students are provided opportunities to demonstrate their grasp of the core meaning of the unit’s content knowledge and skills. 1. Explanation: Student can explain the core meaning of learning in a way that communicates the key concepts embodied in the knowledge and of the CPI. 2. Interpretation: Student can articulate why a particular learning matters, relate it to other learnings, and can translate the impact of this learning on personal, societal, and scientific issues. 3. Application: Students can use the learning in new contexts that differ from the instructional context and can modify and flexibly use learning to suit the context. 4. Perspective: Students can question assumptions, conclusions and points of view and can express different viewpoints on issues and/or seek different solutions for problems. 5. Empathy: Students can in another’s shoes” and see a situation from “stand the inside out. 6. Self-knowledge: Students can evaluate how they learn, examine what helps and does not help them in the learning process, and set goals to support ongoing learning. Self-knowledge ask students to identify their own barriers to learning, e.g., blind spots, misconceptions. Reteaching: Describes approaches to instruction for students who do not demonstrate a grasp of the core concepts and skills after instruction and adequate practice opportunities in the acquisition phase of new learning. These strategies are designed to present the learning in a new way (different from initial instruction) that taps into student learning style and needs. Interdisciplinary Connections: Describes linkages strands within a discipline and linkages among disciplines that provide a holistic approach for student learning. Professional Resources: Describes resources to support teachers in the design of approaches to key concepts and skills within a unit/lesson. Instructional Resources: Describes resources that may be used by students and teachers in the teaching-learning mode. Resources may include texts and other print and non-print resources.
students are provided opportunities to demonstrate their grasp of the core meaning of the unit’s content knowledge and skills. 1. Explanation: Student can explain the core meaning of learning in a way that communicates the key concepts embodied in the knowledge and of the CPI. 2. Interpretation: Student can articulate why a particular learning matters, relate it to other learnings, and can translate the impact of this learning on personal, societal, and scientific issues. 3. Application: Students can use the learning in new contexts that differ from the instructional context and can modify and flexibly use learning to suit the context. 4. Perspective: Students can question assumptions, conclusions and points of view and can express different viewpoints on issues and/or seek different solutions for problems. 5. Empathy: Students can “stand in another’s shoes” and see a situation from the inside out. 6. Self-knowledge: Students can evaluate how they learn, examine what helps and does not help them in the learning process, and set goals to support ongoing learning. Self-knowledge ask students to identify their own barriers to learning, e.g., blind spots, misconceptions. Reteaching: Describes approaches to instruction for students who do not demonstrate a grasp of the core concepts and skills after instruction and adequate practice opportunities in the acquisition phase of new learning. These strategies are designed to present the learning in a new way (different from initial instruction) that taps into student learning style and needs. Interdisciplinary Connections: Describes linkages strands within a discipline and linkages among disciplines that provide a holistic approach for student learning. Professional Resources: Describes resources to support teachers in the design of approaches to key concepts and skills within a unit/lesson. Instructional Resources: Describes resources that may be used by students and teachers in the teaching-learning mode. Resources may include texts and other print and non-print resources.
Elementary%20Technology%20Curriculum%20draft.docx