Chapter 4- Making the Shift to Student-Centered Classrooms
As districts move toward building a more personalized, competency-based system of learning, there are a number of shifts that will occur within classrooms- shifts related to instructional planning, delivery, and pacing, as well as the purposes and uses of assessments for learning along the competency-based (CB) learning pathway.
As districts move toward building a more personalized, competency-based system of learning, there are a number of shifts that will occur within classrooms- shifts related to instructional planning, delivery, and pacing, as well as the purposes and uses of assessments for learning along the competency-based (CB) learning pathway.
Q 4.1- Review the chart below, Fig 4.1 Student Centered Classroom Shifts (p.118), how do you think your students- as learners- view their roles, responsibilities, and classroom culture in your classroom or school?
Q 4.1- Review the chart below, Fig 4.1 Student Centered Classroom Shifts (p.118), how do you think your students- as learners- view their roles, responsibilities, and classroom culture in your classroom or school?
Q 4.2- Use the guide below to examine the continuum of "Learner Dispositions" (moving from curriculum-driven to learner centered characteristics).
Q 4.2- Use the guide below to examine the continuum of "Learner Dispositions" (moving from curriculum-driven to learner centered characteristics).
How does this reflect possible transitions in your school or classroom and how does the role of the teacher, instruction and assessment promote a learner-driven dispositions in our students?
How does this reflect possible transitions in your school or classroom and how does the role of the teacher, instruction and assessment promote a learner-driven dispositions in our students?
Figure 4.3 Kettle Moraine Personalized Learning "Look Fors" page 124.
Self-Systems: Metacognition, Reflection, and Goal Setting
Self-Systems: Metacognition, Reflection, and Goal Setting
Metacognition is a students ability to plan, monitor, and regulate him-or herself during the process of learning. Metacognitive skills , combined with ongoing self-reflection, are essential elements of students engagement in a student-centered classroom.
Metacognition is a students ability to plan, monitor, and regulate him-or herself during the process of learning. Metacognitive skills , combined with ongoing self-reflection, are essential elements of students engagement in a student-centered classroom.
Q 4.3- How often do you or your reachers in your school use metacognitive (during learning) and reflective (after learning) practices? Discuss the impact on the core components of CBE for building a student-centered system of teaching and learning (chart below)
Q 4.3- How often do you or your reachers in your school use metacognitive (during learning) and reflective (after learning) practices? Discuss the impact on the core components of CBE for building a student-centered system of teaching and learning (chart below)
