulaic rubrics to rate students on how well they did in their writing, sometimes scored by computers!

     

    While there are some people who are good at remembering isolated facts and figures, for most of us information and data fade away unless we integrate and connect them to previous learning or figure out how to use them in meaningful ways. Only when we find some use for our learning, some purpose, and use what we learn frequently in different contexts do we store it in a place for ready recall. When this doesn’t happen, students are more likely to do poorly on tests that measure knowledge or apply skills that have been taught and supposedly learned over time.

     

    What makes learning purposeful and contextual? My next door neighbor’s daughter, age 7, is constantly coming into our house with math mysteries -- giving us math problems to solve on the calculator. She loves to do that. She’s practicing her math skills on us! When my daughter was younger, she and a cousin would go around the house measuring the area of everything. The well-known math teacher, Kay Toliver, has created a series of materials and DVD’s that demonstrate her engaging teaching strategies, and in one of them she takes walks around the local school community with her students to discover how the math that she is teaching can be used to figure out the price of an item in a store, or to measure the area of a playground[i].

     

    Unfortunately, much of today’s commercial curricula and curriculum standards are focused on covering too much knowledge and teaching too many skills learned in too short a period of time! In Philadelphia, where I live, the social studies curriculum standards are chock full of so much content, taught is such short periods of time, that it is virtually impossible to teach social studies with any meaning and purpose. Over the years, I’ve examined too many curriculum guides and standards, observed too many teachers, watched too much passivity among students, and read too many traditional tests that emphasize the learning of too many inconsequential facts, trivial skills, and/or global generalities. For some reason, in a world of search engines that enable us to find large amounts of knowledge instantaneously, many still think that the more knowledge students are taught, the more educated they are. We’ve got to come around to the idea that meaningful learning puts greater emphasis on asking good questions, learning how to inquire, focusing on a relatively few core ideas and powerful learning to learn skills, giving students something important to think about, applying learning to new and novel situations, communicating well, giving them a reason to learn something, and slowing down the learning process.

     

    We as educators need to concentrate on and share ways to make learning more purposeful and meaningful for our students. We need to develop good reasons for students to learn what we think is important, put more learning in a larger context, help students make connections and develop networks of learning, and provide more opportunities to apply learning. Purpose and meaning can come in very different forms. Poetry or art education classes might include a discussion of the meaning of a poem or artwork, a comparison of poems or artwork from the same author or artist, and an opportunity for students to write their own poems or create their own artwork in the style of the author or artist. A history teacher might discuss what it was like to live in a different time and place and then explore the question: which time period would you rather live in? A statistics teacher might ask a group of students to create and conduct a survey, and then to tabulate reliable and valid survey data. Sometimes meaning and purpose is created simply by emphasizing the fun of solving mysteries and puzzles, of conducting a research project on something of interest, or of being hooked by a good story.

     

    The current emphasis on “standards” and standardized tests that promote out of context learning, without connections, without motivation and engagement, and without meaningful inquiry is one of the most serious problem in education today. The emphasis in many high schools on taking Advanced Placement tests that include too much knowledge and not enough meaningful and purposeful activity only exacerbates the problem. In place of AP classes, high schools need to offer in-depth elective seminars on a variety of topics that broaden student’s critical and creative thinking and interests, promote discussion, and offer opportunities for research into questions of interest. We need to increase the emphasis at all levels on implementing performance tasks and research projects that help students apply learning and see connections to the outside world. And we need to offer more opportunities for students to interact with the world outside classrooms and schools.

     

    There are ways to do this, and some are already available. Understanding by Design, published by ASCD, has at its core a planning process that promotes the development of unit based essential questions, big ideas that isolate critical knowledge and skills, performance tasks, and interactive, engaging instruction.  Project and problem-based design models, such as the project design approach developed by Buck Institute (www.bie.org) also promote meaningful, purposeful learning. Curricula already exist that focus on clarity of purpose, relevance, depth, contextual and meaningful learning[ii].

     

    Until teachers, schools and districts spend more time finding ways to make learning more purposeful, and to engage students in more meaningful learning, we will be teaching too much decontextualized information, ideas and skills that are hard to remember and limited in their usefulness. In a world of so much information and the technology that enables people to find information quickly, literally in the blink of an eye, some purposeless, sterile, decontextualized learning is bound to be part of the educational experience. But without a long-term focus on creating a more meaningful curriculum, too many educational experiences will be built around a traditional learning model that doesn’t provide enough children with purposeful, context driven, and motivating learning experiences.

     

    Let’s hope that we all come to our senses soon and make meaning and purpose a much larger focus of educational planning and practical implementation in a 21^st century world.

    ----------------
    Elliott Seif is a long time educator, teacher, college professor, curriculum director, ASCD author and Understanding by Design trainer. If you are interested in examining additional related topics, along with ways to improve teaching, learning, curriculum and assessment in order to help to prepare students to live in a 21^st century world, go to his website at:  www.era3learning.orgwww.era3learning.org/resources/curriculum
    
    

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    [i] For further information on her materials, search Kay Toliver or go to: http://www.fasenet.org/store/kay_toliver/#

    [ii] For examples of purpose and meaning based curriculum materials, go to:

    .

     

     

     

  • Blog post
  • 1 month ago
  • Views: 434

• Increasing Learning With Tradi Increasing Learning With Traditional Tests

  • From: Elliott_Seif
  • Description:

    Using traditional tests as formative assessments to improve learning and give feedback can be difficult at best. But here’s a simple and powerful way to use traditional summative tests to increase learning and thinking.

     

    When I was teaching middle and high school social studies, like most teachers, I often gave a traditional summative test (multiple choice questions, matching, short essays, etc.) at the end of a unit. But then, after I graded the test, I handed it back to the students and we did the following activity:

     

    For multiple-choice, matching, or fill in the blank questions, we went over the questions one by one, and for each question one student was called on to tell everyone the right answer and explain why it was the right answer (of course, anything that was just recall or fact was explained that way). But there was an additional rule – for any question, if a student could show me that another answer was correct, and could justify it, I would accept it as right and change my grades for all those who marked that answer as correct!

     

    This process led to some fascinating discussions and some interesting insights into student thinking. It also highlighted the difficulty of creating right answer questions that had only one right answer!

     

    For short essay questions, I would indicate what I was looking for in their answers (criteria) and students would review their answers in pairs. Then anyone could challenge my grading if they could justify why they thought their answers did meet my criteria, or if they could even suggest additional criteria that indicated their essay better demonstrated their learning or gave a better answer to the question.

     

    After all this happened, students wrote a “self-reflection” on what they had learned in this process, and how they might improve their test scores on future tests.

     

    All this was done publicly, so the entire class benefited from our discussions, challenges, and justifications. We all had a good time in the process. The learning and relearning that took place was enormous. And many students figured out ways to improve their study habits and their work in the future.

     

    ----------------

    Elliott Seif is a long time educator, ASCD author and Understanding by Design trainer. If you are interested in examining additional ways to improve teaching, learning, curriculum and assessment in order to help to prepare students to live in a 21^st century world, go to his website at:  www.era3learning.org

  • Blog post
  • 2 months ago
  • Views: 249

• Beliefs about Learning and the Beliefs about Learning and their implications for teaching and learning

  • From: Elliott_Seif
  • Description:

     

    This commentary is co-authored by Elliott Seif and Jay McTighe

    Over the past twenty years, research in cognitive psychology and neuroscience has significantly expanded our understanding of how people learn[i]. Yet educational practice has not always kept pace with this new knowledge.

    The ten statements below are an attempt to synthesize the latest research about learning. The statements, along with their suggested implications (in italics) for sound educational practice, provide a framework for developing a research-based learning framework[ii] These learning principles and their implications can be used to start a discussion of what “research-based” learning principles should be adopted by teachers, schools, and districts in a 21^st century world. A commitment to the principles and a focus on their implications might also lead to significant changes in curriculum, assessment and instructional practice. Once in place, they provide a conceptual foundation for all classroom and school reform initiatives.

    As a means of better aligning theory and practice, teachers, schools and districts should develop or adopt a set of learning principles based on research and best practices. As you read these principles and their implications, ask yourself: How would we adapt these principles to conform to what we believe are current learning principles? What changes do they suggest for schools and /or classrooms? What would it take to make student learning consistent with these principles?

     

    Ten Research-Based Principles About Learning and Their Implications

     

    1. Learning is purposeful and contextual. Therefore, students should be able to see the purpose in what they are asked to learn.To create purpose, pose relevant and “essential” questions, create meaningful challenges, conduct investigations, and/or use inquiry/problem-based learning strategies.

     

    2. Experts organize or chunk their knowledge around transferable, core concepts (“big ideas”) that guide their thinking and help them to integrate new knowledge. Therefore, content should be “chunked” and instruction framed around core ideas and transferable processes, and not learned as separate, discrete facts and skills.

    
    

    3. Learning is mediated and enhanced through different types of thinking, such as explanation, classification and categorization, inferential reasoning, analysis, synthesis, creativity and metacognition. Therefore, students should continually be engaged in complex thinking activities to help them deepen learning.

    
    

    4. Understanding is revealed and demonstrated when learners can apply/transfer/adapt their learning to new and novel situations and problems. Therefore, students should have multiple opportunities to apply their learning in meaningful and varied contexts.

     

    5. New learning is built on prior knowledge. Learners use their experiences and background knowledge to actively construct meaning about themselves and the world around them. Therefore, students must be helped to actively connect new information and ideas to what they already know and build on current understanding and skill development.

    
    

    6. Learning is social. Therefore, teachers should provide opportunities for interactive learning in a supportive environment.

    
    

    7. Attitudes and values mediate learning by filtering experiences and perceptions. Therefore, teachers should understand how student attitudes and values influence learning and help students build positive attitudes towards learning.

    
    

    8. Learning is non-linear; it develops and deepens over time. Therefore, students should revisit, refine, and revise core ideas and skills in order to develop more sophisticated and complex learning and understanding over time.

    
    

    9. Feedback enhances learning and performance. Therefore, on-going assessments should provide learners with regular, timely, and user-friendly feedback, along with the opportunity to use it to improve learning.

    
    

    10. Learning is enhanced when a learner’s preferred learning style, prior knowledge and interests are effectively accommodated. Therefore, teachers should pre-assess to find out students’ prior knowledge, learning preference and interests. They should customize instruction to address the significant differences they discover, and promote individualization through choice and options.

    
    

    *Note: To read more about Learning Principles, see Chapter 4 of Wiggins and McTighe, Schooling by Design (ASCD, 2007)

     

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    [i] For example, see Bransford, Brown and Cocking, 2000, How People Learn: Brain, Mind, Experience, and School, Washington, D.C. National Academy Press; also Willis, Judy, 2006, Research-Based Strategies to Ignite Student Learning: Alexandria, VA: ASCD.

    [ii] Adapted from ten learning principles originally published in Jay McTighe and Elliott Seif, An Implementation Framework to Support 21^st Century Skills, in Bellanca and Brandt (2010).  21stCentury skills: Rethinking How Students Learn (Solution Tree Press), Chapter 7, p. 153.

     

    Jay McTighe is an educational consultant and the author and coauthor of ten books and numerous articles, including the best-sellingUnderstanding by Design series with Grant Wiggins. His website can be found at: www.jaymctighe.com.

    Elliott Seif is a long time educator, Understanding by Design trainer, author, and consultant. His website can be found at: www.era3learning.org

    

     

  • Blog post
  • 3 months ago
  • Views: 212

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• Persistence and Perseverance Persistence and Perseverance

  • From: Doug_Elmendorf
  • Description:

    “I will prepare and some day my chance will come.” – Abraham Lincoln

    As the principal of an elementary school, I’d like to share with you a little bit about my charge to the fifth grade class during the Farewell Ceremony this past June. Last year’s fifth grade class was very special to me.  Not only are they great kids, but they are the students who will visit me in 10, 15, and 25 years from now and remind me that they “graduated” during my first year as a principal.  I am well aware that ten year olds are not hanging on every word of their “commencement” speech to determine which nuggets of truth and wisdom they will carry with them in order to guarantee success in the future.  However, I really did want to share something simple, but potentially profound, that they might actually think about from time-to-time.  I attempted to link what I think is the most important ingredient for success (persistence/perseverance) with a novel, familiar, visual, and tangible element.  In this case, I chose a windshield wiper.  While many of the family members present at the ceremony were quite confused when I held up my Wal Mart windshield wiper, all of our fifth graders saw the connection to the memorable moments we enjoyed at the very beginning of our field trip to Philadelphia a couple weeks prior. The windshield wiper on our first bus broke within the first 30 miles of our trip, was subsequently fixed by a parent, and then broke again.  Persistence won the day, however, when another parent purchased and applied Rain-X to the windshield (at which time it immediately stopped raining).  We enjoyed a wonderful experience in the city of my birth (although a stop at Pat’s Steaks should be required for next year’s agenda).

    While this level of persistence is quite common, the degree to which Abraham Lincoln demonstrated perseverance was far from normal.  Unlike many of us, Lincoln had no formal education.  The business he started in 1831 failed.  He ran for office in Illinois in 1832, but was defeated.  In 1833, he tried to start another business, which also failed.  In 1843, he ran for Congress and lost.  He tried again in 1848 – and lost.  When he ran for Senate in 1855, he lost.  When he ran for Vice President the next year, he was defeated.  In 1859 he lost another attempt at winning a seat in the Senate.  In 1860, a very persistent Abraham Lincoln became the 16^th President of the United States of America.  He went on to guide the U.S. through the Civil War and issued the Emancipation Proclamation, which freed slaves in the Confederate States.  The Emancipation Proclamation led to the Constitution’s Thirteenth Amendment, which abolished slavery throughout the nation.

    Have you met with some difficult personal or professional experiences this past year?  While we can’t control what happened, we alone will decide on our response to these circumstances.  I encourage all of us to put on our black top hats and beards and choose persistence.  I’ll keep the wiper in my office in case, on a particularly tough day, I want to hold it in the air and proclaim, “I will persevere!”

    “Nothing in the world can take the place of Persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan 'Press On' has solved and always will solve the problems of the human race.” - Calvin Coolidge

  • Blog post
  • 4 months ago
  • Views: 356

• EDUCON: Shift Happens EDUCON: Shift Happens

  • From: Tom_Whitby
  • Description:

    This weekend I was again very fortunate to attend what many consider the premiere education Conference held each year in Philadelphia, EDUCON. It is the sixth year of this conference and it seems to just keep getting better with each year. It is not at a huge venue. It has no Exhibitors, so there is no Exhibitor Hall. There are no massive dining rooms. There are no planned Gala events. There is no schedule of Keynote speakers. Participation is limited to about 500 people. Students, rather than adults are the support staff at the conference. Without all, or even any of the usual components of a national education conference, how is this a premiere Education Conference?

     

    EDUCON takes place in Philadelphia each year on the weekend between the last weekend of the NFL playoff games and the weekend of the Superbowl.

    The venue is a school, The Science Leadership Academy. Compared to many American high schools it is relatively small. For that reason participation numbers are comparatively small when considering other education conferences. The result is a dimension to this conference lacking in others.

    The close proximity of participants in a small area with chairs and tables strategically placed in hallways all provide an intimacy not experienced elsewhere. This is important because the very people who are presenters at EDUCON are also participants at the presentations of others. They are also the very people one sits next to at lunch and in the hallways and at other sessions. Engagement is constant and meaningful with educators and thought leaders. It is also happening at all levels: student, teacher, administrator, parent, author, and consultant.

    Here is the other difference; every presentation is not a presentation, but rather a conversation. A team of people moderates most of these conversations. Each conversation usually has a group participation component. Group work is very common at this conference. The follow up discussions from the group work are the driving force to what many refer to as the deep thinking provided at this conference.

    I think my greatest take away from this conference had nothing to do with the ideas of Entrepreneurship or innovation, which seemed to be a threaded theme of this conference. It was the focus of two panel discussions. I am having a difficult time defining those terms in the context of education. However since it is an up and coming and ongoing theme among some thought leaders, I am sure we will all spend more time determining these definitions as well as how they pertain to education.

    What I came away with was to me a more relevant idea as an educator. I saw a focus on teaching learning as a skill and not a consequence of content delivery. The ideas of thoughtful, and deep questioning of a subject, before tackling it, as a problem to solve was a striking revelation. The idea of teaching the use of the process to acquire the content knowledge as opposed to just providing the content made so much more sense to me. All of this emphasized the “How” to learn as opposed to “What’ to learn. I saw this as a much more meaningful goal for educators. Teaching the skill of learning as the focus of the lessons is a shift from what many do. Learning too often is a consequence of content being poured into the heads of students. Some students get it some students don’t. Throw enough wet spaghetti at the wall and some will stick. That seems to be a hit or miss method for success. More often than not, there is less success.

    Teaching Learning as a skill certainly increases the chance for successful learning. That is what I took away. Inquiry based learning, and problem based learning are much more in line with teaching learning as a skill than lectures. Lecture and direct instruction will always have a place in education but they should never be the focus for method of delivery. The question is what percentage of our educators continue to do so, often because that is the way it has always been?

    EDUCON challenges the status quo of education. EDUCON promotes deeper thinking leading to more meaningful questioning. If we are ever to find the best answers to our difficult problems, we will need to be asking the right questions. EDUCON promotes that. I believe I am a better educator for attending this conference. The shift in education, that we all strive for, will begin with the type of thinking promoted at EDUCON.

  • Blog post
  • 4 months ago
  • Views: 212

• A Dozen Reasons Why We Need Hi A Dozen Reasons Why We Need High Quality Science Teaching and Learning in a 21st Century World

  • From: Elliott_Seif
  • Description:

    Because of the requirements of No Child Left Behind and the current emphasis on implementing the Common Core standards, reading and math are given priority time and attention in many, if not most public schools and Districts. Due to these circumstances, there is relatively little priority given to teaching and learning science. We frequently read in the media about the importance of science in today’s 21^st century world, yet there is little emphasis on creating comprehensive, high quality science programs at all levels, pre-school through high school. It is rare to find coherent, active learning, inquiry based science programs at the pre-school and primary grade levels. Many teachers at the elementary level indicate that they have limited time to include science activities in the curriculum. High quality science programs emphasize active learning through inquiry strategies, investigation, hypothesis testing, experimentation, and science projects, but in too many middle and high school science classes, the key science program ingredients are the use of textbooks as the primary science resource, coverage driven teaching and learning, and traditional multiple-choice, short essay tests. Other priorities, time limitations, lack of attention, fragmentation, a traditional coverage based focus – all conspire to reduce the effectiveness and excellence of science programs in most schools and Districts.

     Here are one dozen reasons why we must counter these trends and find ways to implement high quality science teaching and learning for all our children at all educational levels:

      1.     Science is interesting, important, meaningful, and motivating.

    Science questions provoke interest in the mysteries and wonders of the natural world. Students learn to think about important questions, such as: What is the nature of the universe? How does life exist? Why do things grow? Learning science provides students with an understanding of its massive contributions to everyday living and the comforts of life. Science programs provide an important avenue for helping students to develop a passion for inquiry and a better understanding of the world around us.

     2.     Science career opportunities will be important in the future.

    High quality science education experiences develop scientific talents and interests. Good science programs interest, motivate and encourage students to prepare to work in the growing science-related professions, as scientists, health care professionals, technicians, and other science-related fields.

     3.     Science promotes democratic thinking and values.

    Science teaches children to be open to new ideas and new ways of thinking in order to resolve problems.  Conflicts in science are resolved peacefully through discussion, argument, further investigation and the collection of evidence. Scientists learn to “disagree without being disagreeable”. Thoughtful criticism is the norm, not the exception. The expectation is that, as Einstein once said, “critical comments should be taken in a friendly spirit”.

     4.     Science builds positive lifelong learning habits, behaviors and attitudes.

    Good science programs emphasize the value of inquiry, encourage curiosity, and reward persistence and patience.  Students learn to focus on science as a series of mysteries. They learn how to develop and explore interesting questions. They learn to solve problems and answer questions by taking small steps, being persistent, having patience, and overcoming adversity. They learn that finding “truth” is often messy and inconclusive. Students learn that successful achievement and learning often require trial and error, making mistakes, even failure. In other words, science teaches habits, behaviors and attitudes that support self-directed, autonomous, lifelong learning.

     5.     Science enhances creativity and imagination, tolerance for and adaptation to change

    High quality science programs encourage students to ask “what if…?”. Students learn to explore open-ended questions, to consider alternatives that are “outside the box”, to invent and test creative solutions, and to try to solve problems in different and unusual ways. Science teaches students that change and adaptation is part of the nature of learning and growing by testing new ideas and adapting to changing circumstances.

     6.     Science teaches that knowledge is “tentative” and that knowledge, theory and explanation are all part of the learning process.

    Too many students come away from school thinking that that knowledge is fixed and immutable (especially if it comes from a textbook) – that there is always a right answer. A study of Galileo’s or Einstein’s discoveries help students to see that what once was thought to be “correct” turned out to be wrong, that scientific knowledge needs to be tested, studies need replication, and theory is only an empty idea until there is data to support and explain it. Good science programs teach students that knowledge is frequently tentative and changing.

     7.     Science develops critical intellectual skills.

    Science fosters the development of critical thinking skills that carry over to learning other subjects and daily living. Through science, children learn to carefully observe (What do you see happening to this plant as it grows?) interpret and hypothesize (Why do you think this is happening?) conduct experiments (How can we prove it?), see different perspectives and points of view (What are different points of view about why this happened?) analyze (What are its component parts?) synthesize (How does this all fit together into a pattern? What are the connections and relationships?) and draw conclusions (What are our results? Conclusions? Why?) Students learn how to create an argument with supporting evidence to justify a point of view, to question opinions that have little backing to support them.

     8.     Science builds reading and “learning to learn” skills.

    Good science programs build strong reading skills! As students investigate physical forces, chemical reactions, biological growth, or the solar system, they also learn how to read a variety of science resources, understand new concepts, build vocabulary and background knowledge, and learn the language of science and science inquiry. The investigation skills they learn – defining problems and challenges, searching for and processing information, thinking critically and creatively, drawing conclusions and applying learning, and communicating with others and explaining results - are a significant part of the “learning to learn” skills they will need for college and future careers.

     9.     Science helps students to learn and apply mathematical thinking.

    Math is the language of science. As students learn science, they learn that mathematics is an important tool to help solve real problems and questions.  Measurement, number manipulation, and proportional thinking are critical tools of science. As students “do” science, they learn how to collect and analyze data, form patterns, develop spatial and geometric relationships, and apply many of the higher level and complex math systems to scientific problem solving.

     10.   Science enriches learning in other subjects.

    All subject areas benefit when a student understands science concepts and ideas. For example, science concepts are helpful for understanding historical forces, technological and social changes over time, and current issues and concerns such as global warming. Science problems can be used to help students understand and apply statistical analysis.  The arts are integrated into science through graphic designs and drawings that complement learning about scientific and technological principles and innovations and provide visual demonstrations of learning. Science concepts are intertwined with understanding healthy living habits and good nutrition.

     11.  Science develops teamwork skills.

    Through science, children learn how to work together to investigate, test hypotheses, interpret data, and draw conclusions. As they work together, they learn to understand and tolerate difference and diversity. They learn how teamwork contributes to significant learning. Science can also contribute to making schools safer and more peaceful by teaching students how to work together and resolve conflicts.

     12.  Scientific understanding is critical for good citizenship in a 21^st century world.

    An understanding of science, science concepts, how science arrives at results, and science research is critical if students are to become intelligent citizens in a democratic society.  An understanding of today’s complex issues, concerns, challenges and problems require an understanding of scientific principles, concepts and ideas. Global warming is the most obvious, but others include what to do about atomic waste, how to get clean water, agriculture and food issues, health and illness, hurricane damage prevention, energy issues, automation and robotics.

     

    Conclusion

     

    High quality, inquiry based science programs motivate children and provide them with intellectual skills and positive attitudes and values that help them to succeed in school and in life. Science learning raises and examines critical questions and promotes understanding about the natural and physical world, and provides students with inquiry and investigation skills that will encourage a lifetime of learning. They increase interest in a subject that is of considerable importance to the development of highly educated citizens who understand critical issues for the future and to student preparation for well-paying science-related careers.  Good science programs help students learn to work together and to learn methods that help them resolve conflicts peacefully.

    Teachers, Boards of Education, superintendents, principals, the community at large, and governments at all levels – all need to make a commitment to support and develop high quality science programs at all levels, including pre-school. There are many ways to do this – for example, to widely share and discuss these dozen reasons on why it is critical to develop strong science programs, to adopt high quality science curricula at all levels[i], to develop teachers’ science knowledge and skills, to train teachers on how to incorporate high quality science experiences into their classrooms, to involve local science organizations in promoting and fostering high quality programs, to apply for funds to implement and support high quality science programs at all levels, and, ultimately, to develop competent science educators in every school and at all levels.

     Every child should have the opportunity to participate in a strong, coherent science program. It should be priority for a 21^st century world education. Science education can have a powerful impact on children and learning, and it can make a significant difference in the lives of children. What it takes is understanding, commitment, dedication, passion, persistence, and hard work over time.

     

    ---

    [i] Curricular programs that meet the high quality test include active, kit based elementary science programs such as FOSS (http://lhsfoss.org), secondary programs such as Active Physics (http://its-about-time.com/htmls/ap.html), and the adoption of teaching methods that promote active learning and support science understanding, such as those created by Eric Mazur at Harvard University (http://mazur.harvard.edu/education/educationmenu.php).

     

     

    Elliott Seif is a long time educator, Understanding by Design trainer, author, consultant, former Professor of Education at Temple University, and former Director, Curriculum/Instruction Services for the Bucks County Intermediate Unit. If you are interested in examining additional ways to improve teaching,  learning, and curriculum in order to help to prepare students to live in a 21^st century world, go to his website at:  www.era3learning.org

     

     

  • Blog post
  • 4 months ago
  • Views: 378

• Customized Versus Standardized Customized Versus Standardized Assessments: A Fairy Tale

  • From: Elliott_Seif
  • Description:

    Once upon a time there was rapidly changing democratic country with many, many highly educated, resourceful and creative people. Its mass education system was the envy of the world, but a “new age” economy, new technologies, changing values, and many new and changing careers prompted a need for updating. Prophets and preachers roamed this vast land, calling for a new type of education to match the new age needs. There were many names for this new type of education – Progressive, Standards-Based, New Standards, Outcomes Based - but one thing that most of the gurus, preachers and prophets had in common was a new way of looking at accountability. They mainly called for a system of multiple types of assessments put into collections that represented individual student success and achievement. Many named this a “portfolio” system, similar to a portfolio of artwork collected by artists. Collections of multiple types of student work, consisting of such things as written work, performance tasks and projects, self-reflections, tests, would be put into an individual portfolio that would enable students to show off their work and growth, identify and share their talents and interests, demonstrate their personal strengths and weaknesses, and plan for their future. In effect, this system of assessment allowed for students to develop customized, multiple pathways for demonstrating academic and personal success, along with individual growth, self-analysis, and planning opportunities. New technologies helped to support the development of this approach, and digital portfolios seemed to be the wave of the future.

     

    A number of schools and districts adopted this model, and added other touches – performance task graduation requirements, senior year presentations of portfolios to teachers and outside community members, internships as part of graduation, and the like. And all was moving well along towards a new form of education and assessment that matched the needs of students and accountability in this new era.

     

    But the rulers of this vast and great country had other ideas. They believed that the only important way to measure educational success was through a few “standardized” tests, scored by computers, that demonstrated that all students could do a few academic things well (like reading and math). They believed that every student should take these tests at specific times to show that their schools and students were “on track”. They believed that this was the best way to improve the schools of this great land. So they created a law for every public school in the country to obey, to make sure that everyone did these few things well and “no child was left behind”. Their intentions were very noble and regal!

     

    Unfortunately, this new law stopped the new approaches to education and accountability gurus in their tracks! While there were still many people who preached the good word, arguing for a new type of multiple assessment-portfolio accountability system, their ideas were now just “blowing in the wind”. Only a small group of people were listening to them, while everyone else complied with the new law, spent countless hours preparing students for the new standardized tests, and tried to insure that their students did well on these few major assessments.

     

    This new law of the land has now been in existence for a very long time. It has stifled new approaches to accountability that better demonstrate preparedness for this new age we live in and better measure the achievements of each individual student. It has narrowed the curriculum and hindered the implementation of new age goals – promoting rich learning experiences in all subject areas, fostering high levels of thinking, learning how to do research, figuring out how to develop curiosity, promoting multiple forms of writing, learning how to do projects, and helping students find their own strengths and interests and develop their individual talents.

     

    Now the rulers are again reconsidering this law of the land. Even with a new look at assessments going on in the land, it seems as if a few narrow, computer based, traditional assessments will continue to be focus of assessment and accountability.

     

    Perhaps some sanity will rule and we will get back to promoting a sensible and holistic vision of accountability, assessment, and educational excellence that promotes a customized, not standardized education in the new age that we live in. But “happily ever after” right now seems to be a pipe dream.

     

    

     

    Elliott Seif is a long time educator, Understanding by Design trainer, author, consultant, and former Professor of Education at Temple University. If you are interested in further examining suggestions for  improving teaching and learning and helping to prepare students to live in a 21^st century world, go to his website at:  www.era3learning.org

  • Blog post
  • 4 months ago
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• Maryann_Horan

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• A new book that helps all of u A new book that helps all of us examine teaching and learning in a 21st century world

  • From: Elliott_Seif
  • Description:

    

    One of the joys of my retirement years is the ability to pick and choose schools that I decide to consult with and work in as a volunteer.  Since I live in Philadelphia, I also feel as if I am helping to support public schools that work with urban children who often live in difficult circumstances. Two of these schools, the Parkway Northwest High School for Peace and Social Justice and the Science Leadership Academy, are very special schools, both dedicated to helping students learn and grow around an important theme, and providing multiple opportunities to promote their themes in engaging ways.

     

    Imagine how surprised I was to learn that a new and wonderful book, Embracing Risk in Urban Education, by Alice E. Ginsberg (2012: Bowman and Littlefield Education) features these two schools, along with two other Philadelphia schools.

     

    Why is “Embracing Risk” in the title? In an interesting twist, Alice Ginsberg turns the concept of risk on its head. She argues that, instead of eliminating risk from schools by “regulating, standardizing, scripting, and quantifying” what we do in schools, we should try to develop schools that embrace risk by enabling students to “…experiment, disagree, … assert their individuality, test assumptions and question data”, essential qualities for a 21^st century world and a democratic society (p. 3). The book then describes four Philadelphia urban schools and sample teaching examples that, in her view, “make space for children to explore the unknown” (p. 4), to learn how to inquire, collaborate, foster social justice, and build patience, sustained commitment, and cooperative, responsible leadership (p. 10).

     

    What is special about these four schools? Briefly, Science Leadership Academy is a public high school committed to inquiry, creativity, project based learning, and experimentation. It has gained national attention for its willingness to try new approaches to teaching and learning, its emphasis on five core values, and its commitment to authentic learning. The Folkarts Cultural Treasures School (FACTS) is a K-8 Charter School in Philadelphia’s Chinatown that embraces the cultural values, identities, knowledge, wisdom and languages that students bring to the school and incorporates these into all learning. The Parkway Northwest High School for Peace and Social Justice is a public high school that promotes peaceful methods of solving problems, and emphasizes conflict resolution, social development, ethical behavior, citizenship, service, and leadership.  Finally, the Wissahickon Charter School is a K-8 school that promotes a ‘discovery approach’ to all learning, and has an environmental focus that includes a working garden, a healthy lunch program, and student access to environments such as woods, lakes and mountains that are not ordinarily accessible to urban students.

     

    In short, these schools have unique and common features that “embrace risk”, such as purposeful, meaningful, thoughtful missions and goals, open-ended inquiry and project based learning, student reflection, relevance, empathy, experiential learning, community connections, literacy in a broader sense than just the ability to read and decode, and multi-faceted assessments that go well beyond the traditional multiple choice, right answer standardized test.

     

    Although the book is ostensibly about urban education, all educators can learn from its key ideas, school and teaching examples. I urge anyone who is interested in further understanding the core concepts embedded in the book, the nature and character of these schools and model teaching examples, and what they imply for a 21^st century education, to read this book. You will not be disappointed. The concept of “embracing risk” that is explored on many different levels; the lessons from, characteristics, and distinct qualities of these four schools; and the personal qualities exemplified by students who graduate from these schools need to be thoughtfully examined and considered by all educators as we prepare our children for the challenging, complex, confusing, and risky world of the future.

     

    Elliott Seif is an educational consultant, author, member of the Understanding by Design cadre and the ASCD faculty, and a contributor to Educational Leadership.  

     

     

  • Blog post
  • 6 months ago
  • Views: 529

• Ten Simple Strategies For Teac Ten Simple Strategies For Teaching 21st Century Skills

  • From: Elliott_Seif
  • Description:

    In an earlier blog, I described five skill sets that I believe are critical for living in a 21^st century world[i]. These five sets of skills provide students with basic competencies they need for success in college, career, and beyond. They are the following:

     

    Curiosity. In today’s rapidly changing world, curiosity – interest in and willingness to learn new things – is critically important. Most educators realize that the curiosity of young children seems to lessen as they go through school. Curiosity manifests itself through students demonstrating an interest in and a willingness to try new things and learn new ideas, ask questions, and pose and define problems and challenges.

     

    Information-Data Literacy. New technologies that give us instantaneous access to huge amounts of information and data make information and data literacy skills imperative.  Our students need to be able to use many approaches, including technology, to search for information and data effectively and efficiently, sort through large amounts to find the most useful, and determine the most reliable and valid information and data. Search engine results require the ability to read and digest multiple information and data genres and formats.

     

    Thoughtfulness. All students need to have the ability to think deeply and flexibly in today’s rapidly changing world, and be prepared to take their place as 21^st century citizens. They need opportunities to compare and contrast, analyze and interpret, and develop unique relationships among information, data, and ideas. They need to be able to translate information into visual and quantitative data. They need to “think outside the box” and solve problems creatively.

     

    Application. With so much information, the ability to “pull together” and synthesize information and ideas, form educated opinions backed by argument and evidence, solve complex problems, and determine ways to apply information and ideas to the “outside” world become critical. Summarizing, synthesizing, drawing conclusions, and applying learning to new, novel, and “authentic” situations are all critical for living in a 21^st century world.

     

    Communication. Effective communication becomes more important in a world of e-mail, twitter, Facebook, cellphones, Skype, and authentic projects. Students need opportunities to practice communicating effectively in many different ways – through all types of writing, explaining ideas, diverse representations, effectively participating in discussions, and giving oral presentations.

     

    ------------------------------

     

    Given the importance of these five skills sets, one would think that they would be front and center in our educational discussions. Unfortunately, in today’s educational climate, many of these take a back seat to a relatively narrow group of skills useful for doing well on standardized tests – namely, the ability to distinguish correct answers in multiple choice questions or to write short pieces coherently. So, in this commentary, I am suggesting ten simple and easy to use strategies – two for each skill set – that can make a big difference in the ability of students to learn and apply these skills.

     

    Curiosity –

    Question Census. Ask students to brainstorm questions that they would like to explore for at least one unit of study. Together develop categories for the questions and then select questions or categories of questions that are the most challenging, interesting, or focused around big ideas. Use these questions to focus student learning and study the unit at hand.

    Student developed challenges-problems. Find someplace in the curriculum where students can develop their own challenges or problems to give to others. Give students a chance to develop puzzles, games, historic or current challenges, math problems, or other challenges and problems, and then have them share these with the rest of the class and see if other students can solve the problems or challenges.

     

     

    Information-Data Literacy –

    Readings-Data search. Either as a homework or in-class assignment in a computer lab, ask students to find one or more readings or data sources that supplement current learning. Help students learn how to use search engines and find and use helpful search terms. Work with students to help them determine which sources of information and data are reliable, then how to read and interpret these meaningfully. If several readings or data sources are found, help students figure out ways to compare and contrast them and find the essential information, ideas, or data in each.

    Close reading.  The Common Core Reading Standards advocate that students do more of the work of reading and teachers do less.  “Close reading” means that students read more deeply as part of their daily activities. Instead of providing answers and “feeding” students, students are asked “text-dependent” questions. Text dependent questions forces students to go to the text to give opinions and justify them through the text. Students are asked to “read like a detective”; to read text more than once; to analyze paragraphs sentence by sentence, to consider the nuances of a text, to analyze data sources. “Text” reading becomes much more significant as part of the learning process[ii].

    This type of reading should be encouraged, but takes time. If we are to foster information and data literacy, students, as often as possible, should be asked to do close reading.

     

    Thoughtfulness: Deep and Flexible thinking -

    Graphic organizers. Graphic organizers are a good way to promote deeper and more flexible thinking. Through a visual analysis, they help students take learning apart (analysis), organize information and data for decision-making, or weave a web of information and ideas. Use graphic organizers to help students extend and deepen student thinking[iii].

    Brainstorming A brainstorming strategy is a good way to help students learn to “think outside the box”. Students are provided with an open-ended problem or challenge that has the potential to have many different types of solutions. They are asked to discover as many alternative ways to solve the problem as they can, and are given four rules around the acronym DOVE to help them with coming up with alternative possibilities: Defer Judgment, Offbeat Ideas encouraged, Vast number of ideas sought, Expand on other people’s ideas. Ask students to work in small groups to come up with as many ideas as they can, with one person acting as the recorder of all the ideas.

    After the brainstorm, students share the ideas and make the list as long as possible. They may also be asked to indicate which five ideas are the most logical, the most unusual, the most interesting, and/or the best. Several ideas might be used to try to solve the problem and consider what would happen if the idea were put into practice.

     

    Application: Draw Conclusions, Apply Learning -

    3-2-1 Reflection. A 3-2-1 Reflection activity is often given at the end of a lesson or specific time period, such as a week, two weeks, or at the end of a unit. You can use this activity to ask students many different questions to discover what they learned and to uncover their thoughts about other aspects of the class: for example, to determine what main ideas students have learned, what questions they still have (good for stimulating curiosity), and what they most enjoyed.

    In this case, the activity works like this: Ask students to write down 3 things (ideas, facts, principles) that they learned, 2 conclusions that they can draw from the learning, and one way they can apply their learning to the outside world[iv].  

    No multiple-choice question test. For at least one time period, abandon the traditional multiple-choice short answer test for a test that requires students to draw conclusions about what they have learned and asks them to apply their learning to a new and novel situation. Performance tasks are good alternatives, as are exams that require essays. Consider open book essay exams and exams where students take home three questions to prepare, and one of them is given as an in-class exam[v].

     

    Communication:

    Five minute explanations. For this activity, students are asked to explain a concept, big idea, understanding, or principle in their own words. They may do it in pairs, giving explanations to each other, or as a writing assignment. This activity may be completed after all or part of a lecture, when a teacher has shared a new understanding and wants to determine if students understand what has been presented.

    A corollary to this activity is that students use an active listening approach – as they work in pairs, one student provides an explanation and the other has to repeat the essence of the explanation in his or her own words. They then switch, and the other student provides an explanation while the first repeats the essence of it in his or her own words.

    Persuasive arguments. In this activity, students are asked to create a persuasive argument in support of a point of view – an opinion about something they are studying. They need to state or write their point of view and provide arguments and evidence that support it. Once they state or write their argument, they can share it with others, either in small groups or in the total class. Persuasive essays are also good ways to introduce debate skills.

     

    ------------------------

     

    There are many additional activities that can be used or adapted to promote the learning of these five skill sets – developing questions for conducting interviews or for going on field trips, wait time to encourage deeper thinking, research projects based on student interests and related to a topic under study, oral presentations, creative problem solving strategies, individual book reflections, on-going, multiple types of writing activities, thinking skill activities, and choice of activities and courses.

     

    But the point of this commentary is that teachers who have limited time for developing some or all of these five sets of skills can do short, relatively easy to implement activities, even occasionally, that can make a big difference in 21^st century skill development. These types of activities, represented by the ten examples above, can be especially significant if everyone in the school supports the development of these sets of skills and institutes instructional activities designed to help students learn and refine these skills.

     

    If you are convinced that these skills are important for students to develop, chances are you will think of other activities that you can implement or adapt to promote the learning of these skills. Once you accept the importance of these skills and start thinking about how you can help students develop them, the sky’s the limit. Ironically, teaching these skills can also help students to perform better on the more traditional tests that are currently so important for measuring classroom and school success.

     

     

    ENDNOTES

     

    
    

    ---

    [i] See Elliott Seif, Teaching the Right skills for a New Age: Inquiry Based Instruction, at ASCD Edge, http://edge.ascd.org/_Teaching-the-Right-Skills-For-a-New-Age-Inquiry-Based-Instruction/blog/5476234/127586.htm. Other relevant commentaries on ASCD Edge include Seven Principles for Teaching the Right Skills in a New Age and Eight Types of Instructional Strategies That Improve Learning in a 21^st Century World. More information about the five skill sets and their relevance for 21^st century education can be found at www.era3learning.org/.

    [ii] For further insight into text-dependent, close reading based on the Common Core Standards, see Christina Hank, Defining “Deep Reading” and “text-Dependent Questions”, at Turn On Your Brain, http://turnonyourbrain.wordpress.com/2012/03/29/defining-deep-reading-and-text-dependent-questions/

    [iii] There are many sources of information on graphic organizers. One resource is by Vicki Urquhart and Dana Frazee, Teaching Reading in the Content Areas: If Not Me, Then Who? 3rd Edition (2012), Chapter 12. Alexandria, VA: Association for Supervision and Curriculum Development.

    [iv] Many resources are available to help you develop 3-2-1 reflections. One can be found at http://www.facing.org/resources/strategies/3-2-1.

    [v] As a student, the use of take home questions was my favorite way of being assessed, because I could really take the time to prepare and learn. It changed the nature of assessment from “mystery” to “mastery”.

     

     

    Elliott Seif is a long time educator, Understanding by Design trainer, author, consultant, social studies teacher,  former Professor of Education at Temple University, and Curriculum Director in Bucks County, PA. If you are interested in further examining these five skill sets and ways to implement them, as well as other dimensions of a 21^st century education, go to his website at  www.era3learning.org

     

  • Blog post
  • 6 months ago
  • Views: 1294

• Promoting STEM in a 21st centu Promoting STEM in a 21st century World

  • From: Elliott_Seif
  • Description:

    Many experts and commentators who write about career changes suggest that STEM careers (science, technology, engineering, and mathematics) are growth opportunities for the future. There is a concern on the part of these experts and commentators that we are not training enough of our students in these fields, and that we will need to continue to hire talented individuals who live outside our country in order to maintain our leadership in these fields.

     

    One would think that there would be a strong priority on promoting these areas through changes to the curriculum, teacher training, career exploration and the like. Yet it is hard to see when this will happen when so much national and state energy and effort are focused around decontextualized reading strategies, traditional mathematics, reading and math common core standards, teacher evaluation, and so on.

     

    We will all know that there will be a renewed emphasis on STEM school programs and in STEM career incentives when:

     

    The Federal government and the states lead to way in promoting strong STEM programs, courses, curricula in all schools…

     

    Strong incentives are created to build a teaching force at all levels that has significant expertise in STEM fields…

     

    A strong hands-on, minds-on STEM curriculum is taught in the morning in all pre-K and elementary grade levels…

     

    Second grade students shout in unison that what they like best in school are doing science investigations, solving interesting math problems, and working on interesting “authentic” technology challenges…

     

    Students at all levels agree that STEM subjects are motivating, fun, enjoyable…

     

    The best high school teachers are asked to teach two new required courses: a STEM course, and a science and society[i] course…

     

    From an early age, students are introduced to, explore, and develop projects around the ten grand engineering challenges[ii]…

     

    There is a big push to promote interdisciplinary STEM programs at all school levels…

     

    Television ads are developed that demonstrate the appeal of STEM careers…

     

    Colleges are flooded with applications from high school students who want to focus on STEM subjects…

     

    -----------------------------

     

    Unfortunately, we are unlikely to see any of these ten things happen anytime soon. But those of you who read this can consider the following: How can I as a teacher, as an administrator, as a community member, create ways to encourage my students to consider STEM careers? How can I strengthen my own teaching or school program so that students become more interested in and motivated towards these fields?

     

    This is a very worthwhile goal in a 21^st century world.

     

    
    

    ---

    [i] To examine the most important science policy questions of our time, go to:

    http://notes.nap.edu/science-debate-2012/?utm_medium=etmail&utm_source=The%20National%20Academies%20Press&utm_campaign=Science+Debate+2012&utm_content=web%20updates&utm_term=#.UI60kY4Qh0g

     

    [ii] To discover the ten grand challenges of engineering, go to http://www.engineeringchallenges.org/cms/challenges.aspx

     

    ---------------------------

    

    Elliott Seif is a long time educator, Understanding by Design trainer, author, consultant, and former Professor of Education at Temple University. If you are interested in further exploring ways to help prepare students to live in a 21^st century world, go to:  www.era3learning.org

  • Blog post
  • 7 months ago
  • Views: 395

• My Reality Check My Reality Check

  • From: Walter_McKenzie
  • Description:

    How do you know if your worldview is based in reality…if your expectations are well-grounded? You need reliable perspective. How do you get solid perspective? You step outside of your own realm of experience and see how others live.

     

    In my fourteenth year of teaching, I was also leading a number of professional development offerings for Spotsylvania County Schools. And like so many of us in ed tech, I was being pushed more and more to train colleagues on technology. It was at this point in my career that the husband of one of my workshop attendees approached me. “I hear you’re really good. Why not do what you do well for more money?”  He worked for a consulting firm that worked with government agencies and private sector firms. They needed a technology trainer.

     

    More money caught my attention…that and the offered title of Senior Technology Trainer made it tempting. After all, there weren’t many options for upward mobility within K-12 other than building and district administration. If I accepted the offer, I would be working at the Department of Housing and Urban Development right in downtown DC. My kids were young…not even in Kindergarten yet…so I asked for an assurance that I wouldn’t be doing a lot of traveling and I got it. It was June, the end of the school year…the perfect time to make the move. And so I did.

     

    What a different world. Starting on day one I hit the ground running, meeting with HUD staff, learning every application used within the agency, and developing and delivering training. I was also on call for technology user questions, as happy clients got you “atta boy” letters of commendation that my consulting firm valued and would use to pay me bonuses and raises. What a different model from public education!

     

    I was in the fast lane and on the fast track. Everything moved quickly. I would login on any given morning at my desk and a message would pop up saying “Joe So-and-So no longer works here. Please send all requests for assistance concerning his projects to Cathy Such-and-Such.” I quickly learned that no one was indispensible and you’re only as good as your last success. I also learned that once you’re in, you’re in for whatever the client needs. So even though I had been given an assurance from my consulting firm I wouldn’t be traveling much, within a few months I was being asked by the client to travel to HUD field offices around the country: Philadelphia, New York, Chicago, Denver, San Francisco. No room for hesitation. No questions asked. And so I traveled.

     

    At the same time I was taking a course in instructional design with a brilliant professor who worked for the Arlington, Virginia Public Schools. The course gave me a lot of tools for my work at HUD, but it also reminded me of everything I loved about working in education. Over the course of the semester it was a source of substance and sustenance. I needed to keep learning and growing, even as I met the rigorous demands of life as a contractor. We got through the Y2K scare, during which I spent New Years Eve into the next morning manning phones in the event any of our systems went down as a result of entering the new millennium. Then came the change of administration in the White House, which meant changes for every federal agency from the top on down.

     

    Talks of shake-ups and turn-over started in January, and my more veteran consulting colleagues talked me through everything coming into play as the change in the air was palpable. I kept my head down and my eyes on my work. Rumors circulated and the pressure ratcheted up as workers worried what the change would mean for them. We had huge meetings in packed rooms where HUD administrators spoke cryptically about what lay ahead, offering equal doses of caution and reassurance as nervousness turned to anxiety.

     

    Finally in April the announcement came down immediately and all at once. A large number of workers were being let go and the new Secretary would be looking at major reorganization within the agency. My supervisor and all my tech-training consultant colleagues were let go. Inexplicably, I was the only tech trainer left standing. I was stunned. How was this possible? Why was I spared the axe? What do I say to all these people I had been working with closely who were coming in that day to clean out their desks and be escorted out by security? It was a very tough, very real-world lesson about so many of the assumptions I brought with me from public education. Job security, seniority, loyalty…nothing is guaranteed. I was so grateful to still have a job but so shaken by the reality of life outside K-12.

     

    Later that year, after much soul-searching, my instructional design professor suggested I apply for a job as an Instructional Technology Coordinator with the Arlington, Virginia Public Schools. I missed education, and even though the job and the money as a consultant were good, when Arlington made an offer I accepted. I knew I was an educator at heart and I needed to come back where my instructional background could make a difference as technology continued to make its way into classrooms.

     

    I eventually moved on to become a technology director and ultimately an assistant superintendent for data and technology. But I never forgot the perspective I gained working outside of education for that one segment of my career. It was a reality check. It changed me. I no longer feel entitled to anything. I am grateful to have meaningful work helping teachers and students. And I understand that giving my all in that work is the true definition of being a consummate professional…even as I have moved from K-12 to working for the world’s leading professional education association. Everything else is secondary, and in some cases, a distraction. We can lose our way…our sense of what’s important…important to us personally and as professionals.

     

    As we prepare to vote next week and move forward in education, I encourage you to find an opportunity to gain new perspective. Even if it’s volunteer work, or summer work, or a sabbatical…whatever options you might have…get out there and experience the world outside of education. Get new perspective. It will change how you see your work and how you view your self as an educator.

     

    Mirror site: http://surfaquarium.blogspot.com/
    

    Walter’s blog archive: http://surfaquarium.com/blog.htm

  • Blog post
  • 7 months ago
  • Views: 1205

• The Power of Teacher Collabora The Power of Teacher Collaboration: The Integrated Skill Development Process (ISDP)

  • From: Elliott_Seif
  • Description:

    Introduction

     

    The Common Core Standards are the latest examples of a vision of knowledge and skill development that makes sense, but are unlikely to be implemented without a model for integrating the skills across the curriculum. The creation of an integrated curriculum, one in which multiple teachers work together to build student knowledge and skills, is not an easy task. Often there is a basic need on the part of many teachers to emphasize excellence in their own subject area or at their own grade level. School cultures tend to emphasize the individual nature of teaching. Many teachers like the independence and autonomy of working alone, unencumbered by the time it takes to work through common issues and goals. Yet the design of an integrated curriculum and shared curriculum vision, along with a consensus on key learnings and outcomes across the curriculum, increases the power of each individual teacher and ultimately strengthens student learning for all!

     

    Because there is likely to be an underlying, implicit school-wide consensus that the teaching of skills is important, skill instruction can often provide the best framework for curriculum integration. For example, at the elementary level, there is usually an implicit assumption that every elementary teacher is a teacher of reading. All teachers are together working to improve reading skills. But this is not the case for most other skills, like research, problem solving, thinking, or even writing. However, if we are to get greater skill development integration at all levels, it must originate from the collective insights and beliefs of the school staff, as they develop consensus and agreement on key skills to be taught and learned, and on how best to teach towards integration. It cannot be imposed from the top down!

     

    The Integrated Skill Development Process (heretofore referred to as ISDP) is an effort to help school district staff together form a consensus as to the key skills that students must master for living in today's and tomorrow's world. Representatives of staff and key administrators form a group that dialogues, debates and draws conclusions about key skills, with ongoing input from the rest of the faculty. Once the skills are developed and shared, the process enables the staff to create projects and programs that facilitate the development of these skills across the curriculum. The result is a powerful school-based process that fosters clarity of outcomes, analyses of school practice, and curriculum integration. The process also fosters collaborative, interconnected approaches to curriculum development, and may ultimately lead to strengthened, articulated, interdisciplinary curricular approaches at all levels.

     

    The process calls for teams of key school personnel to meet regularly, from five to seven afternoons each year. Generally, during the first year, the group builds a shared consensus on a highly selective set of skills that become key school outcomes. The skills are continually reviewed by all staff and revised based on their input. Once selected, recommendations for implementing an integrated approach in many subject areas are developed, along with plans for gradual curricular implementation. Gradually, over the next several years, an integrated approach to skill development is instituted based on these recommendations. Over many years, the skills are refined, some deleted, and some added as the school becomes more adept at coordinating skill development across teachers and subjects.

     

    In the past, the ISDP process has been used by a small group of schools and districts to better coordinate and integrate skill development. Some examples of the results of this process are provided below.

     

    The ISDP Process

     

    Phase I: Exploration Of Skills

     

    During this phase of the project, the ISDP group members explore their views of skill development, read articles and other materials that help to define critical skills in a 21^st century world, and then brainstorm and define key skills to be given priority in the school. Materials such as Standards documents, the Common Core materials, and books defining core skills for a 21^st century world are extremely helpful during this phase. Discussion and dialogue are intense during these initial meetings. Group members compare and contrast their views on these issues, and to begin to explore the need for a cumulative, integrated approach to the teaching of skills.

     

    The above discussions determine whether there is general agreement among the group members on the importance of prioritizing skills instruction across the curriculum, and for their integration into everyone’s teaching. If there is agreement to continue, then the group members begin a new task - to brainstorm a list of skills that they believe students should be able to perform when they leave their school or district. As they work in small groups, their task is to make the list as long as possible, without comment or judgments. Lists are then combined into one long list and examined for duplication. Readings and resources are referred to and/or provided when questions arise and clarification is needed.

     

    Phase II: Selecting Kev Skills

     

    In order to provide a smaller, more critical list of significant skills, participants are then asked to categorize the skills into five to ten key skill areas (no more). As the lists are categorized, the key skill areas are defined and analyzed. The resulting lists are continually refined and shared with other faculty members for their review and input. The outcome of the groups' efforts should be to develop and describe a small list of clear and highly sophisticated set of priority skill sets for school wide development, with a possible focus on such areas as reading comprehension, thinking, inquiry, problem solving, research, information literacy, organization and study, writing, interpretation, life skills, or oral communication, to name a few. The categories should also include a description of the specific skills to be taught and learned in greater detail.

     

    Phase III: Comparing Ideal Visions and Actual Practice

     

    Once the priority, critical list of core skills are developed, school-wide data on current instruction for each skill area are collected, and the group develops a data-based analysis of skill instruction for the selected skills. For example, a high school team might analyze at which grade levels, and in which subjects, research skills were being taught and utilized. At the same time, the group develops an ideal vision for the teaching of each skill area in their school, such as the teaching of research skills and the writing of research reports at an ever more sophisticated level through the high school grades. These two, placed side by side, help the group to further refine their understanding of the skill areas and prepares them to make recommendations for implementing an integrated approach to the teaching of skills.

     

    Phase IV: Recommendations For Change

     

    Based on the group's perceptions of the gaps between ideal visions and actual practice, each school develops a set of practical recommendations for changing the curriculum to promote skill integration. Recommendations are also shared with the entire faculty in the school for comments and reactions. Recommendations can be very varied. They might range from the development of a school wide thematic unit in an elementary school to a plan for coordinating the teaching of study skills, or writing process skills, or both, for seventh grade students. The recommendations might also include a series of staff development sessions for the entire faculty around the identified skill areas.

     

    Phase V: Implementation, Refinement, and Adaptation

     

    Once there is general agreement on recommendations, efforts are made to begin implementing them. In past years, the results of ISDP have been diverse and in some cases, quite far reaching. One elementary team designed a school-wide thematic unit called "Folklore and Legends". Representatives from the ISDP committee met with teachers at every grade level and together they designed thematic projects and activities that integrated the key skills. Several school wide events also occurred, including a folksong assembly and a daylong thematic writing fair.

     

    A second elementary ISDP project revolved around the teaching of study skills. The elementary team continued to refine and identify key study skills, culminating in the selection of four study skills - time and materials management, organization and memory, research and test taking skills - for integration into the K-6 curriculum. The group created examples of implementation activities at each grade level, and the language arts curriculum was analyzed to determine where the teaching of these skills took place, and where were the gaps, so that these gaps could be addressed.

     

    In one middle school, the representatives of the ISDP group were formed into a team by the principal to work with the same group of seventh grade students. Their key skill outcomes formed a common bond among team members and they immediately used their planning time to design ways to integrate study skills across the seventh grade curriculum.

     

    In another school district, the integrated skills committee consisted of several faculty members chosen to teach in a newly built middle school. The development of a shared set of common skills helped the school design ways to teach a core set of skills to all students during an activity period, with the skills to be reinforced in each of the subject areas and through interdisciplinary units.

     

    Finally, a high school staff focused on the collaboration of ninth grade social studies and English teachers in the teaching of research skills and the writing of research reports.

     

     

    Implications and Conclusions

     

    The Integrated Skill Development Process (ISDP) is designed to promote a shared school or district vision on key skills for 21st century living, along with a plan for integrating these skills across the curriculum. While lip service is frequently given to the coordinated teaching of skills in many schools, the reality is often more like a mosaic patchwork of ill-defined, discrete skills taught separately by different teachers. Thus, many students miss the power of continuous instructional approaches that create significant skill development over time. The ISDP process is designed to help schools develop a skills consensus so as to focus skill instruction on key skills across the content areas and grade levels. When teachers of many disciplines and/or grade levels concentrate on the mastery of a selected set of key skills, such as those found in the Common Core Standards, students are able to see connections and relationships across subjects and grade levels. The articulation of key skills across the curriculum enables students to develop the "learning to learn" skills so necessary for future learning. Finally, most teachers develop an implicit understanding of the importance of developing critical skills in students in tandem with other teachers, and to learn how to work collaboratively, increasing their willingness to create content and grade level interdisciplinary approaches in the future. 

     

                                                                       -----------------------

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    Elliott Seif is an educational consultant, author, member of the Understanding by Design cadre and the ASCD faculty, and a contributor to Educational Leadership. You can find information about ISDP, along with numerous other resources and weblinks that promote a forward looking, 21^st century educational approach, at:  www.era3learning.org

  • Blog post
  • 7 months ago
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• Six ways to build greater curi Six ways to build greater curiosity in students

  • From: Elliott_Seif
  • Description:

    Of the many “habits of mind” that students need to develop in a 21^st century world, one of the least developed is curiosity. Curiosity becomes an important attribute in a 21^st century America where uncertainty and rapid change is the rule, knowledge explosion and search engines provide us with a vast array of knowledge instantly, and invention, innovation, and creativity are rewarded and encouraged in all fields of endeavor.

     

    Unfortunately, experts and lay people often comment on the curiosity differences between young children and those that have attended school for a while. Pre-school children tend to be curious about everything, ask many questions, are willing to try new things, and in general are eager learners. However, as children age in school, they tend to become less and less curious. How does that happen? Aging may have something to do with it, but one can argue that the types of school activities foisted on children deadens the urge to be curious – that sitting in seats, raising hands, completing worksheets, being lectured at, and having less time to ask and answer questions all deaden curiosity.

     

    So how can schools support a habit of mind that many say is extremely critical to the success of the United States in the future? Here are six suggestions for improving curiosity:

     

    Focus learning around essential, driving questions.

    “If the textbook has the answers, then what were the questions?”  The development of essential questions as the starting points for units, and the development of driving questions as the starting points for projects, are both good ways to encourage students to see questions as the starting points for learning. Using Understanding by Design[i] and Project Based Learning[ii] curriculum design models encourages this approach.

     

    Use wait time and pauses to ask for questions from students.

    When teachers use strategies such as lectures and recitations, they should pause often and give students many opportunities to ask clarifying questions, make comments, or give opinions. At the end of a class period, give students time to write down three questions that come to mind as a result of the period’s lesson, and start the next class session by examining those questions.

     

    Give students more choices and options.

    Let students choose a book to read from among a number of options. Periodically give students the opportunity to read any book of their choosing. Develop an elective program with interesting options chosen by the students at the middle and high school level. Encourage students to search for, find, and bring to class interesting and relevant sources and resources related to a topic under study. Encourage students to choose from a number of enrichment programs that take place both during and after school.

     

    Increase the number of non- graded assignments.

    Grades often get in the way of curiosity. Periodically develop interesting assignments both for the classroom and as homework that promote curiosity and interest in learning but don’t count as part of grades. Presenting interesting puzzles, 20 questions games, and similar activities to students often support curiosity and interest in problem solving.

     

    Give students the opportunity to choose interest-based projects.

    Offer students at all levels the opportunity to do research projects that are based on their own interests, whether or not they are related to the curriculum. Help them develop their own questions, conduct research on the topic, and do a presentation of their own choosing for other students.

     

    Use multiple strategies that support curiosity and creativity.

    Give students the opportunity to brainstorm and then select their own essential questions that they wish to explore at the beginning of a unit;

    Use Socratic questioning and interpretive discussions[iii] to encourage students to ask and respond to powerful questions;

    Use creative problem solving strategies[iv] that start with a “messy” situation; define challenges, brainstorm alternatives, develop solutions, and create implementation plans;

    Offer hands-on, minds-on inquiry-based science programs[v] that promote active learning around science questions and challenges;

    Use problem- based learning strategies[vi];

    Find out about and use the design thinking model[vii] that promotes the creation of innovative solutions to authentic, “real life” problems.

     

    ---------------------------

     

    These six recommendations are just a few of those that might be used to foster curiosity. One hopes that these six will serve as a catalyst for brainstorming more strategies, and encourage teachers and schools to think about how, and to implement ways, to stimulate greater curiosity among students.

     

    Given this important goal of building curiosity, every teacher can develop their own ways to increase student questions and foster curiosity, important goals both for the country and for individual students. The likely side effects of increased curiosity are a greater interest in school and learning and a more creative and innovative society.

     

                                                                                                   ENDNOTES
    

    ---

    [i] For Understanding by Design  resources  at ASCD, go to:

    http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx

    [ii] See Buck Institute, Project Based Learning model, http://www.bie.org

    [iii] Two sources for Socratic questioning and interpretive discussions are Touchstones and the Jr Great Books program:

    http://www.touchstones.org/

    http://www.greatbooks.org/programs-for-all-ages/junior.html

    [iv] For information about Creative Problem Solving strategies, go to:

    http://www.creativeeducationfoundation.org/our-process/what-is-cps

    [v] For one such program, go to: http://www.fossweb.com/

    [vi] For more information about problem based learning, go to:

    http://pbln.imsa.edu/model/intro/

    [vii] More about the design thinking model can be found at: http://dschool.stanford.edu/use-our-methods/

     

    About the Author

    Elliott Seif is a long time teacher, Understanding by Design trainer, author, consultant, former Professor of Education at Temple University, and former Director, Curriculum/Instruction Services for the Bucks County Intermediate Unit. If you are interested in exploring additional ways to improve teaching and learning, and help to prepare students to live in a 21^st century world, go to his website at:  www.era3learning.org

     

  • Blog post
  • 7 months ago
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• Use portfolios -- the best too Use portfolios -- the best tool for assessing 21st century skills

  • From: Elliott_Seif
  • Description:

    Introduction: Is good art measured by multiple choice tests?

     “Art Portfolios are a powerful tool for artists to showcase and improve their work. 

    It’s hard to imagine what we would do without them.”

     

    Imagine if, in art school, students took multiple choice-short answer tests to assess their knowledge of art instead of having student artwork showcased through portfolios and critiquing the actual work of artists in order to improve their work. Would that make sense? Of course not. Artists would leave schools like that in droves, because traditional tests would not be helpful in assessing the quality of their artwork or in helping artists become better at their craft.

     

    In the same way, much if not most of what we are trying to accomplish with students today cannot be assessed by traditional tests. Do traditional tests help us evaluate how well students are able to write coherent papers?  Do research? Complete projects? Think creatively?

     

    This commentary argues that, in today’s world, there is a critical need to shift from a “traditional” test model of measuring student success to a portfolio model built primarily around real student work, designed to assess whether students have developed competence in learning and using critical 21^st century skills.

     

    Why we need an alternative assessment model

    
    

    The most commonly used assessment tool in the United States today is the “traditional test” (TT), consisting primarily of multiple choice, short answer and short essay questions. TT type questions are still the core components of State and National standardized tests, which are often used as a high stakes requirement for high school graduation or admission into college. Results on these tests are the scores that get published in the newspaper, and are often the only measures used by the public to judge student proficiency and school success. Middle and high school teachers primarily use traditional tests as the main method for determining their students’ classroom success.

     

    Unfortunately, TT’s have limited value in assessing important knowledge and skills necessary for 21^st century living. They are good for determining whether students can recognize facts and identify information correctly, but not whether they can define and describe key concepts and explain them, organize their thoughts coherently, and build connections and relationships among diverse sets of information and ideas. They are good for measuring whether students can find information from a text and make low-level inferences, but not whether they can read a long story or informational text and synthesize information and ideas on their own. They can measure whether students are able to write short essays, but not whether they can put together persuasive arguments, write an analysis of historical events, write long and interesting narratives, or write long, coherent essays and “term” papers. They can measure a student’s ability to apply learning to new situations, but with significant limitations. They are generally easy to grade, but the limitations of computerized grading systems prevent complex analyses of student work.

     

    How and what we assess determines what is the primary focus of our teaching! An emphasis on TT’s guarantees that our primary educational focus will be on remembering and recognizing key facts and information, on developing low-level inference skills, and on producing simple written products. But a major problem with the use of TT’s is that many of the key, critical “learning to learn” skills and personal development characteristics necessary for living in a 21^st century world often get short shrift. They just are not considered important enough to be measure by assessments that “count”.

     

    Assessing for lifelong learning

    
    

     In this changing, confusing, complex world, with information overload and a rapidly changing job market, all students need the critical skills necessary for continuing their learning after high school. More students will be heading off to some form of a college education in order to take their place in the job market of the future. Most good jobs will require (and even today require) continuous learning and retraining. Citizenship in this politically charged, complex democratic society will more and more require a conceptual understanding of global as well as national issues, and the ability to continually find, evaluate, and thoughtfully analyze information about current events.

     

    In other words, high school graduation should be thought of as the beginning of learning, not the end. When students graduate from high school, they should be prepared for lifelong learning by demonstrating their competence in using five lifelong learning skill sets:

     

         Ask good questions, define problems and challenges (curiosity);

         Search for and process information and data (informationand data literacy);

         Think logically and creatively (thoughtfulness),

         Draw conclusions and apply learning to new situations (application),

         Communicate effectively (communication).

    
    

    In addition, given the complexity of the 21^st century world and the bewildering array of options and choices confronting each individual, students need to begin to discover their individual talents, strengths, interests, and goals.

     

    TT’s don’t adequately assess lifelong learning skills

     

    Unfortunately, these five key skill goals, along with the self-development goal described above, can’t be adequately measured by TT’s.  For example, the ability to ask good questions is best assessed by observing how well students can develop “driving” questions for projects[i], brainstorm and choose essential questions at the beginning of a unit, or ask good questions during a class discussion or recitation that help to clarify a concept or extend understanding.

     

    Thorough assessment of information and data literacy skills is often determined by observing students as they search for information and data, asking students to compare and contrast multiple types of information in a venn diagram, having them explain why some resources are better than others, and by asking them to summarize and synthesize multiple sources of information and data. Extensive research projects are a good way to both teach and assess information and data literacy skills.

     

    “Thoughtfulness” is often measured by how well students can perform  in pro and con discussions and debates, participate in interpretative discussions, write persuasive arguments in favor of a point of view, develop “academic” papers on a topic, and demonstrate their ability to use creative thinking strategies to solve problems.

     

    Performance and complex problem solving tasks, project products and presentations, self-reflections that provide students with the opportunity to summarize learning in their own words, and written essays are the best assessments of a student’s ability to draw conclusions and apply learning.

     

    Assessing writing and more writing, speaking and more speaking, and non-verbal communication opportunities are the best ways to measure effective communication. Discussion, oral presentation, and writing rubrics are the most common methods used to assess communication skills.

     

    And, finally, assessing whether students are developing their own interests, talents, strengths, and goals requires continual self-reflection on the part of the student, observations of individual progress, and the creation of individualized goals and plans for the future. Projects and activities that demonstrate the development of student talents and strengths are a critical part of this learning, and some schools enable students to develop interests through the use of “passion projects” and/or senior projects in which students develop research projects, field experiences, and presentations around major topics of interest. 

     

    Building a portfolio assessment system 

     

    In order to demonstrate progress and success in achieving the lifelong learning skills cited above, every teacher, every school, should create student portfolios that include multiple types of assessments –discussion observations, many types of written work, performance tasks, oral presentations, self-reflections, and even TT’s. Self-reflections also help to determine whether each student is learning about his or her passions, interests, talents, and goals. 

     

    Students also need periodic opportunities to share portfolios with adults from outside the school who listen to their explanations and analyses, ask clarifying questions, and help them to better understand their progress, goals and future directions.

     

    Beginning the process

    
    

    Some of you may already be using portfolios extensively. But odds are that most of you are using portfolios only occasionally or not at all.

     

    If you’re not using multiple assessment portfolios, it’s easier to get started than you think. If you are, consider how you can enhance and expand their use. What student writing are you already collecting from students that might be placed in portfolios? What other forms of student work? Are there results of projects that might be included? Written reports? How might you better observe your students during discussions and write a quick summary of student participation? Do your students place frequent self-reflections on both learning and personal reflections Do you already have folders of student work that might become collections that illustrate growth over time? That showcase the best of every student’s work? How can you use the five skill sets and self-development framework as a way of building significant portfolio assessment collections?

     

    Much of the work of both collecting and sorting portfolio work can be placed into the hands of students. Students can form the habit of placing their work into portfolios. At designated times, students can be asked to purge their portfolios and showcase only their best work. Periodic self-reflections can also be placed into the portfolios that indicate how students feel about the progress they have made and goals for the future. This way of handling portfolios also supports the development of self-management and self-reflection skills. 

     

    In today’s digital age, it also becomes easier and easier to find and create the appropriate tools that enable students to build customized portfolios K-12. A good multiple page scanner that costs about $400 is a beginning. Many websites are available to get you started[ii].

     

    What’s critical is that, as an individual teacher or educational leader at a school or district, you organize your classroom, school or district to start or extend the use of portfolios as a way of assessing critical 21^st century skills and personal development goals. It requires the will to do it, rather than any special skills.

     

    If portfolios of student work can be collected by many teachers at the same grade level or teaching the same subjects, then teams of teachers together might spend some time together reviewing the work and agreeing on sample models of excellent, good and poor work. These models can be shared with students and also analyzed to determine the characteristics of work at each level. Such time is well spent and adds rigor to the process of collecting and improving student work! 

     

    Also, if you are a principal or superintendent, consider how you might collect and share portfolio assessment data and examples of student work at Board meetings and with the general public, to begin to wean the community away from solely using test scores as the instruments to best measure school and district success!

     

    You may also be surprised at the results – many of your students might actually improve their standardized test scores because of their higher level of academic work, rigorous training, self-management, and critical skill development!

      

    In conclusion…

    
    

    Portfolio collections of multiple types of assessments and self-reflections, not standardized, traditional measures of achievement, are the true determinants as to whether our students are ready for future challenges in a 21^st century world. Once in place, they can be used to assure that our students are prepared with the critical knowledge, skills, attitudes and behaviors necessary for living and learning in today’s and tomorrow’s world.

     

    ---------------------------

     Elliott Seif is a long time educator, Understanding by Design trainer, author, consultant, former Professor of Education at Temple University, and former Director, Curriculum/Instruction Services for the Bucks County Intermediate Unit. If you are interested in examining additional ways to improve teaching and learning, and help to prepare students to live in a 21^st century world, go to his website at:  www.era3learning.org

     

                                                                                            ENDNOTES

    
    

    ---

    [i] For further information about driving questions, examine the resources and materials found at the Buck Institute on project based learning: http://www.bie.org/

    [ii] See for example: http://www.pgcps.org/~elc/portfolio.html

     

     

     

     

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  • 7 months ago
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