To continue our look and study of what concept-based instruction is and how to create meaningful, purposeful, and powerful social studies instruction, we must look at an important element that enhances concept-based instruction and takes learning to the next level. This element is the use of technology in the classroom and how technology can deepen learning among students, not merely just scratching the surface. One model to look at to help explain this integration of technology in the classroom is the SAMR model.
The SAMR model stands for Substitution, Augmentation, Modification, and Redefinition. The SAMR model reflects the progression of technology incorporation in the classroom and how each level advances student engagement and understanding. Substitution is the lowest level of technology incorporation, while redefinition is at the highest level, reflecting deep student involvement and learning.
Now, let's take a look at each level! The first level, substitution, does not broaden or deepen student learning in any way. In other words, substitution is taking a specific task that would require pencil and paper and substituting this task for the use of computers, resulting in no fundamental change in teaching or learning. This form of learning usually reflects a teacher-centered environment, as the teacher is guiding the students' learning and tasks. An example of this would be students printing off a worksheet, filling it out, and passing it back in (https://sites.google.com/a/msad60.org/technology-is-learning/samr-model).
The next level does not broaden or transform learning either, rather enhances learning with the use of technology. This level, augmentation, takes learning to the next step by providing students with more immediate feedback and allowing for more student interaction; for example, using Google Sites/Docs that are sharable and immediate. Again, this form of learning stays within the enhancement level and is primarily teacher-centered, although it is more student-centered than substitution.
The next two levels fall within the transformation level. This is where the use of technology deepens student learning, engagement, and involvement and the original task is altered. Modification and redefinition are student-centered, as they require the students to create their own way of learning and generate the questions and discussions. An example of modification in the classroom, would be assigning the students to create an audio recording that would be played in front of an authentic audience. An audience provides students with the responsibility of producing quality work and giving them a personal stake in their work. Redefinition is taking technology to the highest level and changing the performance task while doing this. An example of redefinition is assigning groups of students the task of creating a video documentary that answers an essential question dealing with an important concept, requiring them to contact outside sources for their research. This form of learning is completely student-centered, as the students create the learning and questions and use technology to fully support their learning. https://sites.google.com/a/msad60.org/technology-is-learning/samr-model
So, why is the SAMR model so essential to concept-based learning? Concept-based learning can only be effective if it using all available resources and using these resources to deepen and broaden student learning and engagement. Scratching the mere surface with traditional classroom methods, using pencil and paper, is not using all the empowering and enhancing resources that technology allows for. By following this model as future teachers, we can progress through the process of technology incorporation in the classroom as it enhances and transforms teaching and learning. The SAMR model also reflects the NCPTS: Teachers integrate and utilize technology in the classrooms (4d), which is an important element in teaching meaningful and purposeful concept-based instruction.
The site listed at the bottom and throughout the post significantly helped me understand the SAMR model as it explained what each level meant and provided detailed examples for each level. I want to leave one quote from this site that made me ponder the significant impact the use of technology can have on the classroom through the SAMR model: "As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning." Technology does not merely support learning and teaching, it is learning and teaching.
Check out this site! A great resource! https://sites.google.com/a/msad60.org/technology-is-learning/samr-model
Thursday, February 26, 2015
Wednesday, February 18, 2015
Assessment OF learning, FOR learning, and AS learning
As discussed in previous blog posts, we have unraveled what it means to teach concept-based instruction. We have learned the structure of concept-based instruction, facts being on the bottom, building up to topics, concepts, and finally generalizations at the top. We focused on what a performance task is and how to create an authentic, well-developed performance task. This week, I want to explain what kind of assessment performance tasks are and what other kinds of assessments are needed to produce a clear, successful, and meaningful concept-based unit.
Performance tasks are the assessments that come at the end of the unit to check for student understanding of the material or concepts taught throughout the unit, as mentioned last week. This kind of assessment is called assessment OF learning, or could be called a summative response, and is usually formal. According to the Department of Education and Training, assessment OF learning occurs when: "...teachers use evidence of student learning to make judgments on student achievement against goals and standards." This is when the teachers reflect on how effective the learning was and if the students were able to accomplish the desired goals of the unit, showing proper understanding of the standards involved in the unit.
Performance tasks are important to check for student understanding of the unit as a whole, but is this the only kind of assessment that we need as teachers to check for student understanding. Of course not. If this was the only kind of assessment provided, we as teachers would not know if our teaching was effective during the unit, and at the end, it would be too late to go back and reteach concepts. This is why we need an assessment FOR learning, or a formative response, which could be formal or informal. The Department of Education and Training states For learning as learning that occurs when: "...teachers use inferences about student progress to inform their teaching." This kind of assessment provides timely feedback that helps students in their learning progression and allows the teacher to plan accordingly to the students' understanding of the lessons.
Assessment OF learning and FOR learning are both essential to the learning process, but another type of assessment is also important for deep, and successful learning. This kind of assessment is not focused on as highly but is still just as important. Assessment AS learning occurs when: "...students reflect on and monitor their progress to inform their future learning goals" (Department of Education and Training). This is when the students get to check for understanding on their own and reflect on how well they understand the material, setting learning goals for themselves and ways to accomplish these goals. Examples of assessment AS learning could include peer feedback (partner or group discussions) or formal self-assessment (e.g. journal logs). This type of assessment requires the students to take note of their learning progress, showing deeper and more connected learning.
As future teachers, we need to make it a priority to give assessments OF learning, FOR learning, and AS learning, in order to ensure proper concept-based learning. Each assessment is important and all three rely and depend upon each other. Check out the website I am sharing at the bottom of this page, as it is a great, interactive site that explains the three assessments, providing different activities through modules that give teachers a great resource to have! So much valuable information!
http://www.education.vic.gov.au/school/teachers/support/Pages/module4.aspx
Performance tasks are the assessments that come at the end of the unit to check for student understanding of the material or concepts taught throughout the unit, as mentioned last week. This kind of assessment is called assessment OF learning, or could be called a summative response, and is usually formal. According to the Department of Education and Training, assessment OF learning occurs when: "...teachers use evidence of student learning to make judgments on student achievement against goals and standards." This is when the teachers reflect on how effective the learning was and if the students were able to accomplish the desired goals of the unit, showing proper understanding of the standards involved in the unit.
Performance tasks are important to check for student understanding of the unit as a whole, but is this the only kind of assessment that we need as teachers to check for student understanding. Of course not. If this was the only kind of assessment provided, we as teachers would not know if our teaching was effective during the unit, and at the end, it would be too late to go back and reteach concepts. This is why we need an assessment FOR learning, or a formative response, which could be formal or informal. The Department of Education and Training states For learning as learning that occurs when: "...teachers use inferences about student progress to inform their teaching." This kind of assessment provides timely feedback that helps students in their learning progression and allows the teacher to plan accordingly to the students' understanding of the lessons.
Assessment OF learning and FOR learning are both essential to the learning process, but another type of assessment is also important for deep, and successful learning. This kind of assessment is not focused on as highly but is still just as important. Assessment AS learning occurs when: "...students reflect on and monitor their progress to inform their future learning goals" (Department of Education and Training). This is when the students get to check for understanding on their own and reflect on how well they understand the material, setting learning goals for themselves and ways to accomplish these goals. Examples of assessment AS learning could include peer feedback (partner or group discussions) or formal self-assessment (e.g. journal logs). This type of assessment requires the students to take note of their learning progress, showing deeper and more connected learning.
As future teachers, we need to make it a priority to give assessments OF learning, FOR learning, and AS learning, in order to ensure proper concept-based learning. Each assessment is important and all three rely and depend upon each other. Check out the website I am sharing at the bottom of this page, as it is a great, interactive site that explains the three assessments, providing different activities through modules that give teachers a great resource to have! So much valuable information!
http://www.education.vic.gov.au/school/teachers/support/Pages/module4.aspx
Wednesday, February 11, 2015
Performance Tasks- Following Step
Last week, I expounded on the next step in the concept-based learning process- generalizations. Generalizations consist of facts, topics, and concepts, all summed up in one simple statement, which is stated by combining two concepts. This week, we are going to take it one more step farther and add performance tasks to the concept-based process.
What exactly is a performance task and how does it relate to concept-based instruction? Performance tasks are the end assessment that show what the students have learned through the content, concepts, and generalizations taught in the unit. Performance tasks are not simply a worksheet and they are not a mere activity that focuses on one part of the unit. Performance tasks should reflect authentic learning by relating to previous learning experiences, being creative, providing clear criteria and intriguing options, and summing up all the skills, concepts and generalizations of the unit.
From the statement above, performance tasks have to be authentic. What does this mean? I have found a great, great blog that dives into what it means to create an authentic performance task and how fun it can be for students and for the teacher!(listed at the end) On this blog, the GRASPS acronym is listed which lays out all the necessities and components that are needed in creating an authentic performance task. One important part of this acronym that I would like to point out is the R which stands for the role that the students will play in the performance task. This part is where the creativity is sparked! Students can chose a role, such as an artist, journalist, or architect to take on in the performance task and let their creativity flow, producing quality and deep work.
Before we take a look at examples of authentic performance tasks, I want to share a quote from the blog I found: "We have yet to have a student not want to complete a performance task...are they easy for students? Well, we think they are challenging as the ones we design are usually cross-curricular, so students have to draw on knowledge from a variety of sources." Isn't that awesome that students are so excited and interested in performance tasks versus being bored or not wanting to complete a worksheet? Isn't it awesome that cross-curriculum can be incorporated into performance tasks versus just a worksheet on the particular topic/subject?
Now, let's take a look at some awesome, authentic performance tasks! There are so many great examples of different performance tasks that this blog has to share. One that stuck out to me was based on the standard 2nd Grade CCSS Math MD.2 and MD.4 (measuring lengths and comparing measurements), in which students had an option on whether they wanted to take on the role of a fashion designer, architect, or landscape designer. They had to draw a picture, focusing on Washington, D.C. (incorporating social studies), in which they took the measurements of different items that they drew. Here, we have a performance task that gives options, requires creativity, reflects on the standard and generalization covered, and is clear but with room for thinking outside of the box. It is an authentic performance task.
Performance tasks are essential in assessing the students' knowledge and understanding of the unit covered and allow for higher student thinking and creativity, resulting in a fun, productive learning environment. Performance tasks are also important to the concept-based learning process, as they are the completion to the concept-based unit, tying facts, topics, concepts, and generalizations learned from the unit all together.
So, check out this awesome blog and look through more great examples of performance tasks!
http://allthingsupperelementary.blogspot.com/2013/03/Authenticperformancetasks-2brainyapples.html
What exactly is a performance task and how does it relate to concept-based instruction? Performance tasks are the end assessment that show what the students have learned through the content, concepts, and generalizations taught in the unit. Performance tasks are not simply a worksheet and they are not a mere activity that focuses on one part of the unit. Performance tasks should reflect authentic learning by relating to previous learning experiences, being creative, providing clear criteria and intriguing options, and summing up all the skills, concepts and generalizations of the unit.
From the statement above, performance tasks have to be authentic. What does this mean? I have found a great, great blog that dives into what it means to create an authentic performance task and how fun it can be for students and for the teacher!(listed at the end) On this blog, the GRASPS acronym is listed which lays out all the necessities and components that are needed in creating an authentic performance task. One important part of this acronym that I would like to point out is the R which stands for the role that the students will play in the performance task. This part is where the creativity is sparked! Students can chose a role, such as an artist, journalist, or architect to take on in the performance task and let their creativity flow, producing quality and deep work.
Before we take a look at examples of authentic performance tasks, I want to share a quote from the blog I found: "We have yet to have a student not want to complete a performance task...are they easy for students? Well, we think they are challenging as the ones we design are usually cross-curricular, so students have to draw on knowledge from a variety of sources." Isn't that awesome that students are so excited and interested in performance tasks versus being bored or not wanting to complete a worksheet? Isn't it awesome that cross-curriculum can be incorporated into performance tasks versus just a worksheet on the particular topic/subject?
Now, let's take a look at some awesome, authentic performance tasks! There are so many great examples of different performance tasks that this blog has to share. One that stuck out to me was based on the standard 2nd Grade CCSS Math MD.2 and MD.4 (measuring lengths and comparing measurements), in which students had an option on whether they wanted to take on the role of a fashion designer, architect, or landscape designer. They had to draw a picture, focusing on Washington, D.C. (incorporating social studies), in which they took the measurements of different items that they drew. Here, we have a performance task that gives options, requires creativity, reflects on the standard and generalization covered, and is clear but with room for thinking outside of the box. It is an authentic performance task.
Performance tasks are essential in assessing the students' knowledge and understanding of the unit covered and allow for higher student thinking and creativity, resulting in a fun, productive learning environment. Performance tasks are also important to the concept-based learning process, as they are the completion to the concept-based unit, tying facts, topics, concepts, and generalizations learned from the unit all together.
So, check out this awesome blog and look through more great examples of performance tasks!
http://allthingsupperelementary.blogspot.com/2013/03/Authenticperformancetasks-2brainyapples.html
Wednesday, February 4, 2015
Generalizations- Next Step
I talked thoroughly about concept-based instruction in my last post and emphasized the importance of teaching concept-based instruction, rather than traditional fact-based instruction, because of the deeper and more intellect thinking that concept-based instruction produces. This week, I want to focus on the next step in developing concept-based instruction and how this next step is essential in producing meaningful and purposeful social studies curriculum.
Once concepts are developed in a social studies unit, generalizations are to be formed and learned. What is a generalization? A generalization consists of two or more concepts tied together to produce a statement that connects the concepts, while providing a qualifier. A qualifier being a statement such as: most of the time, often, or can be. Generalizations are seen to be the "roof "or finishing component of the building blocks of concept-based instruction, resting upon the facts, topics, and concepts.
So, why are generalizations so important and essential to concept-based instruction? Generalizations sum up the facts, topics, and concepts into one complete statement. Generalizations produce the highest level of thinking, and if our students can reach that level, we have done our job as teachers. According to the Unit Development Process by the Public Schools of North Carolina, our highest goal as teachers should be that the students can derive the generalization on their own: "Your ultimate goal should be to have your students derive the generalizations naturally, based on the content and concepts that you have selected as the core of your instructional conceptual unit." If our students can do this, we have accomplished our goal as meaningful and powerful social studies teachers.
Generalizations are not easy to develop. It takes time, thought, and practice to develop an understandable and complete generalization. The site that I will list at the bottom of the blog is great in understanding how to develop generalizations and it takes you step-by-step through the process. Basically, the main guidelines in producing your generalization are using present tense (timeless), showing a transferable relationship between the concepts, and using a qualifier. With these guidelines, a well-developed and profound generalization can be formed.
Concept-based instruction is not complete without the "roof"- generalization. As future teachers, we cannot just stop at the facts, topics, or even concepts. We must sum up all three of these components and help the students understand the meaning and "big idea" of the unit. If our students can form the generalization on their own, then we are going above and beyond as teachers and accomplishing our goal. Meaningful, purposeful, and powerful education is not complete without generalizations!
Link to helpful website: http://cbci.ncdpi.wikispaces.net/Generalizations.
Once concepts are developed in a social studies unit, generalizations are to be formed and learned. What is a generalization? A generalization consists of two or more concepts tied together to produce a statement that connects the concepts, while providing a qualifier. A qualifier being a statement such as: most of the time, often, or can be. Generalizations are seen to be the "roof "or finishing component of the building blocks of concept-based instruction, resting upon the facts, topics, and concepts.
So, why are generalizations so important and essential to concept-based instruction? Generalizations sum up the facts, topics, and concepts into one complete statement. Generalizations produce the highest level of thinking, and if our students can reach that level, we have done our job as teachers. According to the Unit Development Process by the Public Schools of North Carolina, our highest goal as teachers should be that the students can derive the generalization on their own: "Your ultimate goal should be to have your students derive the generalizations naturally, based on the content and concepts that you have selected as the core of your instructional conceptual unit." If our students can do this, we have accomplished our goal as meaningful and powerful social studies teachers.
Generalizations are not easy to develop. It takes time, thought, and practice to develop an understandable and complete generalization. The site that I will list at the bottom of the blog is great in understanding how to develop generalizations and it takes you step-by-step through the process. Basically, the main guidelines in producing your generalization are using present tense (timeless), showing a transferable relationship between the concepts, and using a qualifier. With these guidelines, a well-developed and profound generalization can be formed.
Concept-based instruction is not complete without the "roof"- generalization. As future teachers, we cannot just stop at the facts, topics, or even concepts. We must sum up all three of these components and help the students understand the meaning and "big idea" of the unit. If our students can form the generalization on their own, then we are going above and beyond as teachers and accomplishing our goal. Meaningful, purposeful, and powerful education is not complete without generalizations!
Link to helpful website: http://cbci.ncdpi.wikispaces.net/Generalizations.
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