| From (traditional): |
1 2 3 4 5
6 |
To (performance based): |
|
Plan |
| Planning based on selection of a topic, design of
activities, administration of an assessment, offering a grade and
feedback, then moving to the next topic |
|
Planning that begins with selection of needed standards,
identification of desired results, design of acceptable evidence of
learning, planning learning experiences, and using data to differentiate
instruction |
|
Know |
| Attempts to “cover” large amounts of material in every
subject area and rote memorization of facts and details |
|
Responsibility transferred to students for their work:
goal setting, record keeping, monitoring, sharing, exhibiting and
evaluating |
| Discipline-based skills done in isolation |
|
Transferable, universal concepts applied across
disciplines, time and roles |
|
Do & Use |
| Whole-class, teacher directed (e.g., lecturing) |
|
Experiential, standards-based, hands-on/minds-on
learning |
| Student passivity: sitting, listening, receiving, and
absorbing information |
|
Active learning: students doing, talking and
collaborating |
| Presentational, one-way transmission of information from
teacher to student |
|
Diverse roles for teachers, including coaching,
demonstrating, and modeling |
| Prizing and rewarding of silence in the classroom |
|
Emphasis on higher-order thinking: learning a field’s
key concepts and principles |
| Student time spent reading textbooks and basal readers |
|
Reading of real texts: whole books, primary sources, and
nonfiction materials |
|
Communicate |
| Student work evaluated solely by the teacher |
|
Accountability for student performance extends beyond
the classroom and is intended to promote/further the student’s learning |
| Students learning content |
|
Students learning content, putting into practice the
skills they have mastered, applying their knowledge and skills, and
communicating what they know and can do with a variety of audiences |
|
Reflect |
| Students learn and teachers teach in isolation |
|
The teacher reflects on the students’ performance and on
her planning and instruction; the students reflect on their learning |