Transitioning to the 21st Century Classroom
Activity: Reorganize columns 2 & 3 to coincide
with column 1
|Area |Traditional Practice |21st Century Practice |
| |Teachers use a broad range of content sources including |The textbook and other written materials are the |
|Teacher’s Role |primary sources that connect instruction to relevant and |primary instructional tools. Use of the overhead |
| |authentic learning. Many forms of digital technology and |projector and occasional use of computers and other |
| |technology-based resources are integrated into the |digital technology may supplement the process. |
| |classroom as part of the instructional sequence. | |
| |The students understand the established expectations, |The teacher is the key dispenser of knowledge and is |
|Student’s Role |develop plans for completing their work, use rubrics to |the center of the instructional process. In viewing |
| |assess their own learning and understand the level of |the classroom, the instructional sequence may center |
| |their own performance. |more on the actions of the teacher than the actions of |
| | |the students. |
| |The focus of the instructional process is the development |Teachers us a broad range of research-based |
|Student Results |of proficiency in three areas: 21st century content, 21st |instructional strategies specifically selected to |
| |century learning skills and use of 21st century technology|produce the desired student result. Strategies are |
| |tools. |incorporated to integrate 21st century content, |
| | |learning skills and technology. |
| |The teacher facilitates student learning during an |The students take little ownership for their own |
|Instructional Focus |intentionally designed and sequenced instructional |learning. They follow the direction of the teacher, |
| |process. In viewing the classroom, the students are |complete work, often at a minimal level and wait to see|
| |highly engaged and the teacher facilitates that |what grade they are “given”. |
| |engagement. | |
| |Students basically receive the same instruction and the |Instructional strategies and time are differentiated so|
|Lesson Design |same amount of instructional time. This leads to student |that all students can reach mastery and beyond. Student|
| |assessment results that generally follow a traditional |assessment results do not follow a “Bell Curve” |
| |“Bell Curve” distribution of grades. |distribution. |
| |Instructional strategies are selected to assist students |Teachers use a variety of assessment processes, formal |
|Instructional Strategies |in the memorization of the content. Teacher lecture, |and informal, to gather authentic information on how |
| |question and answer and student seat-work may dominate the|well students are achieving intended results. Rubrics |
| |instructional sequence. The same strategies are employed |are regularly. Students have a clear understanding of |
| |for all students. |instructional expectations. |
| |Textbook-driven assessments are commonly used, |The primary focus of the instructional process is |
|Instructional and Technology |supplemented with teacher-made assessments based on |covering the content included in the established |
|Tools |true-false, multiple choice and short answer formats that |curriculum. Intentional teaching of learning skills |
| |evaluate content memorization. Students are not always |and use of learning tools are rare. |
| |aware of what they are expected to demonstrate on | |
| |assessment. | |
| |The lesson design centers on covering pages in the |Lesson design “begins with the end in mind” focusing on|
|Assessment Practices |textbook and completion of textbook driven instructional |the desired student performance outcome and how those |
| |activities. Assessment processes are designed and |outcomes will be assessed. Instructional strategies are|
| |administered at the conclusion of the lesson. |designed and differentiated to bring about the desired |
| | |student performance outcome. Students understand the |
| | |intent of the lessons and how their performance will be|
| | |assessed. |
Template for Activity: The descriptions in columns 1 and 2 above are not in the correct boxes. Drag ‘n Drop each description from columns 1 and 2 into the correct box on this page. Save your answers.
|Area |Traditional Practice |21st Century Practice |
| | | |
|Teacher Role | | |
| | | |
| | | |
|Student’s Role | | |
| | | |
| | | |
|Student Results | | |
| | | |
| | | |
|Instructional Focus | | |
| | | |
| | | |
|Lesson Design | | |
| | | |
| | | |
|Instructional Strategies | | |
| | | |
|Instructional and Technology Tools | | |
| | | |
|Assessment Practices | | |
| | | |
Answer Sheet
|Area |Traditional Practice |21st Century Practice |
| |The teacher is the key dispenser of knowledge and is the center|The teacher facilitates student learning during an intentionally|
|Teacher Role |of the instructional process. In viewing the classroom, the |designed and sequenced instructional process. In viewing the |
| |instructional sequence may center more on the actions of the |classroom, the students are highly engaged and the teacher |
| |teacher than the actions of the students. |facilitates that engagement. |
| |The students take little ownership for their own learning. |The students understand the established expectations, develop |
|Student’s Role |They follow the direction of the teacher, complete work, often |plans for completing their work, use rubrics to assess their own|
| |at a minimal level and wait to see what grade they are “given”.|learning and understand the level of their own performance. |
| |Students basically receive the same instruction and the same |Instructional strategies and time are differentiated so that all|
|Student Results |amount of instructional time. This leads to student assessment|students can reach mastery and beyond. Student assessment |
| |results that generally follow a traditional “Bell Curve” |results do not follow a “Bell Curve” distribution. |
| |distribution of grades. | |
| |The primary focus of the instructional process is covering the |The focus of the instructional process is the development of |
|Instructional Focus |content included in the established curriculum. Intentional |proficiency in three areas: 21st century content, 21st century |
| |teaching of learning skills and use of learning tools are rare.|learning skills and use of 21st century technology tools. |
| |The lesson design centers on covering pages in the textbook and|Lesson design “begins with the end in mind” focusing on the |
|Lesson Design |completion of textbook driven instructional activities. |desired student performance outcome and how those outcomes will |
| |Assessment processes are designed and administered at the |be assessed. Instructional strategies are designed and |
| |conclusion of the lesson. |differentiated to bring about the desired student performance |
| | |outcome. Students understand the intent of the lessons and how |
| | |their performance will be assessed. |
| |Instructional strategies are selected to assist students in the|Teachers us a broad range of research-based instructional |
|Instructional Strategies |memorization of the content. Teacher lecture, question and |strategies specifically selected to produce the desired student |
| |answer and student seat-work may dominate the instructional |result. Strategies are incorporated to integrate 21st century |
| |sequence. The same strategies are employed for all students. |content, learning skills and technology. |
| |The textbook and other written materials are the primary |Teachers use a broad range of content sources including primary |
|Instructional and |instructional tools. Use of the overhead projector and |sources that connect instruction to relevant and authentic |
|Technology Tools |occasional use of computers and other digital technology may |learning. Many forms of digital technology and technology-based|
| |supplement the process. |resources are integrated into the classroom as part of the |
| | |instructional sequence. |
| |Textbook-driven assessments are commonly used, supplemented |Teachers use a variety of assessment processes, formal and |
|Assessment Practices |with teacher-made assessments based on true-false, multiple |informal, to gather authentic information on how well students |
| |choice and short answer formats that evaluate content |are achieving intended results. Rubrics are regularly. Students|
| |memorization. Students are not always aware of what they are |have a clear understanding of instructional expectations. |
| |expected to demonstrate on assessment. | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- 21st century philosophers
- influential 21st century philosophers
- greatest 21st century philosophers
- 21st century philosophers list
- 21st century philosophers in education
- 21st century learning pdf
- 21st century learning conference
- 21st century learning design pdf
- 21st century curriculum model
- 21st century skills for education
- 21st century french philosophers
- 21st century teaching strategies ppt