building a collaborative understanding of the rubric 4... · building a collaborative understanding...
TRANSCRIPT
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BUILDING A COLLABORATIVE UNDERSTANDING OF THE RUBRIC
STANDARD IV: TEACHERS FACILITATE
LEARNING FOR THEIR STUDENTS
(PART 2)
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Developing
Knowledge
Does the teacher know it?
Proficient
Action
Does the teacher show it?
Accomplished
Interaction
Is it evident in the actions of the
children?
Distinguished
Extension
Is it visible beyond her classroom?
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STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS (PART 2)
e. Teachers help student develop critical thinking and problem solving
skills.
f. Teachers help students work in teams and develop leadership qualities.
g. Teachers communicate effectively.
h. Teachers use a variety of methods to assess what each student has
learned.
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STANDARD 4E4e. Teachers help students develop critical thinking and
problem solving skills. Teachers encourage students to
ask questions, think critically, develop and test innovative
ideas, synthesize knowledge and draw conclusions. They
help students exercise and communicate sound
reasoning; understand connections; make complex
choices; and frame, analyze and solve problems.
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STANDARD 4E
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BIG QUESTIONS FOR YOUNG MINDS
Janis Strasser
and
Lisa Mufson Bresson
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TEACHERS HELP SUPPORT CRITICAL THINKING BY…
• Asking high level questions throughout the day
• In classroom interest areas
• During circle time, read alouds, other whole group activities
• Transitions and routines
• Teaching problem solving (social, situational, sabotage)
• Providing open-ended materials
• Providing planned activities that promote problem solving critical thinking
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PROFICIENT ACCOMPLISHED
Understands developmental level and
appropriately differentiates
Assesses resources needed to address
strengths and weaknesses of students
Identifies appropriate developmental
level and consistently and appropriately
differentiates
Reviews and uses alternative resources
or adapts existing resources
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HOW DO YOU SEE TEACHERS TEACHING CRITICAL THINKING PROCESSES?
• Thinking creatively and critically
• Develop and test innovative ideas
• Synthesize knowledge
• Draw conclusions
• Exercise and communicate sound reasoning
• Understand connections
• Make complex choices
• Frame analyze and solve problems
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STANDARD 4F
4f. Teachers help students work in teams and develop
leadership qualities. Teachers teach the importance of
cooperation and collaboration. They organize learning
teams in order to help students define roles, strengthen
social ties, improve communication and collaborative
skills, interact with people from different cultures and
backgrounds and develop leadership qualities.
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STANDARD 4F
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STANDARD 4G
4g. Teachers communicate effectively. Teachers
communicate in ways that are clearly understood by
their students. They are perceptive listeners and able to
communicate with students in a variety of ways even
when language is a barrier. Teachers help students
articulate thoughts and ideas clearly and effectively.
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STANDARD 4G
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STANDARD 4H4h. Teachers use a variety of methods to assess what each student
has learned. Teachers use multiple indicators including formative and
summative assessment, to evaluate student progress and growth as
they strive to eliminate achievement gaps. Teachers provide
opportunities, methods, feedback and tools for students to assess
themselves and others. Teachers use 21st century assessment
system to inform instruction and demonstrate evidence of
students’ 21st century knowledge, skills, performance and
dispositions.
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STANDARD 4H
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INDIVIDUALIZATION
VS.
DIFFERENTIATION
Differentiation starts with groups of children
Individualization starts with the needs of 1 child
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TEACHERS DIFFERENTIATE THROUGH
• Content
• Prior knowledge, experiences, relevance, readiness
• KWL or Webbing, organization of content (units of study vs. themes)
• family input, formative assessment data
• Process
• Variety of methods and materials used
• Addresses learning styles (auditory, visual, kinesthetic)
• Large group, small group, individual (finds the right match for the content and
the children)
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TEACHERS DIFFERENTIATE THROUGH
• Product
• Children demonstrate understanding in a variety of ways
• Tell, act out, use in play scenarios, draw, create (3-D art, building)
• Variety of assessment data (anecdotal, checklists, work samples, pictures)
• Learning Environment
• Safe and supportive
• Organized in learning centers, variety of materials, materials change over the course
of the year
• Child-centered
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DIFFERENTIATION IS…
• Child-centered
• Responsive and Relevant (higher-level thinking, application of knowledge)
• Rooted in Formative Assessment
• Flexible
• Addresses Learning Styles
• Scaffolding
• Challenging (Zone of Proximal Development)
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RED FLAGS
• Classroom practices convey that teaching and learning happens mainly during whole
group time
• Everyone required to complete the same tasks
• Everyone required to produce the same product
• Assessment focuses primarily on rote knowledge, children grouped primarily on
academic skills
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PROFICIENT ACCOMPLISHED
Understands developmental level and
appropriately differentiates
Assesses resources needed to address
strengths and weaknesses of students
Identifies appropriate developmental
level and consistently and appropriately
differentiates
Reviews and uses alternative resources
or adapts existing resources
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STANDARD 4B
4b. Teachers collaborate with their colleagues and use a variety of
data sources for short and long range planning of instruction
based on the NC Standard Course of Study. These plans reflect
an understanding of how students learn. Teachers engage
students in the learning process. They understand that
instructional plans must be consistently monitored and modified
to enhance learning. Teachers make the curriculum responsive to
cultural differences and individual learning needs.
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STANDARD 4B
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DATA SOURCES FOR PLANNING
• Based on NC Foundations Early Learning and Development Standards
• Curriculum
• Summative assessment reports
• Formative assessment (on-going data collection)
• Children’s interests, prior knowledge and experiences
• Goals created with families
At the proficient level “uses multiple data sources”
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MONITORS AND MODIFIESYou might see…
• Reflection and changes based on on-going assessment
• Short and long term goals based on collected data
• Small groups planned based on collected data
• Units of study from the approved curriculum and tailored to the needs of children
• Webbing and KWL charts done with students and reflected in plans
• Notes on lesson plans about changes that were made and why
• Notes about how topic is connected to previous learning and experiences
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Accomplished:
Monitors student
performance and
responds to
individual learning
needs in order to
engage students in
learning.
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STANDARD 4C
4c. Teacher chooses the methods and techniques that are
most effective in meeting the needs of their students as
they strive to eliminate achievement gaps. Teachers apply
a wide range of techniques including information and
communication technology, learning styles and
differentiated instruction.
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STANDARD 4C
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APPROPRIATE METHOD AND MATERIALS
• Materials and method address the the developmental needs and interests (engaging) of
the students
• Provides opportunities for large group, small group, individual learning and play
• Transitions and routines are used as teachable moments
• Activities include movement, music, rhymes, hands-on experiences, outdoor play
• Visuals and real objects are used to support learning and understanding
• Variety of materials available to support learning across domains
• Classroom materials connect to topic of study
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PROFICIENT ACCOMPLISHED
Demonstrates and
awareness of or use of
appropriate methods and
materials necessary to meet
the needs of all students.
Ensures the success of all
students through the
selection and utilization of
appropriate methods and
materials.
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STANDARD 4D
4d. Teachers know when and how to use
technology to maximize student learning. Teachers
help students use technology to learn content,
think critically, solve problems, discern reliability,
use information, communicate, innovate and
collaborate.
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STANDARD 4D
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HIGH TECH
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SOFT TECHNOLOGY
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UTILIZES TECHNOLOGY IN INSTRUCTION
• Teacher models the appropriate use of technology (high tech and soft
tech)
• Teacher uses internet for research independently and with children
• Uses technology spontaneously to answer children’s questions
• Children demonstrate awareness of how technology can be used to
answer questions
• Children use technology to seek out information related to the topic of
study
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PROFICIENT ACCOMPLISHED
Demonstrates knowledge of
how to utilize technology in
instruction.
Integrates technology with
instruction to maximize
student learning.