21st Century Learning Design - T3 SDD, Merrylands Community of Schools.
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21st Century Learning Design - T3 SDD, Merrylands Community of Schools.

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A workshop for Merrylands Community of Schools focussed on Microsoft 21st Century Learning Design.

A workshop for Merrylands Community of Schools focussed on Microsoft 21st Century Learning Design.

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21st Century Learning Design - T3 SDD, Merrylands Community of Schools. 21st Century Learning Design - T3 SDD, Merrylands Community of Schools. Presentation Transcript

  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 Designing Learning for the 21st Century 21CLD 1 1Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 How do I know 21CLD works? 2 Our  schools  have  seen  the  change   this  program  can  bring  to   classrooms. NSWDEC Schools Research Based Student work samples Global  Innova7ve  Teaching  and  Learning   Research  Program.   21CLD  focusses  on  both  teacher   programming  and  student  work  samples. 2Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 21CLD Dimensions 3 Collaboration Knowledge Contruction Self Regulation Real World Problem Solving ICT for learning Skilful Communication   What  exactly  are  21st  Century  Skills?   3Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 How does 21CLD work? 4 What  do  I  need  to  get  started?   Student Work Samples Learning Activities Discussion Rubrics 4Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 5 { Effective collaboration occurs when learners work together to achieve results or outcomes that are too complex to do on their own, or that they could not do as well on their own. } Collaboration 5Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 Collaboration 6 Do  learners  have  a  shared  responsibility   for  a  joint  outcome? Do  they  make  substan7ve   decisions  together? Is  their  work  interdependent? interdependent  |  shared  responsibility  |  interdependent australian curriculum general capabilities personal  and  social  capabili8es,  ethical  behaviours,  intercultural   communica8on 6Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 Collaboration 7 Decision  Steps { } 7Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 8 { Knowledge construction activities require students to generate ideas and understandings that are new to them. Students can do this through interpretation, analysis, synthesis, or evaluation. } Knowledge Construction 8Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 Knowledge Construction 9 interdisciplinary  |  build  |  new Are  learners  required   to  construct  new  knowledge? Do  they  apply  the  knowledge  in a  new  context? Is  that  knowledge  interdependent? australian curriculum general capabilities literacy,  numeracy,  intercultural  communica8on 9Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 Knowledge Construction 10 Decision  Steps { } 10Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 11 {Work with learners, guiding and empowering in ways that help them take increasing responsibility for their own learning, both as individuals and in groups. } Self Regulation 11Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 Self Regulation 12 plan  |  inten7ons  |  feedback Does  the  learning  ac8vity  offer  substan8ve 8me  and  opportunity  to  develop self-­‐regula8on? Do  learners  know  the  learning  inten7ons and  success  criteria  in  advance,   and  plan  their  work? Do  learners  use  feedback  to  improve  their   learning? australian curriculum general capabilities personal  and  social  capabili8es,  ethical  behaviours,  intercultural   communica8on 12Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 Self Regulation 13 Decision  Steps { } 13Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 14 { Real-world problems are authentic situations and needs that exist outside an academic context. Innovation requires putting students’ ideas or solutions into practice in the real world. } Real World Problem Solving and Innovation 14Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 Real-World Problem-Solving and Innovation 15 authen7c  |  solve  |  share Does  the  learning  ac8vity  require  authen8c, real-­‐world  problem  solving? Do  learners  innovate  to  implement  their ideas  in  the  real  world? xxxx australian curriculum general capabilities cri8cal  and  crea8ve  thinking,  numeracy,  literacy,  intercultural  communica8on 15Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 Real-World Problem-Solving and Innovation 16 Decision  Steps { } 16Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 17 { Learners use ICT to design and create new knowledge, understandings, solutions, ideas or products for authentic audiences and users. } ICT for learning 17Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 ICT for learning 18 mul7modal  |  ethical  |  shared Do  learners  use  ICT  to  construct  knowledge  in ways  that  add  value  to  learning? Do  learners  use  ICT  to  create  new  ideas and  products  for  authen7c  audiences and  users? Does  their  work  demonstrate  ethical  use and  addi7onal  21C  capabili7es? australian curriculum general capabilities ICT,  literacy,  numeracy,  ethical  behaviours,  crea8ve  and  cri8cal  thinking 18Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 ICT for learning 19 Decision  Steps { } 19Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 20 { Connected and coherent thought is evident in a range of communication modes, whether it achieves an authentic purpose for a particular audience, and whether the communication is substantive and multi- modal in nature. } Skilful Communication 20Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 Skilful Communication 21 coherent  |  mul7modal  |  authen7c  audience Does  the  learning  ac8vity  require  coherent communica8on  using  a  range of  modes? Do  learners  design  and  produce  a substan7ve,  mul7-­‐modal  communica7on   for  a  par7cular  audience? Do  learners  reflect  and  use  the  process  of learning  to  improve  their communica7ons? australian curriculum general capabilities personal  and  social  capabili8es,  intercultural  communica8on,  literacy,   numeracy 21Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 Skilful Communication 22 Decision  Steps { } 22Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 21CLD Dimensions 23 Collaboration Knowledge Contruction Self Regulation Real World Problem Solving ICT for learning Skilful Communication   Which  dimension  will  you  focus  on  tomorrow?  This  term?   This  year? 23Saturday, 13 July 13
  • Designing Learning for the 21st Century | 21CLD | 15/7/2013 21CLD LINKS 24 •Merrylands  East  Public  School •Campbelltown  Performing  Arts  High  School •Tuggerah  Lakes  Secondary  College  -­‐       Tumbi  Umbi  Campus Where  can  I  find  more  informa7on?   NSWDEC Schools 21CLD Community Partners  in  Learning  Network  21CLD  info hTp://www.pil-­‐network.com/pd/21CLD/ Overview   This presentation NSWDEC Contacts ITL Research hTp://bit.ly/mhs1507   Pip  Cleaves:  phillippa.cleaves@det.nsw.edu.au Laurens  Derks:  laurens.derks@det.nsw.edu.au   Joachim  Cohen:  joachim.cohen@det.nsw.edu.au   hTp://www.itlresearch.com/ 24Saturday, 13 July 13