Leadership in 21st Century Support Systems
Conducting learning activities without assessing the success of those activities is like driving a vehicle without a clean windshield and a rear-view mirror. The instructor can still steer, put on the gas and brakes, but if the instructor cannot clearly see the road ahead and what is behind, this could be an exercise in futility, leaving learning by the roadside. Indeed, assessments have become a pivotal component to learning in the 21st century. Moreover, innovative technologies specifically designed to address student outcomes enhance the instructor's ability to present effective lessons. The following two units illustrate how technology can be integrated into the classroom to support 21st century learning and skills, and how innovative teaching strategies can stir interest in subjects for diverse student populations.
Redesigned Lesson -- Effective Assessment
The 11th grade lesson in Religion class was originally related to learning about Hinduism, how it compares with other faiths, its major tenets, and that it was an original religion that offered many paths to harmony (and multiple deities).
Learning Outcomes and Measurement
One very important component of assessment designs for 21st century learning environments is that students must be involved in the assessments (Webb, et al., 2013). In this lesson, students learned that Hinduism is a faith that is not as specific in its dogma as other religions, and that there are many Gods and Goddesses but they are all representative of the one true God. That one true God has a variety of different names. An assessment after Day 2...
A person has a goal, and takes action to achieve that goal, and information only turns into feedback when the instructor is trying to cause something to happen. (Burnaford, et al., 2014).
An Assessment Through Class Theatre
The changes made to this original Effective Assessment project are significant. In the original paper the essay questions presented tested critical thinking skills to be certain that the student comprehended and understood the lesson -- not just a memorization of the key materials. Basically the original paper is transformed into a living theater performance by eight students -- followed by a discussion of Hindu deities and an in-class essay exam.
The assignment was for 4 days: 7 girls, 7 boys; 2 ELL learners; standards: stir interest in history, religion, and cultures. Since students are to be involved in assessments, and because Burnaford suggests goal-setting, in this class the goal of everyone is to assess how well the class has understood the beliefs about the deities in Hinduism. Eight students will each take one of the Vasus deities as homework, stand in front of the class on Day 3 and be videotaped while presenting that that deity's power and influence. They may dress in Hindu custom. The remainder of the class (assigned to make copious notes on eight deities) will evaluate the quality of the presentations -- based on each student's understanding of what the deity stands for. Students are to be given complete flexibility in how they choose to depict their deity in two-to-three-minute presentations (Kirchner, et al., 2014) (Partnership…
