1. Learning In And For The 21 st Century http://asd20si21stcentury.wikispaces.com/ http://asd20si21stcentury.wikispaces.com/ Nancy White 21 st Century Learning & Innovation Specialist

2. 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

3. 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

5. 21 st Century Skills Collaboration Self-Direction Information Literacy Critical Thinking & Reasoning Invention …and Technology Literacy

7. 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

8. 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

9. What is the Role of Technology?

10. Welcome to the Digital Generation

12. Learning IN the 21 st Century

13. Learning FOR the 21 st Century

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

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

16. Backwards Design What is Understanding?

17. By Grant Wiggins

18. 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

19. If you know a lot, but don’t really understand… You can’t transfer that knowledge to solve problems in unfamiliar situations

20. Expressed More Formally - If you really understand, you can Make Meaning Transfer

21. UbD Stage 1 Identify Desired Outcome

22. Start with the End in Mind

23. 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.

24. As Grant Wiggins says…

25. Wiggins Non-Example “I want students to understand the three Branches of our Government.” – NO – This is not a Goal of Understanding

26. Wiggins Example

27. Meaning

28. Meaning-Making = Enduring Understandings Overarching Big Idea Ask – what should students remember 10 years down the road?

29. Essential Questions

33. Acquisition

34. 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

35. Acquisition - Skills

36. 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.

37. Lunch!

38. UbD Stage 2 Evidence

40. Snapshot?

41. Or Photo Album?

42. Intel’s Assessment Timeline

43. 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

44. Strategy: Questioning The Question Formulation Technique

45. Question Focus

46. Strategy: “D Quadrant” Learning District 20 Innovation Station

47. 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

48. 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

50. 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

51. 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

52. 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

53. Assignment: Use the GRASPS worksheet to complete your planningGRASPS Share with your group

54. 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!