A 21st Century Lesson Cycle

If we are to work toward a truly flexible classroom that meets the needs of all of our students, we not only need to find the correct ways to incorporate technology in our classrooms (see, A Vision for Technological Classrooms for the 21st Century), but we must work toward a focused plan for a 21st century lesson cycle. This lesson cycle will focus not on the material covered, but on the desired student learning outcomes. It must be driven by student success and not by the clock or calendar. Without this well-designed lesson cycle,  any attempt to incorporate meaningful use…

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Using Student Data

We talk about student data. We encourage the use of student data in planning effective lessons. We seek to center our conversations and collaborations with other educators around student data; but,, what do we really mean when we use the words "student data"? Is the context in which we use these words really what we intend and is our understanding of student data really what it should be? Let's talk about data and what effective student data is and is not. While end-of-year and end-of-course exams mandated by the state certainly create student data, the data created is mostly summative…

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Intervention Centered Instruction

It is important that as teachers our focus is not on how much material we cover but on the quality of learning that takes place in our classroom. If we are to maintain this focus on student learning, we must know when to move forward and when to clarify or provide additional instruction. One way this can be accomplished is by looking at the level and type of intervention required for most students to master a concept.  Most of the time when we think about intervention, we envision students being separated from other students and presented with individual or small…

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Assessment with Purpose

Student assessment takes on many forms in the classroom but no matter what type of assessment we use, it is important that the results be examined and studied to determine what student learning has occurred and what actions should take place next. Effective examination of results is made possible through the design of the assessment and careful correlation to standards, intentional evaluation of results and pre-determined actions based on levels of mastery. Before an effective examination of results can occur, the design of the assessment piece must ensure that desired knowledge and skills are being assessed. An assessment does not have…

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