Route 21: A Road Map for the 21st Educator

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A Road Map for the 21 Century Educator 8 Standards for Lesson Design & Delivery Destination Success

Planning our Trip Together

Created and Designed by: Beth Alsen, M.Ed. Instructional Designer Center for Teaching and Learning Mesa Community College beth.alsen@mesacc.edu Megan Garvy, M.Ed. TL3C Coordinator Education Faculty Mesa Community College megan.louise.karns@mesacc.edu Copyright Š 2013 by Beth Alsen and Megan Garvy This publication, or any part hereof, may not be reproduced by any means, including photocopying, or incorporated into any information retrieval system, electronic or mechanical, without written permission of the publisher.

Table of Concepts

“My Travel Guide: A Road Map to the 21st Century Educator� includes an overview of the eight general standards for lesson design and delivery with accompanying definitions and annotations.

The eight general standards include: Standard 1: Community of Learners Standard 2: Planning for Instruction Standard 3: Building Connections Standard 4: Making Content Meaningful Standard 5: Interaction Standard 6: Lesson Delivery Standard 7: Review and Assessment Standard 8: Reflective Educator

Route 21 A Road Map for the 21 st Century Educator There are three primary components to the Route 21 for designing and delivering lessons: Route 21 Rubric The Route 21 Rubric is an observation protocol for lesson design and delivery based on current research and published best practices. There are eight general standards. Each general standard has specific standards explained and clarified through annotations. These standards reflect how to design and deliver a more engaged lesson for the 21st century learner.

Peer-to-Peer Observation Process Route 21 is designed as an informal self-reflective analysis or a more formal peer-to-peer review.

Each promotes a process for peers to communicate, collaborate, create and critically review lesson design. For the peer-to-peer observation process, trained peers conduct a pre-conference interview to gain insights about the instructor’s lesson design and about which standards are to be reviewed while completing the observation. The protocol is a tool to provide specific feedback about how to actively engage learners throughout the lesson delivery process.

Rating: Route 21 has a total of 8 general and 30 specific standards. There are 11 specific standards that align to the lesson objectives. Since this is a collegial peer-to-peer interaction, the emphasis is on how the instructor meets the standard. Feedback is provided based on the lesson design and delivery with guidance from the annotations and examples.

Standard Standard 1.1

Yes

No

Evidence Based on the Annotations and best practices

Professional Development Professional development for Route 21 explains lesson design theory more in depth to better apply the standards and create a reflective educator focused on a peer review process to ensure quality and consistency. Ongoing professional training has been created to support the 21st century educator including, but not limited to faculty, department chairs, designers and administrators.

Delivery formats consist of face-to-face, hybrid and online training.

Standard Definitions Complete the Cloze Definitions.

Standard 1

Community of Learners

Creating an ____________________ and ____________________ to meet the needs of ____________________ learners.

Standard 2

Planning for Instruction

Designing ____________________ with clear and ____________________ learning objectives that are ____________________ to activities, materials and____________________.

Standard 3

Building Connections

Linking academic ____________________, prior knowledge and ___________________ experiences to make meaningful connections to new ____________________.

Standard 4

Making Content Meaningful

Engaging the learners through a variety of instructional ____________________ to create opportunities to ____________________, practice and demonstrate ____________________ of concepts and skills.

Standard 5

Interaction

Developing opportunities for student-to-____________________, student-to-___________________, student-to-____________________ interaction that considers ___________________ configurations, processing and ____________________ time.

Standard 6

Lesson Delivery

Continuously ____________________ student learning, ____________________ progress and ____________________ role, pace and instructions to learner needs.

Standard 7 Review and Assessment Making informed decisions by using ___________________ and ___________________ assessment as appropriate to ____________________, verify, and document learning.

Standard 8 The Reflective Educator Pursuing ____________________for reflection-_____ and reflection-_____ action that creates opportunities for professional ____________________ and ____________________.

Standard 1: Community of Learners raction

Pts.

Specfic Standards

1.1

Norms establish routines and procedures.

1.2

Accessibility demonstrates commitment to all students.

1.3

Classroom culture fosters a positive and respectful environment.

1.4

Yes

No

Evidence

Readiness is valued to prepare students for academic success.

Motoring Lessons together...

Standard Definition: Creating an engaging and supportive environment to meet the needs of diverse learners.

Annotations: Instructional time is maximized due to efficient routines and procedures. Routines are well understood by students with minimal guidance and prompting.

The management of instructional groups, transitions, and/or the handling of materials and supplies are efficient and effective.

Instructors face many choices when selecting resources, tools and media to support the learning objective. The selected resources are utilized with accommodations to be accessible to exceptional learners and students with disabilities.

Alternative means access to course content is provided, such as textual representation of Creating a collaborative environment of respect and rapport by applying effective interpersonal communication skills.

Since student behavior is culturally influenced, it is important to identify clear expectations for how students are to communicate.

The learning process is explained including course overview, schedule, assignments and assessments.

Examples: 1. Participation Accountability 2. Note-taking System: Cornell, split note-taking, 5 W’s 3. Signals and Cues

images, audio, animations and video. Learners may be directed to where they may access the alternative content resources.

Examples: 1. An audio lecture as a text transcript available 2. Plain text format for screen reading 3. http://ctl.mesacc.edu/resources/accessibility/ Examples: 1. Classroom etiquette 2. Rules of civility for discussion and participation 3. Rules for communication such as e-mail and texting

Examples: 1. Readi Survey 2. Assignment pacing calendar

1

Pts.

1.5

1.6

Standard 1: Community of Learners raction

Specfic Standards

Yes

No

Evidence

Academic, student and technical support services are clearly articulated.

Learning space is managed to actively engage and equitably engage learners.

Motoring Lessons together...

Standard Definition: Creating an engaging and supportive environment to meet the needs of diverse learners.

Annotations: Learners are provided access to the academic support services: library, tutoring, mentoring, advisement, etc.; student support services: financial aid, housing, government, student life, clubs, athletics, etc.; technical support services: help center.

Examples: 1. Link to website 2. Phone number 3. Hours of operation

Learning space is systematically designed by organizing, allocating, and coordinating the resources of time, space and learners' attention.

Examples: 1. Classroom layout 2. Content specific resources and tools

Integrates a wide range of relevant resources that contribute to a positive environment and stimulates learning and understanding.

1

Standard 2: Planning for Instruction Pts.

2.1

Specfic Standards

Yes

No

Evidence

Learning objectives are measurable, stated clearly and written from the student's perspective.

Alignment

2.2

Instructional materials align to the learning objectives.

Alignment

2.3

2.4

Tasks are logically organized and sequenced with sufficient allocation of time.

Learning activities include differentiated instruction, as appropriate, for individual learners.

Motoring Lessons together...

Standard Definition: Designing sequenced lessons with clear and measurable learning objectives that are aligned to activities, materials and assessments.

Annotations: A measurable outcome statement that captures specifically what skills, knowledge, and attitudes learners should be able to exhibit following instruction.

Objectives can be written for any type of learning.

Psychomotor = Skills: Manual or physical skills; What the student can perform.

The purpose of all content materials, resources, technologies and instructional strategies are seamlessly integrated into the lesson and contribute to the achievement of the stated learning objective.

Course materials are varied and different perspectives are presented including current Lesson concepts are chunked and sequenced to allow students to process content and internalize learning.

The total amount of time available for students to be provided the opportunity to learn specific content concepts. The instructional time allocated for learning activities.

Coordination of in-depth content knowledge, understanding of different students' needs and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity.

Evaluation/modification of instructional materials and availability of access to support and specialized assistance/services to meet particular

Cognitive = Knowledge: Mental skills; What the student is able to do.

Affective = Attitude: Awareness and growth in attitudes, emotion and feelings; How the student chooses to act.

Examples: 1. ABCD Method 2. Measurable Verbs: Helpful 100 thinking in the discipline.

Examples: 1. Books, PowerPoint lectures, websites, videos, etc.

2. Cultural Perspectives 3. Hands-on manipulatives 4. Realia Examples: 1. Concepts build upon each other 2. Even transitions between activities 3. Instructional practices for active learning

learning differences or needs (ability levels, skills, proficiency, special needs, etc.).

Examples: 1. Advanced Organizers 2. Mind Map 3. Adaptation of Text 4. Remediation, practice and extension activities

2

Standard 3: Building Connections Pts.

3.1

Specfic Standards

Yes

No

Evidence

Identify academic vocabulary to emphasize specific academic concepts in the lesson.

Alignment

3.2

3.3

Access and connect prior knowledge to new concepts.

Use background experiences to make relevant and meaningful connections to new concepts.

Motoring Lessons together...

Standard Definition: Linking academic vocabulary, prior knowledge and relevant experiences to make meaningful connections to new concepts.

Annotations: Selects words that need the most instructional attention and categorizes vocabulary words into three tiers. Focuses instruction on the tier two words (since these appear with much higher frequency than tier three words, and are used across domains).

Tier definitions: Tier One: Basic words that rarely require instructional focus (door, house, book).

Pre-existing knowledge, skills, beliefs and attitudes influence how learners interpret and organize in-coming information and affects how they remember, think, apply and create new knowledge. It is important to understand what students know before introducing a new concept.

Tier Two: Words that appear with high frequency, across a variety of domains, and are crucial when using mature, academic language (coincidence, reluctant, analysis).

Tier Three: Frequency of these words is quite low and often limited to specific fields of study (isotope, Reconstruction, Buddhism).

Examples: 1. Vocabulary Builder 2. Frayer Model Examples: 1. Concept Map 2. Exit Ticket

Assessing prior knowledge can enable both the instructor and the student to allocate their time in ways that will be most productive.

Provides meaningful experiences for students to relate their knowledge of the world to a lesson.

Researchers believe that what we know is stored in knowledge frameworks called "schemata."

Learners draw on these schemata to make inferences and predictions, organize and reflect on new information and elaborate on it.

When learners are confronted with "new" information, they try to make sense of it by seeing how it fits with what they already know.

Misunderstandings can occur when there is mismatched schemata, such as different background experiences, academic gaps, cultural norms, etc.

Examples: 1. Lesson motivator 2. Supplemental materials i.e. videos, photos, realia 3. Reflective prompt 4. Visualization

3

Standard 4: Making Content Meaningful Pts.

4.1

Specfic Standards

Yes

No

Evidence

Integrate instructional strategies for learners to comprehend and retain new information.

Alignment

4.2

Provide opportunities to learn, practice and apply new knowledge. .

Alignment

4.3

Engage learners in developing criticalthinking skills.

Alignment

Motoring Lessons together...

Standard Definition: Engaging the learners through a variety of instructional strategies to create opportunities to apply, practice and demonstrate understanding of concepts and skills.

Annotations Selects strategies that emphasize skills for Examples: organization, reflection and increased 1. Note-taking organizers, highlighting, participation. Uses explicit instruction, careful underlining, etc. modeling and scaffolding for students to learn and 2. Venn diagram, flow charts, semantic maps, practice the strategy to make content more etc. comprehensible.

3. Analogies Learners need declarative knowledge (What is the strategy?), procedural knowledge (How do I use this strategy?), and conditional knowledge (When and why do I use it?).

Engages learners in using a range of learning skills and technology tools to access, interpret, evaluate and apply information.

Uses a variety of instructional strategies and authentic experiences to support and expand learners’ communication through speaking, listening, reading, writing and other modes.

Uses a variety of questions to promote critical thinking by constructing knowledge from lower to higher order thinking skills.

Lower Order Thinking Skills: Remember, Understand, Apply Higher Order Thinking Skills: Analyze, Evaluate, Create

Examples: 1. Expository text organizers 2. Discussion boards 3. Experiments 4. Problem-solving with manipulatives

Provides opportunities for learners to connect prior knowledge to new knowledge by analyzing, evaluating and creating. Includes analyzing the complexities of an issue or question using perspectives from varied disciplines.

Examples: 1. Short answer to open-ended questions 2. Debates 3. Real-life problem solving

4

Standard 4: Making Content Meaningful Pts.

Specfic Standards

4.4

Use scaffolding to support learners' understanding.

4.5

Integrate current tools and resources to maximize content learning.

Yes

No

Evidence

Motoring Lessons together...

Standard Definition: Engaging the learners through a variety of instructional strategies to create opportunities to apply, practice and demonstrate understanding of concepts and skills.

Annotations: Scaffolded instruction provides substantial amounts of support and assistance when introducing a new concept or strategy, and then gradually decreases as the learners acquire knowledge and skills through multiple practice opportunities.

Develops independent learners while using an instructional framework that includes explicit teaching, modeling, practice opportunities and independent applications.

Draws upon a wide range of relevant materials, resources and technologies to enrich learning.

Promotes the use of interactive technologies for learners to demonstrate knowledge and skills and to apply to local and global learning opportunities.

Examples: 1. Paraphrasing 2. Contextualized definitions 3. I do, We do, You do

Examples: 1. Simulations 2. Open Educational Resources 3. Mobile and tablet devices

4

Standard 5: Interaction Pts.

5.1

Specfic Standards

Yes

No

Evidence

Provide frequent opportunities for interaction with content aligned to the learning objective.

Alignment

5.2

Utilize intentional grouping configurations to support the learners.

5.3

Provide sufficient waittime for students to process and respond.

Motoring Lessons together...

Standard Definition:

Developing opportunities for student-to-student, student-to-instructor, student-to-content interaction that considers group configurations, processing and response time.

Annotations: Learning activities provide opportunities for student-to-student, student-to-instructor, studentto-content interaction. Elicits extended contributions by using a variety of techniques such as critical thinking skills.

Engages students in learning experiences in the discipline(s) that encourage learners to understand, question and analyze ideas from diverse perspectives so that they master the content.

Facilitates learning by using a variety of grouping structures, including individual work, partners, triads, small groups of four or five, cooperative learning groups and whole group. Varies grouping configurations by background knowledge, skill and ability levels to assign roles and responsibilities.

Examples: 1. Student-Student: Group problem-solving and peer critiques 2. Student-Instructor: Assignment feedback 3. Student-Content: Experiential learning, handson experiences

academic task.

Examples: 1. Jigsaw Grouping 2. Think-Pair-Share

Includes criteria for individual and group accountability for participating and achieving the Pauses between three and seven seconds after asking higher-level questions. Students respond with more thoughtful answers resulting in: 1) the length of student responses, 2) the number of unsolicited responses, 3) the frequency of student questions, 4) the number of responses from less capable students, 5) student-to-student interactions, and 6) the incidence of speculative responses.

factors such as student expectations and the cognitive level of the questions.

Examples: 1. 50-50: Choose between two possible responses provided by the instructor 2. Watch the Clock

Benefits of increasing wait time may depend on

5

Standard 6: Lesson Delivery Pts.

Specfic Standards

6.1

Vary the instructor's role for teaching and learning.

6.2

Yes

No

Evidence

Monitor students' reactions to adjust instructional delivery.

Alignment

6.3

Pace the lesson according to the background and skill level of the learners.

Motoring Lessons together...

Standard Definition: Continuously monitoring student learning, assessing progress and adjusting role, pace and instructions to learner needs.

Annotations:

Facilitates the instructional process by varying roles (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.

Examples: 1. Direct Instruction 2. Inquiry 3. Guided Instruction

Selects role to maintain student engagement and maximize learning.

Seizes opportunities to enhance learning, build on a spontaneous event or interest or adjust and differentiate instruction to address misunderstandings.

Examples: 1. On-task v. Off-task behavior 2. Comprehension Checks

Uses informal comprehension checks to determine the students' understanding of essential concepts and skills necessary to achieve the learning objective.

Pacing refers to the rate at which information is presented to challenge student thinking resulting in active engagement.

Examples: 1. Chunk and Chew 2. Active learning time

Finding the right pace depends on the content of the lesson and the students' prior knowledge about the concept being taught.

6

Standard 7: Review & Assessment Pts.

Specfic Standards

7.1

Conduct varied assessments to measure learning objectives.

Yes

No

Evidence

Alignment

7.2

Specify clear criteria for desired outcomes.

7.3

Provide quality and prompt feedback to improve learning.

Motoring Lessons together...

Standard Definition: Making informed decisions by using formal and informal assessment as appropriate to support, verify and document learning.

Annotations: Assessments provide multiple opportunities for students to demonstrate concept knowledge with consideration to learning styles. Assessments are sequenced to build upon knowledge and skills.

Uses formative assessments to support, verify, plan and document learning.

Formative: Used during the learning process to monitor and adjust and includes informal, formal, authentic and performance-based assessments.

Engages learners in understanding and identifying quality work by using rubrics, models and visual graphs to guide progress.

Rubrics include relevant criteria and meaningful descriptions with ratings to define performance.

Quality feedback is constructive, specific, measurable, sensitive and balanced. It is relevant to the learning process.

Timely feedback allows students the sufficient opportunity to use the feedback for improving knowledge and skills. Prompt feedback is necessary to maintain connections to content.

Students should be informed about the turnaround time for feedback.

Examples: 1. Individual whiteboards 2. Observations 3. Completed work (quizzes, assignments, homework)

Examples: 1. Exemplar assignments 2. Checklists 3. Rubrics: Rubristar

Examples: 1. Solution focused 2. Balance the positive with the negative 3. Grading calendar with turnaround time

7

Standard 8: Reflective Educator Pts.

Specfic Standards

8.1

Develop metacognitive practices to plan, monitor and adjust instruction.

8.2

8.3

Yes

No

Evidence

Participate in professional development for pedagogy, content and technology.

Maintain a professional portfolio.

Motoring Lessons together...

Standard Definition: Pursuing self-awareness for reflection-in and reflection-on action that creates opportunities for professional growth and development.

Annotations: Reviews instructional design and delivery to measure the effectiveness of instruction to determine students' proximity to the learning objectives.

Formative assessment is used before instruction, to find out where students are, during instruction, to find out how they are progressing and after instruction, to determine the next steps for the upcoming lesson. This can be used to get

information about strengths and weaknesses to guide future instruction.

Examples: 1. Video-tape your lesson 2. Peer-to-peer review 3. Analyze assessment and assignment data to evaluate curricular gaps

Instructors use strategic thinking as they plan and prepare to guide students in exploring content topics integrating technology. Technological, pedagogical and content knowledge (TPACK) is a dynamic framework describing the knowledge that teachers rely on to design and implement curriculum and instruction while guiding their students’ thinking and learning with digital technologies in various subjects.

Participates in professional learning communities that encourage instructors to work together and engage in continual dialogue to examine their practice and student performance to develop and implement more effective instructional practices.

Compiles work, records and accomplishments to demonstrate learning, performances and contributions.

Misunderstandings can occur when there is mismatched schemata, such as different background experiences, academic gaps, cultural norms, etc.

Teaching portfolios may include: table of contents, educational philosophy, signature lessons, classroom management and building community, photos, electronic files, resume, certifications, awards, conferences, letters of reference, etc.

Examples: 1. Conferences 2. Professional learning communities 3. Online tutorials and programs

Examples: 1. Google sites, Word Press, etc.

2. Blogs, wikis, etc.

3. PowerPoint file, Word document with images, PDF

8

Pre-Conference Observation Instructor: Reflect on your current practice and complete the K-W-O. Instructor: __________________________

Course: __________________________

Observer: __________________________

Date:

__________________________

The area of focus is Standard ________ : _____________________________________ Peer K What I know about my instructional practice. (e.g., I create an environment of respect, students understand the expectations, etc.)

W What I want to know about my instructional practice. (e.g., Effective strategies to differentiate instruction to meet the needs of my students, etc.)

O What I want my peer to observe. (e.g., Evidence of how I check for understanding; how my lesson meets the students’ needs, etc.)

Post Conference Observation Instructor and Observer:

Write a reflective summary about the observation with your observer. Use evidence from the observation to capture key insights about your lesson.

Participating instructor reflection. (How the lesson was delivered.)

Key evidence shared after the observation.

Insights:

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