BSCS 5E
A research-based instructional model that uses a coordinated and coherent sequencing of lessons to facilitate understanding and connections between teachers, the curriculum, and the students (Bybee, 2006, p. 1). This model consists of the following five phases - engagement, exploration, explanation, elaboration, and evaluation.
Business ecosystem
A dynamic community of businesses that depend on and interact with the consumers and each other in a highly complex and organized environment.
Circle discussion
An effective and meaningful practice used in education to foster community and open communication between multiple knowledge keepers in the classroom. Common norms for a circle discussion may include speaking freely, keeping topics discussed in the circle private to that class, and listening without thinking about what will be said in response (Davenport, 2008).
Community ecosystem
1. Spaces which have distinct characteristics that give them a unique sense of place which informs the interactions of the businesses, organizations, and people within them (Pearsall, 2013). A community ecosystem can be virtual or physical. 2. The interactions between consumers, businesses, and other important stakeholders in a specific area of a city, town, or other community.
Conceptual framework
The combination of one or more formal theories, as well as previous experience and other findings, to build understanding (Walden University, 2020). This framework differs from a theoretical framework in that it examines relationships between multiple understandings in order to arrive at an explanation of a phenomenon.
Demographics
The study of a population based on common factors that group people together.
Distance learning
The learning that occurs outside of a traditional face-to-face classroom, such as through a virtual meeting space, that may be the result of multiple factors (i.e., proximity to campus, family matters, medical needs, transportation issues, etc.)
Etuaptmumk
The principle behind integrative science where a person sees the strengths of Indigenous knowledges and ways of knowing from one eye, and through the other eye sees the strengths of Western knowledges and ways of knowing, and uses both of these eyes together “for the benefit of all” (Integrative Science, n.d.). Also referred to as “two-eyed seeing”.
Experiential learning
A teaching and learning pedagogy “where educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop student capacity to contribute to their communities” (AEE, 2012).
Field research
The practice of gathering qualitative research through direct observation, interviews, or participant involvement.
Focus forward
The examination of Street Challenge content through the lens of a specific classroom context to determine next steps and future directions. A focus forward may result in multiple conclusions, such as the continuation of the next Street Challenge module in the sequence, or that more time is needed on the topic of the specific module, or that the rest of the Street Challenge modules do not align with established learning outcomes.
Formative assessment
An assessment strategy used to allow instructors and students to monitor learning progress. Sometimes referred to as assessment for learning, formative assessment allows students to identify their areas of strength and improvement, and allows instructors to identify areas of need to address misconceptions immediately (Carnegie Mellon University, 2020). Formative assessments are usually “low-stakes” assessments, though not always.
Gentrification
The process of changing a neighborhood’s character through the movement of individuals of higher socioeconomic class into the area.
GRASPS
A model by Grant Wiggins and Jay McTighe that is used to develop meaningful, relevant, and engaging performance tasks used for student assessment.
High-stakes assessment
A piece of assessment that typically carries a large value in grade points.
Learning task
An assessment that typically falls into the high-stakes and/or summative category. The final deliverable for each module is considered a learning task in this resource.
LMS
A short form for learning management system (e.g., D2L, Moodle, Blackboard) used to facilitate online course spaces.
Location-based ecology
The relationship between organisms in an ecosystem and how they interact with one another in a specific location.
Low-stakes assessment
A piece of assessment that does not typically carry a large value in grade points.
Place-based pedagogy
1. A set of place-based exercises, assignments and experiential learning, with a focus on place-based contexts. 2. A pedagogical approach that uses places and their resources as a foundation for learning across disciplines. Place-based resources may be cultural, historic, or geophysical (Teaching the Hudson Valley, 2016).
Pitch book
Option 1: A pitch book is a document designed to promote recommendations for change, to recruit support for a business, or to sell an offering (product or service). A pitch book is most typically a set of presentation ‘slides’ (e.g. PowerPoint). The length and detail of a pitch book depends on the context and the audience for the pitch presentation or meeting.
Option 2: A type of report usually specific to the field of entrepreneurship that includes an improvement or suggestion for a specific audience to consider based on evidence gathered by the entrepreneurs. A good pitch book has a mixture of text, charts, and visuals to appeal to an audience that may not be fluent in entrepreneurship terminology.
Summative assessment
An assessment strategy used to allow instructors to evaluate student learning at the end or midpoint of a module by comparing it to a standard (i.e.; a rubric). Sometimes referred to as “assessment of learning”, summative assessment allows students to see how their learning and progress throughout a module culminates in an understanding that allows them to produce a high-quality final deliverable. Summative assessments are usually “high-stakes” assessments, though not always.
Two-eyed seeing
See definition for etuaptmumk.
Witnessing
Through a Western understanding, a “witness” is traditionally used in law to mean somebody who is connected between a subject and an event. In this resource, the Indigenous understanding of witnessing, understanding shared experiences through reflection and sharing, is used at several points throughout the modules to facilitate critical reflection and active listening.
Understanding by Design
A framework used to guide the planning process of each module in the Street Challenge Project that centres on the idea of “focusing on teaching and assessing for understanding and learning transfer” (ASCD, 2012, p. 1).
A research-based instructional model that uses a coordinated and coherent sequencing of lessons to facilitate understanding and connections between teachers, the curriculum, and the students (Bybee, 2006, p. 1). This model consists of the following five phases - engagement, exploration, explanation, elaboration, and evaluation.
Business ecosystem
A dynamic community of businesses that depend on and interact with the consumers and each other in a highly complex and organized environment.
Circle discussion
An effective and meaningful practice used in education to foster community and open communication between multiple knowledge keepers in the classroom. Common norms for a circle discussion may include speaking freely, keeping topics discussed in the circle private to that class, and listening without thinking about what will be said in response (Davenport, 2008).
Community ecosystem
1. Spaces which have distinct characteristics that give them a unique sense of place which informs the interactions of the businesses, organizations, and people within them (Pearsall, 2013). A community ecosystem can be virtual or physical. 2. The interactions between consumers, businesses, and other important stakeholders in a specific area of a city, town, or other community.
Conceptual framework
The combination of one or more formal theories, as well as previous experience and other findings, to build understanding (Walden University, 2020). This framework differs from a theoretical framework in that it examines relationships between multiple understandings in order to arrive at an explanation of a phenomenon.
Demographics
The study of a population based on common factors that group people together.
Distance learning
The learning that occurs outside of a traditional face-to-face classroom, such as through a virtual meeting space, that may be the result of multiple factors (i.e., proximity to campus, family matters, medical needs, transportation issues, etc.)
Etuaptmumk
The principle behind integrative science where a person sees the strengths of Indigenous knowledges and ways of knowing from one eye, and through the other eye sees the strengths of Western knowledges and ways of knowing, and uses both of these eyes together “for the benefit of all” (Integrative Science, n.d.). Also referred to as “two-eyed seeing”.
Experiential learning
A teaching and learning pedagogy “where educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop student capacity to contribute to their communities” (AEE, 2012).
Field research
The practice of gathering qualitative research through direct observation, interviews, or participant involvement.
Focus forward
The examination of Street Challenge content through the lens of a specific classroom context to determine next steps and future directions. A focus forward may result in multiple conclusions, such as the continuation of the next Street Challenge module in the sequence, or that more time is needed on the topic of the specific module, or that the rest of the Street Challenge modules do not align with established learning outcomes.
Formative assessment
An assessment strategy used to allow instructors and students to monitor learning progress. Sometimes referred to as assessment for learning, formative assessment allows students to identify their areas of strength and improvement, and allows instructors to identify areas of need to address misconceptions immediately (Carnegie Mellon University, 2020). Formative assessments are usually “low-stakes” assessments, though not always.
Gentrification
The process of changing a neighborhood’s character through the movement of individuals of higher socioeconomic class into the area.
GRASPS
A model by Grant Wiggins and Jay McTighe that is used to develop meaningful, relevant, and engaging performance tasks used for student assessment.
High-stakes assessment
A piece of assessment that typically carries a large value in grade points.
Learning task
An assessment that typically falls into the high-stakes and/or summative category. The final deliverable for each module is considered a learning task in this resource.
LMS
A short form for learning management system (e.g., D2L, Moodle, Blackboard) used to facilitate online course spaces.
Location-based ecology
The relationship between organisms in an ecosystem and how they interact with one another in a specific location.
Low-stakes assessment
A piece of assessment that does not typically carry a large value in grade points.
Place-based pedagogy
1. A set of place-based exercises, assignments and experiential learning, with a focus on place-based contexts. 2. A pedagogical approach that uses places and their resources as a foundation for learning across disciplines. Place-based resources may be cultural, historic, or geophysical (Teaching the Hudson Valley, 2016).
Pitch book
Option 1: A pitch book is a document designed to promote recommendations for change, to recruit support for a business, or to sell an offering (product or service). A pitch book is most typically a set of presentation ‘slides’ (e.g. PowerPoint). The length and detail of a pitch book depends on the context and the audience for the pitch presentation or meeting.
Option 2: A type of report usually specific to the field of entrepreneurship that includes an improvement or suggestion for a specific audience to consider based on evidence gathered by the entrepreneurs. A good pitch book has a mixture of text, charts, and visuals to appeal to an audience that may not be fluent in entrepreneurship terminology.
Summative assessment
An assessment strategy used to allow instructors to evaluate student learning at the end or midpoint of a module by comparing it to a standard (i.e.; a rubric). Sometimes referred to as “assessment of learning”, summative assessment allows students to see how their learning and progress throughout a module culminates in an understanding that allows them to produce a high-quality final deliverable. Summative assessments are usually “high-stakes” assessments, though not always.
Two-eyed seeing
See definition for etuaptmumk.
Witnessing
Through a Western understanding, a “witness” is traditionally used in law to mean somebody who is connected between a subject and an event. In this resource, the Indigenous understanding of witnessing, understanding shared experiences through reflection and sharing, is used at several points throughout the modules to facilitate critical reflection and active listening.
Understanding by Design
A framework used to guide the planning process of each module in the Street Challenge Project that centres on the idea of “focusing on teaching and assessing for understanding and learning transfer” (ASCD, 2012, p. 1).