Frequently Asked Questions
Glossary
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AAA Instructional Design
AAA instructional design includes the Activate, Acquire,
Apply spiral sequence of teaching and learning strategies.
Activating strategies prepare students for learning.
Acquiring strategies help students integrate and
process their learning. Applying strategies help
students consolidate their learning.
Activating Strategies
Activating strategies
prepare students for learning.
Students are prepared for learning by activating an
overview of the upcoming learning experience, their
prior knowledge, and the necessary vocabulary. One
strategy to activate a lesson or unit overview is Lesson
Frame. Strategies to activate prior knowledge include
KWL Plus, Mind Maps, Anticipation Guides, LINK, Word
Splash, and Focused Free-write. Strategies to activate
vocabulary include Word Cycle, Sort and Predict, and
Three-Point Approach. Success for all Learners page
6.17.
Animation for Learning
Creating animations provides students with opportunities
to apply new knowledge and represent concepts and
ideas graphically. Students may create animations
to illustrate patterns, cycles, changes over time,
or cause and effect relationships. In creating animations,
students develop skills in sequencing and timing
graphics to communicate the concepts and ideas they
are animating. The interactive and graphical nature
of electronic animations provides alternative ways
for students to demonstrate their learning.
Applying Strategies
Applying strategies help students consolidate their
learning. They include reformulating strategies and
extending strategies. Reformulating strategies include
concept organizers and fact-based and issue-based analysis.
Extending strategies include Reading and Expressing
from Another Point of View, RAFT, and Gallery Walk.
Success for All Learners page 6.65.
Assessment
The systematic process of gathering information about
what a student knows, is able to do, and is learning
to do. Student assessment is integrated with learning
and teaching, thus engaging students, parents, teachers,
and administrators (the learning community) in insightful
observation, descriptive feedback, reflection, goal
setting, adjusting instruction, and celebrating learning.
Assessment as Learning
Assessment as learning
is the active engagement of
the learner in the learning-teaching process. Learning
and assessment are seamless as the learner reflects
on the continuous process of reflecting, adjusting,
and planning for the next steps. Students and teachers
are co-learners and share the responsibility of learning
and teaching in the classroom.
Assessment for Learning
Assessment for learning
involves learners, both teachers
and students, in ongoing dialogue, descriptive feedback,
and reflection throughout instruction.
Assessment of Learning
Assessment of learning
is observing performance tasks
or summative assessments to determine the quality of
the learning that has taken place at the end of a unit
or theme, term, semester, or school year. Specific
learning outcomes and standards are the reference points,
and grade levels may be the benchmarks for reporting.
Brain Research
Brain research
applies emerging understanding
of the cognitive function of the brain to inform
classroom instruction. Three principles from brain
research:
emotional safety, appropriate challenges, and self
constructed meaning tell teachers that
- Not all students need to be doing the same thing at the same time.
- Students are not all at the same level of ability and they don't learn in the same way. It follows that different groups within the same class should be working at a variety of different levels of complexity and/or difficulty simultaneously, but at different rates.
- Students need to be actively involved in making decisions and modifications to their learning efforts.
- Students need appropriate challenges, a secure environment, an opportunity to explore ideas and have fun learning.
- Students need to learn to ask questions, think and interact verbally.
- Students need to be able to construct meaning by interacting with peers, problems, issues and with materials.
- Learning is more effective if concepts are learned in context and related to existing knowledge. Content needs to be relevant, integrating multiple aspects simultaneously.
- Peer teaching may be as valuable
for the child who is "teaching" as for
the "learner".
http://members.shaw.ca/priscillatheroux/brain.html
Checklist
A checklist used for assessment can be a list of student
behaviors or a list of elements of student work.
Teachers often observe students and use checklists
to keep track of the presence of specific behaviors
such as ability to collaborate, participation during
discussions, and so on. Checklists can also be used
to keep track of the presence of specific elements
in student work when there is no need to score quality.
Collaborative Learning
Collaborative learning
is a personal philosophy,
as well as a classroom technique. In all situations
where people come together in groups, it suggests a
way of dealing with people that respects and highlights
individual group members' abilities and contributions.
There is a sharing of authority and acceptance of responsibility
among group members for the groups actions. The underlying
premise of collaborative learning is based upon consensus
building through cooperation by group members, in contrast
to competition in which individuals best other group
members. Collaborative learning practitioners apply
this philosophy in the classroom, at committee meetings,
with community groups, within their families and generally
as a way of living with and dealing with other people.
Collaborative Learning Groups
Heterogeneous groups of approximately four members
that are formed for an extended period of time to
develop a “micro” community of learners
in the classroom community. This grouping allows
for a wide range of abilities to work together. (Also
see flexible groups)
Concept Mapping for Learning
Concept mapping involves organizing ideas and information
visually. This helps students identify patterns and
relationships, build upon prior knowledge, and stimulate
creative thinking. As students acquire new information,
they can organize additional ideas graphically to
integrate new knowledge and reinforce their conceptual
understandings. Concept mapping helps students and
teachers identify misconceptions and clarify their
thinking. The use of colours, symbols, and images
reinforces written text and the ease with which changes
in relationships can be represented make electronic
concept mapping particularly helpful for visual learners.
Strategies that use concept mapping include brainstorming
(activating), developing a research plan (acquiring),
and displaying new connections and relationships
(applying). Electronic concept mapping also allows
students to move directly from a visual representation
to an outline for writing, to connect concept maps
together, and to use as a presentation tool.
Constructivism
Constructivism is a learning theory that encourages
teachers to
- pose problems of emerging relevance to students - real-world context for learning
- structure learning around primary concepts - essential questions
- seek and value students' points of view
- adapt curriculum to address students' suppositions
- build on students' prior knowledge
- assess student learning in the context of teaching
http://members.shaw.ca/priscillatheroux/constructivism.html
Cooperative Learning
Cooperative learning
is defined by a set of processes
which help people interact together in order to accomplish
a specific goal or develop an end product which is
usually content specific. It is more directive than
a collaborative system of governance and closely controlled
by the teacher. While there are many mechanisms for
group analysis and introspection the fundamental approach
is teacher centered whereas collaborative learning
is more student centered.
Databases for Learning
Databases allow students to record data and analyze
relationships and patterns. Students can use databases
to organize their research data and to make comparisons.
Students may then query the data by sorting to identify
patterns and relationships. As students develop skill
in using databases, they are able to apply these
skills in the context of analyzing issues and concepts
related to their research.
Desktop Publishing for Learning
Desktop publishing provides opportunities for students
to synthesize new knowledge and represent their understandings
creatively, including text, images, maps, and charts
to communicate information and concepts. Students
should identify the purpose of the final desktop
published product and plan to ensure it communicates
the purpose effectively to their intended audience.
Examples of products students can produce using desktop
publishing may include brochures, posters, and newsletters.
Desktop publishing products can be produced individually,
or collaboratively by student groups.
Differentiated Instruction
Differentiated instruction means creating multiple
paths so that students of different abilities, interest
or learning needs experience equally appropriate
ways to absorb, use, develop and present concepts
as a part of the daily learning process. It allows
students to take greater responsibility and ownership
for their own learning, and provides opportunities
for peer teaching and collaborative learning.
http://members.shaw.ca/priscillatheroux/differentiating.html
Electronic Portfolio
A student’s purposeful collection of electronic
work over time, that serves as evidence of learning
and achievement. Selection of items for the electronic
portfolio is made with regard to student learning goals
and/or criteria and involves self-assessment and reflection.
Portfolio assessment involves both process and product.
Portfolios become powerful student-centered assessment
tools to share within the learning community.
Email for Learning
Email offers authentic opportunities for students to
communicate with others. Students articulate ideas
and information in composing their email and analyze
email responses for relevancy and accuracy. Students
may use email to conduct interviews, request information,
state a position, or share understandings on a topic
or issue. Students should identify the purpose of
their email communications and use language that
is respectful of others. Students must use safe email
practices such as not including personal information
in email communication with people they do not know.
Evaluation
The process of interpreting assessment information,
determining to what extent students have attained
learning outcomes and standards, and describing the
quality of student learning. Evaluation is used primarily
for communicating student achievement.
Explicit Instruction
Explicit instruction is a systematic method for presenting
material in small steps, pausing to check for student
understanding and eliciting active and successful
participation from all students"(Rosenshine,
1986, p. 60, as cited in Conway, J., 1997). According
to Conway (1997), the model of explicit instruction
is well grounded in Behaviorist Theory and has been
classified as a 'transmission' model. There are six
teaching functions that form a sequence in the method
of explicit instruction:
- daily review
- presenting new material
- guided practice
- corrections and feedback
- independent practice
- weekly and monthly reviews.
Flexible Groups
Groups of two to six members that are formed for the
purpose of assessment, strategic instruction, practice,
or personal inquiry. These groups change frequently,
depending upon the needs of the learners. On occasion,
individuals may work independently as part of a flexible
group. (Also see collaborative groups)
Formative Assessment
Ongoing assessment information (what teachers see and
hear) gathered during instruction to determine what
students know and can do and to provide descriptive
feedback to improve learning and inform teaching.
Feedback is generally directly connected to student
learning goals and referenced to student-generated
criteria.
General Learning Outcomes
General Outcomes (GOs) are broad statements identifying
knowledge, skills and strategies, reasoning, and
attitudes that students are expected to demonstrate
with increasing competence and confidence from Kindergarten
to Senior 4.
Gradual Release
The gradual release model of instruction encourages
students to take increasing responsibility for their
own learning and to become self-directed rather than
teacher-directed learners. This model can be divided
into three stages:
- modeling and scaffolding
- guided practice
- application and metacognition
Graphics for Learning
Students may use graphics software to illustrate, and
label where appropriate, concepts and ideas they
are exploring. Students can create images that they
can then import into other software applications
such as word processor or presentation software.
Students may change and adapt previously created
images to reflect new understanding as additional
information is acquired and knowledge built.
Information
and Communication Technology (ICT)
ICT learning experiences are those that introduce
new technology skills in the context of current
curriculum outcomes. These learning experiences
are in preparation for interdisciplinary work integrating
technology.
Inquiry-Based Learning
Inquiry-based learning is a student-centered, active
learning approach focusing on questioning, critical
thinking, and problem-solving. It's associated with
the idea "involve me and I understand."
Interdisciplinary
Units
Interdisciplinary units are those that integrate learning outcomes from at
least two subject areas.
Learning Community
A trusting relationship that develops over time among
students, teachers, administrators, and parents as
they become engaged in learning and teaching in the
classroom.
Marks
Percentages representing student achievement based
on summative assessments and/or evaluations.
Multimedia Presentations for
Learning
Multimedia presentations provide opportunities for
students to synthesize new knowledge and communicate
their understandings. Students can use multimedia
presentations to represent their understandings creatively
by combining text, images, sound clips, and links
to additional sources, to support their ideas. Multimedia
presentations are often collaborative in creation
and intended to be shared with a broader audience.
In planning their multimedia presentations, students
should consider how the structure and format of their
presentation will allow them to communicate most
effectively with their intended audience.
Observation
A purposeful, systematic, and cumulative classroom
assessment method that focuses on what the learner
knows and can do in a variety of authentic contexts
in order to inform instruction, improve learning,
and assess or evaluate achievement.
Ongoing
Learning Experiences (OLE)
OLEs are those that integrate the use of ICT with classroom routines such
as Daily Edit or Reading Circles. These learning experiences begin at the
start of the school year and continue throughout.
Paradigm Shift
A paradigm shift represents a fundamental change in
attitude and belief about a concept. For example,
recent research builds a powerful case against what
used to be accepted "truths" about learning
and technology. First, there is strong evidence that
traditional models of learning, traditional definitions
of technology effectiveness, and traditional models
of the cost effectiveness of technology don't work.
In place of these old assumptions, researchers are
positing new ways of looking at learning that promote:
- engaged, meaningful learning and collaboration involving challenging and real-life tasks; and
- technology as a tool for learning, communication,
and collaboration
http://members.shaw.ca/priscillatheroux/paradigmshift.html
Performance Tasks
Authentic processes, performances, demonstrations,
or products by which students demonstrate or apply
the knowledge, skills and strategies, and attitudes
that they have acquired as a result of instruction
and practice. Assessment of performance tasks is
based on criteria that, for summative assessment,
may be extended into a rubric to describe the quality
of the performance.
Problem-Based Learning
Problem-based learning is an approach to learning that
focuses on the process of solving a problem and acquiring
knowledge. The approach is also inquiry-based when
students are active in creating the problem.
Professional Judgement
Teachers’ decisions about learning and teaching
based on their classroom experience and sound academic
knowledge of developmental learning, curriculum, assessment,
and pedagogy.
Project-Based Learning
Project-based learning is an approach to learning that
focuses on developing a product or creation. The
project may or may not be student-centered, problem-based,
or inquiry-based.
Promising Practice
Learning and teaching that is theoretically grounded
in the research base of current curricula (social
constructivism).
Question (essential)
Essential questions are questions that require students
to make a decision or plan a course of action. Writing
the essential question is the first part of the research
process. The essential question will be the focus
of the student's research.
Question (foundation)
A foundation question is one whose answer provides
the facts used to answer the essential question.
Foundation questions are typically the "What
is" questions. They will be the questions students
will try to find answers for. The facts obtained
by finding the answers to foundation questions will
be used to build the answer to the essential question.
Students craft an answer to the essential question
from the facts found as answers to the foundation
questions.
Rubric
A set of criteria that describes levels of performance
(what it should look or sound like). Rubrics should
be developed from student-generated criteria and
with student involvement. Rubrics can be used to
measure achievement for summative assessments at
the end of a theme, unit, semester, term, or school
year. Marks may be calculated by allocating numeric
values to each performance level.
Scaffolding
Instructional approaches or strategies that activate
prior knowledge of a topic or concept; or a strategy
that provides adjustable and temporary assistance
or support to the student in his or her achievement
of the learning task.
Simulations for Learning
Students can interact with simulation software to explore
new concepts and ideas. Simulations provide an environment
where students can explore, experiment, question,
and hypothesize about real life situations which
would otherwise be inaccessible in the classroom.
Students can explore 'what if' scenarios as they
predict the results of various actions, modify parameters
accordingly, and evaluate the resulting outcomes.
Simulations allow students to visualize complex and
dynamic interactions and to develop deeper understandings
than may be achieved simply by reading. By exploring
a simulated environment, students can be active learners
in a complex world.
Specific Learning Outcomes
Specific learning outcomes (SLOs) are concise descriptions
of the knowledge, skills and strategies, reasoning,
and attitudes that students are expected to demonstrate
at the end of a grade.
Spreadsheets for Learning
Spreadsheets allow students to record data and analyze
relationships and patterns. With spreadsheets, students
can enter formulas to calculate values. They can
then chart their data by creating graphs that will
help them analyze their data. As students develop
skill in using spreadsheets, they are able to apply
these skills in the context of analyzing issues and
concepts related to their research.
Summative Assessment
The celebration, summary, evaluation, or judgement
at the end of a theme, unit, semester, term, or school
year based on performance tasks/products and formative
assessment data.
Word Processing for Learning
Word processing supports students through the writing
process and encourages them to revise initial drafts
and to organize their writing to best represent what
they understand to their intended audience. Students
may take advantage of standard word processing features
to improve their writing, including spell check,
grammar check, thesaurus, formatting, etc. Students
can save multiple copies of their work as it progresses
through the editing and revising process. This provides
evidence of their growth and improvement as they
learn to write and write to learn.
