1. Module 3
21st Century Learning
Design
Peer Coach Training

2. Activity 1 Introduction to 21st Century Learning Design
Participants should refer to the 21CLD Learning Activity Manual for this work.

3. Before, During and After
Thoughts, Questions, Wonderings going through your mind about 21CLD
During
What shifts are taking place in your thinking?
What questions or wonderings have been answered for you?
After
What is one thing you will do as a result of this module?
What is something you now understand that you were wondering about before?
Ask Participants to complete the ‘Before’ part of the table on the last page of this Module. It will help them to focus on their own practice.

4. Why 21st Century Learning Design?
Globally, there is a compelling need to develop transferable learning-how-to-learn capabilities in young people that enable them to thrive and contribute to ever-changing, new and challenging contexts.
Read through the Introduction, reminding participants of the work done in our first module using the Chalk Talk Protocol. You might like to put this brainstorm paper etc up as a reminder up somewhere in the room.

5. 21st Century Learning Design
The purpose of the 21st Century Learning Design rubrics is to help educators identify and understand the opportunities that learning activities give students to build 21st century skills.
These rubrics were developed and tested internationally for the Innovative Teaching and Learning Research project.
Focus on the fact that i21CLD provides a base for conversations around best practice. That 21C Skills are spoken about, but how many of us actually understand them in depth.
Also focus on the ITL Research, and refer them to this for deeper reading. The link for ITL Research papers etc is:

6. A ‘Learning Activity’ is…
Any task that students do as part of their school-related work. It can be an exercise that students complete in one class period, or an extended project that takes place both in and outside of school.
Discuss the terminology ‘Learning Activity’ as this is heavily used throughout the program.

7. The 21st Century Learning Design Program
Overview and Big Ideas
Rubric
Flowchart
The three components of 21CLD. Each Dimension has these three components to help us better understand best practice.

8. Six Dimensions of 21CLD
collaboration
knowledge construction
self-regulation
real-world problem-solving and innovation
ICT for learning
skilled communication
No need to go into depth here. Just explain that we will be working through these dimension as defined by the ITL Research.

9. Ask yourself…
What is the essence of your purpose with 21CLD?
How might you communicate this with clarity to those you are coaching?
Self reflection in Journal or as a group – choose which you feel is best.

10. Activity 2 Collaboration

11. Overview
Are students required to share responsibility and make substantive decisions with other people? Is their work interdependent?
These are the three main areas that drive the rubric and flowchart for this dimension.

12. Big Ideas
Working together
Shared responsibility
Substantive decisions
Go through the big ideas and yes/no examples in the 21CLD Learning Activities document.

13. What is something you will stop doing?
Continue, Start, Stop!
What is something that affirms what you already do, that you will continue to do?
What is something of importance you have learned that you will start doing?
What is something you will stop doing?
The activity can be done as per the training manual

14. Coding
Work through this rubric, asking them to consider a yes/no activity as you explain.
Some People like to use this rubric, some like to use the flowchart on the next page

15. Flowchart
This is a visual representation of the rubric. Go through this considering on of the yes/no examples as you discuss.

16. Read and Code
House on Mango Street
Olympics Site Selection
Doing Business in Birmingham
Split your group into 3 smaller groups and allocate once of the three sample Learning Activities to each group.
Ask them to read and code the specific activity given in their small group collaboratively.

17. Strengthen a Learning Activity
House on Mango Street
Ask all groups to add some new activities to the suggested example LA to strengthen the focus dimension.
Once each group has strengthened their activity, ask them to all come together and share their changes and thoughts on the coding of that unit.

18. Reflecting on Collaboration
Ideas gained from conversation about the Collaboration Rubric? Realisations? Wonderings? Challenges
Describe the types of interactions learners who collaborate on this learning activity would have (e.g., interactions, conversations).
What do students learn from being more collaborative as defined by this dimension?
Participants should reflect individually using their personal journals they have set up. It does not matter if this is a digital or paper based manual. Suggest OneNote as a great platform if necessary.

19. Activity 3 Knowledge Construction

20. Overview
Are students required to construct and apply knowledge? Is that knowledge interdisciplinary?
These are the three main areas that drive the rubric and flowchart for this dimension.

21. Interpret, Analyse, Synthesis, Evaluate
Big Ideas
Interpret, Analyse, Synthesis, Evaluate
Apply their knowledge
Interdisciplinary
Go through the big ideas and yes/no examples in the 21CLD Learning Activities document.

22. 3 insights about Knowledge Construction
3, 2, 1 Activity
3 insights about Knowledge Construction
2 strategies or ideas to build learning activities with strong knowledge construction elements
1 action I will take and implement in either classroom or coaching practice
The activity can be done as per the training manual

23. Coding
Work through this rubric, asking them to consider a yes/no activity as you explain.
Some People like to use this rubric, some like to use the flowchart on the next page

24. Flowchart
This is a visual representation of the rubric. Go through this considering on of the yes/no examples as you discuss.

25. Read and Code
House on Mango Street
Olympics Site Selection
Doing Business in Birmingham
Split your group into 3 smaller groups and allocate once of the three sample Learning Activities to each group.
Ask them to read and code the specific activity given in their small group collaboratively.

26. Strengthen a Learning Activity
House on Mango Street
Ask all groups to add some new activities to the suggested example LA to strengthen the focus dimension.
Once each group has strengthened their activity, ask them to all come together and share their changes and thoughts on the coding of that unit.

27. Reflecting on Knowledge Construction
Connections made? New ideas gained? How might you apply and use your learning?
What does it mean to build knowledge? How is building knowledge different from reproducing knowledge?
How can I modify learning activities to give students more opportunity to build knowledge? How would these modifications affect students' understanding of the content?
What are some ways to plan learning activities that provide students with better opportunities to build knowledge?

28. Activity 4 Self Regulation
A skilful coach uses communication skills to encourage a collaborating teacher to think more deeply about a topic or to help the teacher reflect during a planning conference. The goal of this exercise is to help the group gain expertise in using these important coaching skills.
Protocols are guidelines for conversations and we use them in the coaching program to keep discussions focused. We also use protocols because they provide a structure for collaborative work and help build trust. As coaches become knowledgeable about the use of protocols they may use them with groups of collaborating teachers.
The first of these protocols we will use is the ‘Coaching Communication Cue Card’. This protocol becomes the scaffold for coaching conversations. It is your quintessential tool for coaching work.

29. Overview
Is the learning activity long-term? Do students plan and assess their own work, and revise their work based on feedback?
These are the three main areas that drive the rubric and flowchart for this dimension.

30. Big Ideas
Long Term
Student planning
Feedback and revision
Go through the big ideas and yes/no examples in the 21CLD Learning Activities document.

31. Give one, Get one The activity can be done as per the training manual
All Stand Up
Give one Idea about Self Regulation
Get one Idea about Self Regulation
Swap partners
The activity can be done as per the training manual

32. Coding
Work through this rubric, asking them to consider a yes/no activity as you explain.
Some People like to use this rubric, some like to use the flowchart on the next page

33. Flowchart
This is a visual representation of the rubric. Go through this considering on of the yes/no examples as you discuss.

34. Read and Code
Great Train Internet
Falklands War
Design a Catapult
Split your group into 3 smaller groups and allocate once of the three sample Learning Activities to each group.
Ask them to read and code the specific activity given in their small group collaboratively.

35. Strengthen a Learning Activity
Design a Catapult
Ask all groups to add some new activities to the suggested example LA to strengthen the focus dimension.
Once each group has strengthened their activity, ask them to all come together and share their changes and thoughts on the coding of that unit.

36. Reflecting on Self Regulation
What implications might there be for teaching practice? What’s one thing I will do?
What are the benefits of having students plan how they will do their work?
How can I provide more opportunities for my students to regulate their own learning?
Participants should reflect individually using their personal journals they have set up. It does not matter if this is a digital or paper based manual. Suggest OneNote as a great platform if necessary.

37. Activity 5 Midpoint Activity
A skilful coach uses communication skills to encourage a collaborating teacher to think more deeply about a topic or to help the teacher reflect during a planning conference. The goal of this exercise is to help the group gain expertise in using these important coaching skills.
Protocols are guidelines for conversations and we use them in the coaching program to keep discussions focused. We also use protocols because they provide a structure for collaborative work and help build trust. As coaches become knowledgeable about the use of protocols they may use them with groups of collaborating teachers.
The first of these protocols we will use is the ‘Coaching Communication Cue Card’. This protocol becomes the scaffold for coaching conversations. It is your quintessential tool for coaching work.

38. Coaching Activity
Choose a unit of work that you feel could better incorporate Collaboration, Knowledge Construction or Self Regulation.
Using the Coaching Cue Card protocol, help your partner to strengthen this learning activity to answer that need.
The Coaching Activity is designed to focus participants back to their role as coaches and to develop their Coaching Cue Card Protocol Skills.
Each person should pick a dimensions and a unit of work they would like to develop into a stronger learning activity and coach each other.
Aim at 20 minutes per person.
Encourage them to move away from the larger group into a small breakout area.

39. Before, During and After
Thoughts, Questions, Wonderings going through your mind about 21CLD
During
What shifts are taking place in your thinking?
What questions or wonderings have been answered for you?
After
What is one thing you will do as a result of this module?
What is something you now understand that you were wondering about before?
Midway Activities: Complete the During Column of the ‘Before, During and After Table’ at the end of the Module. If the atmosphere is comfortable, perhaps they might like to share some of their reflections.

40. Activity 6 Real World Problem Solving and Innovation
A skilful coach uses communication skills to encourage a collaborating teacher to think more deeply about a topic or to help the teacher reflect during a planning conference. The goal of this exercise is to help the group gain expertise in using these important coaching skills.
Protocols are guidelines for conversations and we use them in the coaching program to keep discussions focused. We also use protocols because they provide a structure for collaborative work and help build trust. As coaches become knowledgeable about the use of protocols they may use them with groups of collaborating teachers.
The first of these protocols we will use is the ‘Coaching Communication Cue Card’. This protocol becomes the scaffold for coaching conversations. It is your quintessential tool for coaching work.

41. Overview
Does the learning activity require solving authentic, real-world problems? Are students’ solutions implemented in the real world?
These are the three main areas that drive the rubric and flowchart for this dimension.

42. Big Ideas
Problem Solving
Real World Problems
Innovative
Go through the big ideas and yes/no examples in the 21CLD Learning Activities document.

43. What is something you will stop doing?
Continue, Start, Stop!
What is something that affirms what you already do, that you will continue to do?
What is something of importance you have learned that you will start doing?
What is something you will stop doing?
The activity can be done as per the training manual

44. Coding
Work through this rubric, asking them to consider a yes/no activity as you explain.
Some People like to use this rubric, some like to use the flowchart on the next page

45. Flowchart
This is a visual representation of the rubric. Go through this considering on of the yes/no examples as you discuss.

46. Read and Code
House on Mango Street
School Change
Design a Catapult
Split your group into 3 smaller groups and allocate once of the three sample Learning Activities to each group.
Ask them to read and code the specific activity given in their small group collaboratively.

47. Strengthen a Learning Activity
House on Mango Street
Ask all groups to add some new activities to the suggested example LA to strengthen the focus dimension.
Once each group has strengthened their activity, ask them to all come together and share their changes and thoughts on the coding of that unit.

48. Reflecting on Real World Problem Solving and Innovation
How can learning activities enable the development of problem-solving skills?
Does my classroom management style have to change if I give my students learning activities that require them to problem-solve? What are some concrete examples?
Participants should reflect individually using their personal journals they have set up. It does not matter if this is a digital or paper based manual. Suggest OneNote as a great platform if necessary.

49. Activity 7 ICT for Learning
A skilful coach uses communication skills to encourage a collaborating teacher to think more deeply about a topic or to help the teacher reflect during a planning conference. The goal of this exercise is to help the group gain expertise in using these important coaching skills.
Protocols are guidelines for conversations and we use them in the coaching program to keep discussions focused. We also use protocols because they provide a structure for collaborative work and help build trust. As coaches become knowledgeable about the use of protocols they may use them with groups of collaborating teachers.
The first of these protocols we will use is the ‘Coaching Communication Cue Card’. This protocol becomes the scaffold for coaching conversations. It is your quintessential tool for coaching work.

50. Overview
Are students passive consumers of ICT, active users, or designers of an ICT product for an authentic audience?
These are the three main areas that drive the rubric and flowchart for this dimension.

51. Big Ideas
Student Use
Required for Knowledge Construction
ICT product creation for authentic audience
Go through the big ideas and yes/no examples in the 21CLD Learning Activities document.

52. 3 insights about ICT for Learning
3, 2, 1 Activity
3 insights about ICT for Learning
2 strategies or ideas to build learning activities with strong ICT skill development elements
1 action I will take and implement in either classroom or coaching practice
The activity can be done as per the training manual

53. Coding
Work through this rubric, asking them to consider a yes/no activity as you explain.
Some People like to use this rubric, some like to use the flowchart on the next page

54. Flowchart
This is a visual representation of the rubric. Go through this considering on of the yes/no examples as you discuss.

55. Read and Code
Great Train Internet
Faulklands War
Munting Munggo
Split your group into 3 smaller groups and allocate once of the three sample Learning Activities to each group.
Ask them to read and code the specific activity given in their small group collaboratively.

56. Strengthen a Learning Activity
Munting Munggo
Ask all groups to add some new activities to the suggested example LA to strengthen the focus dimension.
Once each group has strengthened their activity, ask them to all come together and share their changes and thoughts on the coding of that unit.

57. Reflecting on ICT for Learning
How might I focus on the use of technology for more powerful learning?
What are some ideas for giving my students learning activities that incorporate ICT at the highest level possible?
Participants should reflect individually using their personal journals they have set up. It does not matter if this is a digital or paper based manual. Suggest OneNote as a great platform if necessary.

58. Activity 8 Skilled Communication
A skilful coach uses communication skills to encourage a collaborating teacher to think more deeply about a topic or to help the teacher reflect during a planning conference. The goal of this exercise is to help the group gain expertise in using these important coaching skills.
Protocols are guidelines for conversations and we use them in the coaching program to keep discussions focused. We also use protocols because they provide a structure for collaborative work and help build trust. As coaches become knowledgeable about the use of protocols they may use them with groups of collaborating teachers.
The first of these protocols we will use is the ‘Coaching Communication Cue Card’. This protocol becomes the scaffold for coaching conversations. It is your quintessential tool for coaching work.

59. Overview
Are students required to communicate their own ideas regarding a concept or issue? Must their communication be supported with evidence and designed with a particular audience in mind?
These are the three main areas that drive the rubric and flowchart for this dimension.

60. Extended or Multi-Modal Communication
Big Ideas
Extended or Multi-Modal Communication
Supporting Evidence
Authentic Audience
Go through the big ideas and yes/no examples in the 21CLD Learning Activities document.

61. Give one, Get one The activity can be done as per the training manual
All Stand Up
Give one Idea about Skilled Communication
Get one Idea about Skilled Communication
Swap partners
The activity can be done as per the training manual

62. Coding
Work through this rubric, asking them to consider a yes/no activity as you explain.
Some People like to use this rubric, some like to use the flowchart on the next page

63. Flowchart
This is a visual representation of the rubric. Go through this considering on of the yes/no examples as you discuss.

64. Read and Code
Indigenous Cultures
School Cultures
Design a Catapult
Split your group into 3 smaller groups and allocate once of the three sample Learning Activities to each group.
Ask them to read and code the specific activity given in their small group collaboratively.

65. Strengthen a Learning Activity
Indigenous Cultures
Ask all groups to add some new activities to the suggested example LA to strengthen the focus dimension.
Once each group has strengthened their activity, ask them to all come together and share their changes and thoughts on the coding of that unit.

66. Reflecting on Collaboration
How skilful was my own communication during this session? What might be some implications for teaching practice?
What are two innovations I could make to typical learning activities to help students develop stronger communication skills, as defined by this dimension?
What can I do as an educator to support building these skills?
Participants should reflect individually using their personal journals they have set up. It does not matter if this is a digital or paper based manual. Suggest OneNote as a great platform if necessary.

67. Activity 9 Endpoint Activity

68. Coaching Activity
Choose a unit of work that you feel could better incorporate Real world Problem Solving and Innovation, ICT for Learning or Skilled Communication.
Using the Coaching Cue Card protocol, help your partner to strengthen this learning activity to answer that need.
The Coaching Activity is designed to focus participants back to their role as coaches and to develop their Coaching Cue Card Protocol Skills.
Each person should pick a dimensions and a unit of work they would like to develop into a stronger learning activity and coach each other.
Aim at 20 minutes per person.
Encourage them to move away from the larger group into a small breakout area.

69. Before, During and After
Thoughts, Questions, Wonderings going through your mind about 21CLD
During
What shifts are taking place in your thinking?
What questions or wonderings have been answered for you?
After
What is one thing you will do as a result of this module?
What is something you now understand that you were wondering about before?
Endpoint Activities: Complete the After Column of the ‘Before, During and After Table’ at the end of the Module. If the atmosphere is comfortable, perhaps they might like to share some of their reflections.

70. Think - From imagining to putting into action.
If you had the best possible year in your classroom in which 21st Century Learning is the focus of all planning and action, what sort of learning and outcomes would the students have experienced and produced? What would be the result of this year?
Participants work individually for question 1, writing a response in their journal. Insist on silence during this time.
Working with the coaching Cue Card Portfolio,
Participant 1 coaches Participant 2 through their imaginary classroom starting with the question ‘If you had the best possible year in your classroom in which 21st Century Learning is the focus of all planning and action, what sort of learning and outcomes would the students have experienced and produced? What would be the result of this year?’ to begin the coaching conversation.

71. Pair - From imagining to putting into action.
If the above description is what you would love as the result of this year, what are the activities and strategies you need to put in place in order to achieve these? List everything and anything, no matter how big or small.
Of all these strategies above, what is one strategy you will do tomorrow to ensure this change happens?
Once they have heard the scenario they should ask, ‘What are the activities and strategies you need to put in place in order to achieve these? List everything and anything, no matter how big or small’. They should write down all the strategies as the other participants explains them, and ask probing questions to elicit as many strategies as possible.
Once all strategies have been exhausted, the coach needs to ask: ‘Of all these strategies above, what is one strategy you will do tomorrow to ensure this change happens?’ and once again coach the other participant through deciding
Everyone feeds back to the whole group the one strategy they will do from tomorrow in order to achieve their success in the following year.
Now share your one action back to the whole group

72. Activity 10 Debrief
A skilful coach uses communication skills to encourage a collaborating teacher to think more deeply about a topic or to help the teacher reflect during a planning conference. The goal of this exercise is to help the group gain expertise in using these important coaching skills.
Protocols are guidelines for conversations and we use them in the coaching program to keep discussions focused. We also use protocols because they provide a structure for collaborative work and help build trust. As coaches become knowledgeable about the use of protocols they may use them with groups of collaborating teachers.
The first of these protocols we will use is the ‘Coaching Communication Cue Card’. This protocol becomes the scaffold for coaching conversations. It is your quintessential tool for coaching work.

73. Reflecting on 21CLD
What realisations? What shifts in your own thinking and understanding? What key actions might you now take?
How did this module help me think differently about the learning activities I do with my students?
Individual reflection on the whole 21CLD program and process

74. Circle talk
’One thing I feel affirmed by is...’
‘One thing I’m taking away from this session is...’
‘One thing I will do as a result of this... is...
Bring everyone together into a circle. Bring chairs in if you can, or even just stand. Move outside if you feel you need some sunshine or fresh air.
Go around the circle answering one question at a time.

75. End of Module 3
21st Century Learning
Design
Peer Coach Training