EDU696 Ashford Flipped Classroom and conjunction With CCSS Discussion Creativity and Innovation Educators strive to create a classroom that instills crea

EDU696 Ashford Flipped Classroom and conjunction With CCSS Discussion Creativity and Innovation

Educators strive to create a classroom that instills creativity and innovation. In this discussion, you will think about the creative and innovative instructional approach known as the flipped classroom (Links to an external site.) while making direct connections to the Common Core State Standards and teacher decision-making based on student assessments. Reflecting on your previous discussion on CCSS (Links to an external site.) in Week Two, you will complete the three parts of this discussion’s initial post.

There are three parts to this discussion, which are described below.

Part 1

Discuss how the flipped classroom idea can be used in conjunction with CCSS (Math or English Language Arts)
Describe ways you could incorporate technology used in the flipped classroom idea to support the Framework for 21st Century Learning (Links to an external site.) in the classroom as it relates to decision making based on student assessments.

Part 2
Now, think about assessments you have created or used in the past to address the following:

Discuss if a school or teacher should use a multimedia resource that is absolutely amazing in delivering both content and assessment, but is not accessible.
Evaluate whether the resource must be excluded from a course if there are no reasonably equivalent accessible alternatives.

Part 3

In one paragraph, reflect on your experience with the redesign in terms of challenges you encountered during the Week Two Assignment and how you overcame those challenges including any difficulties experienced in revising to meet the components of one ISTE-S standard (Links to an external site.) and the CCSS (Links to an external site.) (Math or English Language Arts) which are aligned with a minimum of one core subject and 21st century themes (Links to an external site.) and a minimum of one learning and innovation skill (Links to an external site.), one information, media, and technology skill (Links to an external site.), and evidence of at least one life and career skill (Links to an external site.).

Links –

Flipped classroom – https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

CCSS – http://www.corestandards.org/read-the-standards/

Framework for 21st Century – http://www.battelleforkids.org/networks/p21

ISTE – https://www.iste.org/standards/standards-for-students/nets-student-standards-2007 EDU696
Week Three Instructor Guidance
As you were reminded in Week Two, it is a good idea to look ahead to Week Five to
prepare for the group activity – ask questions now in our Ask Your Instructor area if
you are unclear about any of the requirements for the group activity. In Week Two, the
Common Core State Standards (CCSS) were discussed as well as a summary of your
understanding of the foundation of the CCSS in Math and English Language Arts. This
week, one discussions and an assignment are required.
Week Three Intellectual Elaboration
The intellectual elaboration for Week Three explores 21st Century Learning Skills, the
cognitive taxonomy, often referred to as Bloom’s Taxonomy, or the revised Bloom’s
Taxonomy, and the process for creating high quality assessments.
21st Century Learning Skills
The concept of 21st Century Learning Skills recognizes the need for students to think
critically, analyze information, comprehend new ideas, communicate, collaborate, solve
problems, and make decisions. In 1956, a group of educational psychologists, headed
by Benjamin Bloom, created a system that categorized the level of intellection in
assessment questions commonly used in educational settings (Krathwohl 2002; Clark,
1999). Figure 1, below, shows the original taxonomy.
Figure 1. Cognitive Taxonomy (Bloom, 1994)
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Evaluate is the ability to make judgments about information, provide for validity on
ideas or quality of work based on a set of criteria. It is the ability to debate a subject
and provide evidence for your answer
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Synthesis is the “…ability to compile information together to form new patterns or
proposals to alternative solutions” (Krathwohl, 2002, p. 212).
Analysis is process of examining and breaking down information into parts to
identify motives or causes. To make inferences on and find supporting evidence to
support the information.
Application is “… using new knowledge. Solving problems in a new situation by
applying acquired knowledge, facts, techniques and rules in a different way ”
(Krathwohl, 2002, p. 212).
Comprehension is the basic demonstration of understanding of facts and ideas by
organizing, comparing and translating the information into the main ideas.
Knowledge, the lowest on Bloom’s Taxonomy is the recalling of facts, terms, and
basic concepts to answer questions.
Revised Bloom’s Taxonomy of Learning
The cognitive taxonomy has been used by educators to guide curriculum assessment
and development for decades. However, while the levels of thought are still recognized
as valid, 21st Century Skills required a revision of Bloom’s terms and considerations of
how technology influences the assessment of the levels. Essentially, the revisions
require technology skills to be of use in today’s classrooms (Krathwohl, 2002; Clark,
1999).
Table 1, below, lists the cognitive level and some verbs commonly associated with
assessment at each level in the traditional and digital realms. For additional inspiration
about designing with the revised taxonomy, see Johnson (2008) or search online where
you can find multiple resources for designing and assessing learning in the digital age
with the cognitive taxonomy.
Cognitive
Level
Traditional Assessment Strategies
Digital Assessment Strategies
Creating
designing, constructing, planning,
producing, inventing, devising,
making
programming, filming, animating,
blogging, mixing, wikiing,
publishing, podcasting
Evaluating
checking, hypothesizing, critiquing,
reviewing, posting, moderating,
experimenting, judging, testing,
collaborating, and networking
detecting, monitoring
Analyzing
comparing, organizing,
deconstructing, attributing,
outlining, finding, structuring,
integrating
mashing, linking, tagging,
validating, cracking
implementing, carrying out, using,
executing
Applying
running, loading, operating,
uploading, sharing, editing
advanced searches, Boolean
interpreting, summarizing, inferring,
searches, blog journaling,
Understanding paraphrasing, classifying,
twittering, commenting, annotating,
comparing, explaining, exemplifying
subscribing
Remembering
Recognizing, listing, describing,
identifying, retrieving, naming,
locating, finding
Bulleting, highlighting,
bookmarking, searching, Googling
Table 1. Comparison of Traditional and Digital Assessment Strategies for
Cognitive Taxonomy; adapted from Krathwohl (2002) and Clark (1999).
Creating High Quality Assessments
Keeping the Bloom’s Cognitive Taxonomy restructuring in mind, in regards to 21st
Century Skills, one can debate the issue of creating high quality assessments for
today’s students. Many states and school districts across the nation are discussing
student assessments as they move to implement the Common Core State Standards
(CCSS). The Standards focus on an increased need for deeper learning and the
students’ ability to analyze, synthesize, compare, connect critique, hypothesize, prove,
and explain their ideas. Therefore, the question becomes: are assessments still valid
measures of student learning when the CCSS promotes a deeper learning of 21st
Century skills?
Chapter 5 of Brown and Burnaford (2014) includes several articles on the topic of
dynamic curriculum and instruction in the 21st Century. For example in the article by
Boss and Krauss (2007) they discuss the need to include project based learning into the
classroom to support 21st century learning using real world assessments. Additionally,
the Noddings (2013) article discusses the need to create in classrooms the “…concept
for guiding a dynamic approach in the 21st century suggests the critical role of creating
and making in an environment that fosters problem solving and critical thinking” (p.19).
Week Three Assessments Overview
Remember to review the full instructions for each assessment on the Week Three
homepage in addition to the guidance provided here.
Discussion 1 – Creativity and Innovation
Discussion one ask you to think about the concept of the Flipped Classroom; an
instructional approach that brings creativity and innovation to the classroom. A direct
connection will be made between the flipped classroom concept, the Common Core
State Standards, and teacher decision-making based on student assessments. You
also attach a link to your ePortfolio and reflect on your redesign activity from your Week
Two assignment. In this discussion reflect back on the discussion of Common Core
State Standards from week two, discussion one and how the incorporation of
technology was used to enhance instruction. Think about how the concept of the
Flipped Classroom in relationship to the incorporation of technology, assessment and
student learning all intertwine to create a learning experience for diverse learners.
Assignment – Learning and Innovation Skills and Student
Assessment
This assignment requires you to make connections between high quality assessment
with 21st Century Learning and Innovation Skills. Using the Framework for 21st Century
Learning as a resource, you will redesign or modify a prior activity from one of your
courses in your Master’s program. For this assignment; consider all the discussions you
have had to date about differentiated instruction, diversity, assessment/report cards and
technology. Consider as well the information presented this week in the instructor
guidance about the Revised Bloom’s Taxonomy of Learning list. You may want to
include in your discussion how this revision of Bloom’s affects students’ assessments
and learning in the classroom.
References
Bloom, B. S. (1994). Reflections on the development and use of the taxonomy. In
Rehage, Kenneth J.; Anderson, Lorin W.; Sosniak, Lauren A. “Bloom’s taxonomy: A
forty-year retrospective”. Yearbook of the National Society for the Study of
Education. Chicago: National Society for the Study of Education, 93(2).
Boss, S. & Krauss, J. (2007). Mapping the journey: Seeing the big picture.
In Reinventing project based learning: Your field guide to real-world projects in the
digital age. Washington, DC: ISTE.
Brown, T. & Burnaford, G. (2014). Masters in education capstone reader. San Diego,
CA: Bridgepoint Education, Inc.
Clark, D. R. (1999). Bloom’s taxonomy of learning domains (Links to an external
site.). Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
Gerwetz, C. (June, 2013). Experts urge states to stay course on high-quality
assessments (Links to an external site.). Retrieved from
http://blogs.edweek.org/edweek/curriculum/2013/06/experts_issue_assessment_crite.ht
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Johnson, L. (2008). Bloom’s taxonomy: Designing activities tutorial (Links to an external
site.) (Flash File). Retrieved from
http://media.ccconline.org/ccco/FacWiki/TeachingResources/Blooms_Taxonomy_Tutori
als/BloomsTaxonomy_Activities_Tabs/BloomsTaxonomyActivitiesTabs.swf
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Routledge 41
(4). 212–218.
Noddings, N. (2013). Standardized curriculum and loss of creativity. Theory into
Practice, 52(210), 215.
Required Resources
Text
Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning
environments: A reader. Retrieved from https://content.ashford.edu/
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Chapter 5: Dynamic Curriculum and Instruction in the 21st Century
Article
Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon, 9(5). 1.
doi:10.1108/10748120110424816
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Prensky discusses the difference between digital immigrants (those who acquired
knowledge about technology) and digital natives (those who grew up with
technology). This resource will support student completion of the discussions and
assignment for this week. The full-text version of this article is available through the
EBSCOhost database in the Ashford University Library.
Web Pages
Framework for 21st century learning (Links to an external site.). (n.d.). Retrieved from
http://www.p21.org/our-work/p21-framework
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This web page presents an all-inclusive view of 21st-century teaching and learning.
It includes a focus on student outcomes and support systems that help students’
master skills they will need in the 21st century. This resource will support student
completion of the discussions and assignment for this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Read the standards (Links to an external site.). (n.d.). Retrieved from
http://www.corestandards.org/the-standards
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This web page provides information on how the standards communicate what is
expected of students at each grade level. The focus of CCSS is on core conceptual
understandings and procedures starting in the early grades, providing teachers a
timeline needed to teach core concepts and allowing each student the time needed
to master the concepts. This resource will support student completion of the
discussions and assignment for this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Website
Pathbrite (Links to an external site.). (http://pathbrite.com)
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This website provides an ePortfolio resource. This resource will support student
completion of the final project, as well as discussions and assignments throughout
the course.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Supplemental Material
Brame, C., (2013). Flipping the classroom (Links to an external site.). Vanderbilt University
Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flippingthe-classroom/
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This resource provides information related to the use of technology in the classroom
as well as how the flipped classroom approach takes learning outside of the
classroom for students to experience independently, moving homework help back
into the classroom. This resource will support student completion of the discussions
and assignment for this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Recommended Resources
Text
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class
every day. International Society for Technology in Education. Retrieved from
http://proquest.libguides.com/ebrary
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Bergmann and Sams discuss how students need their teachers present to answer
questions or to provide help if they get stuck on an assignment; they don’t need their
teachers present to listen to a lecture or review content. This resource will support
student completion of the discussions and assignment for this week.
Articles
Gray, A. (2013). Week four, discussion 1: Data analysis practice scenario
Education, Ashford University, San Diego, CA.
. College of
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This document was used to inform your Week Four Discussion response for those
that have completed EDU 671 when practicing data analysis and serves as a
reminder to help inform your response to Discussion Two in Week Three of this
course.
Nelson, M. E., (2012). Review of deconstructing digital natives (Links to an external
site.) [Review of the book, Deconstructing digital natives: Young people, technology,
and the new literacies by M. Thomas (Ed.)]. Language, Learning, & Technology, 16(3),
35-39. Retrieved from http://llt.msu.edu/issues/october2012/review1.pdf
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Nelson discusses the ideas behind Prensky (2001) and the flipped classroom. The
review discusses the myth, perspectives and beyond digital natives examining the
varied interpretations and significance of Prensky’s ideas. Nelson reports research
that grounds and tests the digital natives/digital immigrants formulation. This
resource will support student completion of the discussions and assignment for this
week.
Web Page
Defining critical thinking (Links to an external site.). (n.d.). Retrieved from
http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm
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On this web page, critical thinking is defined with specific examples. This resource
will support student completion of the discussions and assignment for this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.

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