21st century learning

The Effective Classroom

Structures and Strategies

  1. Clarifying, understanding, and sharing learning intentions.

  2. Engineering effective classroom discussions, tasks and activities that elicit evidence of learning.

  3. Providing feedback that moves learners forward.

  4. Activating students as learning resources for one another.

  5. Activating students as owners of their own learning. (Rystad, 2013).

Summative and Formative Assessments working together

Summative and Formative

A summative assessment is used to determine if a student is meeting curriculum requirements. An assessment is given to test the learning that is relative tot he actual curriculum. An example of this would be an chapter test that assesses the students knowledge of the whole chapter.

A formative assessment is used to gather feedback that the teacher can use as well as the student to improve in class as well as enhance teaching and learning. An example of this would be a one to two sentence answer to identify the main point of a lesson. Also students can create an outline for a report (Formative vs Summative, 2015).

My own ideas about summative and formal are that both assessments are useful to create an effective classroom. It is important for a teacher to gather data to gage whether a student has knowledge of the lesson. Also, the teacher can obtain feedback from how students formulate outlines and sentences from a lesson.

References:

A Sampling of Types of Formative Assessment Retrieved on June 10, 2015 from www.isbe.net/common_core/pdf/da-form-asmt-chart.pdf

Formative vs Summative Assessment, Retrieved on June 10, 2015 from http://www.cmu.edu/teaching/assessment/howto/basics/formative-summative.html

Rystad, M. (2013, April 7). Assessment for learning [Video file]. Retrieved June 10, 2015 from http://www.youtube.com/watch?v=HcLMlY6R7RM

Clarifying, Learning and Sharing

This strategy allows students to show examples of their work with different qualities. The teacher then provides what is called an exit ticket for students to by ending the lesson with an evaluative question. Rystad 2013, explained that technique of The Big Five which is when focus is placed on the "major skills of the curriculum" (Rystad, 2013). These skills are Analylitical, Conceptual information management, Communication, and Meta-cognitive.

Engineering effective classroom discussions

One of my favorite strategies is to engineer classroom discussions effectively. Examples given were the use of mini-whiteboards which allows students the opportunity to interact with the teacher and classmates by writing or selecting answer simultaneously. Also, students are encourages to raise hands or "Hands Up" to ask questions only. Other examples were the flipped classroom where lessons are summarized in film clips.

"Lessons are used for conversations and dialogues between teacher and students about the content of the lesson" (Rystad, 2013).

Providing Feedback Forward >>

This strategy would prove very effective in Intellectual Disability (ID) classrooms. The student has visual prompts of a concept called "Two Stars and a Wish." In this proves, students use 2 stars to tell about two things the student did well and a Wish to tell about one thing that the students needs to improve.

Activating Students for one another

Students can be resources for each other. I've seen the process before where a teacher I observed used the Green, Yellow Red strategy in the classroom. This was a great technique to allow student involvement as well as students interacted with one another to compare and complete assignments. This also allowed the teacher to identify and work on to one with students who required extra explanations to complete the assignment. Green meant that the student understood the lesson. Red indicated that a student was lost an needed help. These students were provided assistance by the Green students. The last category of Yellow meant that these students had trouble understanding the activity. The teacher provided the support for his group.

Activating Students as owners

This strategy used what was called "C3B4ME" Students were encouraged to see support from three other sources before coming to the teacher.