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. | |

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