1. 21 ST CENTURY SKILLS A 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.

4. BLOOM’S TAXONOMY Old & New Classification of levels of intellectual behavior important in learning.

5. BLOOM’S TAXONOMY  Original  Revised Level 1 Recall Level 2 Interpretation Level 3 Problem Solving

6. KnowledgeComprehen- sion ApplicationAnalysisSynthesisEvaluation Cite Choose Define Label List Locate Match Name Recall Recognize Record Repeat Select State Write Arrange Associate Clarify Classify Convert Describe Diagram Draw Discuss Estimate Explain Express Identify Locate Outline Paraphrase Report Restate Review Sort Summarize Transfer Translate Adapt Apply Catalogue Chart Compute Consolidate Demonstrate Develop Employ Extend Extrapolate Generalize Illustrate Infer Interpolate Interpret Manipulate Modify Order Predict Prepare Produce Relate Sketch Submit Tabulate Transcribe Use Utilze Analyze Appraise Audit Break down Calculate Categorize Certify Compare Contrast Correlate Criticize Deduce Defend Detect Diagram Differentiate Discriminate Distinguish Examine Infer Inspect Investigate Question Reason Separate Solve Survey Test Uncover Verify Arrange Assemble Build Combine Compile Compose Conceive Construct Create Design Devise Discover Draft Formulate Generate Integrate Make Manage Organize Plan Predict Prepare Propose Reorder Reorganize Set up Structure Synthesize Appraise Approve Assess Choose Conclude Confirm Criticize Critique Diagnose Evaluate Judge Justify Prioritize Prove Rank Rate Recommend Research Resolve Revise Rule on Select Support Validate Level 1 RecallLevel 2 Interpretation Level 3 Problem-Solving

7. TYPES OF ASSESSMENTS Formative Diagnostic Summative Alternative/Authentic Student Involved

8. TYPES OF ASSESSMENTS  Formative: used to strengthen memory recall by practice and to correct misconceptions and promote confidence in the learner’s 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.

9. ALTERNATIVE ASSESSMENTS  Often called authentic, comprehensive, or performance assessment  Designed 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 improve  Help teachers better design instruction

10. STUDENT-INVOLVED ASSESSMENTS  Creates relevance for the student  Student takes an active role in developing assessments (rubrics, scoring criteria, self-evaluation, goal setting  Student more readily accepts that the assessment is adequately assessing student learning  Examples: Observations, essays, interviews performance tasks, exhibitions, demonstrations, portfolios, journals, teacher-centered tests, rubrics, self- and peer-evaluation.

12. WRITING INSTRUCTIONAL OBJECTIVES Begin with the end in mind…

13. WHAT IS AN OBJECTIVE  A 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.

14. 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.

15. RULES FOR WRITING GOOD OBJECTIVES  Rule 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 know  To understand  To appreciate  To learn  To grasp  To enjoy  To believe

16. RULES FOR WRITING GOOD OBJECTIVES  Rule 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.

17. ABCD OF WRITING OBJECTIVES  A: audience: The who “The student will be able to…”  B: 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.

18. OBJECTIVES CAN BE  Cognitive (thinking domain)  Affective (valuing-dispositional domain)  Psychomotor (doing or skills domain)

19. PUTTING IT ALL TOGETHER… PerformanceConditionCriteria Label the state capitalsGiven a map of the U.S.85% accuracy categorizeGiven a list of animalsBy type (vertebrates vs. invertebrates) Solve Without a calculator10 algebraic equations buildUsing base 10 blocks5 2-digit numbers