Changing Expectations for the K-12 Teacher Workforce Policies, Preservice Education, Professional Development, and the Workplace (2020) / Chapter Skim
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3 Changing Expectations for Teaching and Learning
3 Changing Expectations for Teaching and Learning
Pages 39-62
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From page 39... ...
Chapter 2 examined key factors contributing to this changing landscape and concurrent shifts in expectations for teaching and learning: federal legislation, national standards, and changing student demographics. This chapter looks at some aspects of those areas in further detail, elaborating on content area standards, especially their promotion of deeper learning; examining the increasing emphasis on the role of culture in learning; and considering ways in which technological advances have changed expectations about how teachers communicate with students and families.
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The first section in this chapter looks closely at pedagogies for deeper learning as recommended by recent standards (both general and discipline-specific)
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As briefly described above, the shift to student-centered approaches requires teachers to optimize learning environments to achieve the goals of deeper learning. To ensure that students with disabilities have access to these optimized learning experiences, teachers may need additional guidance on accommodations and assistive technologies, strategies for differentiating instruction and TABLE 3-1 Deeper Learning Versus Traditional Classroom Practices Role of Learner in Deeper Learning Role of Learner in Traditional Classroom Practices Connect new ideas and concepts to Course material treated as disconnected from previous knowledge and experience.
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, the urgency for schools and teachers to provide learning experiences that meet these needs will continue to grow. Below, the committee analyzes the changing demands on teachers, who are increasingly asked to provide deeper learning experiences and environments that function differently from traditional classrooms.
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participate productively in scientific practices and discourse. While the four proficiency strands were informed by scientific practices found in previous national science education documents, they also represented a departure from previous recommendations in that they indicated that the practices of science were inextricably linked to content knowledge.
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A recent study of teachers who were implementing instruction aligned to the NGSS found shifts from "simply presenting information to supporting students building explanations of phenomena and proposing BOX 3-1 What Can Deeper Learning in Science Look Like? In 2012, the National Research Council released A Framework for K–12 Sci ence Education (the Framework)
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. An example of a three-dimensional performance expectation and students engaging in instruction aligned to the performance expectation can be found in Box 3-1.
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Published first in 1989 and then revised in 2000, the Principles and Standards for School Mathematics included two kinds of standards: content standards in a number of mathematical domains (i.e., what students should learn) and process standards (i.e., how students should be supported to learn mathematics with understanding)
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In 2010, the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSSELA) were published.
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The fictional dialogue below provides an example of what questions middle school students might consider as they work through a problem. The dialogue among Sam, Dana, and Anita provides teachers with the opportunity to meet new goals for math education that emphasize conceptual understanding, making sense of problems, constructing viable arguments and reasoning with others, and prompting deeper learning opportunities for students than traditional instructional approaches to math learning, which may have fo cused more on procedural fluency.
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There are strong similarities between the disciplinary practices in Figure 3-1 and five skill sets important to the success of individuals in the 21st century (NRC, 2010) and the deeper learning practices (Sawyer, 2006)
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perspectives and cultures. FIGURE 3-1 Common Core State Standards practices for Mathematics and English Language Arts and science and engineering practices for the Next Generation Science Standards.
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. As with previous guidance documents for state social studies standards, the C3 Framework focused on broader concepts that underlie a rich program for social studies education, but did not include recommendations for specific content to be covered, leaving those decisions to states as they develop standards.
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Simultaneously, expectations for social studies teaching have increased: teachers are expected to be able to integrate social studies with other subject areas (namely language arts) , to move beyond lecture and rote learning and instead conduct collaborative activities and to help students engage in deeper learning.
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. This finding suggests that wellaligned instructional materials play a critical role in providing students with opportunities to engage in the disciplinary practices for mathematics that correlate with deeper learning.
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. Without concentrated efforts to support teachers with high-quality, well-aligned instructional materials, teachers will continue to utilize valuable planning time to search for lessons or units, which may lead to inconsistencies in the quality of materials and impact student performance (Opfer et al., 2018)
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Research from the broader field of inclusive education7 may offer insights into the variety of approaches that can successfully involve students from a wide range of diverse backgrounds and abilities learning alongside their peers in school settings. Adoption of these approaches can help teachers to better meet the needs of all students (Loreman, 1999)
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. Contemporary views on teaching and learning in mathematics, science, ELA, and social studies support more expansive ways of knowing by engaging students in a variety of sense-making opportunities and encourage teachers to allow students to exhibit their sense-making in diverse ways (i.e., discourse, writing, drawing)
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ADVANCES IN TECHNOLOGY AND FAMILY COMMUNICATION Alongside changes in expectations for teaching precipitated by emphases on deeper learning and culturally responsive pedagogies, changes in technology are shaping the work of teachers and expectations about what happens in and outside of the classroom. Across schools, districts, and states, disparities and inequities related to learning technologies can take different forms; two important ones include access (learning technologies available to some schools and their students, but not others)
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Teachers have seen recommendations for teaching and learning shift as cognitive and learning scientists learn more about how students learn. They have also seen changes in the standards whereby disciplinary practices are given equal weight to disciplinary content knowledge, with a strengthened emphasis on the integration of content standards and disciplinary practices.
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. Deeper Learning: Improving Students Outcomes for Col lege, Career, and Civic Life.
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. A History of Elementary Social Studies: Romance and Reality.
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. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.
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. The Status of Elementary Science Education: Are We Ready for the Next Generation Science Standards?
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