Traditional

Revised

Fragmented Skills & Tasks

Holistic and Integrated Tasks and Activities Projects

Simplistic work such as worksheets that require fill-in information.

Meaningful, developmentally-appropriate complex tasks.

Control of learning is in the hands of the teacher.

Fosters metacognition by encouraging students to clarify purposes in performing tasks; assessing what they know, need to know, and how to gain the knowledge; and fosters a sense of control over their learning.

Teacher-centered classroom

Student-centered classroom

• Explores students’ attitudes about themselves as learners

• Explores students’ attitudes about content and subject matter.

• Provides opportunities for students to understand their struggles with learning and continue to work with those struggles by providing learning tools to assist them through the difficulties.

• Develops attitudes that difficulties and challenges are opportunities for learning.

Teach lessons and set tasks to “one size fits all”.

• Connects previous learning to new knowledge in ways that make sense to all students even those coming from varied and diverse backgrounds.

•  Accommodates to the learners in the class.

Professional Development is individual and self directed by teachers or administrators with no central focus

• Professional Development is systematic and focused driven by data and the dictates of the instructional needs of the students.

• Professional Development is guided by the Instructional Leader based on the goals of the Campus and Diocese and the needs of the professional to meet those goals.

Old Paradigm

New Paradigm

Knowledge

Transferred from teachers or textbooks to students

Jointly constructed by students and teachers

Student

Passive vessel to be filled by teacher's knowledge or textbook’s content

Active constructor, discoverer, transformer of knowledge; many sources of knowledge; primary sources are vital

Mode of Learning

Memorizing

Relating , Memorizing, Analyzing

Based on Rigor & Relevancy Frame

Teacher’s Purpose

Classify and sort students

Develop students' competencies and talents; help students discover themselves as learners and their individual learning styles 

Student Goals

Complete requirements, achieve completion within a discipline

Grow, focus on continual lifelong learning within a broader system

Relationships

Impersonal relationship among students and between teachers and students

Personal transaction among students and between teacher and students

Context

Competitive and individualistic

Cooperative learning in classroom and cooperative teams among teachers; sense of collegiality in school and among schools

Climate

Conformity/cultural uniformity

Diversity and personal esteem/cultural diversity and commonality

Power

Teacher holds and exercises power, authority, and control

Students are empowered; power is shared among students and between students and teachers

Assessment

Norm-referenced (i.e., graded "on the curve"); typically multiple choice items; student rating of instruction at end of course

Criterion-referenced; typically performances and portfolios; continual assessment of instruction

Ways of Knowing

Logical – scientific; very linear

Narrative; recursive and integrated

Technology

Use Drill and practice; textbook substitute; chalk and talk substitute

Problem solving; communication; collaboration;  information access; expression; seamlessly embedded and integrated

Teaching Assumption

Any expert can teach

Teaching is complex and requires considerable training; professional  development is vital