The following sties provide valuable insight on things that are worth learning in our classrooms. Check them out!
Grade Level: Middle/High School
Subject Area: Language Arts or History
Source: http://www.criticalthinking.org/pages/socratic-teaching/606
The Foundation and Center for Critical Thinking’s mission is to “improve education in colleges, universities and primary through secondary school”. The site provides resources on various critical thinking approaches for various grade levels. The Socratic Teaching information was found on the K-12 Instruction Strategies and Samples section.
Sample Outcomes:
While an older methodology of teaching, Socratic teaching is extremely powerful and does an excellent job a developing critical thinking skills.
The focus of this method is student questioning, not answer centered.
Students inquire and use analysis to continue questioning.
Shared are goals, questions, information and data, interpreting new information, specific concepts and ideas, and making key assumptions.
The outcomes to a Socratic style of teaching and learning allow students to focus on reasoning stills and do so by self-assessing their questions and relationships through this much disciplined approach that helps students develop important critical thinking skills.
Grade level: Fourth Grade
Subject area: Language arts
Source: http://www.roadmap21.org/index.html
This website was developed by a team of experts to address effective 21st century learning environments and how schools can implement them. The team is led by the Cable Impacts Foundation, The Partnership for 21st Century Learning, and the State Educational Technology Directors Association. The leaders of this team created five components essential to 21st century learning environments.
Sample Outcomes:
The following outcomes are included in the "Learning-using the roadmap” section:
Students will encounter three stages of learning:
1. Planning: Opportunities to producing student-directed work, to make own choices in learning, and establish control over certain aspects of their experiences.
2. Building: Students have an ample amount of resources and time to develop the addressed topics in the planning stage.
3. Transforming: Students are given these opportunities in at least five classes or subjects and occur at least four times a year.
While discovering these three stages, students will embark on several principals developed by the team. For example:
1. Personalized- learning addresses the individual student’s needs.
2. Rigorous- students are challenged, expectations are high
3. Adaptable- brings diverse prior knowledge and adapts to the learner
4. Inquiry Based- students must be active learners through investigation and problem solving
5. Collaborative- Students engage with others in and outside of the classroom
The outcomes presented are worthwhile because it takes student learning beyond reading, writing, and arithmetic. Through these outcomes, students become accountable for their learning and are the ones doing the “work”. Students are challenged to explore, problem solve, and collaborate developing skills needed outside of the school setting.
Grade level: Fourth Grade
Subject area: Language arts
Source: http://thoughtfullearning.com/
Thoughtful Learning is a group of educators whose goal is to help students become lifelong learners and succeed in a global world. The group has developed instructional materials for learners at all grade levels. Provided is information about the educational materials they offer.
Sample Outcomes:
The following outcomes are included in the “How can I teach 21st century skills?” section:
Build 21st century skills such as:
- Critical and creative thinking
- Problem solving
- Communicating
-Collaborating
Improve information and media literacy.
The program does so by using the library (such as primary sources and documenting those sources) and Internet (including finding reliable resources), reading to learn, effective taking notes, and evaluating media messages.
Develops inquiry skills such as questioning, research, planning, etc.
Create thought-out projects through writing and graphics projects for use of design in the community.
The outcomes of the thoughtful Learning print resources are worth learning because students need to develop these skills to survive in our world today. All the 21st century skills above that are developed through this curriculum set students up for success beyond the classroom walls. In addition, they are emerged in technical skills needed to function in almost any workplace!
Grade level: Fourth Grade
Subject area: Math
Source: http://bie.org/
The Buck Institute for Education (BIE) has a mission to help teachers prepare students to be for successful of life. They have developed training in Project Based Learning for teachers to use in all grade levels and subject areas. They present high-quality PBL lessons and products found highly effective in schools for teachers and students. The site provides a vast amount of resources including professional development, lessons in PBL, student handouts, curriculum, blogs, books, and more!
Sample Outcomes:
The following outcomes are included in the “Why PBL?” section:
Project based learning is both and effective and enjoyable way to learn.
Students are able to develop deeper learning and thinking skills that are required for success in future endeavors such as- college, career, and civic life.
PBL improves learning. Through completing a project, students understand content deeply and are more likely to remember what they learned.
Provides opportunities for students to use technology.
PBL connects students and schools with their community. The projects provide students with enriching opportunities to make a difference, solving real problems, and finding solutions to real issues.
The learning outcomes to Project Based Learning help students dig for deeper meaning solve real-worth problems using the skills “required” in the classroom. PBL also enriches learners through the means of communication and collaboration that are essential to solving the presented tasks or problems.
Grade Level: Middle/High School
Subject Area: Language Arts or History
Source: http://www.criticalthinking.org/pages/socratic-teaching/606
The Foundation and Center for Critical Thinking’s mission is to “improve education in colleges, universities and primary through secondary school”. The site provides resources on various critical thinking approaches for various grade levels. The Socratic Teaching information was found on the K-12 Instruction Strategies and Samples section.
Sample Outcomes:
While an older methodology of teaching, Socratic teaching is extremely powerful and does an excellent job a developing critical thinking skills.
The focus of this method is student questioning, not answer centered.
Students inquire and use analysis to continue questioning.
Shared are goals, questions, information and data, interpreting new information, specific concepts and ideas, and making key assumptions.
The outcomes to a Socratic style of teaching and learning allow students to focus on reasoning stills and do so by self-assessing their questions and relationships through this much disciplined approach that helps students develop important critical thinking skills.
Grade level: Fourth Grade
Subject area: Language arts
Source: http://www.roadmap21.org/index.html
This website was developed by a team of experts to address effective 21st century learning environments and how schools can implement them. The team is led by the Cable Impacts Foundation, The Partnership for 21st Century Learning, and the State Educational Technology Directors Association. The leaders of this team created five components essential to 21st century learning environments.
Sample Outcomes:
The following outcomes are included in the "Learning-using the roadmap” section:
Students will encounter three stages of learning:
1. Planning: Opportunities to producing student-directed work, to make own choices in learning, and establish control over certain aspects of their experiences.
2. Building: Students have an ample amount of resources and time to develop the addressed topics in the planning stage.
3. Transforming: Students are given these opportunities in at least five classes or subjects and occur at least four times a year.
While discovering these three stages, students will embark on several principals developed by the team. For example:
1. Personalized- learning addresses the individual student’s needs.
2. Rigorous- students are challenged, expectations are high
3. Adaptable- brings diverse prior knowledge and adapts to the learner
4. Inquiry Based- students must be active learners through investigation and problem solving
5. Collaborative- Students engage with others in and outside of the classroom
The outcomes presented are worthwhile because it takes student learning beyond reading, writing, and arithmetic. Through these outcomes, students become accountable for their learning and are the ones doing the “work”. Students are challenged to explore, problem solve, and collaborate developing skills needed outside of the school setting.
Grade level: Fourth Grade
Subject area: Language arts
Source: http://thoughtfullearning.com/
Thoughtful Learning is a group of educators whose goal is to help students become lifelong learners and succeed in a global world. The group has developed instructional materials for learners at all grade levels. Provided is information about the educational materials they offer.
Sample Outcomes:
The following outcomes are included in the “How can I teach 21st century skills?” section:
Build 21st century skills such as:
- Critical and creative thinking
- Problem solving
- Communicating
-Collaborating
Improve information and media literacy.
The program does so by using the library (such as primary sources and documenting those sources) and Internet (including finding reliable resources), reading to learn, effective taking notes, and evaluating media messages.
Develops inquiry skills such as questioning, research, planning, etc.
Create thought-out projects through writing and graphics projects for use of design in the community.
The outcomes of the thoughtful Learning print resources are worth learning because students need to develop these skills to survive in our world today. All the 21st century skills above that are developed through this curriculum set students up for success beyond the classroom walls. In addition, they are emerged in technical skills needed to function in almost any workplace!
Grade level: Fourth Grade
Subject area: Math
Source: http://bie.org/
The Buck Institute for Education (BIE) has a mission to help teachers prepare students to be for successful of life. They have developed training in Project Based Learning for teachers to use in all grade levels and subject areas. They present high-quality PBL lessons and products found highly effective in schools for teachers and students. The site provides a vast amount of resources including professional development, lessons in PBL, student handouts, curriculum, blogs, books, and more!
Sample Outcomes:
The following outcomes are included in the “Why PBL?” section:
Project based learning is both and effective and enjoyable way to learn.
Students are able to develop deeper learning and thinking skills that are required for success in future endeavors such as- college, career, and civic life.
PBL improves learning. Through completing a project, students understand content deeply and are more likely to remember what they learned.
Provides opportunities for students to use technology.
PBL connects students and schools with their community. The projects provide students with enriching opportunities to make a difference, solving real problems, and finding solutions to real issues.
The learning outcomes to Project Based Learning help students dig for deeper meaning solve real-worth problems using the skills “required” in the classroom. PBL also enriches learners through the means of communication and collaboration that are essential to solving the presented tasks or problems.