Introduction to 21 st Century Curriculum Carla Williamson, Executive Director Office of Instruction West Virginia Department of Education

Policy 2510, Section Policy Definition of Curriculum The content standards, objectives and performance descriptors for all required and elective content areas and 21 st century learning skills and technology tools at each programmatic level

The West Virginia Standards for 21 st Century Learning include 21 st century content standards and objectives as well as 21 st century standards and objectives for learning skills and technology tools. This broadened scope of curriculum is built on the firm belief that quality engaging instruction must be built on a curriculum that triangulates rigorous 21 st century content, 21 st century learning skills and the use of 21 st century technology tools. Policy

Your ideal grad – begin with the end in mind

Getting from here to there Input Process Output The 21 st Century student

The Rigor/Relevance Framework A Acquisition B Application C Assimilation D Adaptation KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY Evaluation Synthesis Analysis Application Understanding Awareness APPLICATION MODEL KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations

The Rigor/Relevance Framework A Acquisition B Application C Assimilation D Adaptation Relationships KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY Evaluation Synthesis Analysis Application Understanding Awareness APPLICATION MODEL KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations

What do our students say about PBL? Fourth Grade Students Buffalo Elementary School Putnam County Rachel Hull, NBCT - Teacher

Activity-based teaching vs. PBL Is it PBL? Perform scenes from Macbeth and make collages of symbols that represent major characters. Listen to different sounds. Make a graph. Identify features of common sounds that are disturbing to the ear. Write a research report on a Renaissance artist, build a model of a device from a da Vinci drawing, and create a TV news video about a major event of the time. Play various card and dice games to determine the probability of winning.

Pbl vs. projects ProjectsPBL Teacher directedStudent driven Single answerOpen-ended SummativeOn-going ThematicDriving question/challenge FunEngaging Answer givingProblem solving School worldContextualized – Real world Curricular add-onCurricular focus Continuum of Practice

Engaging (intellectually)Enjoyable or FunStudent experience Product and processCompletion of product or performance Assessment emphasis Driving question, problem or challenge Theme, concept, time period, novel, etc. Organizer Extended timeShort to medium lengthDuration Multiple, complex answers Provide variety; appeal to learning styles; keep students “active” (busy) Goal “minds-on” inquiry“hands-on” activitiesDominant pedagogy PBL Activity-based teaching Activity-based teaching vs. PBL

“doing a project” vs. PBL “doing a project”PBL Curricular add-on (“dessert”) Curricular focus (“main course”) Alongside or after traditional instruction Project drives instruction Do it for teacher Do it for yourself

Traditional teaching vs. PBL Student voice and (some) choice TeacherWho decides what to do Real worldSchool worldAuthenticity Product and processEnd product and/or testAssessment emphasis Driving question, problem or challenge Scope & sequenceOrganizer Extended timeShort lessonsDuration Multiple, complex answers Right answerGoal Guided inquiry; more independent learning Textbook, lecture, discussion, worksheet Dominant pedagogy PBLTraditional teaching

From… To… Perform scenes from MacBeth and make collages of symbols that represent major characters. Explore universal themes in MacBeth by writing and performing key scenes in modern English, in modern settings. From activities & “doing projects” to PBL

From… To… Listen to different sounds. Make a graph. Identify features of common sounds that are disturbing to the ear. Identify five sound pollution problems in the community. Form task forces to study the problems and recommend solutions. From activities & “doing projects” to PBL

From… To… Write a research report on a Renaissance artist, build a model of a device from a da Vinci drawing, and create a TV news video about a major event of the time. Study various developments during the time period to support and present an answer to the question, “Was the Renaissance a rebirth or a whole new baby?” From activities & “doing projects” to PBL

From… To… Play various card and dice games to determine the odds of winning. Plan a “Probability Booth” for the annual PTA fundraising carnival. Design activities that would attract lots of players. Determine how much money it would cost to play, how much winners receive, and how much profit you expect. From activities & “doing projects” to PBL

Essential elements of PBL – A Project in PBL: is organized around an open-ended Driving Question, problem, or challenge creates a need to know essential content & skills requires inquiry to learn and/or create something new results in a publicly presented product or performance allows student voice & choice requires critical thinking, problem solving, collaboration and various forms of communication includes design processes, where students increase the quality of their final products based on feedback from their first efforts What do we Know & Need to Know?

“yeah, but …” It’s not standards-based I can’t cover enough material My students aren’t ready I can’t use traditional teaching tools It’s loud and messy There’s no individual accountability I don’t have time and support

Why PBL? A summary Provides a powerful learning experience Motivates students to learn Improves retention of knowledge – 20 year memory Teaches 21 st century skills Makes school more meaningful

Designing & implementing a project Planning & Preparing Managing Reflect & Perfect Getting Started

Designing & implementing a project Planning & Preparing Managing Reflect & Perfect Getting Started Develop an idea Specify learning goals Decide on the scope Write a Driving Question

Pathways to Project Ideas 21 st Century Skills Your file cabinet Real-world practice Project Idea - has to engage students Standards Community needs Curriculum materials Current issues & events Student interests

Scope of a Project LimitedAmbitious Duration contact hours40+ contact hours Breadth One subject; 1-2 power standards Interdisciplinary; 3-4 power standards Technology BasicExtensive Setting Classroom Community/World Who’s Involved One teacher Several teachers, outside experts, community AudienceClassroom Experts, community, world, web Student Autonomy Teacher-defined; tightly managed Co-defined and managed

Why have a Driving Question? For students: Creates interest and/or the feeling of challenge Reminds them “Why we’re doing this today” Guides project work For teachers: Guides planning Captures & communicates the purpose of the project Initiates and focuses inquiry

A Driving Question is... Provocative or challenging Open-ended; multiple possible answers Answerable (but not in a simple way) Linked to important content in the discipline The ‘lighthouse’ for the project Engaging to as many students as possible

A Driving Question can be... Abstract “When is war justified?” “Should we genetically modify organisms?” “What makes someone a hero?” Concrete “How can we design the best networking plan for a business?” “How can we use geometry to design holes for a miniature golf course?” Localized “How could global warming affect our community?” “Can we capture the spirit of our city in art, music and poetry?” Activated “How can we plan an effective campaign to prevent water pollution in the lake?” “How can we design a website for teenagers about books they like?”

From abstract to concrete and challenging: How do architects use geometry? How can we design a theatre that meets specifications with the greatest number of seats? Refining a DQ

Refining a DQ: From “too big” to answerable: How has technology affected world history? Does technology make war more or less humane?

Refining a DQ: From “sounds like a teacher” to “matters to a student”: How does the author use voice and perspective in The House on Mango Street to reflect on his childhood and community How can childhood memories show who we are today?

Designing & implementing a project Planning & Preparing Managing Reflect & Perfect Getting Started Entry event Culminating products/rubrics Teaching & learning activities Formative assessment Student groups Project calendar/checkpoints Arrange/create resources

W eb-based PBL resources Online project libraries:

Getting Started Planning & Preparing Managing Reflect & Perfect Next Steps 1.Create/find/refine project idea 2.Write/refine Driving Question 3.Create sub-questions 4.Create entry event 5.Gather/search/collect resources 6.Describe student work (products) and criteria

A critical balance Balanced PBL Assessment Group Tasks Individual Assignments Content Focused Process Focused (21 st Century Skills) Summative Formative Self & Peer Evaluation Teacher Evaluation

Contact Information Carla Williamson