The Teaching -Learning Matrix(06.5.1)

 

6.5-Alternate Assessment:  Tools and Pedagogy

 

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

 

OVERVIEW: Technology use by teachers and students needs to evolve beyond enhancing traditional methods of instruction.  Rather  than being ³a tool that allows a common task to be done more efficiently,² instructional technology should  ³ modify how instruction is delivered, how student performance is measured.²(Johnson 1998).    ³Student engagement in complex, authentic projects is the proper instructional role of technology.²(Johnson 1998)

(1) TECHNOLOGY AS A RESOURCE TO STUDENT IN NEED:

1.     Properly used, educational technology can become a productive, interactive, and multi-sensory tool to help all involved within the teaching-learning process. 

2.     See 06.2.1 ­ 06.2.6 for extensive treatment of examples of ed. technology   as a resource

3.     Educational technology can help the student find and decipher information, process the information into knowledge and concepts, and communicate to others what has been learned

(3) PROBLEMS-BASED PROJECTS - Talking Place and Blue Screen Presentations):

1.     Students need to interact with each other and with teachers in authentic learning experiences.

2.     Simulated authentic experiences are possible with Blue Screen Presentations.

3.     Problem-based projects involving virtual role-playing  should ³extend beyond the physical and temporal constraints of the classroom.²(McLester 2002)

4.     THE TALKING PLACE meets these criteria.

5.     Asking students to teach is a powerful technique for helping students learn.   Asking students to produce a video from which other students will learn is ³something that not only excites students Šand challenges them to think hard about the topic at hand and how best to organize and express the information in ways that a specific audience will understand.²(Warlick 2003)  Blue Screen movies ask even more of the students.

6.     Teachers and students ³boost learning by combining text, graphics, audio, video, and animation in engaging ways.²(Grush 2003)

7.     As concepts are develop initially, they resemble ³mere seeds of more mature thought and understanding.²(Boettcher 2003)

8.     The practice of making a learner¹s concepts visible, such is possible within BlueScreen Presentations, is a Œpowerful practice in revealing the stage of maturity of a learner¹s concepts.²(Boettcher 2003)

9.     Managing technology resources and human talent is the best preparation for success in today¹s business workplace.(Klapow 2003)

(2) BASIC SKILLS AND 21st CENTURY SKILLS:

1.    According to Chris Dede, "In their focus on achievement lots of people are going back to behaviorist ideas from the first half of the 20th century, which said that basics must come first, and only when you know all the basic concepts and skills can you move on to learn about more complex interrelationships. Unfortunately, many kids get bored or burned out long before they get there. The drill kills their natural curiosity and they stop even trying."(Salpeter 2003)

2.    ."Both basic and 21st century skills are essential," they write, "and, when taught concurrently, one reinforces the other." (Salpeter 2003)

3.    It is possible to learn the simple things in the process of addressing a complicated problem. Given interesting but complex challenges and projects, students are often motivated to learn the basic computation skills or simple facts that they need to master the problem." (Salpeter 2003)

4.    "There needs to be less fear and more creativity applied to the methods used to meet the needs of NCLB."(Salpeter 2003)