Annotated Bibliography

Bell, S. (2010). Project-Based Learning for the 21st century: skills for the future.
Clearing House: A Journal of Educational Strategies, Issues and Ideas,
83(2), 39-43.

This article discusses Project-Based Learning and the 21st century skills that
it addresses. Project-Based Learning is a student driven process that allows
students to create their own learning through inquiry, as well as work
collaboratively to research and create projects that reflect their
knowledge. Many students benefit from this learning strategy because it is
individualized and provides students the opportunity to learn at their own
pace. Project-Based Learning is a strategy that is in line with High
Performance Learning because it allows students to move through the
learning process at their own pace and provides the opportunity for
students to construct their own knowledge and solve problems with the
guidance of a teacher. This article benefits me as a learner because it
allows me to see the effectiveness of classrooms that allow students
opportunities to make decisions about their learning.

De Jesus, O. N. (2012). Differentiated instruction: can differentiated instruction

provide success for all learners?. National Teacher Education Journal, 5(3),
5-11.

This paper addresses what differentiated instruction is and its effectiveness

within groups of diverse learners. This paper further explains what
differentiated instruction looks like in the classroom and how it is
implemented. Classrooms are becoming increasingly diverse and there is
a need to implement it in school districts in order to provide all students
with individualized learning opportunities so that they are successful. This
paper pertains to HPL because the differentiated instruction strategy
provides students with the opportunity to learn within their own preferred
learning interests. This paper helps me further my understanding of
differentiated instruction and then implement it in the classroom in order
to create a high performance learning classroom.

Donohue, N. (2016). Student centered learning can modernize schools.

Education Week. 36 (03). Retrieved from
https://www.edweek.org/ew/articles/2016/09/07/student-centered-
learning-can-modernize-schools.html?print=1
 This article discusses moving learning away from the 19th-century concepts
and into more modern 21st century concepts. There is an increased need
for students to be able to think innovatively and critically through
problems. The 19th century model of teaching does not foster the skills
needed for todays careers. This article addresses High Performance
Learning concepts by questioning the traditional classroom approaches
that restrict student performance and learning. This article brings about
points and challenges to old approaches that need to change which is
beneficial to my learning because it helps me question my own
understanding on instruction.

Elizabeth Shirley, M. (2012). Understanding Differentiated Instruction and Learner

Personality Respecting Brain-Based Learner Differences. Global Education
Journal, 2012(2), 142-146.

This paper discusses differentiated instruction within a fourth grade

classroom and how one teacher implemented the practice within her
classroom. The learning environment that was created with differentiated
instruction positively impacted the students in the classroom. Elizabeth
Shirley discusses the importance of knowing students learning needs and
personalities. This paper helps me to see ways that teachers have
implemented the differentiated instruction into the classroom and how
they make it work. Providing students with instruction that is tailored to
their needs provides students with the opportunity of perform at their
highest level.

Galvan, M. E., & Coronado, J. M. (2014). Problem-Based and Project-Based

Learning: Promoting Differentiated Instruction. National Teacher
Education Journal, 7(4), 39-42.

This paper addresses problem-based and project-based learning. The 21st

century has brought about many challenges in education today. In order
to provide students with active learning experiences and various
experiences while still maintaining rigorous standards we must find
instructional strategies that reach all learners and provide opportunities for
students to solve real world problems. This paper proposes the solution to
these current educational issues is problem-based and project-based
learning. This relates to High Performance Learning because these styles
of learning both provide students the opportunities to construct their own
knowledge using problem solving and critical thinking. This allows students
to move through the learning process at their own pace and make the
information meaningful to their own experiences. This paper is beneficial
to my learning because it helps me better understand problem-based
 and project-based learning so that in the future I can incorporate it into
my instruction.

Gotbaum, R. (2017). Student-centered learning transformed on school district.

The Hechinger Report. Retrieved from
https://www.scpr.org/news/2017/10/14/76653/student-centered-learning-
transformed-one-school-d/

This article addresses a school that had remarkably low standardized test
score. In order to improve learning within the school district the school
overhauled the curriculum and adopted a more student-centered
learning approach. This approach did away with grades and
personalized learning for the individual student. This concept of student-
centered learning and personalizing the education system is a high
performance learning strategy that allows all students to meet their own
personal performance abilities. This article is beneficial to me because it
confirms that student centered learning is an effective approach that
allows for all students to show growth.

Katz, J., & Sokal, L. (2016). Universal Design for Learning as a Bridge to Inclusion:
A Qualitative Report of Student Voices. International Journal of Whole
Schooling, 12(2), 36-63.

Many countries have turned towards inclusion in the classroom. For this
reason we need to be mindful of the effect of any proposed innovations
on the experiences and outcomes of a broad range of diverse learners.
This paper discussed a project model that aimed to meet the needs of
diverse learners in a common core setting. The block model aims to bring
together three blocks, social-emotional well-being, diversity of learning
needs, and systems that need to be in place in order for UDL to work. This
paper relates to HPL because it address individual students needs within a
diverse setting. It addresses students social emotional needs and brings
meaning and purpose to learning. This paper also discusses students
views on universal design and proves that this strategy brings about
positive mindsets for learning.

McKenna, B. (2014). Researchers find student-centered learning approaches

help underserved kids achieve. Stanford Graduate School of Education.
Retrieved from https://ed.stanford.edu/news/researchers-find-student-
centered-learning-approaches-help-underserved-kids-achieve
 This article addresses the benefits of student-centered learning within a
low achieving schools. Often this practice is seen more often in affluent
and middle class schools but there are many benefits that student-
centered learning can provide to the low performing schools. This article
contines to give examples of student centered practices within different
schools. This article supports High Performance Learning by discussing
how providing students with meaningful, appropriate education better
prepares them for their future outside of school.

Nehring, J. H., & Szczesiul, S. (2015). Redefining High Performance in Northern

Ireland: Deeper Learning and Twenty-First Century Skills Meet High Stakes
Accountability. Journal Of Educational Change, 16(3), 327-348.

This study examined four secondary schools in Northern Ireland serving a

significant percentage of low income families. The school served 28% low
income families, and consistently outperformed demographic peers on
required exams. The reports revealed that 21st century tasks were
relatively higher when student learning was assessed with portfolios,
performances and local assessment practices. 21st century skills were low
when assessed with external exams. Pastoral care and cross community
contact greatly impacted 21st learning. This article is relevant to HPL
because it shows that when schools implement 21st century learning and
skills they can be successful even with a diverse group of learners. This
further reinforced the idea that with proper support all learners can thrive
in a 21st century educational setting.

OECD (2015). Education at a Glance 2015: OECD indicators, OECD Publishing,

Paris. http://dx.doi.org/10.1787/eag-2015-en

Education at a Glance makes international comparisons of education.

Education at a Glance develops and analyses the internationally
comparable indicators in education. It examines the quality of learning
outcomes. Education at a Glance is a useful tool because it allows you to
see statistics in learning across the world. This allows you to compare and
understand better what teaching practices work and do not work. As
well as, helps you identify if the education that you are providing is
comparable to other countries.

Smith Canter, L. L., King, L. H., Williams, J. B., Metcalf, D., & Rhys Myrick Potts, K.
(2017). Evaluating Pedagogy and Practice of Universal Design for Learning
in Public Schools. Exceptionality Education International, 27(1), 1-16.
 This paper discusses how Universal Design of Learning can be used to
address the demands and problems of the educational system today. It
addresses how we can meet these demands and effectively educate a
diverse group of learners within the 21st century educational system. This
article talks about a study that explores the effects of professional
development for teachers on UDL principles and practice in their
classrooms. This article is relevant to HPL because UDL is a practice that
provides all students instruction and flexible learning environments that
accommodate all students learning differences within the classroom. As
a HPL learner this article is beneficial because it provides information and
research on how UDL can benefit all learners in a regular education
setting and be effective.

Strauss, V. (2016). Teacher: a one-size-fits-all approach to instruction is stifling our

classrooms. The Washington Post. Retrieved from
https://www.washingtonpost.com/news/answer-
sheet/wp/2016/12/23/teacher-a-one-size-fits-all-approach-to-instruction-is-
stifling-our-classrooms/?utm_term=.132b985866ed

This article discusses how classrooms have become standardized using a

one-size-fits-all approach to learning and how ELA instruction has become
extremely inflexible when it has the potential to be the most creative
subject within teaching. This article really brings to light the current issues
of learning and challenges old traditional ideas of learning. This is
beneficial to me as an HPL learner because it allows me to question my
own ideas about learning and the effectiveness of the instruction that I
provide.

Spencer, K. (2017, August 13). A new kind of classroom: no grades, no failing, no

hurry. The New York Times. Pp. MB1.

This article discusses a school that transformed the learning by

restructuring the curriculum with mastery-based learning. The school
developed a new content mastery rubric for students instead of a graded
report card. The rubric contained students skills that should be obtained
during the school year. They were assessed by whether or not they were
able to complete the skill. This article shows a school that is fully immersed
in High Performance Learning and assessment. The assessments that they
use in order to determine mastery are meaningful and they use it to drive
individual instruction for the students.
Tomlinson, C. A. (2017). Let's Celebrate Personalization: But Not Too Fast.
Educational Leadership, 74(6), 10-15.
 This article discusses the changes and support needed in order to make
personalized learning successful within the school district. The author
discusses many questions schools should ask and answer in order to
prepare for the transition to personalized learning. This is a beneficial
article to me and HPL because it gets you thinking about what needs to
happen in order to make personalized instruction successful.

Tomlinson, C. A. (2010). ONE KID AT A TIME. Educational Leadership, 67(5), 12-16.

This article presents a teachers journey with differentiated instruction for

three children and how teachers dont always need to have the answers.
Differentiated instruction is a journey that we embark on that takes time to
develop. As time goes on the more that we provide individualized
experiences the more experienced we become in creating effective
learning experiences for students. This article relates to High Performance
Learning because it addresses the need to provide students with the
opportunity to peruse tops and interest in learning independently to foster
lifelong learning. This article teaches me as a learner that differentiated
instruction can look very different in classrooms and for individual students.
It is important to give students what they need by peeking their interest.

Vatterott, C. (2017). One-Size-Doesn't-Fit-All Homework. Educational Leadership,

74(6), 34-39.

This article discusses homework and how one elementary school in

Massachusetts has redefined homework and learning. They have allowed
students to make homework individualized and meaningful by giving
them the autonomy to choose their own assignments based on the
standards that they are working on. This article goes further and explains
that giving students choices like these gives them empowerment and
autonomy which intrinsically motivates them to want to learn more. This
article relates to HPL by identifying a strategy that can be utilized in the
classroom that would provide an opportunity for students to drive their
own learning. I feel as though this article is very beneficial to me as an
HPL learner because it gives a lot of good strategies and ideas on how to
individualize assignments and gets me thinking about the opportunities for
choice that I provide my students.

Weimer, M. (2017). Benefits of giving students choices. Faculty Focus. Higher Ed

Teaching Strategies.

This article discusses giving students choices in the learning process.

Often students that are faced with making decisions feel burdened
 because they are not given the opportunity to do it often enough. By
giving students more opportunities to make choices they will become
better able to make decisions about their learning. As time goes on
students tend to make smarter choices about the task and learning.
Allowing students to choose things like homework problems, essay
prompts, group-projects, and reading material allows them to become
more responsible for their own learning. This article relates to HPL because
it discusses student choice and how it enhances the learning process.
Providing students opportunities to make their own choices about how
they learn motivates students to want to learn more. It also allows
students the opportunity to take time to figure out how to work through a
problem on their own.

Whitman, G. (2014). Assessment, choice, and the learning brain. Edutopia.

https://www.edutopia.org/blog/assessment-choice-and-learning-brain-
glenn-whitman

This article addresses assessment and the research that supports new
approaches to assessment that promote deep and lasting learning.
Rather than high stakes multiple choice tests that create more stress than
learning. Research has confirmed the importance of students mindsets,
continual feedback, assessment choice and active retrieval of
information to produce long lasting learning. This article touches on an
important aspect of High Performance Learning, assessment. Assessment
should be used not for high stakes but to assess the learning process and
guide it. It should also be flexible and address learning styles and needs.
This article is important to me as a learner of HPL because it further
explains the importance of assessment to drive meaningful instruction.

Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., &
Walker-Dalhouse, D. (2012). Differentiated Instruction: Making Informed
Teacher Decisions. Reading Teacher, 66(4), 303-314.
doi:10.1002/TRTR.01126

This article discusses differentiated instruction for diverse groups of students

whose literacy needs, interests, and strengths vary widely. This article
discusses how differentiated instruction is important and how to
implement differentiated instruction in the classroom parameters. This
article continued to give examples of how a teacher implemented
differentiated instruction into the classroom how she did it. This article
pertains to High Performance Learning because this strategy provides
students with individualized instruction that meets their specific learning
needs. This article is beneficial to me because it provides information on
 what differentiation in the classroom can look like and how it can be
implemented effectively.

Walsh, J. A., Sattes, B. D., Corallo, C., McDonald, D., & AEL, I. W. (2003). Creating
a High-Performance Learning Culture: A Conceptual Framework.

This research and review discusses high performance learning and the
components that it embodies. The components consist of the vision,
mission, beliefs, environment and responsibility of learning. This paper is
beneficial to HPL because it discusses how to create a culture and
framework that supports High Performance Learning. I believe that this is
beneficial to me because it gives me a framework on how to begin and
implement High Performance Learning in the classroom and what it
should look like.

Weimer, M. (2012). Five characteristics of learner-centered teaching. Faculty

Focus. Higher Ed Teaching and Learning.

This article discusses learner-centered teaching and learning. It gives a

brief description of characteristics that learner-centered teaching should
encompass. Some of the characteristics addressed in this article are
allowing students some responsibility for learning, using explicit instruction
for skills, and giving students some control of the learning process. This is
relevant to HPL because it discusses the characteristics that you should
see in a high performance classroom like allowing students choices of
assignments and activities that help them better understand the content
being taught. This is noteworthy to me as a learner in HPL because I can
always go back to this article and review what learner-centered
instruction should look like in the classroom.

Wolf, M. A., & Alliance for Excellent, E. (2012). Culture Shift: Teaching in a
Learner-Centered Environment Powered by Digital Learning. Digital
Learning Series.

This article addresses how the students need to be prepared differently for
the real world then they did in the past. Students must graduate school
with a different set of skills and knowledge. Students must be able to think
critically, communicate, and collaborate. In order to prepare students we
must shift from a teacher-centric culture to a learner-centered culture.
This article discusses the characteristics of learner-centered instruction and
the support teachers and school districts will need in order to make this
approach successful. This is relevant to HPL because it further explains
how learner-centered instruction can provide students with an
 individualized education that allows them to take responsibility for their
learning while making it meaningful to them.

Zydney, J. M., & Hasselbring, T. S. (2014). Mini anchors: a universal design for
learning approach. Techtrends: Linking Research and Practice to Improve
Learning, 58(6), 21-28.

This paper discusses math instruction and identifying universal strategies in

order to help a diverse group of students. In order to meet the needs of
all students in mathematics they developed a math learning game that
takes students on adventures to solve authentic mathematical problems
around the world. This program individualizes instruction for learners
based on their needs. The program was designed to address the need for
students in order to develop problem solving skills and critical thinking.
Teachers are challenged to create flexible learning environments that
prepare students with diverse learning needs for adaptable thinking in a
fast-paced and changing society. This article relates to HPL because it
provides an individualized real world approach to learning driven by
technology. Developing problem based programs like this one in the
classroom allows students the support they need to be successful while
providing everyone with real world experiences and problems.