Learning In And For The 21 st Century Nancy White 21 st Century Learning & Innovation Specialist

Key Understandings 21 st Century Learning 21 st Century Skills The role of technology Strategies to Develop 21 st Century Skills – Backwards Design – Questioning – Quadrant D Learning – Formative Assessment of 21 st Century Skills

What is 21 st Century Learning? 21 st Century Learning is mostly about technology. – Right side of room of you agree – Left side of room if you disagree

21 st 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? 21 st 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

Learning IN the 21 st Century

Learning FOR the 21 st Century

Learning In & For the 21 st Century How is your school doing? Click link in agenda for Socrative – Enter Room 12079

Strategies Backwards Design Questioning 21 st Century Skills Integration/Assessment Quadrant D Learning

Backwards Design 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 1 Identify 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.

Lunch!

UbD Stage 2 Evidence

Snapshot?

Or Photo Album?

Intel’s Assessment Timeline

Assignment: Select 21 st 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: Questioning The Question Formulation Technique

Question Focus

Strategy: “D Quadrant” Learning District 20 Innovation Station

A Knowledge in one discipline B Apply knowledge in one discipline C Apply knowledge across disciplines D Apply knowledge to real world predictable situations E Apply knowledge to real world unpredictable situations EvaluationSynthesis Analysis Application Comprehension Knowledge AcquisitionApplication AssimilationAdaptation Knowledge Application ©International Center for Leadership in Education

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work

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)Role 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?Product/Performance and Purpose S – Standards and Criteria for Success – Who will judge the work? What is the rubric? From Understanding by Design, by Grant Wiggins & Jay McTighe Quad 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 planningGRASPS Share with your group

Next Steps? Learning IN the 21 st Century: – Technology supports and enhances learning Pick just 1 tool to start with! Learning FOR the 21 st Century: – Be intentional! Help students make real-world connections! – Motivation & Understanding will be enhanced!