Learning In And For The 21st Centuryhttp://asd20si21stcentury.wikispaces.com/

Nancy White21st Century Learning & Innovation

Specialist

Key Understandings

• 21st Century Learning• 21st Century Skills• The role of technology• Strategies to Develop 21st Century Skills

– Backwards Design– Quadrant D Learning– Formative Assessment of 21st Century Skills

What is 21st Century Learning?

• 21st Century Learning is mostly about technology.– Right side of room of

you agree– Left side of room if

you disagree

Stand up and vote!

21st Century Skills

• Collaboration• Self-Direction• Information Literacy• Critical Thinking & Reasoning• Invention• …and Technology Literacy

http://asd20inthe21st.wikispaces.com/

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

Look Familiar?

21st 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

What is the Role of Technology?

Welcome to the Digital Generation

Break

Learning IN the 21st Century

Learning FOR the 21st Century

Learning In & For the 21st Century

• How is your school doing?• Click link in agenda for Socrative

– Enter Room 12079

Strategies

• Backwards Design• 21st Century Skills Integration/Assessment• Quadrant D Learning

Backwards Design

• What is Understanding?

What is Understanding?

By Grant Wiggins

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

If you know a lot, but don’t really understand…

• You can’t transfer that knowledge to solve problems in unfamiliar situations

Expressed More Formally -

• If you really understand, you can

Make Meaning Transfer

UbD Stage 1Identify Desired Outcome

Start with the End in Mind

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.

As Grant Wiggins says…

Wiggins Non-Example

• “I want students to understand the three Branches of our Government.” – NO – This is not a Goal of Understanding

Wiggins Example

Meaning

Meaning-Making = Enduring Understandings

• Overarching Big Idea• Ask – what should

students remember 10 years down the road?

Essential Questions

Acquisition

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

Acquisition - Skills

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.

UbD Stage 2

• Evidence

Evidence

Snapshot?

Or Photo Album?

Intel’s Assessment Timeline

Assignment:

• Select 21st 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

Strategy: “D Quadrant” LearningDistrict 20 Innovation Station

AKnowledge in one discipline

BApply

knowledge in one discipline

CApply

knowledge across

disciplines

DApply

knowledge to real world

predictable situations

EApply

knowledge to real world

unpredictable situations

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

A B

C D

Acquisition Application

Assimilation Adaptation

Knowledge

Application©International Center for Leadership in Education

KNOWLEDGE

A P P L I C A T I O N

A B

DC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

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)• 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?• S – Standards and Criteria for Success – Who will judge the work?

What is the rubric?

From Understanding by Design, by Grant Wiggins & Jay McTigheQuad D

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

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

Assignment:

• Use the GRASPS worksheet to complete your planning

• Share with your group

Next Steps

• For the extra 1 credit (7.5 hours per ½ credit)– Finish all parts of your unit, including designing

the assessment tools and directions for students– Enter it all into the Innovation Station– Log Your Hours– Email me when you are finished:

nancy.white@asd20.org – ABSOLUTE deadline: August 1, 2013