Introduction to 21 st Century Curriculum Carla Williamson

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

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 21 st century learning skills and technology tools at each programmatic level http: //wvde. state. wv. us/policies/

The West Virginia Standards for 21 st Century Learning include 21 st century content standards and objectives as well as 21 st 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 21 st century content, 21 st century learning skills and the use of 21 st century technology tools. Policy 2520. 14

Your ideal grad – begin with the end in mind

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

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

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

What do our students say about PBL? Fourth Grade Students Buffalo Elementary School Putnam County Rachel 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 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

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)

“doing a project” vs. PBL “doing a project” PBL Curricular add-on (“dessert”) Curricular focus (“main course”) Alongside or after traditional Project drives instruction Do it for teacher Do it for yourself

Traditional teaching vs. PBL Traditional teaching PBL Dominant pedagogy Textbook, lecture, discussion, worksheet Guided inquiry; more independent learning 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 Teacher do Student voice and (some) choice

From activities & “doing projects” to PBL From… To… Perform scenes from Mac. Beth and make collages of symbols that represent major characters. Explore universal themes in Mac. Beth 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 of common sounds that are 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 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. 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… Play various card and dice games to determine the odds of winning. 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.

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 21 st century skills • Makes school more meaningful

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

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

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

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

Why have a Driving Question? For teachers: • Guides planning • Captures & communicates the purpose of the project • Initiates and focuses inquiry For students: • Creates interest and/or the feeling of challenge • Reminds them “Why we’re doing this today” • Guides project work

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? ”

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?

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 Getting Started Planning & Preparing Reflect & Perfect Managing • • 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/teach 21/

Next Steps 1. Create/find/refine project idea Getting Started 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 Planning & Preparing Reflect & Perfect Managing

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

Contact Information Carla Williamson cljwilli@access. k 12. wv. us