2A. Discussion
Behind the Common Core
The Common Core State Standards (CCSS) have now been adopted by forty-five states in the U.S. With this large-scale change comes much excitement, trepidation as well as skepticism. Supporters of the Common Core point to many research-based methods and ideas that the documents are founded on as reason for its validity in today's classroom. We will take a look at three concepts weaved throughout: Project Based Learning (PBL), Bloom's Taxonomy and the Partnership for 21st Century Skills.
Project Based Learning
Hands-on learning. Learn by doing. These are all terms which are similar to the concepts adhered to in Project Based Learning. Not every teacher who facilitates a hands-on project in their classroom, however, is adhering to Project Based Learning and its research-based success. PBL is a inquiry-based model where the curiosity of the student drives the learning of significant content. It provides meaningful instruction to students by not only giving them a sense of choice, but also by giving them a real-world scenario and audience. It is so much more than building model California Missions or salt-maps of the Rocky Mountains in Colorado.
|
According to the Buck Institute for Education, the essential elements of PBL are:
|
It only takes a brief look at the Common Core to understand the emphasis placed on Project Based Learning--or, at the very least, how PBL can support the instruction and achievement of the Common Core. Let's take a look at several anchor standards:
The concept of presenting and preparing for a public audience in PBL is similar to this Speaking and Listening ELA Anchor Standard:
CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
PBL asks us to teach significant content that is meaningful and sets the standard high for our students. Common Core asks of us the very same thing: that students become masters at exploring meaningful, real-world, complex text. Here is one ELA Reading Standard:
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
What drives PBL is inquiry. Students are given scenarios and questions that drive them to ask more questions, research a topic in depth, and draw meaningful conclusions. The very first CCSS Standard for Mathematical Practice echoes the emphasis on problem-solving:
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
As you can see, the themes present in Project Based Learning can be found woven throughout the Common Core State Standards, and it is a well-matched pedagogy for achieving the Core.
The concept of presenting and preparing for a public audience in PBL is similar to this Speaking and Listening ELA Anchor Standard:
CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
PBL asks us to teach significant content that is meaningful and sets the standard high for our students. Common Core asks of us the very same thing: that students become masters at exploring meaningful, real-world, complex text. Here is one ELA Reading Standard:
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
What drives PBL is inquiry. Students are given scenarios and questions that drive them to ask more questions, research a topic in depth, and draw meaningful conclusions. The very first CCSS Standard for Mathematical Practice echoes the emphasis on problem-solving:
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
As you can see, the themes present in Project Based Learning can be found woven throughout the Common Core State Standards, and it is a well-matched pedagogy for achieving the Core.
Bloom's Taxonomy
Bloom's Taxonomy is perhaps one of the most common teaching theories taught to new and experienced teachers a like. It is designed to spark higher-level thinking amongst students by giving teachers a tiered step-pyramid path to the highest level: creating. Achieving creation within a subject matter requires remembering content, understanding it, applying, analyzing and evaluating it. Bloom's was originally published in 1956, and revised in the 1990s.
Typically, training in Bloom's Taxonomy centers around the types of comprehension questions asked and projects assigned following instruction or reading of a passage. Let's say that students just finished reading a story. A lower-level activity would consist of basic recall: who, what, when, where, etc. Comparing characters in a story, or inferring character motives would begin the climb up the pyramid. Rewriting a story from the perspective of a different character would exercise student cognitive ability at the highest level. A well designed unit around this story would begin with basic recall, and move up the pyramid until students understood the story so well they could apply, evaluate and create from it.
The pyramid above is a digital Bloom's Taxonomy Pyramid. It suggests Web 2.0 tools to help students achieve particular levels. Feel free to click on the pyramid and go to Samantha Penney's live site with links to all the 2.0 tools she recommends. To give an example a tool, Voicethread, allows students to begin creating by pulling collected information into an online visual discussion where they present and critique ideas. On the opposite side of the pyramid students can work on remembering facts by using a tool such as Create.ly to diagram information they have heard in class or from text that has been read.
http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
link for revised standards: http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Typically, training in Bloom's Taxonomy centers around the types of comprehension questions asked and projects assigned following instruction or reading of a passage. Let's say that students just finished reading a story. A lower-level activity would consist of basic recall: who, what, when, where, etc. Comparing characters in a story, or inferring character motives would begin the climb up the pyramid. Rewriting a story from the perspective of a different character would exercise student cognitive ability at the highest level. A well designed unit around this story would begin with basic recall, and move up the pyramid until students understood the story so well they could apply, evaluate and create from it.
The pyramid above is a digital Bloom's Taxonomy Pyramid. It suggests Web 2.0 tools to help students achieve particular levels. Feel free to click on the pyramid and go to Samantha Penney's live site with links to all the 2.0 tools she recommends. To give an example a tool, Voicethread, allows students to begin creating by pulling collected information into an online visual discussion where they present and critique ideas. On the opposite side of the pyramid students can work on remembering facts by using a tool such as Create.ly to diagram information they have heard in class or from text that has been read.
http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
link for revised standards: http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Partnership for 21st Century Skills (P21)
Partnership for 21st Century Learning (P21) is an organization comprised of large corporations like Disney and Apple, as well as educational organizations such as the NEA. Dozens of companies and educators have come together in an attempt to define what skills are essential for students to become successful in a 21st Century global economy. Their focus is not just on content, but, "a blending of specific skills, content knowledge, expertise and literacies. The diagram on the left shows the key student outcomes in the rainbow, and the necessary support system to achieve them in the gray below.
P21 is centered around the traditional 3R's: Reading, Writing and Arithmetic. The focus, however, is not on memorizing content but understanding themes and high-level comprehension within each subject matter. Layered on top of those core subjects are the 4C's: Critical Thinking, Communication, Collaboration and Creativity. Here, P21 attempts to identify Learning and Innovation skills that are crucial to interacting and living in a fast-paced, connected and complex work world. It has become obvious to most educators and employers that in addition to personal and academic skills, students must possess Information, Media and Technology Skills to thrive in a technology inundated culture. Lastly, P21 focuses on life skills such as flexibility and leadership that will help students excel upon entry in the work-force and universities.
The themes and skills present in P21 are evident throughout the Common Core. Here are several anchor standards that address P21:
- CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
The themes are similar: collaboration, communication, using technology and diverse media. The standards include discrete, high-level inter and intra personal skills as well as technology use in every subject area. This does not mean that biology teachers stop teaching cytokinesis, but rather that they teach it in such away that demonstrates and fosters the skills students will need to be effective scientists on a research team.
Discussion Question
How might the pedagogy for a digital educator look different than that of a traditional brick-and-mortar teacher? In what ways might it stay the same? Does technology change the way we teach, or just enhance it?