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21st Century Teaching and Learning Pedagogy, Approaches and Design
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Lessening School Assessment Stress | District Administration

Lessening School Assessment Stress | District Administration | 21st Century Teaching and Learning | Scoop.it

..."Because such complex thinking skills can’t be measured by traditionalstandardized tests, educators nationwide are turning to new ideas like “stealth assessments” hidden in video games and student roundtables that work like college dissertation defenses".

 

“The problem is traditional standardized paper-and-pencil tests measure a very narrow slice of what we want students to know and be able to do,” says Dan French, executive director of the Center for Collaborative Education".

Rob Hatfield, M.Ed.'s insight:

The article reviews new developing experimental assessment approaches to assist in authentic learning. 

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Assessment, Choice, and the Learning Brain | Edutopia

Assessment, Choice, and the Learning Brain | Edutopia | 21st Century Teaching and Learning | Scoop.it
Is there a difference between performance goals and mastery goals? Yes -- and that difference can affect student outcome on assessments.
Rob Hatfield, M.Ed.'s insight:

The article reviews assessment "mindset". "Students tend to develop either performance-related goals or mastery goals...Their rewards arise from the challenges of acquiring and applying new knowledge and skills". This is an example of the assessment trends moving away from traditional "mindset" to assessment being applied within the 21st Century teaching and learning environments.



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Six Questions That Will Bring Your Teaching Philosophy into Focus | Faculty Focus

Six Questions That Will Bring Your Teaching Philosophy into Focus | Faculty Focus | 21st Century Teaching and Learning | Scoop.it
Earlier this year, a couple of contributions to The Teaching Professor (Haave 2014) and Faculty Focus (Weimer 2014) discussed the place of learning philosophies in our teaching. The online comments to Weimer’s blog post (2014) made me think more about how we as instructors need to be careful to bridge instructivist and constructivist teaching approaches for students not yet familiar with taking responsibility for their own learning (Venkatesh et al 2013).
Rob Hatfield, M.Ed.'s insight:

This is an excellent resource article that provides key questions which can bring focus within your teaching and learning environment and your professional development.

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steve smith's curator insight, June 5, 12:10 AM

Do you ever stop to think about what and why you are doing things ? we ask our students to do this but do we as teachers ??

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Canvas Announces Release of Mastery-Based Gradebook | Getting/Smart

Canvas Announces Release of Mastery-Based Gradebook | Getting/Smart | 21st Century Teaching and Learning | Scoop.it
The grade book supports teachers as they build outcomes for learning modules and evaluate student growth towards mastery of these outcomes. The gradebook will book will available to all Canvas users, including those who utilize the free version.
Rob Hatfield, M.Ed.'s insight:

This is just the beginning, many open LMS will begin to switch over to a competency-based assessment. Right now, Learnboost has this ability but I will look and compare to see what the differences. 

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Melissa Hicks's curator insight, March 24, 8:03 AM

The march of adaptive learning

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The Key Differences Between Summative And Formative Assessments | Edudemic

The Key Differences Between Summative And Formative Assessments | Edudemic | 21st Century Teaching and Learning | Scoop.it

Assessments are a part of every classroom, regardless of subject matter or grade level. Theycome in all shapes and sizes, and they can be used for a number of reasons.


Sometimes, the differences between the types of assessments can be subtle. Many teachers will find that some subjects lend themselves really well to certain types of question formats (like multiple choice vs. short answer vs. essay), but the style of question shouldn’t be confused with the type of assessment.


While there are many more, summative and formative assessments are probably two of the most widely used in education today. The handy infographic below takes a look at the main concepts of each type of assessment along with examples of each. 

Rob Hatfield, M.Ed.'s insight:

This is a good infographic on summative and formative assessments for your teaching and learning environments.

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27 Characteristics Of Authentic Assessment | TeachThought

27 Characteristics Of Authentic Assessment | TeachThought | 21st Century Teaching and Learning | Scoop.it
27 Characteristics Of Authentic Assessment

 

Almost 25 years ago, I wrote a widely-read and discussed paper that was entitled: “A True Test: Toward More Authentic and Equitable Assessment” that was published in the Phi Delta Kappan. I believe the phrase was my coining, made when I worked with Ted Sizer at the Coalition of Essential Schools, as a way of describing “true” tests as opposed to merely academic and unrealistic school tests. I first used the phrase in print in an article for Educational Leadership entitled “Teaching to the (Authentic) Test” in the April 1989 issue.

Rob Hatfield, M.Ed.'s insight:

Great article by Dr. Grant Wiggins on applications of authentic education and assessment.

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Ivon Prefontaine's curator insight, February 1, 6:35 PM

With authentic assessment, not tests, students increasingly guide and lead their learning.

David Hain's curator insight, February 2, 4:48 AM

Testing has it's place, but this way is better!

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How To Determine A Student's Prior Knowledge - Edudemic

How To Determine A Student's Prior Knowledge - Edudemic | 21st Century Teaching and Learning | Scoop.it
When you first step into a classroom, poised and ready to launch into a new discussion or lesson, you probably feel a sense of excitement. You’re about to embark on a journey with your class and every student is along for the ride.
Rob Hatfield, M.Ed.'s insight:

This is an excellent infographic of student needs assessment.

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6 Ways to Honor the Learning Process in Your Classroom

6 Ways to Honor the Learning Process in Your Classroom | 21st Century Teaching and Learning | Scoop.it

Roughly put, learning is really just a growth in awareness. The transition fromnot knowing to knowing is part of it, but that's really too simple because it misses all the degrees of knowing and not knowing.


One can't ever really, truly understand something any more than a shrub can stay trimmed. There's always growth or decay, changing contexts or conditions. Understanding is the same way. It's fluid.

Rob Hatfield, M.Ed.'s insight:

I currently use many of these teaching and learning approaches in my classes now. I have both positive and negative results due to learner intrinsic motivation...You can lead a learner to knowing but to can't make them understand or learn.

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The Best Education Posts of 2013: The Edutopia Top 10 Deep Dive

The Best Education Posts of 2013: The Edutopia Top 10 Deep Dive | 21st Century Teaching and Learning | Scoop.it
Editor's note: Looking back on 2013, Edutopia has had a fantastic year. With more than 650 blog posts, 6700 comments and thousands of daily interactions with educators on our social media channels, w
Rob Hatfield, M.Ed.'s insight:

This is a good year end review of some of the best post by Edutopia.

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Deeper Learning MOOC (DLMOOC)

Deeper Learning MOOC (DLMOOC) | 21st Century Teaching and Learning | Scoop.it
A free, flexible, nine-week online course that will allow you as an educator to learn about how deeper learning can be put into practice
Rob Hatfield, M.Ed.'s insight:

"You’ll get to learn from the leading lights in the Deeper Learning orbit – people like Larry Rosenstock who founded High Tech High; Ron Berger, the Chief Program Officer at Expeditionary Learning; Elliot Washor, Co-Director of Big Picture Learning; Bob Lenz, CEO of Envision Schools; Eduardo Briceño, CEO of Mindset Works; Camille Farrington, Assistant Professor at the University of Chicago; and more".


This would be a good short course to take for those who wish to develop a blended learning design environment.

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Assessment vs. Accountability

Assessment vs. Accountability | 21st Century Teaching and Learning | Scoop.it

We need to begin to articulate our vision and our plan to put balance on the board.  At the very least, we need to have profound insight into what needs to be done locally and coalesce our communities around an educational agenda...one with standards and accountability and more and with children at its core. We believe we will be heard and, then, we must be ready. At least we hope that is what happens.

Rob Hatfield, M.Ed.'s insight:

This is an interesting article of double standards in education and the lack of "common sense" when it comes to assessment vs. accountability.

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Strategies for Enhancing Higher Order Thinking (HOT) | LD OnLine

Strategies for Enhancing Higher Order Thinking (HOT) |  LD OnLine | 21st Century Teaching and Learning | Scoop.it

Higher order thinking (HOT) is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you. HOT takes thinking to higher levels than restating the facts and requires students to do something with the facts — understand them, infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them as we seek new solutions to new problems.

 

LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

 

LD OnLine works in association with Learning Disabilities Association of America, International Dyslexia Association, Council for Exceptional Children, Schwab Foundation for Learning, and the Coordinated Campaign for Learning Disabilities.

Rob Hatfield, M.Ed.'s insight:

This is an excellent resource article covering aspects of how to answer children's questions in a way that promotes HOT and strategies for enhancing higher order thinking in the 21st Century teaching and learning environments.

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Effective Feedback Strategies for the Online Classroom

Effective Feedback Strategies for the Online Classroom | 21st Century Teaching and Learning | Scoop.it
Feedback is more than post-assignment commentary. When employed correctly, feedback can impact students on a variety of levels. It helps direct what they should do with their time, how they should feel about their efforts, whether their motivation level is appropriate, whether they are meeting expectations, and more.

Because feedback serves so many purposes in the online classroom, it is important for instructors to consider how feedback is provided, when it is offered, how it is focused or targeted, and what is considered in the feedback.
Rob Hatfield, M.Ed.'s insight:

They have provided excellent resources for all MOOC  teachers and administrators.

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Students Learn Best When You Do This | TeachThought

Students Learn Best When You Do This | TeachThought | 21st Century Teaching and Learning | Scoop.it
Students Learn Best When You Do This

 

Want to know what kids need in order to learn better? Ask them: Here are the first 50 answers, unedited, from our typical HS.

Rob Hatfield, M.Ed.'s insight:

This is why the RMUTL English camp was such a failure...It was  passive, boring and not a functional English language learning experience.

 

The Presidents "experts" are outsiders and not qualified language professionals...just sales people.

 

NO one is listening to the learners or the qualified teachers...Dr. Wiggins listens and other professionals listen too!

 

It was a very sad language learning experience and another complete failure from administration.

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How to Teach the Standards Without Becoming Standardized | MindShift

How to Teach the Standards Without Becoming Standardized | MindShift | 21st Century Teaching and Learning | Scoop.it
Teaching standards doesn't necessitate a standardized approach to teaching. Teachers share ideas for providing a standards-based, but authentic learning experience for all students.
Rob Hatfield, M.Ed.'s insight:

I really like these strategies that they provide.

 

I am against standardized testing especially aptitude test like SAT/ ACT and GRE which should be abolished all together.

 

I support lifelong learning and these test stigmatize, categorized learners by creating imagined barriers to learning institutions. In other words, the Rich vs. the Poor; the original class warfare instrument used in education.

 

The strategies presented can be adapted, modified to fit your 21st century teaching and learning environment. 

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5 Assessment Strategies Every Teacher Should Know

5 Assessment Strategies Every Teacher Should Know | 21st Century Teaching and Learning | Scoop.it
5 Assessment Strategies Every Teacher Should Know

 

Most teachers and current textbooks offer varied approaches to the material to be learned so the teaching can be brain-compatible with the varied student learning styles. It is only logical that respect for these individual learning styles be incorporated into assessment forms.

Rob Hatfield, M.Ed.'s insight:

These teaching and learning assessment strategies can be adapted to fit within your learning environment.

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Juan Legarda's curator insight, February 12, 6:22 PM

Learning Styles and Assessment:

Kirsten Macaulay's curator insight, February 13, 5:28 AM

Option 1: Open-Book & Take-Home Tests

 

Option 2: Student-Made Tests

 

How My Students Create And Study For Their Own Exams

This is the process I use for student-created math final exams in my classroom. Your process may differ depending on grade level, content area, or other local concerns.

I give the structure for the tests students are required to create such as, “Include 15 calculations and 5 word problems with 2 from each of the 10 subsections of the chapter”I make a copy of each test and change the numbers, but not the structure of the equations. They knew I would do this and that the numbers will be different than the ones they usedStudents are assigned homework to make practice tests on their own, using the template of the test they created and changing the numbers themselvesIn class, for further review, students exchange their practice tests with partners for study and to the confirm accuracy of their answers (as I don’t have an answer key to all of their self-created tests)

Option 3: The Complexity & Diversity Of Project-Based Learning

Option 4: Written Response–Or Rather, The Pre-Writing

Option 5: Ask A Question


Great article.

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5 Questions To Evaluate Curriculum For Rigor | TeachThought

5 Questions To Evaluate Curriculum For Rigor | TeachThought | 21st Century Teaching and Learning | Scoop.it
5 Questions To Evaluate Curriculum For Rigor

 

Last week, we discussed the true meaning of rigor. Now, we’ll examine the different parts of that definition.


First, rigor is creating an environment in which each student is expected to learn at high levels. Having high expectations starts with the decision that every student you teach has the potential to be the best, no matter what.


There are times this is hard, but I’ve always remembered that students live up to or down to our level of expectation for them. Expecting every student to learn at high levels begins with the curriculum, or content of your lesson.


Rob Hatfield, M.Ed.'s insight:

Academic  curriculum standardization does not mean loss of creativity, form or function. It brings to the table a collaborated method and approach to assist in the guided learning process.

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Successful Gamification Case Studies | LearnDash

Successful Gamification Case Studies | LearnDash | 21st Century Teaching and Learning | Scoop.it

Ever since gamification started to grow in popularity, there have been many who have questioned its utility. For the most part, it seems an awful lot like “fluff” without any ability to make a real impact in the bottom line of a business.

 

This couldn’t be further from the truth.

Rob Hatfield, M.Ed.'s insight:

The  article defines some real tangible benefits in the 21st century teaching and learning environments.

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In an Era of Global Competition, What Exactly Are We Testing For? | MindShift

In an Era of Global Competition, What Exactly Are We Testing For?  | MindShift | 21st Century Teaching and Learning | Scoop.it

"In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce “successful” students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries".

Rob Hatfield, M.Ed.'s insight:

Look at the qualities not measured by assessment...consider how these variables affect the learning environment. Consider the negative impact of a 21st century learner, teacher and administrator with learning assistive technology. Try to understand the "big picture" of the changing landscape of education and the social aspects of learning. "One size does not fit all" regardless of the learning environment and human social interaction will always be needed in the learning process.

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Interactive Rubrics as Assessment for Learning

Interactive Rubrics as Assessment for Learning | 21st Century Teaching and Learning | Scoop.it

Moving Forward

Below are a few ways that I can imagine any teacher, regardless of grade level or content area, using interactive rubrics.

Rob Hatfield, M.Ed.'s insight:

"The whole thing sounds so ridiculously simple -- give students easy access to a resource that will help with a challenging skill. Not so groundbreaking, right? But sometimes it's the little things that can make a big difference with our students, and I hope this is one of those times."

 

What is more significant about the interactive rubrics is not will the assessment give the teacher feedback required for teaching and learning adjustment but would allow deeper learning to occur.

 

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A Classroom Where No One Cheats | The Atlantic

A Classroom Where No One Cheats | The Atlantic | 21st Century Teaching and Learning | Scoop.it
A new book says it's possible—but only if teachers get their students to care about learning for learning's sake.

 

While I’d love to place the blame for this offense fully on my students’ shoulders, I can’t. My teaching methods and classroom habits are often as much to blame as their response to them.  If my teaching practices create an atmosphere in which students resort to cheating rather than rely on their own hard work and discovery, I’m doing something wrong.

Rob Hatfield, M.Ed.'s insight:

This article address assessment and cheating by providing interesting perspectives of the choices we make...as teachers and as learners. In Southeast Asia the pressure and culture to cheat is very strong..."achieve the best grades at all costs."

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How Will Students Perform? Depends on Teachers’ Expectations

How Will Students Perform? Depends on Teachers’ Expectations | 21st Century Teaching and Learning | Scoop.it
How do expectations influence students' achievement? A look into research old and new that shows the role of teachers' expectations influences outcomes.
Rob Hatfield, M.Ed.'s insight:

I use the UbD which puts the learners expectations first in the learning and teaching model.  By incorporating the 7 ways teachers can change their expectations, it will provide good indicators on how to adjust the leaning environment of your learners.

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Samantha Hogan's curator insight, December 12, 2013 8:57 PM

This is so true! Our preconceived ideas can have such an impact on the children.  We need to be very careful, that we remain positive and try to be unbiased in the classroom.

Melissa Marshall's curator insight, December 12, 2013 10:39 PM

This has always been the case, but it particularly pertinent to how studets will use technology as well. This will line up to your expectations - if you expect them to mess around with their iPads - they will. If you expect they will be engaged in learning and model this - they will. 

John Gougoulis's curator insight, December 13, 2013 2:19 AM

It is a truism but teachers behaviours are infuenced by their expectations of students