1. Partners in Learning Educator Professional Development
4/10/2019
Partners in Learning Educator Professional Development
© 2012 Microsoft Corporation. All rights reserved. Microsoft, Windows, and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

2. Skilled Communication Session
21st Century Learning Design
This was the last rubric we considered and in the last session you were asked to…

3. Learning Design: 21C Skills Framework
Collaboration
Use of ICT for learning
Real-world problem-solving and innovation
Skilled communication
Knowledge construction
Self-regulation
So far we have covered the following rubrics… and now I have a challenge for you:

4. Real World Problem Solving and Innovation session
21st Century Learning Design

5. Real World Problem Solving and Innovation
Today’s jobs require individuals to be problem solvers and innovators. Learners need opportunities to develop strategies to solve problems, and then to find and test solutions. By engaging in solving real problems, students are innovating for a purpose, which leads to more engagement by the student. But what does all this really mean for teaching and learning?
Discussion:
Delivery Note:
ask participants what they think problem solving and innovation mean?
Do they try to embed these ideas in their teaching now?
Ask them to share examples of how they did it.
Were these problems in the real world?
Ask them to talk about students’ reactions / engagement.

6. Review example learning activities
Share examples of planning
Discuss aspects of problem solving and innovation

7. Discussion
Were these good examples of problem solving? Why or why not? Did they ask students to be innovative? What does innovation mean?
Delivery Note:
Discussion around these questions. The goal is to get participants thinking about how to assess LA on problem solving and innovation.

8. The Learning Design Rubric:
This rubric examines whether students’ work involves problem solving, and uses data or situations from the real world. The strongest learning activities for this rubric:
ask students to complete tasks for which they do NOT already know a response or solution
require students to work on solving real problems
represent innovation by requiring students to implement their ideas, designs or solutions for audiences outside the classroom.
This is a very different definition of “problem” than we often see in academic settings, where textbook “problems” are simply practice at executing specific learned procedures.

9. PROBLEM-SOLVING
Students learn about pedestrian safety by studying a map showing bus stops and pedestrian crossings.
Students use a map of a bus route to propose where pedestrian crossings should be added in a fictional town.
Problem-solving involves a task with a defined challenge for the student. Problem-solving happens when students must: develop a solution to a problem that is new to them OR complete a task that they have not been instructed how to do OR design a complex product that meets a set of requirements.
Mouse click to bring in example
There is no defined challenge for the students.
Students have not been instructed where to put the crossings.

10. REAL-WORLD PROBLEMS
Students use a bus map in a textbook to propose where pedestrian crossings should be added in a fictional town.
Students use their town’s bus map to propose where pedestrian crossings should be added in their town.
Real-world problems are authentic situations and needs that exist outside an academic context. Real-world problems:
Have solutions for a specific, plausible audience
Have specific, explicit contexts.
If students are using data to solve a problem, they use actual
Mouse click to bring in example
This does not involve actual data.
This has a specific, explicit context. Students use actual data to do this.

11. INNOVATION
Students write letters addressed to the town council about improving pedestrian safety BUT only give the letters to their educator to grade.
Students write letters to the town council about their ideas for adding pedestrian crossings in their town AND mail the letters to council members.
Innovation requires putting into practice in the real world students’ ideas or solutions. For example, it IS innovation if students design and build a community garden on the grounds of their school; just designing the garden is NOT innovation.
Mouse click to bring in example
The letters did not reach an audience beyond the educator as grader.
Students cannot make new pedestrian crossings themselves but the town council can implement their ideas.

12. Review Rubric Real World Problem Solving and Innovation Delivery Note:
Review and consider the rubrics

13. Where do they sit on the rubric?
Delivery Note:
The goal is to get participants thinking about how to assess LA on problem solving and innovation.
Where on the rubric would you put…
Question: What would make these activities score higher?

14. Your learning activity…
Review your learning activities
Code each learning activity on this rubric – Problem Solving & Innovation
Prepare to discuss the coding score
How could the activity be improved?
Delivery Note:
Activity –
Ask the delegates to honestly review and score one of their own learning activities
Ask the delegates to redesign their learning activity to score higher on the rubric
Discuss their reasoning

15. Learning Design: 21C Skills Framework
Collaboration
Use of ICT for learning
Real-world problem-solving and innovation
Skilled communication
Knowledge construction
Self-regulation
These are the five rubrics that have been considered so far and the one remaining.
Delivery Note:
It is important to stress any learning activity cannot/should not score high on all six rubrics, but learning activities across a scheme of work should score high on all rubrics to provide a balance and instil 21st Century Skills.

16. 4/10/2019 3:37 AM
© 2012 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
© 2010 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.