Unit Design for the 21st Century Learner By - WEMTA by fjzhangweiyun


									       Kathy Boguszewski
   School District of Janesville
 Teams from 9 Elementary Schools, the 3 Middle
 Schools, 2 High Schools, 2 Charter Schools, 1 School
 Board Commissioner

   7 Elementary Principals and 5 Curriculum Coordinators
   130 teachers, 16 library media specialists, 7 ELL and 35
    Special Education Teachers

   3,861 students.

 Goal: all K-12 teachers, administrators, and students
 Course Content on Google Site (All
 handouts, reflections, final projects)

 Teacher Pre assessment from
   Tammy Stephens
   Next Generation Assessments
   http://nextgenassessments.com
 Lecture or discussions, based on textbook
 information, library books, movies

 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

 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

 Designing
 Implementing
 Assessing

 Building Collaborative Teams - handout
   Cooperation
   Coordination
   Collaboration

 Clarifier      Initiator
 Compromiser    Opinion Giver
 Elaborator     Summarizer
 Encourager     Tension Reliever
 Gate-Keeper    Tester
 Harmonizer

 Evolution of teaching roles
   From sole information giver > co-learner and

   From being the fountain of all knowledge >
    becoming the facilitator of active learning

   From evaluator of end products and tests >
    co-assessor of the learning processes
 Library Media Specialist’s Role
   From the gatekeeper of traditional print
    information > information specialist in all

   From warehouse manager > instructional
    partner for 21st Century Skills

   From isolated library media specialist >
    collaborative unit planner and staff developer
 From Library Media Specialist > Innovative
 Learning Specialist                                 10
 21st Century Learning Partnership


 AASL – 21st Learner Standards
 Students learn content knowledge along with
 skills in
   Inquiry development

   Creative and critical thinking

   Problem solving

   Collaborative learning

   Time management
 “Doing” something while learning “about”

 Honing Skills for the 21st Century Learner

 Challenging us to find solutions to real problems
 that are “messy” and reflective of the content

 Securing Research Skills – Eisenberg’s Super 3 or
 Big 6, Kuhlthau’s Information Search Process

 Securing inquiry skills – Curriculum Based
 Student as consumers and producers

 Go beyond glitz

 Does the content have substance worth sharing?

 Did the students go beyond fact and demonstrate what
 they deeply know?

  Porter, Bernajean. “Where the Beef?: Adding Rigor to Student Digital Products.” Learning and
  Leading with Technology. Sep/Oct 2010.                                                     15
Why Use Curriculum Based Questions?
 To target higher-order thinking skills
    To require comparison, synthesis, interpretation,
     evaluation, etc.

 To ensure student projects are compelling and engaging
    To require more than a simple restatement of facts

         From Intel Essentials Training

 Essential Question
   HOTS: Broad, Open ended, Big ideas, Can be addressed
    by more than one content area

 Unit Questions
   HOTS: How, Why, Compare and Contrast, Tied directly
    to standard and content, Answers Essential Question

 Content Questions
   LOTS: Facts, Who, What, Where, When, Answers Unit
                    Early Explorers Unit Question:
                     Why leave one’s home and family
                           to make a new life in
                              a strange land?

                                              Civil War Unit Question:
French Revolution Unit Question:              Why would someone fight to
  What could move the masses to revolt?        the death against brother,
                                                 neighbor, and friend?
        How did the French Revolution
              change their world and yours?

                         Social Studies Unit
                         How does war change
Language Arts               the economy?
Unit Questions:
In literature, how do the
characters in [book title] respond            Science Unit Question:
to conflict?                                  How do animals adapt to a
  Why do humans often react to conflict        changing environment?
    with violence?
           How does [book title] help us to
              understand our complex
                       human nature?

How Do Content, Unit, and Essential Questions
Support Learning?
Sample      Life and Environmental Science - Concept : Organisms and
Standard    Environments
            Discover how each organism meets its basic needs for water, nutrients, protection,
            and energy in order to survive.
Sample      Students will be able to identify an ecosystem and explain how the
objective   organisms within an ecosystem are connected and interdependent.

Content     •   How do I collect information and display it in a graph?
Questions   •   What urban animals are there and what do they need to survive?
Unit        How can urban wildlife and humans live together successfully?
Essential   How can we all get along?
Project     Using actual wildlife injury data from a local wildlife rescue center, students learn
            what animal species have been injured, the causes of injury, and the effects of
            reduced urban wildlife. Students provide recommendations to reduce human
            caused injury to wildlife and present a summary of their findings and
            recommendations to the local Audubon Society, the Humane Society,
            neighborhood associations, and other interested groups. At the end of each
            public presentation, students gather public reaction to the data, and publish the
            findings and ideas in an informational brochure for the public.

 “UDL is a framework for designing
 educational environments that enable all
 learners to gain knowledge, skills, and
 enthusiasm for learning. This is
 accomplished by simultaneously reducing
 barriers to the curriculum and providing
 rich supports for learning.”
Curb cut
           Self opening doors
 Principal 1

Various ways
  Principal 2

Various ways
to get
information to
Principal 3

 Various ways to
 challenge and
 Google Wheel and Google Timeline

 Write Out Loud

 Co-Writer
 Thinkfinity,
 Destiny,
 BadgerLink (ECB Videos, Encyclopedia Britannica,
    Sounzabound, Teaching Books etc. etc. etc),
   Culture Grams,
   NetTrekker,
   SIRS Discoverer and SIRS,
   World Book Online
Policy –
“Certain Web 2.0 services, such as social networking sites,
  wikis, podcasts, RSS feeds and blogs that emphasize online
  educational collaboration and sharing among users, may
  be permitted by the District for curriculum related learning
  activities; however personal use is restricted.”
Critical Information 5. Assessment
1. UDL Learning       Strategies
 Environment         6. Tools and
2. Unit Focus         Resources
3. Planning Process 7. Reflections
4. CBQs or
 Problem Scenario

 Journals or Learning    Conferencing
                          Checklists
 Rubrics
                          Portfolios
 Scoring Guides
 Assessment:
   “the careful judgment from close
    observation: results from sitting down
    beside someone.”

 Evaluation:
   “lacks ... collegiality and instead means
    literally to place value.”
                          (Dr. Jean Donham)
 Purpose

  Improve instruction through reflection on student work,

  Share and gather input on our collaborative lesson plan,
   the assignment directions, the evaluation criteria and
   student work samples
 Quotes from schools who have
 completed student projects
Parent Reflection

1. What surprised you most about your child’s work this year?

2. How did your child demonstrate what he/she learned
   about the subject?

3. What recommendations do you have for us as teachers that
   would improve your child’s learning?
“For the Influential Person’s Project we
need to include pictures with the names of     Wilson - 5th grade
American and World Leaders. Students saw
a connection with people who shared the
same nationality, culture or skin color.” SO
                                Washington – 1st, 2nd
                                3rd, 4th, 5th grade
                                teaching teams

“From the start, the students
were engaged and wrote a
friendly letter to their
parents informing them of
the projects that they would
work on and why such
projects were selected.” RB
                                Lincoln – 4th

“This science project really
helped us to focus our
instruction. We all feel that
through this opportunity, the
students have gained a much
greater knowledge of the
material than in previous
years.” KF
                                                             Madison – 4th
“This project will lend itself well to the standards based progress
report cards for the process of evaluation of information and
technology skills for students.” LL
                                  Roosevelt – 2nd

“Carrie Allen has created a
Google Site for her second
grade class.

She has also designed a GLOG
using www.glogster.com to
communicate to her class other
activities. She linked the GLOG
on her Google Site.” CM
                                 Edison middle
                                 School - 7th Grade

“We were able to work with
ELL more than in the past. The
Learning Support and LMS
partnership increased.”

“We feel we will be more
prepared for the alternative
energy project second
                                                  Franklin Middle
                                                  School – Grade 6
“It was great to see so many kids feeling
successful when they finished all of the work.”

“They’ve had practice working cooperatively,
now they have a better understanding of web-
based research, how to cite sources, how to
avoid plagiarism, and how to become more
independent workers.”
                                          Franklin Middle
                                          School – Grade 8
“The students have made a leap into
the research ring. I don’t know that at
their age I had this experience. In
fact, I struggled as a grown woman to
write my thesis for my Master’s….I just
think they are getting a taste and
hopefully will carry some of what they
learn with them to their next research
experience.” JB
                                                  Roosevelt – 4th
“Beth Ulring,4th  grade Challenge Teacher and     grade
Carrie Mullen, Library Media Specialist have
been collaborating with all 4th grades classes
on a research project. Beth and Carrie wanted
all 4th grade students in accomplish the
rigorous activities that the challenge students
complete.” CM

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