Abstract

Although stated goals for 21st century teaching and learning have become commonplace around the world, teachers rarely have access to specific guidance on what exactly this means and how to do it in their classrooms. This interactive symposium introduces a method that uses specific definitions and rubrics to help teachers analyze and deepen the learning opportunities their assignments offer students, and describes a successful job-embedded program of professional development in Ireland that leverages this method to help teachers move from a very traditional instructional environment to one that begins to embed strong uses of technology and other elements of 21st century teaching and learning. During the second hour, session attendees will be given the opportunity to use these rubrics to analyze samples of learning activities and to discuss the value of this approach for teachers’ professional development and ongoing collaborative inquiry into teaching and learning.

Citation

Shear, L., Butler, D. & Leahy, M. (2011). Examining the Artifacts of Classroom Practice: 21st Century Learning Rubrics for Teacher Professional Development. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1959-1963). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/36588/.

Keywords

• 21st century