Browse

Collaborative discussion is one of the most effective tools to deepen students’ understanding and engagement with texts. Discussion offers students the opportunity to build arguments and defend them with evidence, consider opposing points of view, elaborate ideas, and build complex webs of knowledge by revealing and furthering thinking. Unfortunately, the amount of time devoted to classroom discussion is measurable in seconds per day (Nystrand 2006), and when discussion does occur, the quality and depth of students’ discourse is often limited (Zwiers & Crawford, 2011).

Walsh, Jackie, and Beth Sattes. "Questioning for Classroom Discussion: Developing Students as Thinkers and Learners." ASCD Webinars, ASCD, n.d., Web. Accessed 18 April 2017.
http://bit.ly/2lsgFkA.

To willingly share their nascent thinking in a public forum, students need to know that they will not be judged or mocked by their peers. It is important for the teacher to establish respect as a fundamental premise of discussion and to promptly step in to squelch any bullying or rudeness. Student-generated rules of discussion will likely also feature respect as a defining feature and have even more buy-in by the students.

Management Information System::
A key measure of the effectiveness of an MIS is the accuracy and reliability of its information. The accuracy of the data it uses and the calculations it applies generally determine the effectiveness of the resulting information. However, not all data needs to be equally accurate.

Critical Components of Classroom Culture
Skilled educators accept responsibility for planning and delivering instruction that brings the five critical components described below to life for all learners.

At times, external factors beyond the classroom walls will affect an educator’s ability to sustain all five critical components. Skilled educators find ways wherever possible to ensure that these five critical components are present in all aspects of classroom culture.

Critical Component #1: Honoring Student Experience
When asking students to explore issues of personal and social identity, teachers must provide safe spaces in which students are seen, valued, cared for, and respected. It is also important that students have opportunities to learn from one another’s varied experiences and perspectives. To create this learning environment, teachers need to skillfully draw on student experiences to enrich the curriculum.

The Advanced Performance Assessment for Learning Design stack is designed so that, if all three credentials are taken together, they will become more than the sum of their parts. Each micro-credential is intended to be able to stand on its own; however, the ideas and activities of each of these credentials support and expand on the others, allowing a fuller appreciation of performance assessment and its implications. Even more value will be gained by engaging in all three Performance Assessment for Learning stacks together.

Formative Assessments:
Performance assessments are often used as summative, end-of-unit assessments, attempting to capture the terminal demonstrations of proficiency from students. It’s important to recognize, though, that performance assessments are equally (if not more) powerful if used formatively, i.e., to provide feedback to students so that they might improve. This is performance assessment for learning.

Competency Info
This is the second micro-credential in the “21st Century Learning through Global Education” stack. It is encouraged that the micro-credentials in this stack are earned in sequence, as each skill builds on the previous one in the stack.
The educator builds upon the identified considerations for practice by incorporating strategies and activities that support global education practices. The educator reflects and categorizes them according to the four global competencies.

Artificial intelligence (AI), the ability of a digital computer or computer-controlled robot to perform tasks commonly associated with an intelligent being.The term is frequently applied to the project of developing systems endowed with the intellectual processes characteristic of humans, such as the ability to reason, discover meaning, generalize, or learn from past experience.