1. The NeXt Lesson
30 MIN NUNZIO

2. The Framework: Collaboration Knowledge Construction
Real World Problem Solving & Innovation
Skilled Communication
Self Regulation
Use of ICT for Learning
What are the 6 Competencies?
FRANCIS –talk about previous and new attendees”21st Century”???Background on Next Lesson
(From slides TIME 9:55-10:05)
In this slide you see the 6 competencies that were identified by ITL Research as important components of 21st Century Learning Design.
We were able to adapt the descriptions and big ideas of these competencies so that they are closely aligned with the Catholic Graduate Expectations.
WHY 4Cs but 6 Competencies?
There are many lists of 'C's that are being used by various groups: p21 organization, C21, Fluency 21 Project etc.
They range from having 4 to 8 Cs.
We have chosen to focus on the 4 C's as our overarching principals on which we speak about 21st Century Learning (we believe that character and culture are interwoven into these 4).
The 6 Competencies relate specifically to the neXt Lesson --- they are the 6 competencies that ITL has identified as being integral to any 21st Century Learning Activity.
So 4C's - overall 21C.
6 Competencies relate to lessons/learning activities

3. Spectrum of Comfort Entry Adoption Adaptation Infusion Transformation
FRANCIS
(TIME 2 minutes)
University of Southern Florida uses this ‘scale’ as part of their technology integration matrix.
Our intent for including this spectrum is for it to be used as a self-reflective (non-evaluative) tool so that people can identify where they are on the spectrum of comfort and move forward in their learning.

4. Real World Problem Solving & Innovation
What are the big ideas?
Problem Solving is the challenge
Complete tasks for which a solution is not already known.
Authentic Real-World Situations/Data
Innovation (Implementation of Ideas)
Experts Consulted and Solutions Shared with audiences outside the classroom.
FRANCIS
DO NOT REFERENCE THE MANUAL UNTIL MENTIONED IN THE NOTES ON the learning activity slide (17)
For each big idea on each of the competencies: start with a brief description of the big idea (they come onto the screen one at a time) AND use the NO/YES example as listed next to it.
Big IDEA Notes:
1. IS THIS PROBLEM-SOLVING?
Students use a map of a bus route to
propose where pedestrian crossings
should be added in a fictional town.
Students have not been instructed where to
put the crossings. (Y)
Students learn about pedestrian
safety by studying a map showing
bus stops and pedestrian crossings.
There is no defined challenge for the
students. (N)
2. ARE THESE REAL-WORLD PROBLEMS?
Students investigate whether growing
plants in their classroom can improve the
air quality. Even though the setting is the
classroom, air quality is a real issue. (Y)
Students investigate the interaction
between green plants and carbon
dioxide in the air. There is no explicit
context for the students‟ investigation. (N)
3. IS THIS INNOVATION?
Students write letters to the town council
about their ideas for adding pedestrian
crossings in their town AND mail the
letters to council members. Students
cannot make new pedestrian crossings
themselves but the town council can
implement their ideas. (Y)
Students write letters addressed to the
town council about improving
pedestrian safety BUT only give the
letters to their educator to grade. The
letters did not reach an audience beyond
the educator as grader. (N)

5. Real World Problem Solving & Innovation
Is the main requirement problem solving?
ENTRY v N Y
Are students working on a problem that is a concern outside their immediate world? v
ADOPTION N Y
Does the activity require innovation?
ADAPTATION v N Y
Have the students consulted with experts in the wider community with intention to share their solutions?
FRANCIS
Walk them through the questions… v
INFUSION N Y
TRANSFORMATION