I just finished working through the fourth course, entitled:"Coaching for Active, Engaging, Technology-Rich learning".
See my previous notes & reflections at the following links: Course 1 Reflections; Course 2 Reflections, Course 3 Reflections
This course focused on the ISTE Standards for Coaches 2.a,b,c,d,f,g, which state:
- a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards
- b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students
- c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles,research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience
- d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes,and mental habits of mind (e.g., critical thinking, meta-cognition, and self-regulation)
- f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences
- g. Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards
- Essential questions can be of many types. Ones that are:
- important questions that recur throughout one's life. Help us to focus on the fact that education is really about learning how to learn.
- key inquiries within a discipline. Ones that are "alive" in the field.
- what is needed for learning core content. Help students to make sense of complicated ideas.
- Essential questions are not questions that are simply essential to the teacher who wants his/her students to know an important answer. We must separate questions of this type from those which are "essential to anyone as a thinking person and inquiring student for making meaning of facts in this subject" (Wiggins, 2007).
- When writing essential questions, consider... (summarized / modified from Wiggins' article linked above)
- Does it cause genuine inquiry into big ideas or core content?
- Does it provoke deep thought or lively discussion?
- Does it lead to new understanding or even more questions?
- Does it require students to consider alternatives and weigh evidence?
- Does it require that students support their ideas and justify their answers?
- Does it stimulate continual rethinking of the big ideas and assumptions from previous lessons?
- Does it make connections to prior learning?
- Does it make connections to personal experiences?
- Does it create opportunities to transfer to other situations / subjects?
- Alexandria City Public Schools Algebra 1 Unit Planning Guide - I've only skimmed through this, but it seems very complete and I think will be a great resource in developing the resources for my district.
- Resources for Mathematics Tasks compiled by Jay McTighe
- Algebra 1 Instructional Goals and Essential Questions (source unknown; PDF found on Google search)
- Enduring Understanding and Essential Questions for Mathematics K-12 by Wallingford Public Schools
- Mathematics Framework: Research-Based Strategies to Promote High Levels of Student Achievement from Alexandria City Public Schools. I need to print this and read it - I just skimmed through it and it looks like an amazing resource right now.
When I work with teachers during staff development, they often tell me they don't have time to assess students along the way. They fear sacrificing coverage and insist they must move on quickly. Yet in the rush to cover more, students are actually learning less. Without time to reflect on and interact meaningfully with new information, students are unlikely to retain much of what is "covered" in their classrooms...On balance, the time they take from a lesson is well worth the information you gather and the retention students gain.
- students know what is expected of them in language they can understand
- students can see the specific skills they are expected to gain in their learning
- students are able to do some self-assessment and reflecting on their learning
- teachers are able to monitor student learning, especially over time
- provides consistency in evaluating student work
Course 2 Reflections,
Course 3 Reflections
Course 4 Reflections
Course 5 Reflections