Professional Development Workbook

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21st CS – Professional Development Workbook v04-2011

EMBRACE TECHNOLOGY. EMPOWER YOURSELF.Copyright 2011 Atomic Learning, Inc.

Professional Development Workbook

This document assumes you have been exposed to and have a cursory knowledge of 21st Century skills, concepts, and themes. If this is not the case, please view Atomic Learning’s 21st Century Skill Concepts series at:

http://www.atomiclearning.com/k12/21st_concepts

A list and brief explanation of each concept is provided on pages 18-20 of this document.

As we help prepare students for the world outside of school, it is imperative to incorporate 21st century skills and concepts into our lessons. Sometimes the concept will be the content of the lesson, in other lessons it will be a way to get to or enhance the content. In either case, technology will likely be an effective tool to get you and your students where you want to be.

This document is designed to assist you in the process of developing a lesson that incorporates at least one 21st century concept or theme, and uses some type of technology.

Here’s the bird’s eye view of the process:

1. Design/Modify a project to incorporate 21st century skills and technology2. Write the project into a more formal Lesson Plan3. Reflect on the process4. Rubric5. Implement the Lesson6. Reflect on the Implementation7. Appendix

Each step in the process is discussed in more detail as you get to it. By committing to this process you are modeling learning, participating in professional development, and enhancing your own 21st century skills. You should feel good about that and work to create something useful, not only for your classroom, but potentially for colleagues around the world.

To view a 21st century project as it unfolds in a real classroom, check out Adapting a 21st Century Skills Project to the Classroom, found at:

http://www.atomiclearning.com/k12/adapt21_wkshp

http://www.atomiclearning.com/k12/21st_concepts

http://www.atomiclearning.com/k12/adapt21_wkshp

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Copyright 2011 Atomic Learning, Inc.

Table of ContentsPart I — Design or Modify a Project ....................................................................................................3

21st Century Project Worksheet ..........................................................................................................................4INCORPORATING 21st CENTURY SKILLS AND THEMES ................................................................................... 5

Part II — A “Formal” Lesson Plan ........................................................................................................7

21st Century Project Lesson Plan ........................................................................................................................ 7

WHAT IS IT I WANT MY STUDENTS TO KNOW, UNDERSTAND, BE ABLE TO DO? ...........................................7

HOW WILL I KNOW IF THEY KNOW, UNDERSTAND, AND/OR CAN DO IT? ....................................................8

WHAT I NEED TO DO TO GET THEM THERE .................................................................................................. 9

Part III — Reflection on the Process ..................................................................................................12

Part IV – Assess the Lesson in Relation to 21st - Century Skills ...........................................................14

Part V — Implementing the Lesson ...................................................................................................17

Part VI — Reflection on the Implementation .....................................................................................18

Appendix ..........................................................................................................................................19

21st Century Subjects & Themes ...................................................................................................................... 19

21st Century Concepts Related to Learning ...................................................................................................... 20

21st Century Concepts Related to Teaching ...................................................................................................... 21

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Part I — Design or Modify a Project [back to top]

There are a variety of ways you can approach this task. A few have been described below; feel free to propose an alternative approach to your facilitator/teacher (if you are doing this for a class), or whomever else you may be submitting your final document to.

Think of a lesson/project you currently use which you would like to “spice up” with a 21st century skill and integrate technology into.

—OR—

Find a Tech Integration Project at Atomic Learning:

http://www.atomiclearning.com/k12/?p_id=browse

… and modify it to include at least one 21st century skill and serve the needs of your students (you may need to change the subject matter, difficulty-level, or even the technology used)

—OR—

Think of a 21st century skill you need your students to learn, or at least be exposed to. Start from scratch and develop a project, which teaches or incorporates that skill.

Once you’ve settled on a project, work through the next three pages, thinking through and taking notes on the various questions posed.

NOTE: All the sections in this document are set up as form fields. Simply click at the beginning of the line and begin to type. You can use the Tab key to move to the next line.

Each time you’re asked to list something, there are a number of lines provided; you do not need to use them all.

http://www.atomiclearning.com/k12/?p_id=browse

21st Century Project Worksheet

Name of Project:

Subject/Topic:

General Description of Project:

What resources will you use for content and delivery, including images: (what will you be getting from where?) Be sure to model appropriate digital citizenship and abide by copyright laws.

Grade/Age/Skill Level:

What, if anything may need to be done ahead of time, to facilitate smooth logistics and put the focus on the learning you are striving for? (Would it be appropriate to provide students with a list of specific websites to use? Should you provide a collection of copyright-free images? Would a template be helpful?)

Software/Apps/Technology Used:

How will you support student learning of the software/technology (opposed to the content)? (Direct teaching, other students acting as tutors, other faculty, Atomic Learning...)

How will you address computer access? (1:1 environment? Computer lab?)

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How will you address any issues with your district’s internet filter?

Describe any other technology-related issues you will encounter, and how you will address them. (Student email? Printing?)

Assistive Technology Needs

How will you address the needs of students in your class whose disability or English language skills may make this project more difficult or cumbersome?

Note specific strategies or ideas you will use to modify or accommodate the lesson for these students.

INCORPORATING 21st CENTURY SKILLS AND THEMES

Refer to pages 18-20 of this document to refresh yourself on the details of 21st Century Skills and Themes.

In the table below, describe how this project will address any of the themes and concepts listed. Note: it is likely that your project could address more than one theme or skill, but it is not expected that it will address all of them. Simply leave blank the areas that will not be addressed.

21st Century Concepts & Skills Description of how this is addressed in the project

Creativity & Innovation

Communication & Collaboration

Research & Information Fluency

Critical Thinking & Problem Solving

Digital Citizenship

Technology Literacy

Growth & Leadership

21st Century Themes

Global Awareness

Financial & Economic Literacy

Civic Literacy

Health Literacy

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Describe how this project could be connected to other subject areas.

Describe any housekeeping tasks you will need to take care of for this project to be successful. (arrange for guest speakers, reserve the computer lab or media center, get software installed, open up the internet filter... )

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Part II — A “Formal” Lesson Plan [back to top]

We want this professional development experience to be authentic and result in something you can use in your classroom. To that end, we’ve provided a Lesson Plan Template to use to “formalize” your project.

21st Century Project Lesson Plan

Project Title:

Core Subject:

Grade/Level:

Software/App/Other Technology:

Description of Project (be brief, but provide enough information so that a “classroom outsider” could picture what will be going on.)

WHAT IS IT I WANT MY STUDENTS TO KNOW, UNDERSTAND, BE ABLE TO DO?General Goals

SMART Objectives (Specific, Measurable, Achievable, Realistic, and Time-Bound)

1.

2.

3.

4.

5.

Local or State Standards Addressed

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21st Century Themes, Concepts, and Skills Incorporated

21st Century Themes 21st Century Concepts & Skills eness Global Awar Creativity & Innovation Financial & Economic Literacy Communication & Collaboration Civic Literacy Research & Information Fluency Health Literacy Critical Thinking & Problem Solving Digital Citizenship Technology Literacy Growth & Leadership

HOW WILL I KNOW IF THEY KNOW, UNDERSTAND, AND/OR CAN DO IT?

Artifact/Product: (describe what students will be creating to demonstrate their learning?)

Student tasks necessary to successfully complete the project: (not all tasks need to be assessed)

1. will be assessed

2. will be assessed

3. will be assessed

4. will be assessed

5. will be assessed

6. will be assessed

7. will be assessed

8. will be assessed

9. will be assessed

10. will be assessed

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Assessment Tool (describe the tool you will use to assess the artifact – rubric, checklist, peer evaluation…)?

WHAT I NEED TO DO TO GET THEM THERE

PROCESS

The Hook:

The step-by-step:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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TANGIBLES

Skills and/or knowledge students need before starting the project:

Resources (media, worksheets, data…) students need to complete the project:

Technology (hardware/software) needs:

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ADAPTATIONS/EXTENSIONS

Adaptations to accommodate students with special needs:

Extensions to accommodate students who need more of a challenge:

HOUSEKEEPING TASKS (see bottom of page 6)

1.

2.

3.

4.

5.

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Part III — Reflection on the Process [back to top]

An important aspect of a 21st century teacher is the ability to evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning. (ISTE NETS•T 5c)

Use the following guide to reflect on how the creation/modification process worked for you.

In general, how do you feel about the process you went through to modify or create your project?

Was it more or less difficult than you imagined it would be? Are you basically satisfied with the result?

Was it a valuable-enough experience you would consider doing it for other lessons/projects within your curriculum?

How important to the project was the integration of technology? Was it easy or intuitive to find ways and means to integrate technology into the project, or difficult and cumbersome?

How difficult was it to bring a 21st Century skill (or skills) into the project? Does the value of the skill(s) outweigh the challenge? Are you likely to try to bring these skills into other projects?

What additional resources or structures might have helped to make the process easier for you?

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

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What new things did you learn (about yourself, the content, technology, 21st Century skills…) during the process?

Assuming you work through this exercise again, what would you do differently?

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Part IV – Assess the Lesson in Relation to 21st Century Skills [back to top]

Like everything else, changing your teaching and classroom practices is a process, and all processes take time, patience, and courage. Use the following mini-rubrics to gauge where you are in the process in relation to the 21st Century Concepts your project addresses.

Where along the continuum between Traditional and Transforming does your lesson land? Place a check where you see your lesson fitting.

Creativity & InnovationTraditional

Students are provided a set of instructions for completing the activity and do not have much input in the project design or method of completion.

Developing

Students are asked to choose from a number of pre-determined ways they might approach and complete a project or activity. The project is largely teacher-directed.

Practicing

Students are involved in designing how a project will be implemented, including what the final outcome should be and what will constitute valid assessment of the final product.

Transforming

The project is largely student-led. Students are actively engaged in project design, management, and assessment, and are encouraged to consider alternative approaches to understanding complex problems, as well as use what they learn to identify trends and make projections.

Communication & CollaborationTraditional

Students are provided a set of instructions for completing the activity and do not have much input in the project design or method of completion.

Developing

Students are asked to choose from a number of pre-determined ways they might approach and complete a project or activity. The project is largely teacher-directed.

Practicing

Students are involved in designing how a project will be implemented, including what the final outcome should be and what will constitute valid assessment of the final product.

Transforming

The project is largely student-led. Students are actively engaged in project design, management, and assessment, and are encouraged to consider alternative approaches to understanding complex problems, as well as use what they learn to identify trends and make projections.

Research & Information FluencyTraditional

Students follow a fixed path through a limited set of sources to gather information for the project.

Developing

Students are provided with a limited set of resources from which to gather information for a project. Some classroom or small group discussions are held to talk about why certain resources, processes, and tools have been chosen for the project.

Practicing

Students are provided multiple information sources and are guided through the process of selecting and evaluating the sources and tools they will use for the project.

Transforming

Students are actively involved in making decisions about the process and appropriate tools to use for gathering, evaluating, and using information related to the project. They are encouraged to use multiple information sources and experiences, and monitor their own effectiveness at gathering information, adapting their methods as needed.

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Critical Thinking & Problem SolvingTraditional

Students are provided with the essential question for investigation. The process of conducting the research and analyzing data is largely teacher-led.

Developing

Students are provided with the essential question for investigation. They are given the opportunity to discuss the issue or problem, as well as the process and tools that will be used for conducting research and analyzing data.

Practicing

Students are involved in identifying the essential question that will be investigated. They are guided through the process of choosing appropriate tools and processes for conducting research and analyzing data.

Transforming

Students are actively involved in identifying and defining real-world problems for investigation. They are asked to demonstrate critical thinking skills in determining the process and tools that will be used to carry out the project, and be able to support their decision-making. They are encouraged to explore differing perspectives and consider alternative solutions toward problem-resolution.

Digital CitizenshipTraditional

Students are working primarily with locally directed and controlled communication and information tools. The project has prescribed guidelines for the use of information and technology, which students are not allowed to deviate from.

Developing

Students have some access to digital tools for communication and acquisition of information. The project design incorporates the use of these tools on a limited basis, as well as encourages discussion about the appropriate, safe, and legal use of technology and information data.

Practicing

Students have relatively unrestricted access to digital communication and information tools. They are guided in the safe and legal use of these tools, throughout the process of completing the project, and encouraged to consider how personal behavior and actions, related to the use of digital tools and information, affect others.

Transforming

Students are allowed unrestricted access to digital communication and information tools. They are encouraged to identify the legal, cultural, and global implications of the way they use technology and information, and take leadership in practicing digital citizenship in all aspects of project implementation.

Technology LiteracyTraditional

Students are working primarily with locally directed and controlled communication and information tools. The project has prescribed guidelines for the use of information and technology, which students are not allowed to deviate from.

Developing

Students have some access to digital tools for communication and acquisition of information. The project design incorporates the use of these tools on a limited basis, as well as encourages discussion about the appropriate, safe, and legal use of technology and information data.

Practicing

Students have relatively unrestricted access to digital communication and information tools. They are guided in the safe and legal use of these tools, throughout the process of completing the project, and encouraged to consider how personal behavior and actions, related to the use of digital tools and information, affect others.

Transforming

Students are allowed unrestricted access to digital communication and information tools. They are encouraged to identify the legal, cultural, and global implications of the way they use technology and information, and take leadership in practicing digital citizenship in all aspects of project implementation.

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Growth & LeadershipTraditional

Students are provided with all the materials they need to complete the project, and do not need to take responsibility for finding project resources on their own. If working in groups, the teacher identifies the role each individual will play in the group.

Developing

Students are given the opportunity to consider instructor-chosen topics for investigation that are complementary/corollary to the basic project. If working in groups, students choose their role within the group from a set of pre-defined roles.

Practicing

Students are encouraged to consider complementary/corollary topics for investigation. If working in groups, they are allowed to decide the different roles each student in the group will play, with some guidance from the teacher.

Transforming

Students are encouraged to actively explore complementary/corollary topics that they are interested in, and modify the project design to encompass additional question for investigation. If working in groups, they are allowed to decide the different roles each student in the group will play and manage group dynamics with minimal guidance from the teacher.

21st Century Subjects & ThemesTraditional

Content and skills are mainly related to a single subject and/or interdisciplinary theme, and are not necessarily tied to current events or student life.

Developing

Content and skills are loosely connected to more than one subject and/or interdisciplinary theme, and have some relevance to current events and/or student life.

Practicing

Content and skills are clearly connected to several interdisciplinary themes, as wellas being clearly connected to current events and life outside the classroom.

Transforming

Content and skills are highly relevant to current affairs outside the classroom and address issues or problems relevant to the student’s own life.

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Part V — Implementing the Lesson [back to top]

Going through the effort of creating this lesson will be less significant and impactful for you professionally if you don’t actually use it in your class.

Describe here when you plan to implement this lesson and any circumstances surrounding it. (Are you going to pilot it with one section to see how it goes? Are you going to let the kids in on the fact that you’re trying something new?)

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Part VI — Reflection on the Implementation [back to top]

Despite our best planning and intentions, the first go-round of a new idea or venture rarely unfolds as we expect. Sometimes we are pleasantly surprised by something that happened that we didn’t anticipate; at other times we are left wondering what got us to where we are. Either way, the experience is valuable, especially if we take time to think through it … use the following form to reflect on the implementation of your project.

Describe the situation in which you implemented the project. (Was it different than a typical classroom scenario? How did you introduce it? What was the energy/attitude like in the class?)

What parts of the project worked well? What do you think contributed to this success?

What parts of the project didn’t work as well as you had expected? Any insights into why that was the case?

Were you surprised (pleasantly or otherwise) by anything?

How did your students react and/or engage? Different from “normal”? To what do you attribute this?

Are there elements of this project you will tweak for the next rollout, or nuggets learned from this experience you will consider when you develop your next 21st Century project?

Was the extra effort you put into this project worth it when considering student engagement and achievement?

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Appendix [back to top]

21st Century Subjects & Themes [back to table]

° Global AwarenessIncorporates the use of 21st century skills and tools for understanding and addressing issues/problems that have global impact. This includes raising awareness about cultural differences, demonstrating tolerance and respect for differing opinions, religions, and lifestyles, and learning to work collaboratively with others, including those who may not be in close physical proximity.

° Financial & Economic LiteracyIncorporates the use of 21st century skills and tools for understanding the importance of making appropriate economic choices on a personal level, as well as understanding the connection that personal, business, and governmental decisions have on individuals, society and the economy in general.

° Civic LiteracyIncorporates the use of 21st century skills and tools for staying informed about local, regional and worldwide events in order to be able to make informed decisions and participate actively and effectively in civic/governmental processes. This includes taking responsibility for exercising individual rights and obligations of citizenship, and understanding the implications of decisions that are made on a personal, local, and global scale.

° Health & Life SkillsIncorporates the use of 21st century skills and tools for understanding and maintaining a high level of personal health, as well as understanding how public health policies affect national and international health issues. Includes mastering skills that allow the individual to make decisions that support a productive and satisfying life.

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21st Century Concepts Related to Learning [back to table]

° Creativity & Innovation21st century students are able to “think outside the box” when using digital resources and tools to investigate authentic issues and problems. They are able to use models and simulations to increase their understanding of complex concepts and systems, as well as identify trends and patterns.

° Communication & Collaboration21st century students are able to use a variety of digital tools and environments to work effectively with others. They are able to demonstrate an awareness of the global society, as well as an understanding of how cultural differences impact communication and collaboration.

° Research & Information Fluency21st century students are able to plan and carry out effective strategies for locating, gathering, and evaluating information resources, including selecting tools that are appropriate for the test. They are able to process the information they find and report out results to others.

° Critical Thinking & Problem Solving21st century students are able to identify essential questions for exploration, develop strategies for finding solutions, and make informed data-driven decisions. They are able to demonstrate a willingness to explore alternative solutions and consider a variety of perspective toward solving problems.

° Digital Citizenship21st century students demonstrate that they know how to practice safe, legal, and ethical use of digital tools and resources, and that they understand the related personal, cultural, and global issues.

° Technology Literacy21st century students demonstrate an understanding of how to select and use the digital tools and resources that are available to them, as well as the ability to transfer skills to new tools and technologies. They are able to effectively solve problems that arise when using digital tools and interacting in a digital environment.

° Growth & Leadership21st century students feel empowered to take responsibility for their own learning, as well as actively support the provision of collaborative, productive learning environments for themselves and others. They have the knowledge and understanding of local, societal, and global issues, so that they are able to exercise their rights in civic and governmental forums.

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21st Century Concepts Related to Teaching [back to table]

° Bringing Creativity & Innovation into the 21st Century ClassroomTransformative learning experiences are possible when teachers actively engage students in the creative process, encourage students to identify authentic questions and problems for investigation, provide opportunities for students to reflect on their own understanding and self-assess their progress, and facilitate collaborative experiences, both in and outside the classroom, through face-to-face and virtual interactions.

° Designing & Developing Authentic Learning Experiences & AssessmentsTransformative learning experiences are possible when teachers design and develop activities that incorporate digital tools and enable collaboration on real-world issues and problems, allow students to set their own goals and manage their plan for achieving those goals, customize the learning experience/environment to suit individual needs, and provide a variety of ways for assessing student work.

° Modeling the Effective Use of Digital-Age ToolsTransformative learning experiences are possible when teachers are able to make use of new technologies to engage students, are able to utilize a variety of digital tools and environments for collaborating with others, including persons in other countries and cultures, are able to communicate ideas clearly using a variety of different digital tools and resources, and are able to model the use of digital tools effectively for increasing their own knowledge.

° Modeling Digital Citizenship & ResponsibilityTransformative learning experiences are possible when teachers can model, promote, and engage students in the safe, legal, and ethical use of digital tools and resources, as well as demonstrate an understanding of how personal behavior, related to the use of technology and information, affects everyone.

° Personal & Professional Growth & LeadershipTransformative learning experiences are possible when teachers engage in supporting local and global learning communities that allow for the free exchange of ideas, actively take responsibility for their own professional growth and development, as well as involve others in understanding and evaluating the impact that digital tools have on effective teaching and learning.

Documents

Professional Development Workbook