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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units Designing Engaging Units for 21 for 21 st st Century Learners Century Learners Consider the 21st Century Learner Determine the Targeted Content Create a Student- centered Learning Environmen t Construct Authentic and Appropriat e Assessment Dr. Sandra Alberti, Director Office of Math and Science Beverly Plein Content Specialist [email protected] j.us

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Page 1: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLSDesigning Engaging Units Designing Engaging Units for 21for 21stst Century Learners Century Learners

Consider the 21st Century

Learner

Determine the Targeted

Content

Create a Student-centered Learning

Environment

Construct Authentic and Appropriate Assessment

Dr. Sandra Alberti, Director Office of Math and Science

[email protected]

Beverly Plein Content Specialist

[email protected]

Page 2: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Where do you begin?Where do you begin?

Determine the processAssemble the unit writing team

Expertise in content area, curriculum writing, and special education

Representatives from multiple content areas

Create collaborative spaces Nings, wikis, google docs Ask questions, share ideas Post work for review and feedback

Page 3: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

How might a district organize their How might a district organize their curriculum units?curriculum units?

Begin with conversations about the core content◦Within grade levels ◦Across grade levels , P-12

Create a framework ◦Learning progressions/horizontal matrix◦Avoid redundancy

Look for interdisciplinary connectionsDevelop curriculum map

Page 4: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Consider the 21st Century

Learner

Determine the Targeted

Content

Create a Student-centered Learning

Environment

Construct Authentic and Appropriate Assessment

Page 5: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Consider the 21st Century LearnerConsider the 21st Century Learner

• Develop common understandings about 21st Century Skills

• Promote the development of 21st Century Skills

• Connect the specific content to 21st Century Themes

Consider the 21st Century

Learner

Page 6: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Consider the 21st Century

Learner

Little Kids, Big Potential

Page 7: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Develop Common UnderstandingsDevelop Common Understandings

Professional experiences about 21st century:◦students◦learning environments◦skills◦standards based◦breadth vs. depth of content

Consider the 21st Century

Learner

Consider the 21st Century

Learner

Consider the 21st Century

Learner

Page 8: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

1. Critical thinking and problem solving

2. Communication

3. Collaboration

4. Creativity and Innovation

Promote the DevelopmentPromote the Development of 21st Century Skills of 21st Century Skills

Consider the 21st

Century Learner

Consider the 21st Century

Learner

Page 9: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Connecting the Content with 21st Century Skills

Water Quality Project: Media Saves the Beach

Consider the 21st Century

Learner

Page 10: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Think-Pair-Share ActivityThink-Pair-Share Activity

With a partner, look for evidence With a partner, look for evidence (examples) of 21st century skills from (examples) of 21st century skills from the Media Saves the Beach video. the Media Saves the Beach video.

(3 minutes)(3 minutes)

Consider the 21st Century

Learner

Page 11: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

1. Critical thinking and problem solving

2. Communication

3. Collaboration

4. Creativity and Innovation

Promote the DevelopmentPromote the Development of 21st Century Skills of 21st Century Skills

Consider the 21st

Century Learner

Consider the 21st Century

Learner

Page 12: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Consider the 21st Century

Learner

Create a Student-centered Learning

Environment

Page 13: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Create a Student-CenteredCreate a Student-CenteredLearning EnvironmentLearning Environment

• Transitioning from a 20th century to 21st century classroom

• Balance content with student engagement

• Promote student responsibility for learning

• Reflect on current instructional practice

Create a Student-centered Learning

Environment

Page 14: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Transitioning from a 20th century to 21st century

classroom

Create a Student-centered Learning

Environment

http://www.njcccs.org/ProfessionalDevelopment.aspx

Page 15: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Content Rich

Student Engagement

Create a Student-centered Learning

Environment

Balance content with student engagement

Page 16: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Promote Student Responsibility For Learning

•Resources created to support the implementation of the 2009

NJCCCS

•Classroom Application Documents

•Instructional Strategies, Sample Assessments and Resources

Create a Student-centered Learning

Environment

Welcome to my PLE

Page 17: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLShttp://www.njcccs.org/

Page 18: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Classroom Application DocumentsClassroom Application Documents Create a Student-centered Learning

Environment

Page 19: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Page 20: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

Reflect on Current Instructional Reflect on Current Instructional PracticePractice

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

21st Century Learning Continuum Matrix

•A tool to support evaluation and reflection on current instructional practice

• Provides a clear description of the essential elements of 21st century learning, as well as a pathway to success

•Arranged in three sections (Content, Learning Activities and Assessment)

• Features six degrees of educational practices, so each educator can work to improve

practice

Create a Student-centered Learning

Environment

Page 21: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Create a Student-centered Learning

Environment

Page 22: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

1. Work in small groups

2. Select one Classroom Application Document (CAD) to analyze

3. Each person select 2 different rows within the Learning Activities and Assessment sections and determine where the CAD falls on the Continuum

4. Discuss how you might use this tool with your educators

ActivityActivity Create a Student-centered Learning

Environment

(10 minutes)

Timer

Page 23: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLSDesigning Engaging Units Designing Engaging Units for 21for 21stst Century Learners Century Learners

Consider the 21st Century

Learner

Determine the Targeted

Content

Create a Student-centered Learning

Environment

Construct Authentic and Appropriate Assessment

Page 24: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Steps to Creating a Unit PlanSteps to Creating a Unit Plan

Page 25: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Begin with the end in mind:Begin with the end in mind:Media Saves the BeachMedia Saves the Beach

Determine the

Targeted Content

Page 26: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Consider the 21st Century

Learner

Determine the Targeted

Content

Create a Student-centered Learning

Environment

Page 27: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Determine the Targeted ContentDetermine the Targeted Content

• Select CPIs

• Unpack the CPIs

• Develop a unit focus or driving concept

• Develop Essential Questions and Enduring Understandings to drive unit

• Create unit learning targets based on CPIs

Determine the Targeted

Content

Page 28: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Step 1 - Select ContentStep 1 - Select Content

Using the NJCCCS, select the content you plan to address in a unit

Cluster interrelated CPIs within content areaIdentify what students will

◦Need to know (content statements) ◦Be able to do (CPIs)

Determine the Targeted

Content

Page 29: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Unit Plan Template

Standards

5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.

5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.

Common Core State Standards for English Language Arts and Literacy in History/Social Studies and Science

Page 30: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Unit Plan Template

Content Statements•Stability in an ecosystem can be disrupted by natural or human interactions.•Natural and human-made chemicals circulate with water in the hydrologic cycle.•Human activities have changed Earth’s land, oceans, and atmosphere, as well as its populations of plant and animal species.CPI # Cumulative Progress Indicator (CPI)5.3.12.C.2 Model how natural and human-made changes in the

environment will affect individual organisms and the dynamics of populations.

5.4.12.G.1 Analyze and explain the sources and impact of a specific industry on a large body of water (e.g., Delaware or Chesapeake Bay).

5.4.12.G.5 Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region.

Page 31: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Unit Plan Template(cont.)

CPI # Cumulative Progress Indicator (CPI)LIS: Reading 9-10: 8.

Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

LIS: Reading 9-10: 9

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

LIS: Writing 9-10: 1

Write arguments focused on discipline-specific contenta. Introduce precise claim(s), distinguish claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaim(s), reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion,and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented.

Page 32: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Step 2 - Unpack the CPIsStep 2 - Unpack the CPIs

Establish content and skills required by each selected CPI

Explore the depth and rigor of each CPI

Determine prior knowledge needed

Determine what proficiency looks like

Consider necessary steps in demonstrating proficiency

Determine the Targeted

Content

Page 33: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

Unpacking Science Cumulative Progress Indicators

Content Statement Cumulative Progress Indicator

CPI “Unpacked”

Stability in an ecosystem can be disrupted by natural or human interactions.

5.3.12.C.2 Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations.

population size vs. available resources

interrelationships and interdependencies of organisms generate stable ecosystems

certain key species (and their population numbers) can indicate health of ecosystem

human actions offset ecosystem balance

introduction of new species habitat alteration or

destruction resource depletion pollution

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Determine the Targeted

Content

Page 34: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Think-Pair-Share ActivityThink-Pair-Share Activity Determine the Targeted

Content

1. Choose one of the cumulative progress 1. Choose one of the cumulative progress indicators (CPIs) to unpack.indicators (CPIs) to unpack.

2. Begin by circling the 2. Begin by circling the verbsverbs and and underlining the underlining the nounsnouns..

3. List the content and skills students will 3. List the content and skills students will need to learn.need to learn.

4. Consider the process of ‘unpacking’ CPIs 4. Consider the process of ‘unpacking’ CPIs before creating units or lesson plans.before creating units or lesson plans.

(5 minutes)(5 minutes)

Page 35: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Step 3 - Develop a Unit Focus Step 3 - Develop a Unit Focus with Engagement in Mindwith Engagement in Mind

Ensure that application of content is relevant and meaningful to students

Identify connections to real-world experiences

Consider natural interdisciplinary connections

Determine the Targeted

Content

Page 36: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Why does Why does Media Saves the BeachMedia Saves the Beach engage students?engage students?Students recognize their

local bays and beaches were affected by human actions

Governor Schwarzenegger cuts funding for water quality testing

Statewide assessment indicated students would benefit from developing skills related to constructing an argument

Determine the Targeted

Content

Page 37: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Determine the Targeted

Content

Step 4 - Develop Unit Step 4 - Develop Unit Essential Questions and Enduring Essential Questions and Enduring Understandings Understandings

Essential Questions Enduring Understandings Essential Questions tap into the big ideas of the subject, are broad in scope, raise other important questions and have no "right answer." They are designed to stimulate and sustain student interest.

Enduring Understandings are what is “worth” understanding from among a wide range of standards and indicators. They have lasting value because they are applicable to new situations within or beyond the content area.

Page 38: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Step 5 - Create Unit Learning Step 5 - Create Unit Learning TargetsTargets

Describe the intended learning

Are written in a clear and concise manner

Clarify the most important things that students should know and be able to do

Are measurable and/or demonstrable

Direct the formative assessments

Determine the Targeted

Content

Page 39: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Create Unit Learning TargetsCreate Unit Learning Targets

Unit Learning TargetCollect and analyze water quality data collected from a local body of water, and compare their data with historical and public records.

Unit Learning Target

Correlate changes in water quality with the growth of population or industry over time.

Unit Learning Target

Assess whether the data and evidence provided is relevant and sufficient to support the claims about water quality and human impact.

5.4.12.G.1

Analyze and explain the sources and impact of a specific industry on a large body of water.

Page 40: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Unit Learning TargetsStudents will ...•Use their collected data to assess the overall quality of the stream, pond, etc. based on the balance of micro and macro organism populations present.

•Collect and analyze water quality data collected from a local body of water, and compare their data with historical and public records.

•Correlate changes in water quality with the growth of population or industry over time.

•Assess whether the data and evidence provided is relevant and sufficient to support the claims about water quality and human impact.

Page 41: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Consider the 21st Century

Learner

Determine the

Targeted Content

Create a Student-centered Learning

Environment

Construct Authentic and Appropriate Assessment

Page 42: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Construct Authentic and Construct Authentic and Appropriate AssessmentAppropriate Assessment

• Consider the characteristics of 21st Century assessment

• Design the summative assessment

• Create effective formative assessment

Construct

Authentic and Appropriate Assessment

Construct Authentic and Appropriate Assessment

Page 43: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

• Student production and performanceReal world purposes, tasks, challengesIntegration of higher order thinking

skillsEffective communication and

collaborationEffective use of new technologiesStudent choice and empowerment

Consider 21Consider 21stst Century Skills in Century Skills in Assessment Assessment

Construct Authentic and Appropriate Assessment

Page 44: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Step 6 - Design the Summative Step 6 - Design the Summative AssessmentAssessment

• Gauges student learning relative to CPIs

• Consider the authentic application and integration of 21st century skills and content knowledge

• Allow students to demonstrate content knowledge and skills through an authentic performance or creation of a product

• May need additional assessment to address all CPIs

Construct Authentic and Appropriate Assessment

Page 45: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Plan the AssessmentPlan the AssessmentConstruct

Authentic and Appropriate Assessment

Evidence of LearningSummative Assessment: Working in small teams, students create a media message to share their water quality research about a local bay or beach. Students construct an argument regarding the cause of the decline in water quality based on scientific data. They share this information with local community members at an evening event.

Page 46: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Construct Authentic and Appropriate Assessment

Planning AssessmentsPlanning Assessments

Page 47: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Some Formative Assessment Examples

• Sample problems, written work

• Observation, Dialogue & Discussion

• Academic Prompts, Performance Assessments

• Quizzes and TestsPe

rfor

man

ce T

asks

Self-

Ass

essm

ent

Design Feedback as an Design Feedback as an

Integral Part of the UnitIntegral Part of the Unit

Formative Assessment Experiences

Construct Authentic and Appropriate Assessment

Page 48: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLSENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Next StepsNext StepsConstruct

Authentic and Appropriate Assessment

• Bring ideas for creating a unit

• Identify content area, grade and CPIs

• Bring laptop (if possible)

Page 49: ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

Questions and DOE SupportQuestions and DOE SupportNJDOE Academic Standardswww.njcccs.org

Dr. Sandra Alberti, Director Office of Math and Science

[email protected]

Beverly Plein, Content [email protected]

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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

SourcesSourcesVideos Little Kids, Big Potential Media Saves the Beach Welcome to My PLE It Actually Really Changed My Life Plan the assessment

Images www.edweek.org/.../2008/04/02/31plc_ep.h27.html (PLC group)