Post on 25-Dec-2015
Introduction to 21st Century Curriculum
Carla Williamson, Executive Director
Office of Instruction
West Virginia Department of Education
Policy 2510, Section 13.27
Policy 2510
13.27Definition of Curriculum
The content standards, objectives and performance descriptors for all required and elective content areas and 21st century learning skills and technology tools at each programmatic level
http://wvde.state.wv.us/policies/
The West Virginia Standards for 21st Century Learning include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. This broadened scope of curriculum is built on the firm belief that quality engaging instruction must be built on a curriculum that triangulates rigorous 21st century content, 21st century learning skills and the use of 21st century technology tools.
Policy 2520.14
Your ideal grad – begin with the end in mind
Getting from here to there
Input
ProcessOutput
The 21st Century student
The Rigor/Relevance Framework
AAcquisition
BApplication
CAssimilation
DAdaptation
KNOWLEDGE
TAXONOMY
6
5
4
3
2
1
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
APPLICATION MODEL
1 2 3 4 5Knowledge Apply in
discipline
Apply acrossdisciplines
Apply toreal worldpredictable situations
Apply to real-worldunpredictable situations
The Rigor/Relevance Framework
AAcquisition
BApplication
CAssimilation
DAdaptation
KNOWLEDGE
TAXONOMY
6
5
4
3
2
1
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
APPLICATION MODEL
1 2 3 4 5Knowledge Apply in
discipline
Apply acrossdisciplines
Apply toreal worldpredictable situations
Apply to real-worldunpredictable situations
What do our students say about PBL?
Fourth Grade StudentsBuffalo Elementary School
Putnam CountyRachel Hull, NBCT - Teacher
Activity-based teaching vs. PBL
Is it PBL?
• Perform scenes from Macbeth and make collages of symbols that represent major characters.
• Listen to different sounds. Make a graph. Identify features of common sounds that are disturbing to the ear.
• Write a research report on a Renaissance artist, build
a model of a device from a da Vinci drawing, and create a TV news video about a major event of the time.
• Play various card and dice games to determine the probability of winning.
Pbl vs. projects
Projects PBL
Teacher directed Student driven
Single answer Open-ended
Summative On-going
Thematic Driving question/challenge
Fun Engaging
Answer giving Problem solving
School world Contextualized – Real world
Curricular add-on Curricular focus
Continuum of Practice
Engaging (intellectually)Enjoyable or FunStudent experience
Product and processCompletion of product or performance
Assessment emphasis
Driving question, problem or challenge
Theme, concept, time period, novel, etc.
Organizer
Extended timeShort to medium lengthDuration
Multiple, complex answers
Provide variety; appeal to learning styles; keep students “active” (busy)
Goal
“minds-on” inquiry“hands-on” activitiesDominant pedagogy
PBLActivity-based teaching
Activity-based teaching vs. PBL
“doing a project” vs. PBL
“doing a project” PBL
Curricular add-on (“dessert”)
Curricular focus (“main course”)
Alongside or after traditional instruction
Project drives instruction
Do it for teacher Do it for yourself
Traditional teaching vs. PBL
Student voice and (some) choice
TeacherWho decides what to do
Real worldSchool worldAuthenticity
Product and processEnd product and/or testAssessment emphasis
Driving question, problem or challenge
Scope & sequenceOrganizer
Extended timeShort lessonsDuration
Multiple, complex answers
Right answerGoal
Guided inquiry; more independent learning
Textbook, lecture, discussion, worksheet
Dominant pedagogy
PBLTraditional teaching
From… To…
Perform scenes from MacBeth and make collages of symbolsthat represent majorcharacters.
Explore universal themes in MacBeth by writing and performing key scenes in modern English, in modern settings.
From activities & “doing projects” to PBL
From… To…
Listen to different sounds. Make a graph. Identify features ofcommon sounds thatare disturbing to the ear.
Identify five sound pollution problems in the community. Form task forces to study the problems and recommend solutions.
From activities & “doing projects” to PBL
From… To…
Write a research reporton a Renaissance artist,build a model of a devicefrom a da Vinci drawing,and create a TV newsvideo about a majorevent of the time.
Study various developments during the time period to support and present an answer to the question, “Was the Renaissance a rebirth or a whole new baby?”
From activities & “doing projects” to PBL
From… To…
Play various card anddice games to determinethe odds of winning.
Plan a “Probability Booth” for the annual PTA fundraising carnival. Design activities that would attract lots of players. Determine how much money it would cost to play, how much winners receive, and how much profit you expect.
From activities & “doing projects” to PBL
Essential elements of PBL – A Project in PBL:
• is organized around an open-ended Driving Question, problem, or challenge
• creates a need to know essential content & skills
• requires inquiry to learn and/or create something new
• results in a publicly presented product or performance
• allows student voice & choice
• requires critical thinking, problem solving, collaboration and various forms of communication
• includes design processes, where students increase the quality of their final products based on feedback from their first efforts
What do we Know & Need to Know?
“yeah, but …”
• It’s not standards-based
• I can’t cover enough material
• My students aren’t ready
• I can’t use traditional teaching tools
• It’s loud and messy
• There’s no individual accountability
• I don’t have time and support
Why PBL? A summary
• Provides a powerful learning experience
• Motivates students to learn
• Improves retention of knowledge – 20 year memory
• Teaches 21st century skills
• Makes school more meaningful
Designing & implementing a project
Planning & Preparing
Managing
Reflect & Perfect
Getting Started
Designing & implementing a project
Planning & Preparing
Managing
Reflect & Perfect
Getting Started
• Develop an idea• Specify learning goals• Decide on the scope• Write a Driving
Question
Pathways to Project Ideas
21st Century Skills
Your file cabinet
Real-world practice
Project Idea- has to engagestudents
StandardsCommunity needs
Curriculum materials
Current issues & events
Student interests
Scope of a Project
Limited Ambitious
Duration 10-15 contact hours 40+ contact hours
BreadthOne subject; 1-2 power standards
Interdisciplinary; 3-4 power standards
Technology Basic Extensive
SettingClassroom Community/World
Who’s Involved One teacherSeveral teachers, outside experts, community
Audience ClassroomExperts, community, world, web
Student AutonomyTeacher-defined; tightly managed
Co-defined and managed
Why have a Driving Question?
For students:
• Creates interest and/or the feeling of challenge
• Reminds them “Why we’re doing this today”
• Guides project work
For teachers:
• Guides planning
• Captures & communicates the purpose of the project
• Initiates and focuses inquiry
A Driving Question is...
• Provocative or challenging
• Open-ended; multiple possible answers
• Answerable (but not in a simple way)
• Linked to important content in the discipline
• The ‘lighthouse’ for the project
• Engaging to as many students as possible
A Driving Question can be ...
• Abstract“When is war justified?”“Should we genetically modify organisms?”“What makes someone a hero?”
• Concrete “How can we design the best networking plan for a
business?” “How can we use geometry to design holes for a
miniature golf course?”
• Localized“How could global warming affect our community?”“Can we capture the spirit of our city in art, music and poetry?”
• Activated“How can we plan an effective campaign to prevent water pollution in the lake?”“How can we design a website for teenagers about books they like?”
From abstract to concrete and challenging:
How do architects use geometry?
How can we design a theatre that meets specifications with the greatest number of seats?
Refining a DQ
Refining a DQ:
From “too big” to answerable:
How has technology affected world history?
Does technology make war more or less humane?
Refining a DQ:
From “sounds like a teacher” to “matters to a student”:
How does the author use voice and perspective in The House on Mango Street to reflect on his childhood and community
How can childhood memories show who we are today?
Designing & implementing a project
Planning & Preparing
Managing
Reflect & Perfect
Getting Started
• Entry event• Culminating products/rubrics• Teaching & learning activities• Formative assessment• Student groups• Project calendar/checkpoints• Arrange/create resources
Web-based PBL resources
Online project libraries:
• http://projects.hightechhigh.org/
• http://www.pbl-online.org/
• http://pathways.ohiorc.org/
• http://www.envisionprojects.org/cs/envision/print/docs/750
• http://www.wested.org/pblnet/exemplary_projects.html
• http://virtualschoolhouse.visionlink.org/projects.htm
• http://wvde.state.wv.us/teach21/
Getting Started
Planning & Preparing
Managing
Reflect & Perfect
Next Steps
1. Create/find/refine project idea
2. Write/refine Driving Question
3. Create sub-questions
4. Create entry event
5. Gather/search/collect resources
6. Describe student work (products) and criteria
A critical balance
Balanced PBLAssessment
Group Tasks
Individual Assignments
Content Focused Process Focused(21st Century Skills)
Summative
FormativeSelf & Peer Evaluation
Teacher Evaluation