Introduction to 21 st Century Curriculum Carla Williamson, Executive Director Office of Instruction...

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/

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

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… 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… 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.


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



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?



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


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

Contact Information

Carla [email protected]

mailto:[email protected]

Introduction to 21 st Century Curriculum Carla Williamson, Executive Director Office of Instruction...

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