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21 st Century Learning Design Webinar Series Presented by Kelli Etheredge.

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Presentation on theme: "21 st Century Learning Design Webinar Series Presented by Kelli Etheredge."— Presentation transcript:

1 21 st Century Learning Design Webinar Series Presented by Kelli Etheredge

2 Webinar Presenter Kelli Etheredge Follow Teaching & Learning Resources Director St. Paul’s Episcopal School Mobile, AL

3 Agenda Introduction to 21 st Century Learning Design Learning Activity Coding Guidelines Introduce 1 st Learning Design Rubric o Knowledge Construction Wrap-up & prepare for next webinar

4 ITL Research What skills do our students need to be successful in the workforce, and how are we measuring those skills in our schools? Researched 7 schools (then expanded to others)

5 Findings

6

7 Future Jobs

8 What role do you feel teachers play in preparing students? How do you think teachers can help students prepare for their future?

9 Economic Change = Change in Learning Process 20 th Century21 st Century Teacher Delivery of content and information Guiding students’ creation of knowledge- based products Student Content and information consumption Creation of knowledge- based products

10 Innovative Teaching Practices

11 21 st Century Learning Design Knowledge Building Collaboration ICT for Learning Real World Problem Solving Self-Regulation Skilled Communication Are students required to build knowledge? Is that knowledge interdisciplinary? Are students required to share responsibility and make substantive decisions with other people? Do students use ICT to support knowledge building? Is ICT necessary to that knowledge building? Does the learning activity require solving authentic, real world problems? Are students’ solutions implemented in the real world? Is the learning activity long term? Do students plan and assess their own work? Did the student produce extended communication? Was the communication well-developed and organized around a thesis?

12 Coding Requirements Rules that apply to all rubrics.

13 Main Requirement Rule What do students spend most of their time doing? What do teachers emphasize in their grading criteria?

14 Evidence Rule Select coding based purely on evidence Use evidence from o Learning activity o Learning activity cover sheet o Teachers’ grading criteria or other available materials

15 Strict Rule When in doubt, choose the lower coding. o (see Evidence Rule)

16 Knowledge Building

17 Is this knowledge construction?

18 Knowledge Building

19 Is knowledge construction the main requirement?

20 Knowledge Building

21 Are students required to apply their knowledge in a new context? YES:NO: Students analyze demographic statistics from their hometown and then use their understanding of population trends to develop a plan for an upcoming housing development project. Students apply their knowledge from analyzing demographic statistics in order to develop a housing plan; this step requires further analysis. Students analyze demographic statistics from their hometown and then analyze demographic statistics from a second location of their choice. Students do not apply their knowledge from analyzing demographic statistics to any new activity; they simply repeat the same activity with a different dataset. Students examine photos enlarged at different sizes to develop an understanding of similarity and then apply that knowledge to abstract geometric shapes, thinking about size ratios and angles to determine which shapes are mathematically similar. Students apply their knowledge from evaluating shapes to deepen their own understanding of mathematical similarity. Students examine photos enlarged at different sizes to develop an understanding of similarity and then describe their understanding. Students do not apply their knowledge from evaluating shapes to any new domain; they simply articulate that knowledge. Students in theatre class analyze the characters in a play to learn about character development; then the students use Movie Maker to create their own one- act play demonstrating character development. Students apply their knowledge from their character analysis to create and develop their own characters; this step requires further interpretation and analysis. Students in theatre class analyse the characters in a play to learn about character development and then write an essay about what they learned. Students do not apply their knowledge from their character analysis to any new task; they simply articulate that knowledge. Students design and execute a procedure for testing the qualities of the tap water at their school. Once they have accurate data, they use that information to determine which water filtration system would be most appropriate for the school. Students apply their knowledge from designing and conducting water quality tests to select an appropriate water filtration system, which forces them to look at what they have learned in a new way and deepen their knowledge. Students design and execute a procedure for testing the qualities of the tap water at their school. They test the water and redesign the procedure iteratively until they have accurate data. Although students apply their knowledge from previous trials to refine the procedure, they are only applying knowledge within a single (repeated) context. They are deepening their knowledge, but not extending it to a new type of application.

22 Knowledge Building

23 Is the learning activity interdisciplinary?

24 Knowledge Building

25 Actions Before Session 2 Session 2 – May 29 th Code 2 lessons o Indigenous Cultures o Doing Business in Birmingham Files available on OneDrive - - & in this webinar (click on paper clip).http://1drv.ms/SLDcou Questions? – me


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