The document discusses 21st Century Learning Design (21CLD), a research project from 2009-2012 that studied innovative teaching and learning methods. It conducted pilots in multiple countries and found that the design of learning activities is essential for developing 21st century skills. 21CLD focuses on six dimensions: collaboration, knowledge construction, use of ICT, real-world problem solving, skilled communication, and self-regulation. Each dimension is defined and different levels are described. Scenarios are provided as examples to illustrate the dimensions. The document provides a framework for analyzing teaching methods and how well they cultivate skills like critical thinking, communication, creativity and others.
Contoso helps organizations foster innovation through collaborative thinking and agile frameworks. It aims to grow revenue annually and sees opportunities in B2B market scenarios and cloud-based solutions. Contoso believes in giving 110% through its next-generation data architecture and helping organizations virtually manage workflows, and it thrives due to its market knowledge and team.
Dokumen ini memberikan panduan pelaksanaan ujian Standard Kecergasan Fizikal Kebangsaan untuk Murid Sekolah Malaysia (SEGAK) yang terdiri daripada lima ujian untuk mengukur tahap kecergasan fizikal murid berdasarkan kesihatan. Ujian-ujian tersebut perlu dilaksanakan dua kali setahun bagi memantau dan meningkatkan tahap kecergasan murid.
This document is a report form for a Professional Learning Community (PLC) organized by the Petaling Perdana District Education Office. It collects information such as the name of the institution, topic/focus of the PLC, date, location, names of the mentor, group leader and members. It also documents the chosen PLC strategies and notes from discussions, including issues/focus, data/resources and proposed actions. The form is provided by and certified by the Education Office and collects additional details for a specific school, including topic, date, time and place of the PLC meeting.
Instrumen ini digunakan untuk memantau Program Transisi Tahun 1 di sekolah-sekolah, dengan menilai pengurusan program, guru, murid, dan bilik darjah. Ia mengandungi maklumat sekolah, kriteria penilaian, dan ruang untuk rumusan pemantau.
The document discusses key aspects of 21st century education including the teacher's role, student's role, pedagogy, assessment, self-regulation, problem-solving, and innovation. It provides examples of real-world problem solving, such as students identifying appropriate uses of statistical measures by exploring real data or designing a community garden. True innovation requires students to implement their ideas or solutions in the real world and benefit others outside the classroom.
Contoso helps organizations foster innovation through collaborative thinking and agile frameworks. It aims to grow revenue annually and sees opportunities in B2B market scenarios and cloud-based solutions. Contoso believes in giving 110% through its next-generation data architecture and helping organizations virtually manage workflows, and it thrives due to its market knowledge and team.
Dokumen ini memberikan panduan pelaksanaan ujian Standard Kecergasan Fizikal Kebangsaan untuk Murid Sekolah Malaysia (SEGAK) yang terdiri daripada lima ujian untuk mengukur tahap kecergasan fizikal murid berdasarkan kesihatan. Ujian-ujian tersebut perlu dilaksanakan dua kali setahun bagi memantau dan meningkatkan tahap kecergasan murid.
This document is a report form for a Professional Learning Community (PLC) organized by the Petaling Perdana District Education Office. It collects information such as the name of the institution, topic/focus of the PLC, date, location, names of the mentor, group leader and members. It also documents the chosen PLC strategies and notes from discussions, including issues/focus, data/resources and proposed actions. The form is provided by and certified by the Education Office and collects additional details for a specific school, including topic, date, time and place of the PLC meeting.
Instrumen ini digunakan untuk memantau Program Transisi Tahun 1 di sekolah-sekolah, dengan menilai pengurusan program, guru, murid, dan bilik darjah. Ia mengandungi maklumat sekolah, kriteria penilaian, dan ruang untuk rumusan pemantau.
The document discusses key aspects of 21st century education including the teacher's role, student's role, pedagogy, assessment, self-regulation, problem-solving, and innovation. It provides examples of real-world problem solving, such as students identifying appropriate uses of statistical measures by exploring real data or designing a community garden. True innovation requires students to implement their ideas or solutions in the real world and benefit others outside the classroom.
The 21st century classroom utilizes technology and collaborative learning spaces to develop skills like critical thinking, communication, and global awareness. Digital tools, flexible furniture, and a student-centered environment replace the traditional teacher-focused model. Teachers facilitate project-based and flipped learning, while assessment focuses on feedback rather than tests. Students demonstrate understanding through presentations, social media, and self-evaluation.
This document provides an overview and rubric for assessing student work on dimensions of 21st century skills, including collaboration. The collaboration section defines key concepts like working together, sharing responsibility, and making substantive decisions together. It provides examples to help identify if student work demonstrates these collaboration skills. The rubric is meant to evaluate evidence of collaboration in student work rather than the overall quality or content of the work.
Project based learning (PBL) provides students with an authentic learning experience that focuses on solving real-world challenges. It allows for varied solutions, connection across disciplines, and development of 21st century skills. PBL gives students the opportunity to apply their knowledge by creating a solution or product, rather than just learning about a topic. Teachers can assess students on both the process of working through a project and the quality of the final solution or product. Resources are provided to help teachers design effective PBL projects and assessments.
The document discusses 21st century skills and classroom settings. It notes that 21st century skills will include critical thinking, collaboration, adaptability, communication, and accessing information. It contrasts a traditional, teacher-centered classroom with an environmental studies classroom that uses real-life, project-based learning. It predicts that in the future, classrooms will use more multimedia, blogs, wikis, interactive whiteboards, and student-centered, project-based, integrated curricula to develop students' critical thinking and problem solving abilities. Teachers will empower students and guide self-directed learning, while students will create and share multimedia content, participate in online networks, and inspire higher motivation and achievement through collaboration.
This document summarizes a presentation about 21st century teaching and learning. It discusses:
- The importance of 21st century skills like problem solving, collaboration, and technology use.
- Data showing U.S. students falling behind internationally in core subjects and problem solving.
- Resources like the Partnership for 21st Century Skills framework and tools to help schools develop these skills.
- Six design principles for 21st century classrooms, including relevant curriculum, informative assessment, and ubiquitous technology access.
- Ways participants can reflect on incorporating 21st century skills into their own ARRA grant projects.
This document summarizes a presentation about 21st century teaching and learning. It discusses:
- The importance of developing 21st century skills like problem solving, collaboration, and critical thinking in students.
- Resources available from the Partnership for 21st Century Skills including frameworks, tools for self-assessment, and examples of best practices.
- Components of 21st century classrooms including making the curriculum relevant, using informative assessments, fostering innovation, and ensuring access to technology.
- Tools discussed for 21st century teaching environments, and ways teachers can reflect on incorporating 21st century skills into their ARRA projects.
Technology drives societal change, requiring different skill sets in the 21st century compared to the past. Success now relies on skills like consuming, analyzing, connecting, synthesizing, interacting and creating using new learning tools across multiple modalities. Schools must bridge the gap between how students live and learn by embracing collaboration, active learning, higher-order thinking, outcome-based assessments and making the curriculum relevant to students' interests.
This document summarizes a presentation by Maria Narciso and Samantha Morra from Montclair Public Schools about creating a 21st century classroom. It describes how they transformed a classroom based on a vision of flexible, technology-enabled learning. They removed traditional desks and installed movable furniture, computers, interactive whiteboards, and other technologies. This created a technology learning commons to engage students in skills like digital literacy, media authoring, and collaboration through projects like digital storytelling and video production. The project required planning, funding, construction, and staff training to fully realize the new learning environment.
The document discusses innovative teaching practices that develop 21st century skills. It outlines ten practices that stimulate skill development, including reciprocal feedback, connecting learning to the real world, student-led work revision, in-depth project work, student self-reflection, freedom of choice in tools and topics, cross-cultural contacts, performance assessment contributions, and exposure to global issues. Five dimensions of 21st century learning are also described: collaboration, knowledge-building, ICT use, self-regulation, and real-world problem solving. The document provides definitions for some of these dimensions, such as defining collaboration as students working together to discuss, solve problems, create products, and share responsibility; and knowledge-building as going beyond knowledge reproduction
This document discusses the need for 21st century learning in schools. It argues that today's students will be retiring in 2065, so schools need to teach skills like creativity, collaboration, and digital literacy to prepare them for a world that is rapidly changing and difficult to predict. A sample schedule for a 2nd grade classroom is provided as an example of how 21st century skills can be incorporated into the daily curriculum through activities like blogging, Skype calls, digital photography, and GPS-based scavenger hunts. The goal is to provide a flexible learning environment that develops students' ability to learn on their own and use new technologies as tools to create knowledge.
ENSEÑANZA DEL SIGLO XXI ENFOCADA AL APRENDIZAJE DEL INGLES COMO LENGUA EXTRAN...Jefferson Villalba
1) Project-based learning can improve 21st century skills development by engaging students in real-world projects over an extended period to address an authentic question or problem.
2) Through project-based learning, students take responsibility for their own education by conducting research and creating projects that demonstrate their knowledge while developing skills like collaboration, communication, and problem-solving.
3) It is recommended that schools implement project-based learning opportunities to develop students' 21st century skills through meaningful real-world projects and collaborative group work that integrate technology.
The project aimed to provide better education to rural students in Maharashtra, India through the development of an interactive classroom device called "Klassmate". The device was implemented in several small, rural schools and helped improve student academic results, engagement, and 21st century skills like collaboration. Through community fundraising and support, the project demonstrated how technology can enhance learning opportunities for students in under-resourced areas.
This document discusses 21st century learning and provides examples of how it can be implemented at different grade levels. It also outlines a framework for 21st century skills that includes learning and innovation skills, life and career skills, and information/technology skills. Additionally, it discusses how 21st century learning can be supported through project-based learning, real-world curriculum, modern learning environments, professional development, and new approaches to standards and assessment.
Project Based Learning Ppt For Oct 20 And 22ndragogli
The document discusses project-based learning and integrating 21st century skills. It outlines the rationale for using project-based learning, including allowing students to develop deep knowledge and critical thinking skills. It also describes common elements of effective projects, such as aligning them with standards and assessing students. The document then discusses instructional approaches for projects and outlines various 21st century skills, including learning and innovation skills, information/media/technology skills, and life and career skills.
MODULE 1 A 1 Building and Enhancing New Literacies Across th Curriculum.pptxJIJIDEVILLA1
This document outlines a course on building and enhancing new literacies across the curriculum. It contains 11 modules that cover topics like 21st century education, new literacies, and specific literacies like digital, financial, and ecoliteracy. The first module defines 21st century education and describes how its concepts can be integrated in the classroom. It discusses how 21st century schools focus on project-based learning to address real-world issues. The curriculum is interdisciplinary and uses technologies, multiple literacies, and authentic assessments. 21st century teachers facilitate learning and help students apply knowledge to solve problems.
RJohnson Portfolio USAID Project Report Example STEM activities (10 pages)beccane
This document provides examples of STEM projects completed by schools in the SAInS (School Action for Innovations in Science) program in Indonesia. It describes two exemplary projects:
1) At SMA 1 Kepanjen, students conducted an interdisciplinary project on the economic and environmental potential of landfill waste. They studied decomposition biology, biogas extraction, and the social impacts on waste pickers through fieldwork at the local landfill.
2) At SMA Kornita Bogor, students used 3D printers to create tactile books for blind children. Working with a local school for the blind, they designed 3D models, printed them, and assembled the books to support literacy for
The document discusses 21st century skills and their importance in education. It describes how instruction should focus on developing skills like critical thinking, problem solving, communication, collaboration and creativity. Teachers are encouraged to use technology to create personalized, student-centered learning environments where students can develop skills for lifelong learning. The goal is to prepare students to be successful in a complex, globalized world where they will likely have multiple careers.
Higher education has dramatically evolved from traditional pedagogical models to current methods using computer technology that supports knowledge delivery and knowledge acquisition. The evolving technology has provided an opportunity to improve teaching skills and increase student’s learning capabilities. E-Learning is one example of evolving technology used in higher education.
The 21st century classroom utilizes technology and collaborative learning spaces to develop skills like critical thinking, communication, and global awareness. Digital tools, flexible furniture, and a student-centered environment replace the traditional teacher-focused model. Teachers facilitate project-based and flipped learning, while assessment focuses on feedback rather than tests. Students demonstrate understanding through presentations, social media, and self-evaluation.
This document provides an overview and rubric for assessing student work on dimensions of 21st century skills, including collaboration. The collaboration section defines key concepts like working together, sharing responsibility, and making substantive decisions together. It provides examples to help identify if student work demonstrates these collaboration skills. The rubric is meant to evaluate evidence of collaboration in student work rather than the overall quality or content of the work.
Project based learning (PBL) provides students with an authentic learning experience that focuses on solving real-world challenges. It allows for varied solutions, connection across disciplines, and development of 21st century skills. PBL gives students the opportunity to apply their knowledge by creating a solution or product, rather than just learning about a topic. Teachers can assess students on both the process of working through a project and the quality of the final solution or product. Resources are provided to help teachers design effective PBL projects and assessments.
The document discusses 21st century skills and classroom settings. It notes that 21st century skills will include critical thinking, collaboration, adaptability, communication, and accessing information. It contrasts a traditional, teacher-centered classroom with an environmental studies classroom that uses real-life, project-based learning. It predicts that in the future, classrooms will use more multimedia, blogs, wikis, interactive whiteboards, and student-centered, project-based, integrated curricula to develop students' critical thinking and problem solving abilities. Teachers will empower students and guide self-directed learning, while students will create and share multimedia content, participate in online networks, and inspire higher motivation and achievement through collaboration.
This document summarizes a presentation about 21st century teaching and learning. It discusses:
- The importance of 21st century skills like problem solving, collaboration, and technology use.
- Data showing U.S. students falling behind internationally in core subjects and problem solving.
- Resources like the Partnership for 21st Century Skills framework and tools to help schools develop these skills.
- Six design principles for 21st century classrooms, including relevant curriculum, informative assessment, and ubiquitous technology access.
- Ways participants can reflect on incorporating 21st century skills into their own ARRA grant projects.
This document summarizes a presentation about 21st century teaching and learning. It discusses:
- The importance of developing 21st century skills like problem solving, collaboration, and critical thinking in students.
- Resources available from the Partnership for 21st Century Skills including frameworks, tools for self-assessment, and examples of best practices.
- Components of 21st century classrooms including making the curriculum relevant, using informative assessments, fostering innovation, and ensuring access to technology.
- Tools discussed for 21st century teaching environments, and ways teachers can reflect on incorporating 21st century skills into their ARRA projects.
Technology drives societal change, requiring different skill sets in the 21st century compared to the past. Success now relies on skills like consuming, analyzing, connecting, synthesizing, interacting and creating using new learning tools across multiple modalities. Schools must bridge the gap between how students live and learn by embracing collaboration, active learning, higher-order thinking, outcome-based assessments and making the curriculum relevant to students' interests.
This document summarizes a presentation by Maria Narciso and Samantha Morra from Montclair Public Schools about creating a 21st century classroom. It describes how they transformed a classroom based on a vision of flexible, technology-enabled learning. They removed traditional desks and installed movable furniture, computers, interactive whiteboards, and other technologies. This created a technology learning commons to engage students in skills like digital literacy, media authoring, and collaboration through projects like digital storytelling and video production. The project required planning, funding, construction, and staff training to fully realize the new learning environment.
The document discusses innovative teaching practices that develop 21st century skills. It outlines ten practices that stimulate skill development, including reciprocal feedback, connecting learning to the real world, student-led work revision, in-depth project work, student self-reflection, freedom of choice in tools and topics, cross-cultural contacts, performance assessment contributions, and exposure to global issues. Five dimensions of 21st century learning are also described: collaboration, knowledge-building, ICT use, self-regulation, and real-world problem solving. The document provides definitions for some of these dimensions, such as defining collaboration as students working together to discuss, solve problems, create products, and share responsibility; and knowledge-building as going beyond knowledge reproduction
This document discusses the need for 21st century learning in schools. It argues that today's students will be retiring in 2065, so schools need to teach skills like creativity, collaboration, and digital literacy to prepare them for a world that is rapidly changing and difficult to predict. A sample schedule for a 2nd grade classroom is provided as an example of how 21st century skills can be incorporated into the daily curriculum through activities like blogging, Skype calls, digital photography, and GPS-based scavenger hunts. The goal is to provide a flexible learning environment that develops students' ability to learn on their own and use new technologies as tools to create knowledge.
ENSEÑANZA DEL SIGLO XXI ENFOCADA AL APRENDIZAJE DEL INGLES COMO LENGUA EXTRAN...Jefferson Villalba
1) Project-based learning can improve 21st century skills development by engaging students in real-world projects over an extended period to address an authentic question or problem.
2) Through project-based learning, students take responsibility for their own education by conducting research and creating projects that demonstrate their knowledge while developing skills like collaboration, communication, and problem-solving.
3) It is recommended that schools implement project-based learning opportunities to develop students' 21st century skills through meaningful real-world projects and collaborative group work that integrate technology.
The project aimed to provide better education to rural students in Maharashtra, India through the development of an interactive classroom device called "Klassmate". The device was implemented in several small, rural schools and helped improve student academic results, engagement, and 21st century skills like collaboration. Through community fundraising and support, the project demonstrated how technology can enhance learning opportunities for students in under-resourced areas.
This document discusses 21st century learning and provides examples of how it can be implemented at different grade levels. It also outlines a framework for 21st century skills that includes learning and innovation skills, life and career skills, and information/technology skills. Additionally, it discusses how 21st century learning can be supported through project-based learning, real-world curriculum, modern learning environments, professional development, and new approaches to standards and assessment.
Project Based Learning Ppt For Oct 20 And 22ndragogli
The document discusses project-based learning and integrating 21st century skills. It outlines the rationale for using project-based learning, including allowing students to develop deep knowledge and critical thinking skills. It also describes common elements of effective projects, such as aligning them with standards and assessing students. The document then discusses instructional approaches for projects and outlines various 21st century skills, including learning and innovation skills, information/media/technology skills, and life and career skills.
MODULE 1 A 1 Building and Enhancing New Literacies Across th Curriculum.pptxJIJIDEVILLA1
This document outlines a course on building and enhancing new literacies across the curriculum. It contains 11 modules that cover topics like 21st century education, new literacies, and specific literacies like digital, financial, and ecoliteracy. The first module defines 21st century education and describes how its concepts can be integrated in the classroom. It discusses how 21st century schools focus on project-based learning to address real-world issues. The curriculum is interdisciplinary and uses technologies, multiple literacies, and authentic assessments. 21st century teachers facilitate learning and help students apply knowledge to solve problems.
RJohnson Portfolio USAID Project Report Example STEM activities (10 pages)beccane
This document provides examples of STEM projects completed by schools in the SAInS (School Action for Innovations in Science) program in Indonesia. It describes two exemplary projects:
1) At SMA 1 Kepanjen, students conducted an interdisciplinary project on the economic and environmental potential of landfill waste. They studied decomposition biology, biogas extraction, and the social impacts on waste pickers through fieldwork at the local landfill.
2) At SMA Kornita Bogor, students used 3D printers to create tactile books for blind children. Working with a local school for the blind, they designed 3D models, printed them, and assembled the books to support literacy for
The document discusses 21st century skills and their importance in education. It describes how instruction should focus on developing skills like critical thinking, problem solving, communication, collaboration and creativity. Teachers are encouraged to use technology to create personalized, student-centered learning environments where students can develop skills for lifelong learning. The goal is to prepare students to be successful in a complex, globalized world where they will likely have multiple careers.
Higher education has dramatically evolved from traditional pedagogical models to current methods using computer technology that supports knowledge delivery and knowledge acquisition. The evolving technology has provided an opportunity to improve teaching skills and increase student’s learning capabilities. E-Learning is one example of evolving technology used in higher education.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. 21st Century Learning Design
21st Century Learning Design (21CLD)
Research-Based – Innovative Teaching & Learning
Research Project: 2009-2012
Pilot Countries: Russia, Indonesia, Senegal, Finland
Joined by: Australia, England, Mexico & Brunei
Important Finding:
The DESIGN of THE LEARNING ACTIVITIES is the
MOST essential element in developing the 21st
Century Skills
3. 21CLD & 4C1V
OUTPU
T
COMMUNICATION
COLLABORATION
CRITICAL THINKING
CREATIVITY
VALUE
STUDENT Collaboration
Knowledge
constructions
Self Regulations
ICT In Learning
Skilled
Communication
Real World
Problem Solving
4C1V
4. 21st Century Learning Design
21 CLD 6 DIMENSIONS
KNOWLEDGE
CONSTRUCTION
ICT IN
LEARNING
REAL WORLD
PROBLEM
SOLVING
SELF
REGULATION
SKILLED
COMMUNICATION
COLLABORATION
5. 21st Century Learning Design
|
DEFINITION :
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
Do learners
have a shared
responsibility
for a joint
outcome?
Is their work
interdependent?
Do they make
substantive decisions
together?
Shared
responsibility
Substantive decisions
Interdependent
6. 21st Century Learning Design
COLLABORATION
At Which Level of
Collaboration are
You?
LEVEL 3
Students do have shared
responsibilities BUT DO NOT
have to make substantive
decision together.
LEVEL 4
Students DO make substantive
decision together about content,
process or product BUT their
decision is NOT interdependent
LEVEL 5
Students DO have shared
responsibilities. They DO make
substantive decision together
AND their work is interdependent.
LEVEL 2
Students DO work together
BUT they DO NOT have
SHARED Responsibility.
LEVEL 1
Students are NOT required to
work in pairs or group
7. 21st Century Learning Design
Scenario
Which ONE is working TOGETHER?
1. A small group discusses an issue together.
2. A whole class discusses an issue.
1. Students use OneNote to share their story drafts and give each
other feedback.
2. Each student creates his/her own story and sends it to the educator
for feedback.
1
8. 21st Century Learning Design
Scenario
Which ONE is SHARED RESPONSIBILITY?
1. Students conduct a lab experiment together.
2. Students give each other feedback
1. A student works with a peer in another country to develop a joint
website using Microsoft Office 365
2. A student interviews a peer in another country about the local
weather for his website.
2
9. 21st Century Learning Design
Scenario
Which ONE is SUBSTANTIVE DECISION TOGETHER?
1. Students in teams are preparing for a debate and must decide what
side of the issue they will argue for.
2. Students in teams are preparing for a debate and are sharing points
with each other.
1. Student teams assign roles to team members based on the list of
roles the educator has defined.
2. Student teams are conducting a research project and must decide
on their own workplan and roles on the team.
3
10. 21st Century Learning Design
Scenario
Which ONE is INTERDEPENDENT?
1. In an essay assignment, students assigned to a section will have
to write their section using WORD Online.
2. In an essay assignment, each student write his/her essay using
WORD online
1. Jigsaw Classroom
2. Think, Pair & Share
Last
11. 21st Century Learning Design
|
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 & INNOVATION
Does the
learning
activity require
authentic, real-
world problem
solving?
Authentic
Solutions
Do learners innovate to
implement their ideas in
the real world?
Share
Solve
Authentic
12. 21st Century Learning Design
REAL WORLD PROBLEM
SOLVING
The Activity is NOT Problem Solving. Students
use previously learned content to do the work.
01
The Activity’s main requirement IS problem
solving BUT its NOT a Real-World Problem
02
The Activity’s main requirement IS problem solving;
its a Real-World Problem BUT students DO NOT
need to INNOVATE. They are NOT required to
implement their ideas or communicate their ideas to
people outside the school.
03
The Activity’s main requirement IS problem
solving; its a Real-World Problem. Students DO
need to INNOVATE. They are required to
implement their ideas or communicate their
ideas to people outside the school.
.
04
13. 21st Century Learning Design
Scenario
Which ONE is PROBLEM SOLVING?
1. Students use a map of a bus route to propose where pedestrian
crossings should be added in a fictional town.
2. Students use a map of a bus route to discuss advantages of
pedestrian crossing.
1. Students use Microsoft Excel to calculate the mean, median and
mode of several sample datasets.
2. Students use Microsoft Excel to calculate the mean, median and
mode for a project they are doing in order to decide on a course of
action
1
14. 21st Century Learning Design
Scenario
Which ONE is REAL WORLD problem solving?
1. Students use a bus map in a textbook to propose where pedestrian
crossings should be added in a fictional town.
2. Students use their town’s bus map to propose where pedestrian
crossings should be added in their town.
1. Students investigate whether growing plants in their classroom can
improve the air quality.
2. Students investigate the interaction between green plants and
carbon dioxide in the air.
2
15. 21st Century Learning Design
Scenario
Which ONE is INNOVATION?
1. Students write letters to the town council about their ideas for
adding pedestrian crossings in their town as an assignment.
2. Students write letters to the town council about their ideas for
adding pedestrian crossings in their town AND mail the letters to
council members.
1. Students rewrite a Shakespeare play for a teenage audience and
perform it at a local youth center.
2. Students rewrite a Shakespeare play for a teenage audience and
share it with their classmates.
Last
16. 21st Century Learning Design
|
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
Are learners
required to
construct new
knowledge?
Is that knowledge
interdependent?
Do they apply the
knowledge in a new
context?
New
Build
Interdisciplinary
17. 21st Century Learning Design
KNOWLEDGE CONSTRUCTION
The learning
activity
DOES NOT
require
students to
construct
knowledge.
Students can
complete the
activity by
reproducing
information.
The learning
activity DOES
require students
to construct
knowledge via
researching,
interpretation etc
BUT Knowledge
Construction is
NOT the main
activity
The Learning
Activity’s main
requirement IS
knowledge
construction
BUT it does
NOT require
students to
apply to new
context
The learning activity’s
main requirement IS
knowledge
construction, it DOES
require students to
apply to a new context
BUT it is NOT
interdisciplinary
The learning activity’s
main requirement IS
knowledge construction, it
DOES require students to
apply to a new context
BUT it is interdisciplinary
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
18. 21st Century Learning Design
SCENARIO
Which ONE is KNOWLEDGE CONSTRUCTION?
1. Students use Bing to search the Internet for information about local activities to
help the environment and analyse it to decide what else could be done.
2. Students use Bing to search the internet for information about local activities to
help the environment and give a presentation to describe what they found.
3. Students familiar with the barometer use one to measure atmospheric
pressure.
4. Students compare different explanations for changes in atmospheric pressure
to determine which explanations are credible
1
19. 21st Century Learning Design
SCENARIO
Which ONE is knowledge construction as the MAIN activity?
1.Students spend 10 minutes listing details from a story,
then spend 35 minutes using the details to propose why a
character committed a crime.
2.Students spend 35 minutes listing details from a story,
then in the last 10 minutes of class they use the details to
infer why a character committed a crime.
2
20. 21st Century Learning Design
SCENARIO
Which ONE is requires the learner APPLY his/her knowledge?
1. 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.
2. Students analyze demographic statistics from their hometown and then analyze
demographic statistics from a second location of their choice
1. 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.
2. 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.
3
21. 21st Century Learning Design
SCENARIO
Which ONE is INTERDISPLINARY?
Students in science class write persuasive letters to an
environmental organization about the results of their experiment.
1. Educators grade students only on the quality of their data.
2. Educators grade students on the quality of their data AND on
their writing skills.
Last
22. 21st Century Learning Design
|
Learners use ICT
to design and
create new
knowledge,
understandings,
solutions, ideas
or products for
authentic
audiences and
users.
ICT FOR
LEARNING
Do learners
use ICT to
construct
knowledge in
ways that add
value to
learning?
Does their work
demonstrate ethical
use and additional
21C capabilities?
Do learners create ICT
products that others can
use
Supports Knowledge
Construction
Designer of ICT Products
Ethics
23. 21st Century Learning Design
ICT IN LEARNING
Students use ICT to support
knowledge construction, AND
ICT IS required for knowledge
construction BUT they do not
need to create a NEW ICT
product for authentic user.
Students use ICT to support
knowledge construction, BUT
they could do it even without
ICT
Students DO NOT have
the opportunity to use ICT
in learning.
Students are using ICT but to only
reproduce information or practice
basic skills. ICT is not used for
knowledge construction
LEVEL 1
LEVEL 2 LEVEL 3
LEVEL 4
LEVEL 5
Students use ICT
to support
knowledge
construction, AND
ICT IS required
for knowledge
construction AND
they need to
create a NEW
ICT product for
authentic user
24. 21st Century Learning Design
SCENARIO
Which ONE is students using ICT?
1. Students use Microsoft OneNote to edit their writing, tracking their changes
as they go.
2. The educator uses Microsoft OneNote to make and track suggested
changes to the student’s writing
3. Students complete a math learning activity by using Excel spreadsheet
software.
4. Students complete a math learning activity by using worksheets that the
educator has printed out from the computer
1
25. 21st Century Learning Design
SCENARIO
Which ONE Uses ICT to SUPPORT Knowledge Construction?
1. Students use a EXCEL to compute totals that they will use to analyse their
data.
2. Students use EXCEL chart/graph mode to test reciprocal relationship
using data.
1. Students use Microsoft OneNote to type an essay they have written.
2. Students write an essay on a computer, using the Microsoft OneNote to
help organize and synthesize their ideas in writing.
2
26. 21st Century Learning Design
SCENARIO
Which ONE Uses ICT to produce ICT products?
1. Students create videos of their own interviews with local community
members to submit to the educator for the end-of-year assignment.
2. Students create videos of their own interviews with local community
members that will air on a local television channel program about "our
community".
LAST
27. 21st Century Learning Design
|
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
multimodal in nature.
SKILFUL
COMMUNICATION
Does the
learning
activity require
coherent
communicatio
n using a range
of modes?
Do learners reflect
and use the process
of learning to
improve their
communications?
Do learners design and
produce a substantive,
multi-modal
communication for a
particular audience?
Multimodal
Coherent
Authentic
Audience
28. 21st Century Learning Design
SKILLED COMMUNICATION
01
02
04
03
Students are required to produce extended or
multi model communication are required to
provide supporting evidence or design for a
particular audience BUT NOT BOTH
Students are required to produce extended or multi
model communication BUT are NOT required to provide
supporting evidence or design for a particular audience
Students are required to produce extended or multi
model communication are required to provide
supporting evidence AND design for a particular
audience.
.
Students ARE NOT required to
produce extended or multi model
communication.
29. 21st Century Learning Design
SCENARIO
Which ONE is EXTENDED communication?
1. Students participate in a webinar where they listen to presentations by
peers from their sister-city and then ask follow-up questions.
2. Students host a webinar where they present on different topics about their
city to peers in their sister-city and then answer follow up questions.
3. Students hold a Skype conversation with peers from another school to
create a plan for the performance they will put on together about the novel
they read.
4. Students hold a Skype conversation with peers from another school to talk
about the novel they read.
1
30. 21st Century Learning Design
SCENARIO
Which ONE is MULTI MODAL?
1. Students create a print, radio, or television advertisement for their new
invention.
2. Students create a radio advertisement for their new invention.
3. Students created a SWAY presentation combining pictures & text.
4. Students created a SWAY presentation combining pictures, video, text &
VO.
2
31. 21st Century Learning Design
SCENARIO
Which ONE requires SUPPORTIVE Evidence?
1. Students must write an essay about why global warming is a problem.
2. Students must write an essay about global warming.
3. Students must write a blog post about the main themes from Alice in
Wonderland, with examples from the story to illustrate their point.
4. Students must write a blog post listing the main themes of Alice in
Wonderland
1
32. 21st Century Learning Design
SCENARIO
Which ONE targets PARTICULAR AUDIENCE?
1. Students must create a video about their school, using appropriate
imagery and evidence, to welcome the incoming students in the coming
school year.
2. Students must create a video about their school, using appropriate
imagery and evidence.
4
33. 21st Century Learning Design
|
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
Does the
learning
activity offer
substantive
time and
opportunity to
develop self-
regulation
Do learners use
feedback to
improve their
learning?
Do learners know the
learning intentions and
success criteria in
advance, and plan their
work?
Feedback
Intentions
Plan
34. 21st Century Learning Design
SELF REGULATION
The Activity is long term.
Students do have learning
goals & are informed of
evaluation criteria, have the
opportunity to plan their own
work BUT DO NOT have the
chance to REVISE their work
based on feedback
.
The Activity is NOT long term.
Students do NOT have BOTH
learning goals & are NOT
informed of evaluation
criteria
The Activity is long term.
Students do have learning
goals & are informed of
evaluation criteria, have the
opportunity to plan their own
work and have the chance to
REVISE their work based on
feedback.
The Activity is long term.
Students do have learning
goals & are informed of
evaluation criteria BUT DO
NOT have the opportunity to
plan their own work
.
Work with learners, guiding and empowering in ways
that help them take increasing responsibility for their
own learning, both as individuals and in groups
35. 21st Century Learning Design
SCENARIO
Which ONE LONG TERM?
1. Students keep a journal about their nutrition over the course of a week.
2. Students document what they ate on two different days.
1
36. 21st Century Learning Design
SCENARIO
Which ONE shows Students PLAN THEIR OWN WORK?
1. Students decide who will research which aspects of the topic and who will
speak at different points in the debate.
2. The educator assigns specific roles to each student.
2
37. 21st Century Learning Design
SCENARIO
Example of REVISED Work Based on Feedback
1. Students do practice presentations, receive feedback from their educator
and peers, and revise their presentation based on feedback before doing a
final presentation.
Last
40. 21st Century Learning Design
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43. 21st Century Learning Design
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44. 21st Century Learning Design
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45. 21st Century Learning Design
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