Learning Oriented Assessment What is Learning Oriented Assessment (LOA)? The term Learning Oriented Assessment is one of several which have been used in recent years with a similar purpose in mind: to carve out a place for a form of assessment with different priorities and values from those of traditional assessment, with its focus on reliability and validity. Like the classroom-based assessment movement in the US, or the Assessment Reform Group’s promotion of formative assessment or Assessment for Learning in the UK, LOA proposes a form of assessment whose primary purpose is to promote learning. Cambridge English Language Assessment approaches LOA from an assessment specialist perspective, taking a systemic view where assessment operates on multiple levels and takes many forms. Our conception of LOA reflects an intention to change the traditional relationship of assessment to learning. Cambridge English Empower takes learning-oriented approach Find out more about Cambridge English Empower Find out more about LOA
15 Characteristics of a 21st-Century Teacher Recent technological advances have affected many areas of our lives, including the way we communicate, collaborate, learn, and, of course, teach. Those advances necessitate an expansion of our vocabulary, producing definitions such as digital natives, digital immigrants, and the topic of this post—21st-century teacher. As I write this, I’m trying to recall if I ever had heard phrases such as 20th-century teacher or 19th-century teacher. Quick Google searches reassure me that there are no such word combinations. Obviously, teaching in the 21st century is an altogether different phenomenon; never before could learning be happening the way it is now—everywhere, all the time, on any possible topic, supporting any possible learning style or preference. 15 Characteristics of a 21st-Century Teacher 1. 2. Sadly, often these papers are simply thrown away once graded. 3. 4. It’s a shame that with all the tools available, we still learn about other cultures, people, and events from the media. 5.
Students Learn More From Inquiry-Based Teaching, International Study Finds Introducing math and science through inquiry and problem-based instruction can pay off throughout elementary school, according to a massive international series of studies. Education economists Emma Näslund-Hadley and Rosangela Bando, of the Inter-American Development Bank, and Paul Gertler of the University of California, Berkeley, conducted 10 randomized controlled experiments with more than 17,000 students in Argentina, Belize, Paraguay, and Peru, four countries working with the Inter-American Development Bank to implement inquiry-based math and science programs. The researchers randomly assigned preschool, 3rd, and 4th grade classes to use either inquiry-based instruction or the standard math and science instruction in their schools—which generally involved teacher lectures, memorization, and practice. (While students in most countries were assigned by class, in Peru students were taught in small groups of four to seven students, and so they were assigned individually.)
Reciprocal Teaching Before Reciprocal Teaching can be used successfully by your students, they need to have been taught and had time to practice the four strategies that are used in reciprocal teaching (summarizing, questioning, predicting, clarifying). One way to get students prepared to use reciprocal teaching: (from Donna Dyer of the North West Regional Education Service Agency in North Carolina) Put students in groups of four. Distribute one note card to each member of the group identifying each person's unique role: Summarizer Questioner Clarifier Predictor Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion. For more information, see the article Reciprocal Teaching for the Primary Grades: "We Can Do It, Too!". Download blank templates
Integrating the 4 Cs into Your Classroom This is a module of trainings designed to show how technology can be used to foster the 21st Century Skills of Collaboration, Communication, Critical Thinking, and Creativity. Although specific technologies are highlighted, there are hundreds more that are just as good that could be used for the same purposes! By the end of this learning module, the learner will be able to: Define the 4 Cs of 21st Century Skills. Google is a trademark of Google.
Flipped Classroom, la scuola si capovolge: internet, pensiero aperto e smartphone in aula ROMA - Non serve banda larga, non servono computer, non serve la lavagna interattiva multimediale né le fotocopie. Servono però insegnanti formati, capaci di fare anche i blogger, di lavorare in modo cooperativo. E - cosa non banale – serve che ogni studente abbia a disposizione uno smartphone e una connesione internet quando si trova a casa. Sono questi gli ingredienti della "flipped classroom", ovvero la "classe capovolta", una rivoluzione della scuola che non passa per le riforme di sistema ma per la sperimentazione quotidiana degli insegnanti. Una didattica inclusiva. in riproduzione.... Usare lo smartphone a scuola. La rivoluzione del world wide web. L'approfondimento quotidiano lo trovi su Rep: editoriali, analisi, interviste e reportage. Saperne di più è una tua scelta Sostieni il giornalismo!
Embracing Inquiry-Based Instruction Recent education reforms call for a shift in pedagogy to provide students with the skills necessary to be competitive in a global society. One such shift, inquiry-based instruction, is supported by evidence as a successful approach to fulfill the goals and processes of the Next Generation Science Standards (NGSS). Inquiry-based instruction is a student-centered approach where the instructor guides the students through questions posed, methods designed, and data interpreted by the students. Through inquiry, students actively discover information to support their investigations. My colleagues and I at Saddle Brook High School in New Jersey developed a guided inquiry curriculum for biology. When I reflected on our implementation of the new curriculum, I realized that I hadn’t known how difficult it would be to let go of over 20 years of my thinking embedded in traditional education. I also realized that my students had little to no experience with the structure of an inquiry-based class.
Reciprocal Teaching for the Primary Grades: "We Can Do It, Too!" In 1978, Durkin (1978-1979) made what continues to be an alarming observation: less than 1% of classroom reading instruction was dedicated to comprehension instruction. When comprehension instruction occurred, the focus was on asking students questions about the text-assessing comprehension, not providing instruction. More recently, Pressley, Whar ton-McDonald, Mistretta-Hampston, and Echevarria (1998) examined reading instruction in 10 fourth- and fifth-grade classrooms. They too found little comprehension instruction and an emphasis on assessing comprehension. Taylor, Peterson, Pearson, and Rodriguez (2002) had similar findings when they observed literacy instruction in 88 classrooms. The lack of documented comprehension instruction, especially in the primary grades, has contributed to a student population in which 69% of fourth graders read below the National Assessment of Educational Progress' (NAEP) proficient reading level (NAEP, 2005). Comprehension strategy instruction
Project-Based Learning Over time, the world of public education has grown increasingly difficult, for both students and teachers. Its focus has drifted from applicable, relevant instruction to test performance and attainment of standards. At times, the prognosis can seem bleak. However, there has been a renewed interest in and revival of John Dewey’s revolutionary 20th-century “learning by doing” theory, in the form of project-based learning (PBL) and the establishment of charter schools. With its focus on demonstration of knowledge and interdisciplinary ideals, project-based learning encourages students to become active participants in their learning. hoonuit, LLC
Che cosa è un’UA – Sul sito si propongono per ogni disciplina delle Unità di apprendimento (UA), strutturate secondo uno schema condiviso e sperimentato, che suggeriscono piste di lavoro adatte per una particolare classe del triennio. Si offrono degli spunti operativi, naturalmente legati a chiari riferimenti valoriali e culturali, che ogni docente, tenendo conto della specifica realtà in cui opera, dovrà poi modificare ed adattare al suo contesto, per rendere più efficace l’azione didattica. Sarà opportuno, inoltre, condividere preliminarmente con i docenti che intervengono sullo stesso gruppo classe la scelta di alcune competenze da perseguire, indipendentemente dalla disciplina, ricavandole dai Documenti nazionali vigenti, perché una progettazione coordinata risulterà più incisiva per lo sviluppo integrale della persona degli allievi. Che cosa si intende per UA? Struttura dell’UA (da settembre 2013) Ogni Unità di apprendimento è costituita dalle seguenti sezioni: • Titolo. • Compito unitario. oppure
Bringing Inquiry-Based Learning Into Your Class In the shallow end of the Types of Student Inquiry pool, Structured Inquiry gives the teacher control of the essential question, the starting point—for example, “What defines a culture?” or “What is the importance of the scientific method?” These questions are not answered in a single lesson and do not have a single answer, and, in fact, our understanding of an essential question may change over time as we research it. In Structured Inquiry, the teacher also controls specific learning activities, the resources students will use to create understanding, and the summative assessment learners will complete to demonstrate their understanding. In Controlled Inquiry, the teacher provides several essential questions. How Are the Types of Student Inquiry Helpful? Inquiry is most successful when strongly scaffolded. This structure allows us to successfully address the curriculum and the “must know” content and skills of each discipline, grade level, and course. Second, think big and start small.
Reciprocal Teaching Strategies for Reading ComprehensionReciprocal Teaching[Palincsar et al, 1984, 1986] What Is Reciprocal Teaching?The creation of Palinscar and Brown, Reciprocal Teaching is in some ways a compilation of four comprehension strategies: summarizing questioning clarifying predicting Please understand that some think the choice of "reciprocal" in the name of this strategy is slightly misleading. It conjures up the image of a student in front of the class, or of students taking turns telling each other important ideas in the text. How Does It Work? How Might I Implement Reciprocal Teaching in my Classroom? One approach to teaching reciprocal teaching might be to have students work from a four-column chart, with each column headed by the different comprehension activity involved. You might also consider implementing reciprocal teaching the way Donna Dyer of the North West Regional Education Service Agency in North Carolina recommends. Put students in groups of four. © 1998-present by Raymond C.
21st Century Skills Concepts What is meant by "21st Century Skills?" How do they relate to what I should be teaching in my classroom? These are just some of the questions that you might be asking when you hear the term "21st Century Skills." In this series of tutorials, we will present what we mean by the terminology and how it relates to the models, frameworks, and technology standards that have been developed by other organizations. Atomic Learning is a professional development affiliate of the Partnership for 21st Century Skills which supports the integration of 21st century skills into all aspects of teaching and learning. National Educational Technology Standards for Students, Second Edition, © 2007, ISTE ® (International Society for Technology in Education), www.iste.org.