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Unit Design for the 21st Century Learner
Kathy BoguszewskiCoordinator Library Media & Instructional Technology
21st Century Skills Symposium
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Typewriters and Scavenger Hunts
The way we were
What has changed?
What do we need to do?
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The way we were
Lecture or discussion, textbooks, library books, filmstrips, and tape recordings
Library Skills taught separately not 21st Century Skills taught collaboratively
Students communicated facts they copied in reports, speeches, with artistic visuals to the teacher or class
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What has changed?
Research on brain development Research on how children and
adults learn Access to multiple and powerful
technologies Roles of teachers, library media
specialists, technology coordinators
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Brain Research
The brain “creates” information experiences through mental activities such as comparing and contrasting, inferencing, interpreting and categorizing.
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Brain Research …. Cont.
Development is not only biological but an active process based on experiences
Critical or sensitive periods open the brain to new development
(Healy 132-137 and National Research Council 126-127)
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How We Learn - Adults and Children
Personal meaning is critical Learn more with challenging goals Prior knowledge is the base for new
learning Individuals learn differently Immediate assessment feedback
encourages growth
What do we need to do?:
Design relevant learning experiences
Use emotion to connect material
Incorporate peer teaching
Provide options for projects
Use a variety of teaching strategies (UDL
Principles & PBL)
Use colors, mapping, and graphic organizers
Provide social interaction
Include active learning opportunities
Provide immediate feedback
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What is different about today’s learning environment?
Model Collaboration Designing Implementing Assessing
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Collaborative Team Roles Clarifier Compromiser Elaborator Encourager Gate-Keeper Harmonizer
Initiator Opinion Giver Summarizer Tension Reliever Tester
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Who are you?
What roles work best for your team and who plays them well
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What is different about today’s learning environment?
Evolution of teaching roles still the main impetus for motivating
students to learn curriculum content from sole information giver > co-learner
and co-investigator from being the fount of all knowledge >
becoming the facilitator of active learning experiences
from evaluator of end products and tests > co-assessor of the learning processes
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How has the Library Media Program evolved?
Library Media Specialist’s Role From the gatekeeper of traditional print
information > information specialist in all formats
From warehouse manager > instructional partner of information literacy
From isolated library media specialist > collaborative unit planner and staff developer
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Evolution of Technology Focus
Technology Coordinator’s Role From network manager > instructional partner
of technology literacy License - “Instructional Technology
Coordinator” teach how to access and use technological
tools with confidence From a behind the scenes administrator >
collaborative teacher and staff developer
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Again Collaboration is the Key
Research studies Students achieve more on
standardized tests Robust library media program Technology applications that involve
higher order thinking
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Collaborating - Problem-Based Learning (PBL) and 21st Century Skills
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What Is PBL? A teaching strategy
Meets the needs of all students Is challenging and rigorous Requires
Decision making Collaborative learning Use of real world tools Higher order thinking
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Based on Constructivist Learning Theory An active building of knowledge
based on prior knowledge
Students build knowledge based on what they currently understand
Dynamic interaction with information and experience
The major components of PBL
(http://www.tweedmouthpriorpark.northumberland.sch.uk/industry.htm)
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Marriage of content and skill development
Students learn content knowledge along with skills in inquiry development critical thinking problem solving
collaborative learning
time management
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PBL
Focuses on “doing” something rather than
learning “about” something challenging real problems reflective
of the content learning 21st Century Skills inquiry – higher level questions
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Inquiry – “Thinking Like an Historian”
Cause and Effect What were the causes What were the effects?
Change on Continuity What has changed? What has remained the same? Who has benefitted from the
changes? Who has not benefitted and why?
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Inquiry – “Thinking Like an Historian” cont.
Using the Past How does the past help us make
sense of the present? Turning Points
How did past decisions or actions affect future choices?
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Sample Inquiry Questions
How does logging impact Wisconsin forests, jobs, and the environment?
How did the history of Janesville affect changes that are occurring today?
What if you did not have bones? Are animals better off living in the
rainforest or savanna in Africa or in a zoo?
Why was President Kennedy killed?
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Authenticity
Has personal meaning to the student
Can be tackled by an adult at work or at home or in the community
Students believe they can make a difference and their ideas have value
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Teachers model ability to work smoothly with others
work together to achieve higher academic standards
assessment is critical
Collaborative learning
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Think – Pair - Share
How does PBL relate to what you are already doing?
How is PBL different from “read your textbook” or lecture strategies?
At what age can students start problem solve?
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Break – 10 min
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Framework: 21st Century Learning
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Life and Career Skills
► Flexibility & Adaptability ► Initiative & Self-Direction ► Social & Cross-Cultural Skills ► Productivity & Accountability ► Leadership & Responsibility
www.21stcenturyskills.org/index.php?option=com_content&task=view&id=266&Itemid=120
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Learning and Innovation Skills
► Creativity and Innovation Skills
► Critical Thinking and Problem Solving Skills
► Communication and Collaboration Skills
www.21stcenturyskills.org/index.php?option=com_content&task=view&id=60&Itemid=120
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Information, Media, and Tech Skills
► Information Literacy
► Media Literacy
► ICT (Information, Communications & Technology) Literacy
www.21stcenturyskills.org/index.php?option=com_content&task=view&id=61&Itemid=120
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Information, Media, and Tech Skills
Information Literacy ► Accessing information efficiently and
effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand
► Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information
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Information, Media, and Tech Skills
Media Literacy ► Understanding how media messages are
constructed, for what purposes and using which tools, characteristics and conventions.
► Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors.
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Information, Media, and Tech Skills
ICT (Information, Communications & Technology) Literacy
► Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy
► Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information
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Targeted 21st Century Skills
1. Collaboration
2. Inquiry
3. Critical Thinking
4. Problem Solving
5. Information Literacy
6. Communication Skills
7. Technology Skills
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21st Century Learning Unit Design Rubric
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Why a rubric for unit plans?
Current quality of Internet lesson plans
Where is “Higher Order Thinking?”
Use as a tool to assess your current lesson or lessons you find from the Internet
Use as a guide to design a Collaborative Quality 21st Century Skills Unit
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Rubric –
Introduction Glossary of Terms1 Critical Information1 Learning Environment1 Unit Focus1 Planning Process
5 Problem/s & Scenarios6 Assessment Strategies7 Tools and Resources8 Reflections
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Continuum
Communicates various levels of complexity
No one unit will fall into the third column all of the time
Purpose: foster discussion and thinking before begin designing unit
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Continuum … cont.
Categories vary Objectives Student expectations Higher order thinking Degrees of collaboration Degrees of independence
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2. Learning Environment Three columns Teacher-Centered > Learner Centered From 1 teacher > Teaching and
Learning team From modeling inquiry skills > student
initiated questions From needs of some students > needs
of all students From classroom setting with 1
computer > to mini labs or flexibly accessed lab > virtual
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3. Unit Focus - Title
Questions What is the History of Wisconsin Native People?
better How did the lives of Wisconsin’s native
people change because of the fur trade?
(Wisconsin Our State, Our Story: State Historical Society of Wisconsin, 2008.)
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3. Unit Focus - Goals
Understand Universal Design Principleshttp://www.cast.org/research/udl/index.html
Incorporate 21st Century Skills Communicate the curriculum content via
problem solving and inquiry Establish a student-centered learning
environment Model collaboration skills with
professional staff
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Examples of Goals1. The collaborative team of teachers will
design and evaluate assessment tools needed for successful completion of the unit
2. Students will examine how the native Wisconsin people’s lives and traditions changed over time and how the communities are unique.
3. Students will work in collaborative groups to prioritize, define and solve problems related to their particular focus
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3. Unit Focus- Objectives examples
1. The student groups will brainstorm what they presently know about Wisconsin native people using a graphic organizer.
2. Students will brainstorm what they need to discover about the Wisconsin native people and add to graphic organizer
3. Students will use the Big 6 problem solving model to structure their research journey.
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3. Unit Focus - Standards Alignment
Social Studies Connections: Content Level B.4.10 Performance Level: Explain
the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin
Information and Inquiry: Content Level— B.4.1 Performance Level: determine
what is already known about the information problem or question
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4. Planning Process (Who, What, Where, When) Who designs plan? What are the specific roles and
responsibilities of the design team?
What are the student expectations? some are basic some are developmental or
scaffolded What is the Timeline?
Realistic > Considers others > Communicating
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5. Problem/s and Scenarios
Foundation of the assignment Bloom’s Taxonomy Inquiry questions Thinking Like an Historian Big 6 Research Model
4th Grade example – states or regions
A local travel agent has asked for our help in planning brochures for family vacationers.
What do we need to research and how can we present the information in a “kid friendly” way?
Historical information?
National and state parks?
Other attractions along the way?
Daily mileage? Potential hazards? Local wildlife? Recommended
campsites and restaurants?
Temperature ranges?
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Summary - 21st Century Skills – Team Approach
Recognize the evolving roles of teachers, library media specialists, technology coordinators, and staff support
Plan for flexible scheduling
Practice collaboration and facilitation skills
Plan for time to collaborate on designing 21st Century Skills units
Share student projects and teacher’s unit plans
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Technology Integration Rubric
Adapt to Janesville’s needs
Principal and teaching team
Plan to present on Friday
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Action 3rd grade Science (Wed) Begin the planning process Plan and discuss your unit theme,
roles and contributions Use IMPACT with the 21st Century
Skills Unit Design Template – brainstorm how to begin
4:00 Science Share & WIKI Reflection
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4th Grade and 3rd Grade Social Studies
Websites examination
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Questions?
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Assessing 21st Century Skills
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Key element - Assessment
Process not end product
Articulates expectations
Develops “habits of the mind”
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Difference between assessment and
evaluation or testing?
Assessment: “the careful judgement from close
observation: results from sitting down beside someone.”
Evaluation: “lacks ... collegiality and instead
means literally to place value.”(Jean
Donham)
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Assessment strategies
Journals or Learning Logs Rubrics Scoring Guides Conferencing Checklists Portfolios
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21st Century Skills Assessments
Sample Handouts
Modify – reading levels
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