Professional Documents
Culture Documents
Three Rs
Use of Technology
Learning
Environment
Major Shifts
Student
Centered
Standards
of
Math
Practice
Student
Engagement
7
Essential
Life
Skills
Description of Practice
Collaboration
Work
together
to
reach
a
goal
collectively
put
talent,
expertise,
and
minds
to
work.
Exercise
flexibility
and
willingness
to
be
helpful
in
making
necessary
compromises
to
accomplish
a
common
goal
Critical
Thinking
Look
at
problems
in
a
new
way,
linking
learning
across
subjects
&
disciplines;
use
various
types
of
reasoning;
analyze,
make
judgments
and
solve
problems
Creativity
Demonstrate
originality
and
inventiveness
in
work;
be
open
to
new
perspectives;
use
a
wide
range
of
creation
techniques;
act
on
creative
ideas;
elaborate
and
refine
Communication
Articulate
thoughts
and
ideas
effectively
using
oral,
written
and
non-verbal
communication
in
a
variety
of
contexts;
listen
effectively
to
decipher
meaning,
including
knowledge,
values,
attitudes
and
intentions
Rigor
Teach
students
to
think
and
reason
critically,
solve
problems,
analyze,
evaluate,
critique,
synthesize,
communicate
and
create
new
knowledge
Relationships
Students
have
a
healthy
relationship
with
the
teacher
and
have
confidence
the
teacher
cares
about
them
personally
and
believes
in
their
ability
to
learn
Relevance
Students
engage
in
real-life
experiences
and
understand
how
their
learning
is
relevant
to
college
and
career
readiness
their
lives
and
their
surroundings
Use
of
Technology
Both
teachers
and
students
use
technology
to
enhance
and
support
learning,
access
and
evaluate
information,
use
and
manage
information,
research,
organize,
evaluate
and
communicate
information,
and
they
apply
a
fundamental
understanding
of
the
ethical/legal
issues
surrounding
the
access
and
use
of
technology.
Both
students
and
teachers
are
aware
of
the
levels
of
technology
use
(i.e.
SAMR
Model:
1)
Substitution,
2)
Augmentation,
3)
Modification,
4)
Redefinition).
Student-Centered
Students
take
responsibility
for
their
learning
and
construct
their
own
Classroom
knowledge
while
the
teacher
serves
as
a
guide
and
facilitator;
curriculum
and
assessment
is
centered
on
meaningful
performances
in
real-world
situations.
Student
Engagement
Students
are
actively
engaged
in
meaningful
tasks
that
align
with
the
rigor
of
the
learning
outcome/standard.
All
students
have
opportunities
to
interact
simultaneously
in
the
lesson
questions
and
activities
of
collaboration,
critical
thinking,
communication
and
creativity.
Provide Feedback
Reciprocal
Teaching
Teacher Student
Relationships
Meta-Cognitive
Strategies
Vocabulary
Programs
Concept Mapping
Direct Instruction
Cooperative vs.
individualistic
learning
Providing worked
examples
Phonics
Instruction
Writing Programs
Non-linguistic
representations
Generating
and
testing
hypothesis
Skillful
use
of
cues
and/or
questions
Instruction
modified
based
on
feedback
Academic
vocabulary
taught
Students
use
prior
knowledge
to
explain
a
topic.
Teachers
skillfully
use
wait
time
after
posing
a
question
to
increase
depth
and
complexity
of
answers.
Teachers
ensure
that
feedback
is
corrective
in
nature;
students
know
how
they
did
in
relation
to
specific
levels
of
knowledge.
Rubrics
provide
specific
feedback.
Objectives
are
clear
Learning
Environment
elementary.
Teach
students
strategies
for
planning,
revising,
and
editing
compositions.
Writing
programs
are
effective
when
they
are
more
informational,
personal,
imaginative,
or
attend
to
meta-cognitive
reflections
of
the
task.
Students
are
able
to
predict
what
would
happen
if
an
aspect
of
a
familiar
system
were
changed.
They
are
able
to
explain
their
hypothesis
and
conclusions.
Teachers
call
student
by
name,
move
in
close
proximity
to
the
student
when
talking
to
them,
and
provide
genuine
support
and
specific
feedback.
Rapport
and
humor
are
evident.
Students
discover
new
information
based
on
prior
knowledge,
natural
curiosity,
and
the
setting
of
goals.
They
are
self-directed,
utilize
time
wisely
and
work
independently.
Accessing/Using
Students
are
able
to
access
information
efficiently
(time)
and
effectively
(sources)
and
evaluate
information
critically
and
competently.
information
Flexible
grouping
Teachers
provide
opportunities
for
students
to
work
in
groups
based
on
interest,
ability,
and
individual
needs;
there
is
respect
and
appreciation
for
team
diversity.
Interdisciplinary
Teachers
use
methodology
and
language
from
more
than
one
discipline
to
provide
opportunities
for
students
to
participate
in
project-based
activities,
examine
a
central
theme,
topic,
issue
or
problem.
Multiple
sources
The
learning
is
not
solely
based
on
one
text;
multiple
sources
are
used
to
access
and
analyze
information.
of
information
Projects
can
be
authentic
in
four
ways.
The
project:
1)
meets
a
real
need
in
the
Authentic
world
beyond
the
classroom,
or
the
products
that
students
create
are
used
by
Projects
real
people.
2)
focuses
on
a
problem,
issue
or
topic
that
is
relevant
to
students
lives.
3)
sets
up
a
scenario
or
simulation
that
is
realistic,
even
if
it
is
fictitious.
4)
involves
tools,
tasks
or
processes
used
by
adults
in
real
settings.
Positive
student
and
teacher
interaction
Learning
by
doing
COMMON
CORE
These
are
the
major
instructional
shifts
from
current
practice
to
the
3
SHIFTS
ELA
Building
knowledge
through
content-rich
nonfiction
and
informational
texts.
Reading,
writing,
and
speaking
grounded
in
evidence
from
text.
Regular
practice
with
complex
text
and
its
academic
vocabulary.
MATH
Focus
Coherence
Rigor
Standards
of
Mathematical
Practice
Daniel Pink
Howard Gardner
Communication
Critical
Thinking/Problem
Solving
Synthesizing Mind
Creativity
Positive
Relationships
(Ethical,
Empathetic)
Collaboration
Across
Networks
and
Leading
by
Influence
Creative
Mind
Ethical
Mind
Information Technology
Disciplined Mind
Flexibility, Adaptability
Personal Skills
Respectful
Mind
Jeanie
Cash,
2013
Terceros
Ambiente
de
Aprendizaje
Uso
de
Tecnologa
Los
Grandes
Cambios
Estudiante
Centrado
Normas
de
Prctica
de
Matemticas
Estudiante
Comprometido
7
Habilidades
Esenciales
para
la
Vida
Habilidades
del
Siglo
21
Descripcin de la Practica
Colaboracin
Trabajar
juntos
para
alcanzar
una
meta
-
colectivamente
poner
talento,
experiencia
y
mentes
a
trabajar.
Ejercitar
la
Flexibilidad
y
el
deseo
de
ser
til
en
hacer
los
compromisos
necesarios
para
lograr
un
objetivo
comn
Mira
los
problemas
de
una
manera
nueva,
uniendo
el
aprendizaje
a
travs
de
temas
y
disciplinas;
utilizar
distintos
tipos
de
razonamiento;
analizar,
juzgar
y
resolver
problemas
Demostrar
originalidad
e
ingenio
en
el
trabajo;
estar
abierto
a
nuevas
perspectivas;
utilizar
una
amplia
serie
de
tcnicas
de
creacin;
actuar
sobre
las
ideas
creativas;
elaborar
y
refinar
Articular
pensamientos
e
ideas
utilizando
eficazmente
la
comunicacin
oral,
escrita
y
comunicacin
no
verbal
en
una
variedad
de
contextos;
escuchar
con
eficacia
para
descifrar
el
significado,
incluyendo
el
conocimiento,
valores,
actitudes
e
intenciones
Ensear
a
los
estudiantes
a
pensar
y
razonar
crticamente,
resolver
problemas,
analizar,
evaluar,
criticar,
simplificar,
comunicar
y
crear
nuevos
conocimientos
Razonamiento
Crtico
Creativita
Comunicacin
Rigurosidad
Relaciones
Relevancia
Uso
de
Tecnologa
Saln
Centrado
en
el
Estudiante
Participacin
del
Estudiante
Investigacin
Basada
en
Mejores
Prcticas
Grados
de
auto-
reporte
/
expectativas
de
los
estudiantes
Proporcionar
Comentarios
Informativos
para
Maestros
Discusiones
del
Saln
de
Clases
Cooperacin
vs.
Aprendizaje
individualista
Proveer
Ejemplos
Consiste
en
una
declaracin
del
problema
y
los
pasos
apropiados
a
una
solucin.
Tres
pasos:
introduccin
de
fase,
adquisicin
/formacin
de
fase,
fase
de
la
Prcticos
7
Instruccin
Fontica
Programas
de
Escrituras
representacion
es
no
lingsticas
Generacin
y
verificacin
de
hiptesis
El
uso
hbil
de
claves
y
/
o
preguntas
Instruccin
modifica
en
base
de
comentarios
Vocabulario
acadmico
enseado
Objetivos
son
claros
Ambiente
de
Aprendizaje
Interaccin
positiva
con
estudiante
y
maestro
Aprender
haciendo
informacin
Proyectos
Autnticos
CAMBIOS
Estos
son
los
principales
cambios
de
instruccin
de
la
FUNDAMENTAL prctica
actual
de
la
aplicacin
de
los
Estndares
Estatales
ES
COMUNES
Comunes.
ELA
La
construccin
del
conocimiento
a
travs
de
contenidos
ricos
de
no
ficcin
y
textos
informativos.
Lectura,
escritura
y
conversacin
fundada
en
evidencia
del
texto.
Prctica
regular
con
el
texto
complejo
y
su
vocabulario
acadmico.
MATEMTICAS
Enfoque
Coherencia
Rigor
Estndares
de
Prctica
de
Matemticas
Los
estudiantes
leen
un
balance
de
informacin
y
textos
literarios.
La
lectura
informativa
incluye
principalmente
el
contenido
no-ficcin
rico
en
la
historia
/
estudios
sociales,
ciencias
y
el
arte.
Los
estudiantes
construyen
el
conocimiento
sobre
el
mundo
(dominios
/
reas
de
contenido)
a
travs
del
TEXTO,
en
lugar
del
maestro
o
las
actividades.
Daniel Pink
Comunicacin
Razonamiento
Critico/Resolver
Problema
Razonamiento
Critico
y
Resolver
Problema
Mente Sintetizando
Creatividad
Curiosidad e Imaginacin
La
colaboracin
a
Travs
de
Redes
y
Dirigirse
por
la
Influencia
Mente
Creativa
Menta
tica
Informacin de Tecnologa
Evaluar
y
Analizar
la
Informacin
Mente Disciplinada
Flexibilidad,
Adaptabilidad
Habilidades
Personales
Agilidad
y
Adaptacin
Iniciativa
y
Espritu
Empresarial
Mente
Respetuosa
Jeanie
Cash,
2013
10