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A Curriculum for the 21 st Century: Economic and Environmental Sustainability

A Curriculum for the 21 st Century: Economic and Environmental Sustainability. Mary Klinger Rebecca Lorfink Paul Steigerwald EDUC 817 Drexel University December 4, 2010. 2024 Innovations of the Year . Innovation Convention Awards Winning Innovations . Energy .

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A Curriculum for the 21 st Century: Economic and Environmental Sustainability

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  1. A Curriculum for the 21st Century: Economic and Environmental Sustainability Mary Klinger Rebecca Lorfink Paul Steigerwald EDUC 817 Drexel University December 4, 2010

  2. 2024 Innovations of the Year Innovation Convention Awards Winning Innovations

  3. Energy Deep Green Underwater Kite www.time.com

  4. Transportation The Straddling Bus www.time.com

  5. Food VERTICAL FARMING land-force.com

  6. Water Waterless Washing Machine www.infoniac.com/

  7. Reduction in Material Waste NeoNurture Incubator www.time.com

  8. Prevention of Toxicity Seaswarm Robots www.alternative-energy-news.inf

  9. Prevention of Toxicity Seaswarm Robots seaswarm

  10. Economics YouTube at the Guggenheim googleblog.blogspot.com

  11. 2024 2023 2022 2021 2020 2019 2018 2017

  12. Ten Faces of Innovation

  13. NuLink Charter School

  14. NuLink Structure and Schedules • Non-graded system • Classes held on site and online • Advanced Placement options • Arts education, music, visual and performing arts “Education is not preparation for life; education is life itself.” John Dewey

  15. NuLink’s Unique Features • Individualized Graduation Path (IGP) • Self-guided coursework plan • Individualized pacing • Open graduation schedule • Exceeds state requirements • Preparation for a demanding future

  16. NuLink Curriculum “Education is not preparation for life; education is life itself.” John Dewey

  17. Goals of the Curriculum Environmental and Economic Sustainability Key Issues: • Energy and transportation • Food and water • Material waste and toxicity The purpose is to learn how to shape a flourishing and sustainable world for life beyond the Industrial Age. Senge, 2008, p. 12

  18. Curriculum Goals • People • Profit • Planet In the long term, the triple bottom line of profit, natural resources, and human community align. Senge, 2008, p. 127

  19. Underlying Assumptions Assumption #1: Education is for the whole child. Assumption #2: Learning is a student-centered process. Assumption #3: Learners must develop a global perspective. Assumption #4: Innovation is critical in our changing world. Assumption #5: Technology is an essential tool.

  20. Piaget's Cognitive Development Theory • Stages of cognitive development • Development is guided by providing activities that engage learners leading to adaptation and assimilation • Instruction includes engaging activities and application. • Ultimate goal is logical thinking • Vygotsky's Cultural Historical Theory • Development is limited to a certain range at a specific age. • Social interaction is needed for cognitive development. • Culture as a factor of learning

  21. Sir Ken Robinson Howard Gardner Michael Fullan Current Influences Linda Darling-Hammond Peter Senge Tony Wagner Yong Zhao John Gould

  22. Core Capabilities • Seeing systems • Collaborating across boundaries • Creating desired futures (Senge, 2008)

  23. 21st Century Learning www.p21.org

  24. 21st Century Learning • Redesigned time structures and schedule to accommodate long term projects • Self-paced and open-ended learning • Time for the development of individual talents • Emphasis on collaborative project based learning

  25. 21st Century Learning • New ways of thinking about the use of space • Communication and networking virtually and in home and school settings • World language instruction • Content area courses fused to broaden spectrum

  26. Environmental BIG IDEAS • All living things and natural systems are dependent upon each other. • Living things have a strong connection to the environment.

  27. Environmental BIG IDEAS • Diverse parts of an ecosystem are continually adapting, interacting, and responding to changes over time. • How people, businesses, and governments think and act affects the common resources we must share now and in the future.

  28. Environmental BIG IDEAS • Environmental sustainability requires a shared vision, problem solving, and new ways of thinking. • Understanding of scientific issues requires questioning, analysis, critical evaluation, and interpretation of data and information, as well as reflection and response.

  29. Economic BIG IDEAS • Economic sustainability requires a balance between limited resources and desires of diverse, global parties. • The relationship between supply and demand, suppliers and consumers, along with government policies, determines the economics of a civilization.

  30. Economic BIG IDEAS • The economic decisions made by an individual or country have direct impact on the wealth and well-being of others.

  31. http://explore.kent.edu/aa/guide/fulltext.html

  32. Assessment at NuLink • Blend of formative and summative, peer and self-assessment • Based on Six Facets of Understanding (Wiggins & McTighe, 2005) • Essential Questions answered throughout coursework and tasks • Application to real-life problems that may not have a single correct or simple solution • Individual and group tasks • Pervasive use of various technology • Creativity focused

  33. Unit Design Sustainability Resources, Content and Skills Standards Big Ideas Enduring Understandings Essential Questions Stage 2 and 3 6 Facets of Understanding

  34. Unit Design – The Food We Eat • People acting individually and/or as groups influence the environment. (SAS) • Sustainable use of natural resources is essential to provide for the needs and wants of all living things now and in the future. (SAS) • The world today is shaped by networks of business, government, and non-government organizations. (Senge) • Our diminishing resources and growing waste underlie a host of related economic stresses and reflect environmental and social imbalances that all but ensure that, without significant change, these problems will worsen. (Senge) • How people think and act shapes how the whole system operates. (Senge) • Healthy Commons – we are all responsible for the care and preservation of the elements we all depend upon (Cloud Institute)

  35. Big Ideas • Environmental sustainability requires a shared vision, problem solving, and new ways of thinking. • The relationship between supply and demand, suppliers and consumers, along with government policies, determines the economics of a civilization. • The economic decisions made by an individual or country have direct impact on the wealth and well-being of others.

  36. Assessment Tasks You are an experienced member of the FDA. There has been a significant outbreak of E-coli caused by cheeseburger consumption from a major food chain in the United States. Your task force must trace the outbreak to its source and prepare a multi-media presentation to share with Congress.

  37. Six Facets of Understanding • EXPLAIN – Explain the history of food production in the 21st century. Weave global economic and environmental issues that food production has caused into your account. • INTERPRET – Trace the E-coli to its most likely source. Consider multiple possibilities and use data to support your conclusion. Include visualizations and tell a story format which demonstrates how the infected food arrived at the final destination. • APPLY- Provide clear recommendations to Congress that will give short-termrelief of the problem. What additional long-term solutions need to be considered? Include realistic obstacles that will need to be faced by the country due to your plan.

  38. Six Facets of Understanding • PERSPECTIVE – Imagine you are a member of the source country’s government. What economic issues does the new plan cause for the citizens and businesses of your country? Design a counterproposal which includes compromise for the United States Congress. • EMPATHY - Write a letter to Congress from the perspective of an infected citizen. How has this incident changed your life? What impact has this had on your family? • SELF-KNOWLEDGE – Write a self-reflective blog throughout the process of completing this unit. How have your perspectives changed regarding what you eat? What additional information do you want to research further?

  39. A Day in the NuLink Charter School

  40. Team Teaching

  41. Day in the Life - 2017

  42. Check-In

  43. Foreign Language Video Conference

  44. Collaborative Group Project Communicatingwith Mentors from the Professional Community

  45. Webinar with Peter Senge

  46. Creating a Media Presentation Meeting with our Instructor to learn how to create a media presentation

  47. Virtual Field Trip Exploring unfamiliar territory

  48. Inquiry at a Watershed Hands On Minds On

  49. Blogging about Food

  50. Researching Issues

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