Where Have I Been: Where Will I Go?

Where Have I Been: Where Will I Go?

At the beginning of the semester, the EDUC 4P29 seminar group collectively designed a course outline under the leadership of our professor. Ideas went back and forth as to how we could create an interesting, engaging, 21^st century learning experience for us as future educators. The course description is as follows:

COURSE DESCRIPTION:

“This course revolves around multiple literacies and how they can be integrated into the curriculum. This is an emerging area of extreme importance for all new teachers who will need to have an understanding of what the new literacies are and how they can be integrated into their teaching. As a new teacher, you will be expected to lead the way into 21^st Century teaching and learning. Since this is an emerging area there will be a lot of exploratory work between us as we engage in our role as a community of learners.”

In this course, we have completed a literacy presentation, completed ongoing blogs, pinned educational tools/resources. In addition, we have critiqued an integrated curriculum and have made revisions to that document, by explaining how we would integrate three literacies.

Please join me on my journey as I reflect on what I (and we as a group), have created and explored in this class.

I chose to do my educational literacy on “Global Literacy.” I had an idea of what global literacy was, but did not realize all the possibilities in which classrooms are able to connect with others in environments of learning.

I created a Prezi (my first one ever), to explore what global literacy is and how it can be integrated into a teacher’s curriculum planning.

Two of the ways that caught my interest to allow students to be globally literate, was iEarn and Skype Translate.

iEarn is a large network of educators and students who are using technology to connect with one another in order to engage in a variety of curriculum related projects that make a difference in the world.

Skype Translator gives you the ability to speak another language without learning one. Simply set up a Skype video or voice call with someone who speaks another language and start talking. Skype translator is currently available in English and Spanish, but other languages are coming soon.

During the course, we also explored various educational institutes that embody what a 21^st century classroom looks like… Many of these go beyond the walls of the classroom. I really liked how project-based learning was integrated, and students were utilizing their creativity and collaboration skills. Although I am not a teacher right now, these networks and institutions have given me ideas to integrate with the students at my current job as a Tutor in the Classroom. For instance, I let students work in groups on tasks, allowing them to be the “teacher” (students teaching students), and I try to create a hands-on environment for mathematics.

One of the organizations that caught my eye was the Galileo Educational Network, which is an independent, charitable organization that consists of thought-leading educators and a high profile Board of Directors. The Galileo Educational Network creates, promotes and delivers innovative teaching and learning practices through research, professional learning and fostering external collaborations.

Galileo is essentially about teaching for deep understanding.

One of the items that caught my eye was the “Rubric for Discipline-Based and Inter-Disciplinary Inquiry Studies.” The rubric has a section in which an assignment “adds value beyond the school,” which makes learning both reliable and relevant for students.

Another institution that was interesting was the Inquiry Hub, which provides grade 9-12 students an innovative, technology driven, full-time program, allowing them to pursue their own learning questions by shaping their educational experience around their interests (instead of structured classes!) I like how the Inquiry Hub is a student-driven approach to learning.

 

            Example of a research-driven question:

 

Throughout the semester, I have been following various online education hubs that share blogs on twenty-first century learning, including TeachThought and Edutopia. Both websites provide many online resources for teachers to use, including themes such as project-based learning.

TeachThought is a progressive learning brand dedicated to supporting educators in evolving learning for a 21st century audience. The website provides resources for K-20 teachers through the TeachThought blog. TeachThought is primarily interested in exploring new learning models, including blended learning, project-based learning, self-directed learning, and the role of play in learning. I like TeachThought because their suggestions provide a fair balance of reality with possibility.

Over the course of the semester, these are two articles from TeachThought I really enjoyed because they provide a variety of unique ideas for teachers to explore:

·      Snapshots Of Understanding? 10 Smart Tools For DigitalExit Slips

·      60 Non-Threatening Formative Assessment Techniques

I like both articles because they provide teachers with different methods to check for learning and evaluating progress.

Edutopia is a very comprehensive website and online community that increases knowledge and sharing of varying techniques/tools in K-12 education. Edutopia emphasizes core strategies including: project-based learning, comprehensive assessment, integrated studies, social and emotional learning, teacher development, and technology integration. I really enjoy Edutopia because it shows ‘what works’ in education as different educators tell their own stories of innovation and learning.

Over the course of the semester, these are two blogs from Edutopia I really enjoyed:

“Technology,PBL, and Place-Based Education” By Hannah Orcutt

(Although she is a primary school teacher, the blog shows the possibilities of PBL integration)

“Strategies for HelpingStudents Motivate Themselves” By Larry Ferlazzo (He is an English & Social Studies at inner-city high school in Sacramento, Califronia)

I like this blog because he gives helpful ways to motivate students by looking at: relatedness, relevance, autonomy, and competence.

Strategies for Helping Students Motivate Themselves

I also followed many of Larry Ferlazzo’s other blogs @ http://larryferlazzo.edublogs.org

Ferlazzo shared a blog in March that caught my eye, “The Problem With History Classes” By Michael Conway

In his blog, Conway argued that in terms of history, single-perspective narratives do students a gross disservice. He argues, “Currently, most students learn history as a set narrative—a process that reinforces the mistaken idea that the past can be synthesized into a single, standardized chronicle of several hundred pages.” As a future educator in history, I enjoyed the article because I do not agree with how many history classes are being taught in high schools.

Following More Bloggers…

Heidi Siwak

Heidi Siwak is a middle school teacher from Hamilton, Ontario, Canada. Her students undertake original projects that challenge the boundaries of learning and have won national awards. I love her blogs because she is doing really innovative things with her students, and she brings you on a journey into her classroom. You get to literally see what her students are doing and thinking!

Check out her most interesting blogs I have read:

http://www.heidisiwak.com/2015/02/teaching-students-to-understand-stance/

http://www.heidisiwak.com/2015/01/what-is-my-class-thinking/

http://www.heidisiwak.com/2015/03/design-thinking-in-action/

Mark Carbone

Mark Carbone is an educator with 33 years experience. Carbone has had numerous roles in the education field including: secondary school classroom teacher, secondary school department head, an ICT consultant and IT Manager.  He currently holds the position of Chief Information Officer for the Waterloo Region District School Board Ontario, Canada. I enjoy his blogs because he gives updates/information regarding OSSEMOOC and reveals what twenty-first century can look like.

http://blog.markwcarbone.ca/2015/03/10/publishing-makes-a-difference/

Well that's PIN-TERESTING 

Throughout the semester, my fellow colleagues and I have been "pinning" various educational resources and tools. Through Pinterest, I have been given snapshots as to how other teachers are integrating technology, project-based learning and collaboration skills into their every-day practice. 

Here is a snapshot of just a few of the items I have re-pinned: 

Over the course of this semester, I have opened my eyes to the possibilities in the education realm. I have been informed on various literacies by my peers and even analyzed an integrated curriculum. I know what Cube for Teachers is and I know what a 21st century classroom can look like, through the blogs I follow. I am aware of how schooling can differ by different regions, even within the province (as informed by Miss. Shannon Paisley regarding her experience in education on a Native reserve). One of the best lessons I have learned from Professor Drake (besides the integrated curriculum, literacies, etc.) is her encouragement to "be open to change." This was more emphasized last semester, but I have carried it with me in EDUC 4P29 as well. I am aware that the education system is constantly changing as is society. Future educators, including myself, must be aware (and of course adaptable) to these ongoing changes to maximize learning. 

Out of all my previous blogs, I often finish with a quote, and as tradition goes I will today. However, to retrieve the quote, scan the QR Code that follows: 

Follow me on Twitter:  @missweir123

Confuse, Use, and Abuse: Technology as a Teaching Tool

I will begin my blog by recognizing that yes, technology is confusing for many people (myself included at times). However, the best way for people to become familiar with technology devices, tools, and techniques is to simply use it!

When I began the EDUC 4P19 course I took in the previous semester, I was comfortable with some technology, including utilizing applications such as: Twitter, Facebook, Pinterest, Instagram, and eventually Blogger...

But I have come to realize through EDUC 4P29 more specifically, that there are so much more technology resources, applications, blogs, and websites out there!

Teachers may think that utilizing any type of technology in the classroom means they are engaging with 21st century material, but I believe it is more complex than that. Although I thoroughly enjoy programs such as Ted Talks, I would argue that teachers should attempt to utilize more applications/programs that promote higher order thinking skills (HOTS). Students would benefit from such technology programs where they are able to demonstrate critical thinking or creativity skills (ex: Prezi, Glogster, Vocaroo, Blogger etc.)

For this particular blog I have decided to dedicate some time to explore various technology related programs and tools for teachers and/or students. Please join me on my journey as I look for ways I would incorporate different forms technology into the classroom...

VOCAROO is a free service that you can use to create short audio recordings. Creating a recording on Vocaroo is a simple process that does not require you to create an account or have any special browser plugins. One can simply go to the site and click record to get started... You are then able to share the recording with others!


http://vocaroo.com/i/s09y2dBFvXdU

Vocaroo Test 1-2-3



Voice Recorder >>


How I would use Vocaroo: As a History and English teacher, I would use Vocaroo to allow students to share information with others. Students could easily create a "Radio Talk Show" with the recordings to talk about a particular book or event, or promote a school-related initiative.

EDMODO is a social networking website for teachers, students, and parents. It is marketed as the Facebook for schools. Teachers can invite students into private groups that can be used for online classroom discussions, but in a format that keeps the teacher firmly in control. Teachers give students a class signup code, which can be deactivated once all students have signed up, and students in turn are encouraged to share the code with their parents, allowing them to monitor their own child's activity. 

Watch the following video to learn more about Edmodo:



How I would use Edmodo: I would use Edmodo to connect with students.... Students are connected to electronic devices on a daily basis. This program would allow me to establish monthly calendars, send weekly reminders, allow students to submit assignments, etc. I do recognize that not all students have constant access to technology, which is something to consider.

PRODIGY is a free math game for Grades 1 - 8. Students are able to learn over 300 critical math skills through the website's self-paced math game. Teacher's are able to make students accounts (something to consider for Computer Class time in an elementary school). Teachers are able to quickly get an overview of what their students have been working on, identify areas for improvement, and drive changes in the classroom through the reporting feature that updates in real-time.

How I would use Prodigy: I actually downloaded Prodigy yesterday and have been looking into its features. Although I am in the I/S strand, I am currently employed as a Tutor in the Classroom for an elementary school where I am responsible for helping in the area of mathematics. I have enjoyed the content on Prodigy as it is curriculum-aligned, and there are also specific curricula resources for EQAO Grade 3 and 6. 

(Although this program may not be beneficial to all of my readers, I thought it was interesting to share).

QR CODE GENERATOR: A QR Code (it stands for "Quick Response") is a mobile phone readable bar code that can store website URL's, plain text, phone numbers, email address, and pretty much any other alphanumeric data. The QR Code Generator allows people to create dynamic or static QR codes for immediate use. 

Feel free to scan the following QR Code I created: 





Take a look at Kathy Schrock's blog for links to suggestions and resources on how to integrate QR Codes in the classroom. (Good for a class that is open to BYOD- Bring Your Own Devices). 

I registered an account with Cube for Teachers, which is an efficient website that allows educators to access and store teaching resources and it aligns with the Ontario Curriculum (a valuable resource, which seemed long-overdue). So far, I am enjoying browsing the website and have found it valuable thus far... It is easy to use as well! 

I cannot help but think that when I am a teacher there will be far more new and advanced technology devices and programs available. However, I think it is important for future educators to become familiar with the technology that is currently being used in classrooms, and what COULD be used in classrooms (because there are some classrooms that do not integrate technology). Although I really support technology in the classroom, I believe there should be rules and guidelines set by the teacher/students to create an environment of respect. 

How will YOU integrate technology into the classroom? Outside for an experiment? In gym class? In art class? We all have something to think about! 

More Than Pencil and Paper: The Modern Classroom

Collaboration, "Hands on", Interest-driven, Critical thinking...

These are just some of the terms I have heard repeatedly this past week since I have been exposed to a variety of truly engaging and unique 21st century classrooms. 

One set of public charter schools interested me in particular, High Tech High, because of the emphasis on project-based learning and technology utilization by students. 

High Tech High are a series of public charter schools in Chula Vista and San Diego specializing in math, science, and engineering. High Tech High began in 2000 as a single charter high school launched by a coalition of San Diego business leaders and educators. It has evolved into an integrated network of schools spanning grades K-12, housing a comprehensive teacher certification program and a new, innovative Graduate School of Education.

At San Marcos High Tech High, students learn about life and history through a partnership with a local retirement home where students "buddied" up with an elder. Based on the book, "Tuesdays with Morrie" their program is called "Tuesdays with Story." The students learned about life and history by visiting seniors at a local retirement home once a month. The teacher emphasized that, "Everyone has a story to tell." Students were asked to sketch portraits of their elderly mentor and create memory boxes. They were able to learn about American history and became close with their 'buddy' as they formed mutual understandings (and even learned from each other). The teacher really emphasized the importance of "Designing projects with a human connection."

Access a video of NBC covering "Tuesdays with Story" at High Tech High:

High Tech High (San Marcos) and Retirement Home   
Or   http://www.nbclosangeles.com/video/#!/on-air/as-seen-on/Students-Learn-About-Life--History-at-Retirement-Home/282104781


When exploring different High Tech High schools, I was amazed by what is actually happening in and outside the walls of the classroom. Similar to the example above, there often seems to be a unique connection to the community. Many students experienced some form of meaningful internship. There were other connections to the broader world context as well, through students' use of technology. One such example was Josh Wilson, who collaborated with other classmates to create a short documentary called The Deep Red Sea. The documentary is about whaling and international efforts to stop it over time.

The documentary can be found in the following YouTube clip: 

In the documentary, "Waiting for Superman" various aspects of the American public education system are examined. A variety of topics are discussed including insufficient teachers' impact on students'  learning environment. In addition, statistical comparisons are made between the different types of primary or secondary educational institutions available: state school, private school, and charter school. There are also comparisons made between schools in affluent neighbourhoods versus schools in poorer ones. As explained in the film, "Since charter schools do not operate with the same restrictions as public institutions, they are depicted as having a more experimental approach to educating students." The following is a clip from documentary: 




It is important to note that I am aware of the biases associated with this documentary (as with any). By no means am I saying charter schools are overall better and I also understand that this film is associated with the American education system specifically. 

However, I am interested in different school systems in general and question, "Who has access to a good education?" Many such schools adhere to some form of admission process including High Tech High. I am thoroughly interested in schools that emphasize project-based learning. I do recognize that I may not teach in a school that implements such a system or program across grade levels. 

How will I use what I have learned in my own classroom? I have given it some thought (as seen in previous blogs of mine), but I am still on a journey of learning and discovery. I cannot always say something like, "I am going to do this ..." "I will implement this..." because I do not know my students yet. I don't know what they are passionate about, or what they are curious about. I do know that I will allow students (when possible) to drive their learning both independently and collaboratively. 

I believe it is important for teachers to learn from different programs or strategies (such as High Tech High), to discover how THEY will transform their own classroom to an environment that is interactive and student-driven.

Dealing with Issues: Realities in the Classroom

As a future high school educator, I have always been concerned with the importance of "knowing your students." In a past blog I emphasized the importance of knowing your students, but I primarily focused on my past experiences and teachers in elementary school. 

Unlike an elementary school teacher who is with the same set of students for the academic year, a high school teacher's classroom changes not only each period, but semester. One of my main concerns is being able to genuinely know each student's story. However, I understand how difficult this may be. 

How will I get to know students? 
Perhaps a student profile handout? A historical presentation on their cultural background/food exchange? Gaining an understanding of who they are through their poetry in English class? Giving students opinionated sections of assignments that involve critical thinking? A video-based bibliography presentation? Ice-breakers that are student led? In Chapter 4 of Interweaving Curriculum and Classroom Assessment the tool SMART Notebook is discussed which is a collaboratively learning software program and students can explain their thinking, while others follow. I think it is important for students to be able to have outlets where they can express their opinions and their ways of thinking. 

These are just some ideas that come to my mind... 

I recognize the difficulties involved with knowing your students. There are some struggles that students experience that remain virtually unknown to teachers; Issues students deal with on a daily basis such as: poverty, gang violence, physical or sexual abuse, parental divorce, and so on... 

I have read some of Geoffrey Canada's memoir, Fist Stick Knife Gun: A Personal History of Violence in America. In the book, Canada recalls his exposure to violence during his childhood. He also offers several recommendations on how to alleviate violence in inner cities, including creating safe haven areas for children. I grew up in a predominantly white, middle-class area, which makes me question how my experience teaching would be in an inner-city school. 

In the following Ted Talks video, Geoffrey Canada questions why the education system looks the same as it did 50 years ago? He argues that people are clinging to a business model that does not work. Students were failing then... and they still are now!





Thus far, I have clarified the importance of getting to know your students, but what will my classroom look like? I don't necessarily have all the answers right now. However, I have come across several ideas and concepts that interest me. For example, the Inquiry Hub, which is a 21st century secondary school venture in British Columbia. Students are grouped into three cohorts according to three general interests: global/community, environmental sustainability, and media art/technology design. Their school work is focused in these areas. For instance, if you were interested in global/community section, inquiry questions in science could involve looking at alternative forms of energy in other countries. I think it is important to allow students some leniency when directing their education. I am always more engaged in learning when I am interested! 

Think... What if you could get students genuinely excited in the classroom... For students not to skip class because "they don't care about World War I"... For students to not feel the need to get their mom to sign them out for an appointment, when really they just want to go home... For students to not ask the teacher "why does this matter?"

Maybe a teacher's presence matters just as much as the content... The classroom needs to be relevant and engaging... Is it possible for students to have excitement for school? The same excitement they had as an elementary school student? The same excitement they get when they go see the Toronto Maple Leafs play? The same engagement some feel when they go to church or a youth group? The same excitement they get when they go see Beyonce in concert? I think it is possible (depending on the teacher!)... All these arenas can spark student interest, the classroom (or gymnasium) should be the same! 

Concepts regarding education and curriculum referenced from Chapter 4: 

Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.

Learning Literacies: It's Time to Connect!

What is meant by the term Global Literacy?

According to Kathy Schrock, global literacy is the skill-set that incorporates the use of twenty-first century skills and tools for understanding and addressing issues that have global impact.

Aside from an official definition of global literacy, what does this look like in a 21st century classroom? How am I as a future educator able to integrate global literacy? What challenges will I be presented with?

Before I try to make sense of such questions, I think it is essential to reflect on my own experiences with global literacy as a student. When I was in grade two, my teacher assigned the students a "heritage project" where we were responsible for providing information about our cultural roots on a creative bristol board. The heritage day was held in the gym, and some students, including myself, asked my Mati (meaning Grandma in Slovenia) to bake her homemade bread and desserts. As I reflect on the experience, not only was it a fun and engaging activity, but it also allowed students to learn about different cultures.

I had a similar experience in Grade 11 American History. My teacher allowed us to have an American Civil War "potluck experience" utilizing primary source recipes from the mid-nineteenth century. Each of us paired with another student in the class, created the dish and brought it in at the end of the week.

This brings me to another area of interest... Media Literacy

Media literacy is the study of various forms of media texts and the implications these images, graphics, television shows and messages have on our lives. According to Ontario Curriculum documents media literacy involves understanding how media texts are constructed. 

How will future educators utilize computers, iPads and cellphones to integrate various media outlets? Will I integrate blogs, Pinterest, Twitter, Facebook, and Instagram to keep students engaged? 

In my Grade 11 American History class, the student teacher assigned a task that allowed students to create their own Facebook template. Students were required to pick a nineteenth century United States President and perform research on the figure. Once research was collected, students were able to create a mock Facebook page for the person, that included pictures, friends they would have interacted with, and what they were involved in at the time (Wars, Policies, etc.) Not only does the assignment integrate media skills, but the class could also connect to another class in the world doing a similar project (exchange ideas, Facebook page). 

The following is an image of how the historical figures assignment would look: 

(Permission to use image).

There is one more form of literacy that was not only new to me, but really caught my interest, that is: Character Education!

According to Ontario Curriculum Documents, Character Development is "the deliberate effort to nurture the universal attributes upon which schools and communities find consensus. These attributes provide a standard for behaviour against which we hold ourselves accountable. They permeate all that happens in schools. They bind us together across the lines that often divide us in society. They form the basis of our relationships and of responsible citizenship."

Aside from a formal definition, I wanted to look into how character development may look in the classroom. I wondered, what kind of values are being emphasized in classrooms? What isn't? 

The following is a video of a program called Who is Nobody? that has been used in Ontario schools for the past few years.  Who is Nobody? is a literacy-based character building project that encourages kids to do a good deed for their community and then report back with details about what they did. Nobody is eventually turned into a Somebody when each child dresses it with something that represents their positive action.



...But perhaps there is something out there that is not in the curriculum or in a an educational program/package that will help students be successful not only academically, but in all aspects of life.

I will end this blog with the following Ted Talks video featuring Angela Lee Duckworth regarding "Grit": 






Perhaps there are many values, skills, and concepts to learn that are beyond the curriculum... What will your students learn? Grit? Technology Manners? Leadership skills? 

"The secret of getting ahead is getting started." Mark Twain




Educational concepts referenced from: 

Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.

http://www.edu.gov.on.ca/eng/document/reports/literacy/booklet2008.pdf

http://www.whoisnobody.com

Spur of the Moment: Genius Hour

All I have to say is, take an HOUR out of your day and join the "Genius Hour" movement.  Whether you are in the education field, business or merely curious about something...(You have to do it!)

In the education realm, Genius Hour is essentially a movement that allows students to explore their own passions and encourages creativity in the classroom.  The teacher allots a certain amount of time for the students to work on their passion projects. It provides students a choice in what they learn during a set period of time during school.  Students may spend several weeks researching the topic before they start creating a product that will be shared with the class, school, or even the world.  Deadlines are limited throughout the process, the teacher facilitates the student projects to ensure that they are on task. Genius Hour is an example of passion-based learning, where technology can be utilized to allow for collective learning and also personalization. I think Genius Hour will mean something different and unique in every classroom, depending on the grade and students. 

Please refer to the following link for more information regarding Genius Hour:

What is Genius Hour? - Introduction to Genius Hour in the Classroom
https://www.youtube.com/watch?v=NMFQUtHsWhc

I believe that students are capable of anything. Students have ideas and passions that should be harnessed at a young age. Knowing your students allows teachers to relate classroom material to things that students are interested in or have experienced. Teachers can use these interests to make things more interesting and relatable to students. When teachers encourage students' passions and interests, they can improve students' motivation to learn. Most importantly, their intrinsic motivation to learn, the type of motivation that comes from inside an individual rather than from any external or outside rewards. In the new culture of learning, intrinsic motivation is a key concept. 

The following video clip is of fifteen year old Kelvin Doe, who despite not having a lot of resources, is passionate. See what he is passionate about: 

When I was presented with the task of Genius Hour, I really had to question with my fellow group members, what are WE passionate about, and more importantly, what am I passionate about? As I began to think, I tried to stick to something basic. What do I love? I came to the conclusion that I love talking to people and hearing their story. I thought, how amazing would it be if we could hear about other people's education experiences, in the capacity of reflecting on our own. My group really liked the idea. We created a flexible task list on where to begin...

1. We began to reflect on our own experiences in education/schooling and started to converse with others face to face about their experiences... 
2. Look at the research surrounding our areas of interest (culture, disability, divorce, etc)
We realized our topics of research varied, but that's what we appreciated about our Genius Hour... We wanted to see how different people experienced education/schooling, and everyone has a different story to tell
3. We began to take on different areas of research and see what the literature had to say versus the stories of the people we talked to (or our own)
4. We worked together but each of us took on different roles... One more research based, one focused on the slideshow, while another focused on creating the blog to share
5. Reflect. Reflect on the people we have talked to, their stories, and our own stories. This experience will be a reminder for us in the classroom, that everyone is unique and you can never genuinely judge someone, you must get to know them (you cannot merely rely on statistics and research)

The following is a video of released a video by Soul Pancake titled "Take a Seat- Make a Friend?" I have always appreciated this video because you never know someone's story until you talk to them!

As I write my last "official" blog for this class specifically, I wonder what my next Genius Hour will be? Where will my passions take me? 

(Personal Pictures/Permission to Use)

I am passionate about travelling, being active, family/friends, event planning, students/teaching, food, and baking. 

Where will my passions take me? 

"You have brains in your head. You have feet in your shoes. You can steer yourself in any direction you choose. You're on your own, and you know what you know. And you are the guy who'll decide where to go"- Dr. Seuss

Information/education concepts from:

Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.