Beyond The Buzz Words

Buzz words… We all know them. We all use them. Some of us even hashtag them. But do we really understand them?  Words and phrases often rise in popularity and are used over and over again within education; these words are referred to as buzz words.  There is a danger, however, of discounting these ideas as mere educational jargon to be included within cover letters and resumes.  So let’s take a look at five of my favorite educational buzz words and why I believe they are worth the buzz!

1. Differentiation – the process of customizing instruction to meet the needs of every child

When teachers make changes to their instructional plan so that all children can learn, they are differentiating their instruction. Carol Ann Tomilson (teacher, author, & differentiation guru) identifies four main areas that teachers can differentiate within their classrooms- content, process, products, and the actual learning environment (2000).  Using formative assessments as a way to determine what each student needs will allow teachers to differentiate appropriately.

2. Formative Assessments – Assessments administered during the learning/teaching, which are used to make decisions about the next steps in instruction (Wiliam, 2009)

Formative assessments enable educators to teach well. In my opinion, one cannot be an effective   By taking the time to check if students are learning - while we are still teaching - and tweaking our instruction based on the results of those checks, we can increase the likelihood that every student will reach the learning target.  Determining if an assessment is formative depends on what the teacher does with the results. If the results are used to create a plan of where to go next, then the assessment is formative.

educator without consistently using formative assessments to determine where to go next.

3. Higher-Order Thinking Skills (HOTS) - Those skills that require the brain to process information in a more complex fashion 

It is impossible to discuss Higher-Order Thinking Skills without talking about Bloom’s Taxonomy. In the 1950s, Benjamin Bloom and his team created a framework for categorizing educational goals (Armstrong, 2016). While the framework has been updated, the basic premise has been used by educators ever since. Higher Order Thinking skills typically refer to the top three levels of Bloom's Taxonomy: analysis, synthesis, and evaluation (Armstrong, 2016).  It is essential for teachers to provide students with multiple opportunities to practice these higher-order thinking skills.

4. Project-Based Learning (PBL) –  Encourage students to actively explore real-world problems in order to obtain a deeper understanding of a particular concept (Edutopia, 2014)

When students work together to solve a real problem, engagement and learning increase. Students are able to apply real-world skills in order to problem solve.  The rigor of this type of activity far exceeds a typical direct lesson. PBL will work best if teachers provide a structure for collaboration and review these expectations prior to the (I suggest having students contribute to the creation of a rubric).  In this type of learning environment, the teacher facilitates the learning process by offering support rather than direct instruction (Edutopia, 2014).

5. Growth Mindset – The state of mind in which individuals believe that their abilities can be developed through effort (Dweck, 2006)

The concept of growth mindsets vs. fixed mindsets has created quite a stir in educational circles as of late.  Fixed mindset refers to the belief that one’s basic intelligence and talent is fixed and cannot be changed too much, regardless of effort or dedication (Dweck, 2006).  The fixed mindset is especially dangerous for educators because one’s mindset will dictate how he/she interacts with the world. Hence, the way in which the teacher views certain students will impact how he/she teaches. The fixed mindset is restrictive as those who hold it often refuse to try, for fear of failure. Conversely, the growth mindset creates a love of learning and a resilience, brought about from struggle and hard work, vital for long term success (Dweck, 2006).

As you can see these concepts are more than buzz words, soon to be replaced by tomorrow’s educational lingo. These ideas are truly transformative and can help educators provide higher levels of learning for all; and that’s another Pint-Sized PD!

Resources:

• Armstrong, Patricia. "Bloom's Taxonomy." Center for Teaching. Vanderbilt University, n.d. Web. 01 July 2016: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy
• Dweck, Carol S. Mindset: The New Psychology of Success. New York: Random House, 2006.
• Edutopia. "5 Keys to Rigorous Project-Based Learning." Edutopia. N.p., 26 June 2014. Web. 01 July 2016: http://www.edutopia.org/video/5-keys-rigorous-project-based-learning
• Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.
• Wiliam, Dylan. Assessment for Learning: Why, What and How? London: Institute of Education, U of London, 2009.