21ST CENTURY LEARNING DESIGN

Learners need advanced skills to succeed in life and work in the 21st Century

Presented by Patti Oakley, KATE

SOME THINGS TO THINK ABOUT . . .

WHAT IS 21ST CENTURY LEARNING DESIGN?

WHY IS IT IMPORTANT?

WHAT IS THE ROLE OF THE TEACHER?

HOW IS IT DIFFERENT FROM SCHOOLS TODAY?

WHAT IS THE ROLE OF THE LEARNER?

WHY DOES THEIR ROLE NEED TO CHANGE?

THIS IS WHAT WE DON’T WANT!

SIX DIMENSIONS OF LEARNING

• Collaboration• Knowledge Construction•Use of Information and Communication Technology (ICT)• Self-Regulation• Real World Problem Solving• Skilled Communication

CODING GUIDELINES: MAIN RULES

These are defined by:

1.What students spend the most time and effort doing

2.What teachers emphasize in their grading criteria

CODING GUIDELINES: EVIDENCE RULES

•Select coding based purely on evidence•Evidence comes from:

1.The learning activity2.Learning activity cover sheet3.Teacher’s grading criteria or other

available materials

CODING GUIDELINES: STRICT RULE

•When in doubt, choose the lower coding.(see evidence rule)

KNOWLEDGE CONSTRUCTION

•Are students required to construct and apply knowledge?

• Is that knowledge interdisciplinary?

• The skills of knowledge construction are often considered “critical thinking.”

• Activities that require knowledge construction ask students to interpret, analyze, synthesize, or evaluate information or ideas.

IS THIS KNOWLEDGE CONSTRUCTION?

Yes NoStudents use details in a story to infer the reasons why a character committed a crime.

Students write a paper describing the crime a character committed.

Students use Bing to search the Internet for information about local activities to help the environment and analyze it to decide what else could be done.

Students use Bing to search the Internet for information about local activities to help the environment and give a presentation to describe what they found.

Students compare different explanations for changes in atmospheric pressure to determine which explanations are credible.

Students familiar with the barometer use one to measure atmospheric pressure.

LESSON: DESIGN A CATAPULT

• Each group must build a catapult, test it to see how far it makes the load fly, and then create new catapult designs that will make it fly even farther. Your group will be graded on how far your catapult can launch the ball, and on your explanations of the science of how a catapult works.

•Step 1: Follow the pattern to create a catapult similar to the one shown in the picture.

•Step 2: At a launching station, test your catapult 3 times. Measure how far your object traveled by measuring from the tape to the spot where your object originally landed. Measure in centimeters and record the results below. Calculate the average measurement for the three launch attempts.

  Launch #1

Launch #2

Launch #3

Average

Redesign #1

       

Redesign #2

       

Redesign #3

       

Redesign #4

       

Step 3: Redesign your catapult so that your object will travel even further. Build and test 4 redesigns before deciding which one is the best. Record measurement results of each design below.

Draw a picture of your best catapult design.  • Label the fulcrum, effort, load, and lever arm on

your drawing.• What class lever is it? • How far, on average, did your object travel? • Explain, in scientific terms, why the changes you

made work. Use your science journal and the factsh this.

LESSON PLAN: HOUSE ON MANGO STREET

• The House on Mango Street is a memoir written by Sandra Cisneros about her experiences growing up on a street in Chicago which is populated by impoverished immigrants from Latin America.   

• Step 1 - Read the book.  Reflect on this question:  “What are some of the important elements of the immigrant experience?”

• Step 2 - Find someone in your neighborhood or family who is an immigrant to the United States. You will interview this person to ask them, “Tell me two or three of the most important problems you faced when you first immigrated to the United States.” Ask them to describe what the world they lived in was like and how their community treated them.  

• You can conduct your interview alone or with a friend, but you will still have to submit separate poems.

Step 3 - Based on all that you learned from the book and interview, write a poem about a real problem that immigrants face when they come to the United states and how that impacts their life.  Reflect on the following:  

•Why is it so hard?  

•What can non-immigrants and others in the community do to make the transition easier for immigrants?

• Think about people in your community who might not be aware of what immigrants experience.  How can you communicate what you have learned to this audience?  Use vivid language to make the experience more real to your readers.  Offer suggestions that are realistic so they might be useful to the reader.

• Step 4 – Editing the poem:• Trade poems with another student and read your partner’s poem. Think about the following questions, and use them to provide feedback to help your partner edit and improve his or her have enough detail? Is it clear what you are describing? Mark places that are vague.

• Is the poem written using correct conventions and grammar? Does it follow one of the patterns that we learned about in class?  Note any mistakes.

•What would make the poem better?

• Step 5 - Use your partner’s comments to edit your poem. Fix all mistakes and consider your partner’s suggestions for improving the poem. 

• Step 6 - Put your poem into final form.  It must be typed, using double spacing in Times New Roman, size 12.

KNOWLEDGE CONSTRUCTION: RUBRIC

LET’S EVALUATE THESE LESSON PLANS

•Design a Catapult

•House on Mango Street

What would make these lessons have a higher score?

COLLABORATION

• Students work together when the activity requires them to work in pairs or groups to:

• discuss an issue• solve a problem• create a product

• Students working in pairs or groups might also include people from outside the classroom, such as students in other classes or schools, or community members or experts. • Students can work together face to face or by using technology to share ideas or resources.• Students must have shared responsibility.

IS THIS WORKING TOGETHER?YES: NO:

Pairs of students give each other feedback.

Students do their work alone.

A small group discusses an issue together.

A whole class discusses an issue.

A student uses Microsoft Lync or Skype to interview a student in another town via the Internet.

The entire class listens to a presentation via Lync

Students use OneNote to share their story drafts and give each other feedback.

Each student creates his/her own story and sends it to the educator for feedback.

 

IS THIS SHARED RESPONSIBILITY?

YES: NO:

Students conduct a lab experiment together.  Students have joint responsibility for carrying out the lab experiment.

Students give each other feedback. This activity structure implies that one student “owns” the work, and the other is only helping.

A student works with a peer in another country to develop a joint website using Microsoft Office 365. The students share responsibility for the development of the website.

A student interviews a peer in another country about the local weather. This is a task that students conduct together, but they do not have mutual responsibility for its outcome.

COLLABORATION: RUBRIC

LESSON PLANS• Design a Catapult• House on Mango Street

SELF REGULATION•Is the learning activity long-term? 

•Do students plan and assess their own work, and revise their work based on feedback?

ARE THESE STUDENTS PLANNING THEIR OWN

WORK?Learning Activity: YES: NO:Over two weeks, students work in groups to research and debate climate change with their classmates.

Students decide who will research which aspects of the topic and who will speak at different points in the debate.

The educator assigns specific roles to each student.

Students make their own deadlines for completing their research, writing their speeches, and practicing them.

Students follow the steps and timeline provided by the educator.

DO THESE STUDENTS HAVE AN OPPORTUNITY TO REVISE WORK

BASED ON FEEDBACK?

Learning Activity: YES: NO:

Students create PowerPoint presentations about a topic in world history.

Students do practice presentations, receive feedback from their educator and peers, and revise their presentation based on feedback before doing a final presentation.

Students do their final presentation without any opportunity for practice, feedback, or revision.

Students write persuasive essays that will be assessed according to a rubric that the educator shared with students at the beginning of the learning activity.

Students use the rubric to reflect on their own essay drafts and make revisions.

Students use the rubric only after getting back their graded essays, to see why the educator gave them a certain grade.

LESSON PLAN: DOING BUSINESS IN BIRMINGHAM

• Day 1: PLANNING • Outline the project and lead class discussion on the goals, purpose and impact of the project. • Assign students to teams. Introduce roles, and brainstorm as a class how each role will contribute to the project. Students assign roles within their teams. • Communications Manager• Materials Manager• Photographer• Project Manager• Videographer

• Lead a discussion to define rubrics for project grading and specify the success criteria for each role.  Remind students that the rubrics will be used in 3 ways: for self-reflection on their own contribution, to rate fellow members of the team, and for my evaluation of their work.

• Days 2-3: RESEARCH• Define “sustainability” as it relates to business practices. Students discuss within teams, then as whole class. 

• Student teams plan and conduct their own research on sustainability practices. The teams will answer these questions:• What are the benefits of being a sustainable business?• Who are the stakeholders of sustainable business practices?• What is waste prevention?• How can a business recycle?• How does the use of energy and water affect sustainability?• How can businesses operate more sustainably?• How does the purchasing that a business does affect sustainability? • How does the use of transportation affect sustainability? Both for customers, and for getting materials to and from the business?

Days 4-6: PLANNING FOR DISSEMINATION

• Facilitate a discussion on what students learned about sustainability and decide how the class can communicate their knowledge to local businesses and the community. 

• Students plan and develop their materials, and plan their field trips. 

• Materials Managers and Photographers plan the layout of the two brochures. • Videographers plan how to obtain the photo and video equipment for every team.  They also use this time to familiarize themselves with MovieMaker so they are ready to edit their footage.• Communications Managers and Project Managers plan the field trips to the businesses.  Their plans should address the following:• What area are we visiting? • What businesses are in the team’s territory? • What can we learn in advance about each business? • What can we do during the field trip?

• Days 7-8: REVIEW AND FINALIZE MATERIALS• Group members change roles: Materials Managers, Photographers and Videographers review business maps and information while Project Managers and Communications Managers edit the two brochures.  Remind students to give detailed and specific feedback for improvement.• Students integrate the feedback they received.• Brochures are printed for distribution. 

• Day 9: FIELD TRIP TO BUSINESSES!

• Day 10: DEVELOP RUBRIC FOR RATING BUSINESSES• Discuss the trip in teams, and what teams learned. • As a class, build a rubric for rating the sustainability of businesses.• How can we rate the businesses?•What indicators and descriptors can we use that people outside of the classroom will understand?• How can we illustrate the ratings?• Teams apply the rubric to the data they gathered and rate each business they visited. Each team has to provide evidence to support their rating. 

Days 11-15: PLAN & DEVELOP THE WIKI• The class reviews an existing rubric for evaluating wikis and adapts it to our needs.• The class also defines proper wiki etiquette and rules for team members to ensure successful collaboration.

• Students plan content and layout of the Wiki. •What do we want on the Wiki?• How can each team document their research on Days 2-3?  • How can users interact with the site? How can we encourage them to use it actively?• Remind students that there should be at least 1 review cycle for the wiki. Every student must review at least one other page they did not create and provide concrete feedback.

• Provide time for students’ self-reflection on their role, and evaluation of fellow team members.  

SELF REGULATION: RUBRIC

LESSON PLANS•Doing Business in Birmingham•Design a Catapult

What would make these lessons have a higher score?

USE OF ICT FOR LEARNING• Student use of ICT happens when students use ICT to

complete all or part of the learning activity. 

• It is important that students have control over the ICT use themselves.

• Students should create a product using ICT for an authentic audience.

IS THIS STUDENT USE?YES: NO:

Students complete a math learning activity by using Excel spreadsheet software.

Students complete a math learning activity by using worksheets that the educator has printed out from the computer.

Students learn about cell replication by using a software simulation to explore the process.

Students learn about cell replication by watching the educator demonstrate a software simulation of the process.

 

DOES THIS STUDENT USE SUPPORT KNOWLEDGE CONSTRUCTION?

YES: NO:

Students use a computer-based simulation to investigate how stars are formed. 

Students watch a video about how stars are formed. 

Students who have not learned about triangles experiment with Microsoft Mathematics graphing calculator tool by entering angle degrees and hypothesizing about the total number of degrees in a triangle. 

Students who have already learned about triangles use the Microsoft Mathematics graphing calculator tool to create triangles by entering angle numbers that add up to 180 degrees. 

 

ARE STUDENTS DESIGNERS OF AN ICT PRODUCT?

YES: NO:

Students create videos of their own interviews with local community members that will air on a local television channel program about "our community". Students must consider the television audience and adhere to television programming parameters (e.g., time limits). 

Students create videos of their own interviews with local community members to submit to the educator for the end-of-year assignment. Students do not need to design for any particular audience. 

Students use the Internet to research and communicate with local food producers and then develop an app to help families in their community make more local choices when they buy their food. Students must design the app to be accessible and usable to local families. 

Students use the Internet to research local food producers and write a report of their findings to submit to the educator. Students do not create an ICT product or need to consider the needs of any particular audience. 

 

ICT: RUBRIC

LESSON PLANS:• House on Mango Street• Doing Business in Birmingham

REAL-WORLD PROBLEM-SOLVING AND INNOVATION

• Does the learning activity require solving authentic, real-world problems? Are students’ solutions implemented in the real world?

• 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.

IS THIS PROBLEM-SOLVING?

YES:  NO: 

Students must rewrite a story from the perspective of a character other than the narrator. Students use the original story but have not been instructed how to complete this task. 

Students read a story and then take a quiz about what they read. Students do not have to develop any solutions. There is no defined challenge for the students. 

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.  

Students learn about pedestrian safety by studying a map showing bus stops and pedestrian crossings. There is no defined challenge for the students. 

 

ARE THESE REAL-WORLD PROBLEMS?

YES:  NO: 

Students rewrite a Shakespeare play for a teenage audience. Teenagers are a real, specific audience. 

Students rewrite a Shakespeare play in a new rhyme scheme. This has no specific audience. 

Students analyze data about the basketball team and use Microsoft Excel to graph performance patterns for the overall team and individual players. Students are using actual data about the team and performing analysis typically conducted by the coaching staff. 

Students identify appropriate situations for using mean, median and mode by exploring several sample datasets in Microsoft Excel. Students are using datasets created by the educator. 

 

IS THIS INNOVATION?YES: NO:

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.

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.

Students investigate 2 or more online websites or games, develop a presentation using Community Clips and Windows Live Moviemaker about internet safety guidelines for parents and students to be aware of, AND present their products at parent’s night.

Students investigate 2 or more online websites or games, and develop a presentation using Community Clips and Windows Live Moviemaker about internet safety guidelines for parents and students to be aware of. Their product is handed in for a grade.

 

LESSON PLANS•House on Mango Street•Design a Catapult

RUBRIC: REAL WORLD PROBLEM-SOLVING AND

INNOVATION

SKILLED COMMUNICATION• 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?

• Includes:• Extended communication - produce communication that

represents a set of connected ideas, not a single simple thought.•Multi-modal - includes more than one type of communication mode or tool• Requires supporting evidence - support their thesis with facts or examples.• Design their communication for a particular audience.

DOES THIS REQUIRE EXTENDED COMMUNICATION?

YES:  NO: 

Students host a webinar where they present on different topics about their city to peers in their sister-city and then answer follow-up questions.  

Students participate in a webinar where they listen to presentations by peers from their sister-city and then ask follow-up questions.  

Students write a letter to the editor in response to a recent news article of their choice.  

Students post a one-sentence comment in response to a recent news article of their choice.  

 

IS THIS COMMUNICATION MULTI-MODAL?

YES:  NO: 

Students create a print, radio, or television advertisement for their new invention.  The learning activity allows students to choose what type of media to use.  

Students create a radio advertisement for their new invention. The learning activity does not offer students any choice regarding the type of media, nor does it imply the use of multiple media.  

Students produce blog posts on a hurricane for their journalism class, including a written description of the conditions and additional audio or visual media.  The learning activity requires multiple modes of media to add depth to the students’ descriptions. 

Students produce a podcast on a hurricane for their journalism class, including a written script and the final audio podcast.  The story is the same whether written out (in the script) or spoken (in the podcast); multiple media are not used to enhance the content of the communication.   

 

DOES THIS LESSON REQUIRE SUPPORTIVE EVIDENCE?

YES:  NO: 

Students must write a blog post about the main themes from Alice in Wonderland, with examples from the story to illustrate their point. Students are required to support their proposed themes with examples. 

Students must write a blog post listing the main themes of Alice in Wonderland. Students are not required to justify their themes with evidence from the story.  

Students use Microsoft Community Clips to video themselves solving a mathematical problem, including both the steps they took and their reasoning. The learning activity requires students to explain both their process and their thinking.  

Students use Microsoft Community Clips to video themselves solving a mathematical problem, stating the steps they took. The learning activity simply requires students to narrate their process.  

 

ARE STUDENTS REQUIRED TO DESIGN THEIR COMMUNICATION FOR A

PARTICULAR AUDIENCE?

YES:  NO: 

Students must create a video about their school, using appropriate imagery and evidence, to welcome the incoming students in the coming school year. Students must design the video to help the incoming students feel welcome and enthusiastic about attending.  

Students must create a video about their school, using appropriate imagery and evidence. There is no specified audience or purpose for the video.   

Students must write a letter to a company, suggesting improvements to a product. Students must consider the arguments and perspectives that will be most compelling to the company.  

Students must write an essay about their ideas for improving a particular product. The students do not need to consider any particular audience.   

 

LESSON PLANS•Design a Catapult•Doing Business in Birmingham

RUBRIC: SKILLED COMMUNICATION

RESOURCES• Innovative Teaching and Learning Research - http://www.itlresearch.com/itl-leap21

• Partners in Learning Network - http://www.pil-network.com/

• Resources on my SkyDrive - http://sdrv.ms/ZfefTu

• Lync Contact:  poakley@coemail.murraystate.edu