Documentos de Académico
Documentos de Profesional
Documentos de Cultura
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Created by the Australian Institute for Teaching and School Leadership, this video
discusses the characteristics of a 21st century learner. Just as in HPL, we need to know
this new technologically experienced learner and meet those needs. This video keeps us
focused on the future of education. As leaders, we must be able to adapt to the changing
world around us. We need to focus on the learners of today, because their needs are
different.
Alyson, K. (2015, November 25). Days could be numbered for no child left behind. Retrieved
from http://www.edweek.org/ew/articles/2015/12/02/days-could-be-numbered-for-no-
child.html
system. They are relinquishing it back to the individual state governments. Although it is
important to recognize all changes in education and how that affects learning. The
Black, P., & Harrison, C. (2011, September 14). Principles of formative assessment. Retrieved
In this video they discuss using formative assessment as a way to effectively assess
learning of students. Learners must find ways to be active and express their ideas using
feedback from the teacher and other learners - self-assessment and peer assessment. The
to think. In HPL, formative assessment plays an important role in the classroom every
day. Students need to understand their own learning and how to apply that learning to
new concepts in the future. Formative assessment is such a strong component of HPL
and growth of an individual. Studies have shown that reflection through self and peer
Blum, J., & Cameron, B. (2013, February 25). SelfDesign Foundation [Web log review].
https://xapientia.wordpress.com/2013/02/25/selfdesign-foundation/
This document was written by a group of six students and was presented at a Rights of
the Child Conference in Victoria, BC and to the Minister of Education in June 1995.
Many times, we only think about the teacher's rights, but this declaration, just like in
HPL, focuses on the learner's rights and responsibilities. This is a great article to remind
me that not all leadership is a top-down approach. Learners should have an active voice
Blume, H., & Ceasar, S. (2013, October 01). L.A. Unified's iPad rollout marred by chaos.
20131002
structure needs to be in place to successfully ensure that all learners will be able to utilize
current technology. Initiatives like this, that are started too quickly can backfire. In HPL,
we must remember that a clear plan must be in place and students must be considered for
it to be done successfully. I left this case here to remind me that all changes need to be
clearly though out before implementation. By including all stakeholders into the process
of change, we are more likely not to encounter problems and waste money like the school
The nineties were an age of technology. This decade highlighted the clear problem of
educational theorists theorizing and not problem-solving. Theories began to see the
difference between theory and the complexity of its application. Debates surround ideas
such as critical thinking, caring, and community, with little attention to race, sexuality,
class, or globalization. Feminist theories were a major influence in the nineties. The
uncertainty found within this era makes things seems bleak and tragic - however, this
unbalance is surely a sign of growth. Ive included the nineties because I believe this era
marked a change in education. Technology in education was in its infancy, while theories
were in question when it came to application. It still amazes me that even 20 years ago,
Bunge, S. (2015, July 21). The Science of Learning. Lecture presented in Boston College ETC -
https://www.youtube.com/watch?v=iNpU3QkxY-k
Silvia gives a lecture to educators on how learning works in the brain. Learning depends
vital in understanding how learners learn. I included this video because it reminds us that
multiple things we cannot even see affects learning. In schools, we need to build upon
things such as healthy lunches and snacks, and keeping our students highly motivated.
Davis, M. (2011, March 17). Researchers tackle personalized learning. Education Week, 10.
Researchers are examining ways that using technology can create personalized learning
strategies. The hardest part about personalization is that it is so very different for the
individual which makes it hard to define. Data from the Project RED found that a
student-centered approach was vital in creating it. It also shows the need for more
time and training. Teachers need to be trained on how to personalize learning with their
students, this will lead to creating learner centered environments where learning thrives.
Eck, R. V. (2015). Generation G and the 21st century. Econo Power How a New Generation of
He discusses the history of experiential learning and play. Statistics are shown that
children in the age gap of 12-17 years old spend 81% of their time in online gaming. He
goes on to discuss the significant events which have occurred in this generation and how
it has shaped them. This generation of learners do care and are great team players, but
many of them have become dissatisfied with school - loss of engagement and motivation.
This has increased school dropout rates. Games in school can help by increasing
motivation, they are engaging, there is feedback and assessment, and they promote 21st
century skills. Games in education possess all the criteria we would see in an HPL
environment. Proven instructional strategies, along with other positives that I've already
mentioned, help foster this new classroom environment. This article reminds us of the
problems with not understanding the learners of today. Leaders need to be able to
http://ecrp.uiuc.edu/v4n1/edwards.html
This article highlights three approaches to education in Europe: Waldorf, Montessori, and
Reggio Emilia. In each approach, children are viewed as active authors of their own
learning. They all stress carefully considered learning environments, partnerships with
parents, and assessing children by other means, rather than traditional tests and grades.
They view teachers as nurturers, guides, and partners with children. All three look at child
development slightly different, however they all approach learning with the same goals in
mind - just like in HPL - it begins with the learner. This reminds us that we should be
open to new ideas. The United States should be looking at approaches adopted by other
communities to incorporate the positive approaches to learning that are not traditional
practices.
brain, and education science. New York: W.M. Norton & Company.
Introducing Mind, Brain, and Science education through neuroscience, psychology, and
pedagogy, this book introduces this research. It also offers 50 applications for the
classroom that are evident-based and have a positive effect on student learning
outcomes. MBE allows us to understand the individuality of the learner. This resource
provides information for teachers and administrators on practical ways to improve student
learning. Just as in HPL, through research based practices, the focus is always on the
learner. This resource will stay as one of my favorites. It reminds us that not all learners
learn the same, however, there are strategies which increase learning in the classroom.
http://www.iste.org/standards/essential-conditions/student-centered-learning
assessing based on the learner. Technology allows for personalized learning where
students can make decisions about their own learning. In an HPL environment, this idea
Geake, J., & Cooper, P. (2003). Cognitive neuroscience: Implications for education? Westminster
This journal implies that education can learn from cognitive neuroscience. They propose
state that biologically, it's better to learn fewer things in depth, then to learn more things
superficially. This would have a major implication for curricula and educators. They
speak of "adaptive plasticity," which highlights the need for reinforcement and the
curriculum issue of breadth and depth. They also propose a concept of "adaptive
plasticity. This states that concepts, rules, etc. must be repeated. The more times the
pathway of synapses are fired in learning, then the greater chance of successfully
retrieving that information. In HPL, these ideas help to create an environment and
curriculum which is more learner-centered. This journal covers all aspects of the learner
Gewertz, C. (2015, November 9). Q&A: Misconceptions about formative assessment. Retrieved
from http://www.edweek.org/ew/articles/2015/11/11/qa-misconceptions-about-formative-
assessment.html?qs=formative%2Bassessment
Richard Stiggins answers some tough questions on using formative assessment. Things
such as whether to grade formative assessments, how they look in a classroom, are
teachers prepared to effectively use them, are all described. In HPL, formative assessment
needs to be effectively used to help the learner on their learning journey, not hinder them.
It also calls for professional development for teachers to help them understand how this
professional development. Being clear and consistent on the purpose and uses of
Helmuth, L. (2011, May 19). Top ten myths about the brain. Retrieved November 23, 2015, from
http://www.smithsonianmag.com/science-nature/top-ten-myths-about-the-brain-
178357288/?no-ist=
The top ten myths about the brain are answered. Some important discoveries such as: the
brain is plastic and can be "rewired", it's organized in a specific way (like a circuit board),
we actively receive information through our senses, and we have a limited ability to pay
attention. In an HPL environment, teachers must be aware of how and why the brain
works the way it does to better help the individual learners. This article serves as a
reminder that general held beliefs may in fact, be false. As leaders, we need to be aware
I-CANS Chapter 2 - Standardized tests: Their use and misuse. (n.d.). Retrieved from
http://www.literacynet.org/icans/chapter02/tests.html#top
The article "Integrating Curriculum for Achieving Necessary Skills" discusses the use of
standardized tests. They are relatively easy to administer and relay quantifiable data. The
arguments against these types of tests include things such as: they test sub-skills and
knowledge-theory is ignored. In an HPL environment, all aspects of the learner are
assessed, not just a trivial few. These tests do not tell us what a learner can do. Many
other types of assessment are needed to truly understand the individual. This article is a
reminder that standardized tests are not good at evaluating individual students, but instead
Learner-centered psychological principles: A framework for school redesign and reform. (1997,
combination of research and practice in many areas of teaching and psychology. The 14
principles focus on the learner and their learning process. In an HPL environment, we
always consider the whole learner. These principles (only used together as a whole)
provide a framework for schools to utilize to focus on individual learners. This article is
a good resource for understanding the complexity in school reform aimed at learner-
centrality.
Leighton, J. P., & Gierl, M. J. (2007). Cognitive diagnostic assessment for education: Theory
Looking at cognitive psychology and how the mind works, the high stakes testing that we
do now does not accurately portray the cognitive abilities it seeks. They propose 7 areas
that test developers should consider when creating tests. Cognitive diagnostic tests are
life experiences are used to unfold how the learner can think and problem solve in that
type of situation. This would give us an idea of how to plan and structure activities
toward a learning goal. This article gives more information about the first type of
assessment, diagnostic. This assessment is the tool that helps educators plan the
strategies and areas to concentrate on with learners. It indicates their strengths and
How to use portfolios as an assessment in middle and high schools in Social Studies.
Portfolios offer a way of handing over instruction to the learner and allows for thoughtful
reflection. In HPL, students become owners of their learning by reflecting on it. This
article discusses portfolio use as a means of assessment. Portfolios are a truer indicator
Loyola, S. W. (2014, December 20). The most powerful tool in the classroom. Retrieved from
http://www.huffingtonpost.com/sarah-wike-loyola/the-most-powerful-tool-
in_b_6012136.html
Comparing historically where information is found educationally, this article states the
in a textbook. Just like in HPL, the teacher's role must change and the classroom must
become more learner centered. Technology must be incorporated to allow the learner to
research and learn on their own. This article again reminds us of the learners today.
Technology is a part of their lives and must be incorporated into their learning.
McMahon, P. & Llewellyn, M. (2011). High performance learning defined. HPL 810, Module 2.
This is the definition of HPL as given by the university professors who developed it.
McMahon, P., Llewellyn, M., & Bisignani, A. (2013). High performance learning cognitive
It shows the overarching ideas by which HPL was developed including the learner,
http://www.aft.org/periodical/american-educator/spring-2013/schooling-makes-you-
smarter.
IQ tests measure fluid and crystallized intelligence, which can both be increased. IQ does
provided), but there is a large range in children from a low SES. Biological and social
factors can affect intelligence. There is no significant difference between males and
females in their intelligence (except males having a higher mental rotation). There is no
difference IQ difference across cultures, except Asians tend to do better in math - thus
leading the author to believe it is the instruction that is superior, not IQ. In HPL this is
significant because it puts the facts into common stereotypes which might appear. When
and student changes in perceptions and practices. Journal of Science Teacher Education,
This case study of 6th to 8th graders follow the process of moving from a teacher-
must consider how teachers will change to a more learner-directed classroom. Teacher
something that must be taught, because it is so different from what they are used to.
https://www.youtube.com/watch?v=uuIbvaZXG88
Cedar Rapids Community School District is moving away from letter grades. Two
schools in the district volunteered to pilot this program. They attended many workshops
throughout the summer preparing for this new way of assessing their learners. In HPL,
assessment needs to be more than a letter grade. This article reminds us that as schools
become learner-centered, then the types of assessments we use must also change. They
Powell, M. (2013, December 24). 5 ways to make your classroom student-centered. Retrieved
from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html
Powell discusses 5 ways to make your classroom more learner-centered. She discusses
the "new" role of the teacher. These principles are also part a high-performance learning
framework. This article describes how individual teachers can begin to make their
Rallis, S. F. (1995). Creating learner centered schools: Dreams and practices. Theory Into
Rallis defines learner-centered theory and discusses the role and responsibility of both the
teacher and learner in this type of environment. She discusses many aspects, like in HPL,
including learning theory, assessment, and environment. She also predicts barriers that
must be overcome for it to succeed. This article describes how classrooms would look in
a true learner centered environment, along with the many obstacles that are in the way.
https://www.teachingchannel.org/videos/peer-teaching--2
This video shows strategies and demonstrations of student self-assessment and peer
support. A great way to incorporate both into the classroom. Student self-assessment and
collaboration are key to learning in a HPL environment. This article reminds us how
social the learner is. The most significant growth happens when students can assess
Sturgis, C. (n.d.). The art and science of designing competencies. A CompetencyWorks Issue
33164-3_5
Sturgis describes what a good competency is, and the art and science behind creating
them. He describes the essential characteristics of what they should contain. He also
discusses the people involved and process of putting competencies into place. In HPL, we
share the same vision of developing lifelong skills. It focuses on continual assessment
(mainly formative), tasks, and reflection toward reaching a competency (learning goal).
Education. Having multiple real-world assessments allows for an overall picture of the
learning that is happening. This article describes what competencies are and how to
successfully create them. I believe that competencies will only come when education
Tomlinson discusses 21st century learners and the diversity that they bring to education.
She discusses the failures of fixed groups and the benefits of heterogeneous grouping.
She discusses the idea of "teaching up", which is defined by several key principles. Many
of these principles are shared with HPL, and she uses learner-centered classrooms as an
example of the environment where teaching up would happen. This article describes how
learning can happen in any classroom. More specifically, where diversity exists. Gone
are the days of homogenous grouping. Learners are social and learn from their peers.
US Department of Education. (n.d.). Elementary and Secondary Education Act. Retrieved from
http://www.ed.gov/esea
and Secondary Education Act (aka No Child Left Behind) started to make schools
accountable for what they are teaching. However, in a HPL model, not one size fits all.
This is a prime example of how government is not aligned with the individual learners,
but instead continues to try to standardize everyone into one model. This article is a
reminder that a top down approach to learning does not maximize learning. That is why
Weimer, M. (2012, August 8). Five characteristics of learner-centered teaching [Web log post].
In her blog, Maryellen discusses her book Learner Centered Teaching. In her book, she
discusses 5 characteristics of teaching which make it learner centered. She talks about
what should be seen in this type of environment. Many times, educators and
should be done. It helps a teacher to understand whether they have truly become learner
centered. It helps me in my class to visualize what this type of classroom would look like.
what they are doing. Many people like to throw buzz words around, without fully
understanding what they imply of mean. This translates into poor practices in the
classroom.
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.
In his book, Dr. William makes a case for using formative assessment and strategies for
implementation. He also discusses the use of learning intentions to help students clearly
understand what is expected of them. He ties together these things with feedback and
checks and balance to see where the learner is on his journey. These things mentioned,
collaboration, self-assessment, and feedback are all focused on the learner. This book is a
good reminder that formative assessment is a tool that is used to understand where the
in-a-learner-centered-environment-powered-by-digital-learning/
Culture Shift was written in response to an educational system which is not working. It
focuses mainly on defining learner centered education and tying those concepts to the
developing needs of the of the 21st generation student. It discusses teaching and
instruction which will need to change. The roles of the teacher and student will change
and support will be needed to help them both succeed. Finally, recommendations are
Performance Learning goes hand in hand with learner-centered teaching. This article is
still my favorite. If a student failed a test, wouldnt we be worried that something went
wrong? Then why do we keep doing the same thing in education, when our students are
failing? This reminds us that there is a definite need for change in the current educational
system.