Constructivism and Standards-based Education

1. Musgrove - FAU - DETA Summer 2003 Constructivism and Standards-based Education

2. Musgrove - FAU - DETA Summer 2003 Learning is: A dynamic process in which learners actively construct knowledge, The acquisition and organization of information into a series of increasingly complex understandings Influenced by context

3. Musgrove - FAU - DETA Summer 2003 Topic Outline Constructivism Project-Based Learning Authentic Assessment Rubrics

4. Musgrove - FAU - DETA Summer 2003 Constructivist Models Learning through posing problems, possible answers, developing products and presentations Abilities to problem solve Research Skills & Exploration Group work over individual work Alternative, authentic assessments e.g. portfolios

5. Musgrove - FAU - DETA Summer 2003 Theory into the Classroom: Constructivism Solve real life problems Student�s construct knowledge themselves NOT simply by receiving it from knowledgeable teachers Theorists vary on their opinions of how much structure student projects should have.

6. Musgrove - FAU - DETA Summer 2003 Integration - Constructivist To foster creativity To increase transfer of knowledge to problem solving To foster group cooperation To allow for multiple intelligences e.g. Gardner

7. Musgrove - FAU - DETA Summer 2003 Bloom�s Taxonomy Lower Order Thinking Skills Knowledge Comprehension Higher Order Thinking Skills Application Analysis Synthesis Evaluation

8. Musgrove - FAU - DETA Summer 2003 Project Based Learning Designing, planning & producing a product Engages students in problem solving Authentic products Real world issues Essential Questions

9. Musgrove - FAU - DETA Summer 2003 Technology�s Role in PBL Tool for exploration Tool for research Tool for communication Tool for Collaboration Tech4Learning

10. Musgrove - FAU - DETA Summer 2003 Exemplary PBL Anchored in Core curriculum & Multidisciplinary Involve students in sustained effort over time Involve student decision making Collaborative Clear real world (authentic) connection Systematic assessment along the way and at the end Use Technology as a TOOL for research, communication & production

11. Musgrove - FAU - DETA Summer 2003 How Constructivism Impacts Assessment Elimination of grades and standardized testing Assessment part of the learning process Students play a large role in judging their own progress

12. Musgrove - FAU - DETA Summer 2003 What makes an Assessment Authentic When they have meaning in themselves When the learning they measure has value beyond the classroom and is meaningful to the learner Address the skills and abilities needed to perform actual tasks

13. Musgrove - FAU - DETA Summer 2003 Tools used in Authentic Assessment Checklists Learner goals Reading/writing progress Writing/Reading Fluency Learning Contracts Essays / Writing examples Demonstrations/Performances Intake and progress interviews Oral presentations Informal and formal observations Self-Assessments Constructed Response Questions Portfolios

14. Musgrove - FAU - DETA Summer 2003 Portfolio Assessment Collection of learner work over time Research papers, book reports, journals, logs, photographs, drawings, video and audiotapes, abstracts of readings, group projects, software, slides, test results BUT MOST IMPORTANTLY The contents are selected by the learner Working vs. showcase portfolio

15. Musgrove - FAU - DETA Summer 2003 What is a rubric? For most educators, a rubric is a printed set of scoring guidelines (criteria) for evaluating work (a performance or a product) and for giving feedback.

16. Musgrove - FAU - DETA Summer 2003 Rubric Basics

17. Musgrove - FAU - DETA Summer 2003 Rubric Links Discovery School http://school.discovery.com/schrockguide/assess.html The Staff Room http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm Rubrics.com http://www.rubrics.com/

18. Musgrove - FAU - DETA Summer 2003 Authentic Assessment Benefits Demonstrate a rich array of what learners know and can do They display both the products and the processes of learning They connect thinking and doing, theory and practice

19. Musgrove - FAU - DETA Summer 2003 The process of assessment is itself a constructivist learning experience, requiring students to apply thinking skills, to understand the nature of high quality performance, and to provide feedback to themselves and others" (Rudner and Boston 1994, p.�7).

20. Musgrove - FAU - DETA Summer 2003 Advice for Implementation Engaging, meaningful, worthy problems or tasks that match the content and outcomes of instruction Real-life applicability Multi-staged-demonstrations of knowing, knowing why, and knowing how Emphasis on product and process, conveying that both development and achievement matter

21. Musgrove - FAU - DETA Summer 2003 Advice for Implementation Rich, multidimensional, varied formats, both on-demand (in-class essays) and cumulative (portfolios) Opportunities for learner self-evaluation Cognitive complexity-requiring higher order thinking skills Clear, concise, and openly communicated standards Fairness in scoring procedures and their application

22. Musgrove - FAU - DETA Summer 2003