Download - Learning In And For The 21 st Century Nancy White 21 st Century Learning & Innovation Specialist
Learning In And For The 21st Centuryhttp://asd20si21stcentury.wikispaces.com/
Nancy White21st Century Learning & Innovation
Specialist
Key Understandings
• 21st Century Learning• 21st Century Skills• The role of technology• Strategies to Develop 21st Century Skills
– Backwards Design– Quadrant D Learning– Formative Assessment of 21st Century Skills
What is 21st Century Learning?
• 21st Century Learning is mostly about technology.– Right side of room of
you agree– Left side of room if
you disagree
Stand up and vote!
21st Century Skills
• Collaboration• Self-Direction• Information Literacy• Critical Thinking & Reasoning• Invention• …and Technology Literacy
Post-Secondary Workforce Readiness Skills
• Content Knowledge +– Collaboration– Personal Responsibility– Find & Use Information/Technology– Critical Thinking & Problem Solving– Creativity & Innovation– Global & Cultural Awareness– Civic Responsibility– Work Ethic– Communication
Look Familiar?
21st Century Skills• Collaboration• Self-Direction• Information Literacy• Critical Thinking &
Reasoning• Invention• Technology Literacy
PWR Skills– Collaboration– Personal Responsibility– Find & Use
Information/Technology– Critical Thinking & Problem
Solving– Creativity & Innovation– Global & Cultural Awareness– Civic Responsibility– Work Ethic– Communication
What is the Role of Technology?
Welcome to the Digital Generation
Break
Learning IN the 21st Century
Learning FOR the 21st Century
Learning In & For the 21st Century
• How is your school doing?• Click link in agenda for Socrative
– Enter Room 12079
Strategies
• Backwards Design• 21st Century Skills Integration/Assessment• Quadrant D Learning
Backwards Design
• What is Understanding?
What is Understanding?
By Grant Wiggins
If you REALLY understand you can…
• Apply your understanding in unfamiliar situations for real-world problem solving in unique ways
• Teach others• Choose to use some
things and not others• Identify quality (and lack
there-of)• Have the ability to create
good arguments• When you see something
in different form, you recognize and can use it
If you know a lot, but don’t really understand…
• You can’t transfer that knowledge to solve problems in unfamiliar situations
Expressed More Formally -
• If you really understand, you can
Make Meaning Transfer
UbD Stage 1Identify Desired Outcome
Start with the End in Mind
Wiggins Example: Driver’s Ed Unit
Transfer Goals
• T1: Drive courteously and defensively without accidents or needless risk.
• T2: Anticipate and adapt their knowledge of safe and defensive driving to various road and weather conditions.
As Grant Wiggins says…
Wiggins Non-Example
• “I want students to understand the three Branches of our Government.” – NO – This is not a Goal of Understanding
Wiggins Example
Meaning
Meaning-Making = Enduring Understandings
• Overarching Big Idea• Ask – what should
students remember 10 years down the road?
Essential Questions
Acquisition
Wiggins Example: Driver’s Ed Unit
Acquisition – Students will know…
• The driving laws• Rules of the road• Basic car features,
functions & maintenance needs
Students will be skilled at…
• Procedures for safe driving
• Signaling -communicating
• Quick response to surprises
• Parallel parking
Acquisition - Skills
Assignment:
• Complete Stage 1: Learning Goals– Standards– Skills– Transfer– Essential Question– Enduring Understanding– Unit Questions– Content Questions
• Record on your template
• Share with your group.
UbD Stage 2
• Evidence
Evidence
Snapshot?
Or Photo Album?
Intel’s Assessment Timeline
Assignment:
• Select 21st Century Skill(s) you will focus on– Record on your
template– Share with your
group.
• Record other types of assessment you may use – Formative and Summative
• Create assessment tools as time allows
Strategy: “D Quadrant” LearningDistrict 20 Innovation Station
AKnowledge in one discipline
BApply
knowledge in one discipline
CApply
knowledge across
disciplines
DApply
knowledge to real world
predictable situations
EApply
knowledge to real world
unpredictable situations
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
A B
C D
Acquisition Application
Assimilation Adaptation
Knowledge
Application©International Center for Leadership in Education
KNOWLEDGE
A P P L I C A T I O N
A B
DC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
G.R.A.S.P.S.
• G – Goal – Task, Goal Problem, Challenge, Obstacles to overcome• R – Role – What position do you want the student to take? (role
playing)• A – Audience – Appropriate target audience – Who will benefit
from this presentation?• S – Situation – What conditions does the student need to be aware
of?• P – Product/Performance and Purpose – What will the student
create?• S – Standards and Criteria for Success – Who will judge the work?
What is the rubric?
From Understanding by Design, by Grant Wiggins & Jay McTigheQuad D
Roles
Museum Curator
Travel Agent
Scientist
Filmmaker
Military commander
Advertising Executive
Editor
Non-profit organization leader
Engineer
School board member
City council member
Journalist
Newspaper publisher
Taxpayer
Parent
Librarian
Lifeguard
Back to GRASPS
Product, Performance and Purpose
Song
Game
Play
Letter to the Editor
Diagnosis
Web Site
Children’s Story Book
Advertisement
Invention
Textbook
Journal
Newscast
Special Display
Test
Business Plan
RFP
Lesson Plan
Model
Back to GRASPS
Assignment:
• Use the GRASPS worksheet to complete your planning
• Share with your group
Next Steps
• For the extra 1 credit (7.5 hours per ½ credit)– Finish all parts of your unit, including designing
the assessment tools and directions for students– Enter it all into the Innovation Station– Log Your Hours– Email me when you are finished:
[email protected] – ABSOLUTE deadline: August 1, 2013