21 st century... stuff an attempt to talk the talk that we are going to walk
Post on 22-Dec-2015
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21st Century . . . Stuff
An Attempt to Talk the Talk that We are
Going to Walk
• The area of learning (i.e. Math)
Subject
• The conceptual categories of a subject (i.e. “Number and Operation”)
Strands
• The agreed upon major learning goals under which the curriculum is articulated
Standards
• What a student is supposed to know and be able to do at a point in time, often organized by grade bands
Benchmarks
• The learning goal for a specific grade level and/or course . . . These are placed into instructional units
Learning Targets
ISB’s Articulation Structure
In the end, each course has this . . .
Understanding by Design
Learning21 @ ISB
Where did this come from?
New Media Literacies (Jenkins)
Play
Performance
Simulation
Appropriation
Multitasking
Distributed Cognition
Collective Intelligence
Judgment
Transmedia Navigation
Networking
Negotiation
Visualization
You’ve got to start with some stuff . . .
Learning21@ISB
L21 Approaches, singularly, are vehicles to L21 Skills. Combined, they create an environment that best replicates the way we work and learn.
L21 Approaches
L21 Skills
OK, that’s a lot of talking . . . Where’s the walking?
And what role does technology play?
A few heretical thoughts . . .
The 21st Century movement is a learning one, not a tech one.In other words, technology does not simply always equal “21st Century”.
Creating a “pull” culture as opposed to a push culture when it comes to getting technology into the game. Technology needs a stronger and more organic rationale.
We try to do this by creating system-wide structures and explorations and avoiding the “all that glitters is not gold” debate.
IT as Parallel Process
We just keep bouncing . . .School
IT
Strategic Planning and Future Visioning, not IT Plans
A public debate about learning . . . Creating a Pull Culture
Building it into curriculum design processes
Building it into professional standards
Technology in support of a compelling rationale, not in support of itself . . . It’s all about CONTEXT for everything.
Framing the exploration
L21 Explorations . . .Starting from authentic dialogue
• Exploration of L21 Skills: September 9 and 16• Project-Based Learning: October 28• Integrated Learning: Nov 4 - Dec 2• Social & Emotional Learning: Dec 9 - Jan 27• Assessment and L21 Skills: Feb 3 - Mar 10• Entry Point Articulation: Mar 17 - Apr 21• Plan and Resource: Apr 28 - May 26
End Goal
By April, groups (i.e. departments, grade levels, etc.) will have identified:
the L21 element that will serve as their entry point aspects in units of their existing program that could be relatively easily adapted to
good L21 practice units that have the potential to be redesigned to include new instances of the L21
practice the capacities members of this group will need to develop in order to be successful support needed by this group in order to be successful.
In Summary . . .
Creating pull cultures . . . A culture where technology is expected to be used in the service of something other than itself and will be drawn in, not forced.
Avoiding polarizing debates and focus on a big premise
The rationale is the changed context, not the tool
Avoid “gaping” at the technology
Create a broad base of support for the premise and then bring in the appropriate tools
Create broad systemic goals and processes based in curriculum and learning, not stand-alone IT plans
None of this is new, nor is it rocket science, but the subtle differences can, we believe, make the difference.