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21st century skillsA framework for learning in the 21st century based on the essential skills that our children need to succeed as citizens and workers in the 21st century.

Blooms taxonomyOld & NewClassification of levels of intellectual behavior important in learning.Blooms taxonomyOriginalRevised

Level 1 RecallLevel 2InterpretationLevel 3 Problem SolvingKnowledgeComprehen-sionApplicationAnalysisSynthesisEvaluationCiteChooseDefineLabelListLocateMatchNameRecallRecognizeRecordRepeatSelectStateWriteArrangeAssociateClarifyClassifyConvertDescribeDiagramDrawDiscussEstimateExplainExpressIdentifyLocateOutlineParaphraseReportRestateReviewSort SummarizeTransferTranslateAdaptApply CatalogueChartComputeConsolidateDemonstrateDevelopEmployExtendExtrapolateGeneralizeIllustrateInferInterpolateInterpretManipulateModifyOrderPredictPrepareProduceRelateSketchSubmitTabulateTranscribeUseUtilzeAnalyzeAppraiseAuditBreak downCalculateCategorizeCertifyCompareContrastCorrelateCriticizeDeduceDefendDetectDiagramDifferentiateDiscriminateDistinguishExamineInferInspectInvestigateQuestionReasonSeparateSolveSurveyTestUncoverVerifyArrangeAssembleBuildCombineCompileComposeConceiveConstructCreateDesignDeviseDiscoverDraftFormulateGenerateIntegrateMakeManageOrganizePlanPredictPrepareProposeReorderReorganizeSet upStructureSynthesizeAppraiseApproveAssessChooseConcludeConfirmCriticizeCritiqueDiagnoseEvaluateJudgeJustify PrioritizeProveRankRateRecommendResearchResolveReviseRule onSelectSupport ValidateLevel 1 RecallLevel 2 InterpretationLevel 3 Problem-SolvingTypes of assessmentsFormativeDiagnosticSummative Alternative/AuthenticStudent InvolvedTypes of AssessmentsFormative: used to strengthen memory recall by practice and to correct misconceptions and promote confidence in the learners knowledge.Diagnostic: Used to determine current knowledge, skill, and/or ability fo the learner so that gaps can be diagnosed and a prescription for learning developed.Summative: Tests and exams designed to measure knowledge, skills and abilities typically used to certify the learner has a certain level of knowledge, skill, and ability. Norm Referenced: Where a learner stands in relation to a norm group of test takers.Criterion Referenced: Where a learner stands in relation to a criteria that hs ben pre-determined. Alternative assessmentsOften called authentic, comprehensive, or performance assessmentDesigned by the teacher to gauge students understanding of material. (e.g. open-ended questions, written compositions, oral presentations, projects, experiments, portfolios, journals, etc.)Give students feedback on how well they understand the information and what they need to improveHelp teachers better design instruction

Student-involved assessmentsCreates relevance for the studentStudent takes an active role in developing assessments (rubrics, scoring criteria, self-evaluation, goal settingStudent more readily accepts that the assessment is adequately assessing student learningExamples: Observations, essays, interviews performance tasks, exhibitions, demonstrations, portfolios, journals, teacher-centered tests, rubrics, self- and peer-evaluation.

Writing instructional objectivesBegin with the end in mindWhat is an objectiveA description of a performance you want learners to be able to exhibit before you consider them competent.Describes the intended result of instruction vs. the process of the instruction itself.

Why are objectives important?Provide basis/guidance for the selection of instructional content and procedures.Help in evaluating the success of the instruction.Help the learner organize his/her efforts to accomplish the intent of the instruction.Rules for writing good objectivesRule 1: A good objective communicates your instructional intent well and leaves little room for interpretation. When writing objectives stick to words that leave less room for interpretation.Avoid words like:To knowTo understandTo appreciateTo learnTo graspTo enjoyTo believe

Rules for writing good objectivesRule 2: There are three characteristics that help communicate intent when writing an objective:Performance: States what the learner is expected to be able to DO.Conditions: Describes the conditions under which the student is able to DO or perform the task.Criterion: Clarifies how well the student must perform at the task, in order for the performance to be acceptable.ABCD OF WRITING OBJECTIVESA: audience: The who The student will be able toB: behavior: What the learner is expected to be able to do or the product or result of the doing. The behavior or product should be observable.C: Condition: The important conditions under which the performance will occur.D: Degree: The criterion of acceptable performance. How well the learner must perform in order for the performance to be considered acceptable.Objectives can beCognitive (thinking domain)Affective (valuing-dispositional domain)Psychomotor (doing or skills domain)Putting it all togetherPerformanceConditionCriteriaLabel the state capitalsGiven a map of the U.S.

85% accuracycategorizeGiven a list of animals

By type (vertebrates vs. invertebrates)Solve Without a calculator

10 algebraic equationsbuildUsing base 10 blocks

5 2-digit numbers