Introduction to 21 st Century Curriculum

1. Introduction to 21st Century Curriculum Carla Williamson, Executive Director Office of Instruction West Virginia Department of Education

2. Policy 2510, Section 13.27 Policy 2510 13.27 Definition 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/

3. 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

4. Your ideal grad – begin with the end in mind

5. Getting from here to there Process Output Input The 21st Century student

6. The Rigor/Relevance Framework K N O W L E D G E T A X O N O M Y 6 5 4 3 2 1 Evaluation C Assimilation D Adaptation Synthesis Analysis Application A Acquisition B Application Understanding Awareness 1 2 3 4 5 Apply across disciplines Apply to real world predictable situations Apply to real-world unpredictable situations Knowledge Apply in discipline APPLICATION MODEL

7. The Rigor/Relevance Framework Relationships K N O W L E D G E T A X O N O M Y 6 5 4 3 2 1 Evaluation C Assimilation D Adaptation Synthesis Analysis Application A Acquisition B Application Understanding Awareness 1 2 3 4 5 Apply across disciplines Apply to real world predictable situations Apply to real-world unpredictable situations Knowledge Apply in discipline APPLICATION MODEL

8. What do our students say about PBL? Fourth Grade Students Buffalo Elementary School Putnam County Rachel Hull, NBCT - Teacher

9. 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. Activity-based teaching vs. PBL

10. Pbl vs. projects Continuum of Practice

11. Activity-based teaching vs. PBL Activity-based teaching PBL Dominant pedagogy “hands-on” activities “minds-on” inquiry Goal Provide variety; appeal to learning styles; keep students “active” (busy) Multiple, complex answers Duration Short to medium length Extended time Organizer Theme, concept, time period, novel, etc. Driving question, problem or challenge Assessment emphasis Completion of product or performance Product and process Student experience Enjoyable or Fun Engaging (intellectually)

12. “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

13. Traditional teaching PBL Dominant pedagogy Textbook, lecture, discussion, worksheet Guided inquiry; more independent learning Traditional teaching vs. PBL Goal Right answer Multiple, complex answers Duration Short lessons Extended time Organizer Scope & sequence Driving question, problem or challenge Assessment emphasis End product and/or test Product and process Authenticity School world Real world Who decides what to do Teacher Student voice and (some) choice

14. From activities & “doing projects” to PBL From… To… Explore universal themes in MacBeth by writing and performing key scenes in modern English, in modern settings. Perform scenes from MacBeth and make collages of symbols that represent major characters.

15. From activities & “doing projects” to PBL From… To… Identify five sound pollution problems in the community. Form task forces to study the problems and recommend solutions. Listen to different sounds. Make a graph. Identify features of common sounds that are disturbing to the ear.

16. From activities & “doing projects” to PBL From… To… 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?” 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.

17. From activities & “doing projects” to PBL From… To… 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. Play various card and dice games to determine the odds of winning.

18. 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?

19. “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

26. 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

27. Designing & implementing a project Getting Started Planning & Preparing Reflect & Perfect Managing

28. Designing & implementing a project • Develop an idea • Specify learning goals • Decide on the scope • Write a Driving Question Getting Started Planning & Preparing Reflect & Perfect Managing

29. Pathways to Project Ideas 21st Century Skills Real-world practice Standards Community needs Project Idea- has to engagestudents Curriculum materials Current issues & events Your file cabinet Student interests

30. Scope of a Project Limited Ambitious 10-15 contact hours 40+ contact hours Duration One subject; 1-2 power standards Interdisciplinary; 3-4 power standards Breadth Basic Extensive Technology Setting Community/World Classroom Several teachers, outside experts, community Who’s Involved One teacher Experts, community, world, web Audience Classroom Teacher-defined; tightly managed Co-defined and managed Student Autonomy

31. For teachers: • Guides planning • Captures & communicates the purpose of the project • Initiates and focuses inquiry 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

32. 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

33. 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?”

34. Refining a DQ 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?

35. From “too big” to answerable: How has technology affected world history? Does technology make war more or less humane? Refining a DQ:

36. 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? Refining a DQ:

37. Designing & implementing a project Getting Started Planning & Preparing Reflect & Perfect • Entry event • Culminating products/rubrics • Teaching & learning activities • Formative assessment • Student groups • Project calendar/checkpoints • Arrange/create resources Managing

38. 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/

39. Next Steps • Create/find/refine project idea • Write/refine Driving Question • Create sub-questions • Create entry event • Gather/search/collect resources • Describe student work (products) and criteria Getting Started Planning & Preparing Reflect & Perfect Managing

40. A critical balance Formative Group Tasks Self & Peer Evaluation Balanced PBL Assessment Process Focused (21st Century Skills) Content Focused Teacher Evaluation Individual Assignments Summative

41. Contact InformationCarla Williamsoncljwilli@access.k12.wv.us