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21st Century Learning Design - T3 SDD, Merrylands Community of Schools.
The document discusses 21CLD (21st Century Learning Design), a program that aims to bring 21st century skills like collaboration, knowledge construction, self-regulation, and real-world problem solving to classrooms. It provides examples of schools that have implemented 21CLD and seen positive results. The document also outlines the six dimensions of 21CLD and provides guidance on how to incorporate each dimension into lesson planning through questions about learning activities and their alignment with 21CLD skills. Resources for further information on 21CLD are listed at the end.
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- 1. Designing Learning forthe 21st Century | 21CLD | 15/7/2013 Designing Learning for the 21st Century 21CLD 1 1Saturday, 13 July 13
- 2. Designing Learning forthe 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
- 3. Designing Learning forthe 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
- 4. Designing Learning forthe 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
- 5. Designing Learning forthe 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
- 6. Designing Learning forthe 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
- 7. Designing Learning forthe 21st Century | 21CLD | 15/7/2013 Collaboration 7 Decision Steps { } 7Saturday, 13 July 13
- 8. Designing Learning forthe 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
- 9. Designing Learning forthe 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
- 10. Designing Learning forthe 21st Century | 21CLD | 15/7/2013 Knowledge Construction 10 Decision Steps { } 10Saturday, 13 July 13
- 11. Designing Learning forthe 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
- 12. Designing Learning forthe 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
- 13. Designing Learning forthe 21st Century | 21CLD | 15/7/2013 Self Regulation 13 Decision Steps { } 13Saturday, 13 July 13
- 14. Designing Learning forthe 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
- 15. Designing Learning forthe 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
- 16. Designing Learning forthe 21st Century | 21CLD | 15/7/2013 Real-World Problem-Solving and Innovation 16 Decision Steps { } 16Saturday, 13 July 13
- 17. Designing Learning forthe 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
- 18. Designing Learning forthe 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
- 19. Designing Learning forthe 21st Century | 21CLD | 15/7/2013 ICT for learning 19 Decision Steps { } 19Saturday, 13 July 13
- 20. Designing Learning forthe 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
- 21. Designing Learning forthe 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
- 22. Designing Learning forthe 21st Century | 21CLD | 15/7/2013 Skilful Communication 22 Decision Steps { } 22Saturday, 13 July 13
- 23. Designing Learning forthe 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
- 24. Designing Learning forthe 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