The promotion of students' literacy in assessment of themselves and their peers is crucial in their development. An important aspect of assessment is feedback. It is highly important to effectively teach students the importance of feedback and how to give it responsibly. Feedback is constructive in the manner that is enhances the weaknesses of students and emphasizes the students' strengths. Students can pose questions or comments when assessing his or her peer's work, including "I was wondering....", "I enjoyed it when..." and "Did you consider...". When students can effectively assess their peers, they are building on their own assessment literacy (including their ability to self assess).
Self-interconnected parts are the deconstructed factors of Self-Assessment. These include evaluation (the act of assessing one's work), reflection (connecting knowledge learned to objectives and criteria), metacognition (thinking about how the self learns best; therefore, understanding your own work methods) and goal setting (determining the means for success). Students that develop the ability to self-assess are not determining their own grade, but are however, more specifically looking at their quality of work and how he or she may improve. Improving a student's ability to assess may lead to their overall achievement of better grades within the classroom; however, they are not direct determinants of their grades. It can be looked at as assessment for learning.
Within a classroom in elementary school, I can recall having the responsibility of marking my partner's test, but nothing short of a multiple choice question. It almost seemed that the teacher did not trust me to appropriately correct another student's work. As a future teacher, I would assign a task to students, but however not ask anyone to put their names on the assignment. I would ask the students to assess their peers after the task has been completed and I have randomly handed them out again. This would promote the idea of assessment and would encourage the students to understand the criteria for success and correlate it with their own work.
Overall, self-assessment and peer evaluation are optimal to introduce within a classroom, no matter the age group of the students.
References
Introduction to Evaluation. (n.d.). Retrieved November 3, 2015, from http://www.socialresearchmethods.net/kb/interval.php
Drake, S., Reid, J. & Kolohon, W. (2014). Toward a new story of curriculum, instruction and assessment. In Interweaving curriculum and classroom assessment: Engaging the 21st century learner (pp. 35-37). Don Mills, Ontario: Oxford University Press.
Seven keys to effective feedback (n.d.). Retrieved November 3, 2015, from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
Twenty-first century skills are crucial for the success of students living in a contemporary world. Skills are often specific to the course in which they are taught; however, there is an increasing unanimity suggesting that students also need to perform skills that are intricate and cross-curricular. In order to prepare students for success, schools must move beyond a focus on basic competency to promoting deeper learning and understanding of academic content by interweaving twenty-first century interdisciplinary into the curriculum. Through a stable learning environment, professional development, curriculum and instruction, and standards and assessment, the student can granted the opportunity to develop life and career skills, learning and innovation skills, and information, media and technology skills. The acquisition of twenty-first century skills prepares a student to be a productive, creative and participatory individual of the twenty-first century; therefore, implying that it allows students to reach beyond their imagined potential and provide contributions to their lifelong learning.
video attribution: https://www.youtube.com/watch?v=f0RyaAsVNGU: Scott Crombie
Teachers are responsible for weaving twenty-first century interdisciplinary into the curriculum. Schools must move beyond basic concepts by addressing broader themes that are in relation to the twenty-first century. For example, students can be taught to be literate in health within a physical education program or develop environmental literacy through the subject of science. Let's take health literacy, for example. I can recall having no choice but to take part in certain tasks such as the 12 minute run and the beep test. Being an athlete in school, I enjoyed physical education courses; however, this portion of fitness testing never resonated well with me. Having a passion for physical activity, these tasks were challenging, but nothing short of some extra effort. However, I cannot imagine the defeat a student would feel if they were not a strong athlete. These forms of fitness testing do not allow students to develop the life skills necessary in order to pursue physical activity for the sake of their health. In fact, in my opinion, these activities are a stigma associated with physical education that turns students off from enrolling in the course to begin with, which destroys their opportunity to develop health literacy.
Teachers should aim to grant their students the chance to develop higher-order thinking skills (HOTS) by the end of the term, rather than simply assigning tasks that are correlated with direct teaching which leads to minimal long-term retention. HOTS are transferrable among many facets of life. Skills that can be categorized as higher-order are analysis, evaluation, creation, critical thinking, problem solving, etc. HOTS correlate with higher levels in Bloom's revised taxonomy, and recently "creating" has been added as the highest level of thinking; therefore, demonstrating how this generation of new knowledge is offering new opportunities for creativity and invention. Overall, the higher-order thinking skills can be an encapsulating title of the rainbow coloured skills (life and career skills, learning and innovation skills, and information, media and technology skills) depicted below. In order to support the acquisition of such skills, a teacher is responsible for forming a solid support system that encourages the development of the child. For example, a teacher's instruction needs to promote problem solving which can lead to creation. If a direct instructional method is chosen by the teacher, that limits the students' thinking and does not allow for exploration. However, if a student-centred approach is taken or indirect instruction is used in a more constructivist classroom, students may be able to harness their own knowledge and use it to advance their skills.
Technology is a heightening aspect of the twenty-first century, and with the growing society, it is becoming mandatory to acquire the skills necessary in order to be technologically fluent. There are often generation gaps between the teacher and the student; therefore, it is highly important that teachers become familiar with the advancing and constantly changing technology in order to prepare their students. The introduction of technology in the classrooms, especially at a young age, will allow students to develop skills relating to technology in an ongoing process. For example, allowing students in kindergarten to have computer time, gives them the opportunity to be introduced to the keyboard and navigating a mouse on a screen. It has come to my attention, as my mother is a teacher, that iPads have become a phenomenon in that many schools (with funds allowing) are granting students time to use iPads in order to research for projects, play thought-provoking games, etc. I can recall the introduction of the "SMART" board (an interactive white board) within schools when I was in Grade 10. Students get excited, they want to answer questions in order to be granted the chance to go and write on the "SMART" board. The following video clip, describes the benefits of the "SMART" board and demonstrates its ease of use. Technology enhances learning as it is exciting for students, thereby promoting learning, and it allows for students to develop the skills that will indefinitely be part of their future and career. There will not be a day in the future where an individual is not influenced by technology. Students are getting cell phones at younger and younger ages, because it is becoming a social norm to have a cellular device. I can recall receiving my first cellphone when I was 14, after having begged for it and that was simply for emergencies. My youngest sister received her first cell phone when she was 8, and was able to text and call whomever without any consequences. Therefore, demonstrating how the evolution of the twenty-first century is demanding technological literacy. Teaching through this blog, is another great example of how technology is commonly used; heightening an individual's technological literacy. Technology is constantly advancing and requires individuals to do so in order to allow its progression.
video attribution: https://www.youtube.com/watch?v=0U05WeXPGlk : SMARTclassrooms
Overall, with the changing world, there is a changing necessity for students to develop the skills in order to succeed. The teacher can use multiple tactics in order to prepare themselves and further prepare their students for the twenty-first century. Through a constructivist classroom setting, that allows students to critically think, problem solve and create, students will be able to develop and adhere to the concepts of these skills throughout their lives. Teachers should provide the appropriate resources and acquire the correct knowledge in order to give students optimal introduction to a various skills and to allow for further development.
References
About 21st Century learning in Ontario. (2014). Retrieved October 3, 2015, from http://www.edugains.ca/newsite/21stcenturylearning/about_learning_in_ontario.html
Drake, S., Reid, J. & Kolohon, W. (2014). Toward a new story of curriculum, instruction and assessment. In Interweaving curriculum and classroom assessment: Engaging the 21st century learner (pp. 35-37). Don Mills, Ontario: Oxford University Press.
Framework for 21st Century learning. (2014). Retrieved October 3, 2015, from http://www.p21.org/our-work/p21-framework
Project-Based learning is associated with a constructivist approach to teaching (Drake, Reid, & Kolohon, 2014). Constructivism strays from the traditional model of teaching. A traditional model of teaching is what many individuals envision when asked the question, "what do you picture when I say the term classroom?". When a teacher is the knowledge deliverer and the students are "blank slates" that are to memorize and regurgitate information on a written standardized test, a traditional approach to teaching is being taken. This method of direct instruction has been popular within school systems for centuries, and I am sure that you have experienced it as a student and perhaps have enforced it as a teacher (if that is your profession). Within all of my years of schooling, the teacher has been the leader of the class, dictating information that is designed for me by the curriculum. Although the curriculum should be met, it should be used as a tool or guide for teachers as opposed to being thought of as unalterable. Teachers should choose options that promote the success and development of their students. I can envision countless times as a student where I have experienced a traditional teaching approach. Specifically, I can remember spending countless hours throughout the week, within most grades of elementary school, studying for my weekly spelling test. Now my method for studying was memorization and when I would receive my test back with red pen markings on it, I would barely remember the words I tried to spell and was just concerned with my grade accomplished. A traditional approach promotes this fixed mindset of grade orientation.
A constructivist approach draws knowledge forth from the students and has the teacher as a guide and monitor of knowledge as opposed to a deliverer (Drake et al., 2014). A highly effective way of introducing a constructivist approach to teaching within the classroom is launching project-based learning. Project-based learning differs from simply completing a project (often seen in a traditional classroom) because students are not using previous knowledge and simply putting it on a bristol board; rather, students are engaged and learn while completing a project that fascinates them and is used to answer a question they pose.
A teacher within a traditional classroom solely takes on unnecessary responsibilities for the students which in turn makes them reliant and undetermined. The students at any given age are fully capable of also aiding in questioning, planning and researching their own project, as this engagement will entice them to strive to achieve their goals. Below are the differences between the responsibilities assumed by the teacher and the student within a traditional setting (a.) and a constructivist setting (b.)
Project-Based Learning or PBL values the voice and perspective of the students as they are given choice. Students develop interest within the topic because they had a part in its determination. PBL incorporates twenty-first century skills such as critical thinking, communication, collaboration, and research in order to keep students within the context of their time and have them establish qualities relative to their future success (Drake et al., 2015). "Students build success skills valuable for today's world" (Buck Institute for Education, 2015). PBL also allows for students to challenge themselves to think outside the box in order to drive their research within the topic. For example, a student can decide to build a wind turbine based on their driving inquiry of whether or not it will power his or her mp3 player (Drake et al., 2015).
I can recall a project I completed during Grade 6 on Ancient Greece. I remember having to complete some research; however, nothing far from typing into Google "Ancient Greece", rewording some things, printing it off and pasting it to a hot pink bristol board. Can I recall anything about Ancient Greece today as I write this post? Absolutely not. However, if a PBL approach geared about Ancient Greece was used instead of the traditional method, perhaps I would still hold memories today based on my experience.
PBL allows for assessment based on process and product rather than simply the final project. It promotes learning within a positive atmosphere and demonstrates to students the importance of wanting to learn in regard to their success (David, 2008). Project-based learning provides opportunities for students to harness their own knowledge, create their own disposition and deepen their understanding. It promotes students to effectively gather information in order to build upon their knowledge and think critically (David, 2008). Teaching is not a career based on an individual's want to teach, it is a career based on an individual's want to positively impact the lives of his or her students. Project-based learning is a method which promotes the success of students; therefore, will you use a project-based learning approach within your classroom as a teacher with such intentions? Think about it.
References
Buck Institute for Education. (2015). What is project-based learning (PBL)? Retrieved September 21, 2015, from http://bie.org/about/what_pbl
David, J. (2008). What research says about project-based learning (5th ed., Vol. 65, pp. 80-82).
Drake, S., Reid, J., & Kolohon, W. (2014). Toward a new story of curriculum, instruction and assessment. In Interweaving curriculum and classroom assessment: Engaging the 21st century learner (pp. 3-4). Don Mills, Ontario: Oxford University Press.
