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Transforming schools using project-based deeper learning, performance assessment, and common core standards /
"It's not what students know, but what they do with what they know that is importantSchools are changing in response to this reality, and in Transforming Schools Through Project-Based Deeper Learning, Common Core Standards, and Performance Assessment, Bob Lenz, Justin Wells, and Sally King...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
San Francisco, CA :
Jossey-Bass,
2015.
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| Edición: | 1. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Title Page; Copyright; Contents; Video Contents; Acknowledgments; About the Authors; Foreword by Tony Wagner; Introduction: Why Learning Must Go Deeper; Chapter 1 Transforming the Graduate; Why Schools Need to Redefine Graduation; ""Mapping Backwards"" from Graduation; Defining Success: Know, Do, and Reflect; The Envision Schools Graduate Profile; The Nuts and Bolts of Envision's Deeper Learning Student Assessment System; Five Proficient Artifacts; Five Artifact Reflections That Include the Four C's; The Cover Letter; The Digital Element; Proficient Defense of Three Artifacts.
- The Power of Portfolio DefenseSo That's the Goal; How Do We Get There?; The Rest of Kaleb's Story; References; Chapter 2 Designing a Standards-Aligned Performance Assessment System; Performance Assessment Defined-and Refined; An Old Pedagogy for a Newly Demanding World; The Envision Performance Assessment System; Key Features of the System; The List of Performance Assessments Is Short; The Performance Assessments Distill the Standards; None of the Performance Assessments Is Tied to a Particular Subject Discipline; The Rubrics Are Commonly Shared; Designing Performance Assessments.
- A Scientific Inquiry: Disaster in the GulfA Textual Analysis: Dante's Inferno; The Challenges Are the Strengths; The Challenge: Performance Assessment Is "Costly"; The Challenge: Performance Assessment Design Is Complex; The Challenge: Performance Assessment Tries to Measure Skills That Are Hard to Measure; The Challenge: Performance Assessment Is Hard to Score Reliably; The Tailwind of the Common Core; References; Chapter 3 Project-Based Learning-It's the How (and the Why); Why Project-Based Learning; What We Mean by PBL
- What PBL Isn't; PBL Is Not an End in Itself; PBL Is Not New.
- PBL Is Not "All or Nothing"A Tool for the Challenges That Face Us; Common Core = Performance Assessment = PBL; Deeper Learning Outcomes by Design, Not by Osmosis; Giving Graduate Defenses Something to Defend; How PBL Works at Envision Schools; PBL Tips, Envision Style; Start with Your Curricular Goals; Project Planning: Give It Everything You've Got; Craft a Good Driving Question (But Don't Overestimate It); "What Will Thrill the Audience?" Design for the Final Product; Define Your Benchmarks; Demand Proposals at Every Opportunity; Don't Act as "Grader"; Be a Traffic Cop; Think Revision.
- Good Assessment Will FollowPBL Night Lights; Reflect on What's Been Learned; PBL Can Start in Your Classroom; Ask, "What's the Creative Next Step?"; Reverse the Order: First the Challenge, Then the Instruction; Put Your Unit in the Form of a Question; Get Students Conducting Interviews; Answering the Skeptics; Coverage Fallacy; Rigor Fallacy; Demographic Fallacy; What Students Remember: The Story of Their Education; References; Chapter 4 Transforming School Culture; Envision Schools Culture; Ability Is Not Fixed; Through Effort, It Grows; Failure Is Essential to Learning.