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The gap between

Active (manipulative/
what is known and
observant)
what needs to be
Training Authentic (Complex/ known
Students Contextual) Routine
intentional used to determine
Cooperative Thinking
Protecting and (Goal Directed) (collaborative) ADDIE
leveraging time Model Needs
Assessment Level 1 conceptual
is
Developing effective considers thinking
working relationship is Step 1 Depth of
Anticipate student by is uses
with student is Knowledge
behaviors in Constructive Analysis (DOK) Level 2 strategic
by
lesson plans (articulate/reflective) Phase reasoning
by is Step 2 considers
by
meaningful Design and
Establish learning Development Level 3 Extended
structure using the Phase Reasoning
Establishing by
standards of Step 3
behavior Classroom consider
Projects
Management Implementation level 4
Rubrics for Phase
Goals and
Portfolios using Objectives
Step 4
using
using considers
Evaluation
process Interviews Phase
content using Authentic planning
learning to use
Assessments Consider
environment using
Writing
Samples the
product through through through using tied to the

through takes using the


observations Curriculum
affect through Differentiated
uses National
Instruction
Standards

Lecture/ standards
Direct Strategies
comparing
accessing Instruction using words
perspectives to the State
needed
Standards
information Project prefer
Cooperative
for for Based Learning verbal/ using body
Learning Teaching sound &
linguistic
using logic and
Repetetion
music reasoning
vehicles to deliver Class images prefer
Discussion prefer positive
information prefer
partner work prefer reinforcement
auditory kinesthetic learning in
Small group Visual logical groups promoted by
computers as a include
Knowledge is Spacial prefer
productivity tool
embedded in the as serves as the include include promoted by
technology include include interpersonal
teacher working alone Active
sees Accommodation of
Word assumes With the Use of Will Result in include prefer view of Assimilation
in the 7 Learning new information to
Processing include intrapersonal learning existing cognitive
Traditional Styles
Spreadsheets way structures
example
example Cognitive
Constructivisom
software the requires encompasses
example Theories
Desktop through Discovery
Publishing Common by learners
facilitates and
uses of With the Use of
Technology
using learning enhances Technology
through Learning Social
Constructivism
hardware
Example Differentiated Prior
using the Language
databases Instruction Knowledge
Background
meets (ESL, ELL) knowledge
leads to learner communities
Internet Individual
needs
proof requires consider learner Cultural
background
Variables
instruction Collaborative
assimilation accommodation
to create Active Rate of of new
to support learning information
Standardized Learning
STEM/STEAM to complete Attitudes
Learning Tests
Projects to complete
by Doing as a Instructional
as a Assessments Time
intentional
for Exams
to complete to support constructive learning
Representing and for Research engages learners learning Summative
Simulating Real world Projects
problems, situations, and Projects in
contexts Web Quests engages learners
for engages learners authentic
Representing beliefs, in
perspectives, and in learning
engages learners cooperative Performances
arguments of others Term Papers
Virtual Field As an in engages learners learning
Trips in Portfolios
Partner in Learning Formative
(Constructivist way) Diagnostic
Defining a safe (Identify Q &A
controllable problem your Sessions
space for student thinking In Class
Social learners)
Medium observations
to support Pre-Test
to support mini
to support
for conferences
for
Interviews Reflection
for knowledge Journals
collaborating construction Class DOJO Self- Discussion Board
supporting classroom Behavioral Assessments
with others responses reviewing homework/
discourse engagement Goals
worksheets
among
knowledge for
discussing, for
arguing, and community
Intellectual partner
building for producing
consensus
Articulate for helping to among understanding
and members representing and believes
represent ideas
knowledge for supporting
for reflecting on
for supporting organized,
multimedia
for constructing knowledge bases

what they learners


have internal
learned negotiations mindful
and meaning thinking
making

personal
representations
of meaning

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