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

Designing Learning for the 21st Century | 21CLD | 15/7/2013

Designing Learning for the 21st Century

21CLD

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1Saturday, 13 July 13


How do I know 21CLD works?

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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.



21CLD Dimensions

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CollaborationKnowledge ContructionSelf RegulationReal World Problem SolvingICT for learningSkilful Communication

What exactly are 21st Century Skills?



How does 21CLD work?

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What do I need to get started?

Student Work Samples

Learning Activities

Discussion Rubrics


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



Collaboration

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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 capabilitiespersonal and social capabili8es, ethical behaviours, intercultural

communica8on



Collaboration

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Decision Steps{

}7Saturday, 13 July 13


{ 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




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interdisciplinary | build | new

Are learners required to construct new knowledge?

Do they apply the knowledge ina new context?

Is that knowledge interdependent?

australian curriculum general capabilitiesliteracy, numeracy, intercultural communica8on




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Decision Steps{



{ 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



Self Regulation

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plan | inten7ons | feedback

Does the learning ac8vity offer substan8ve8me and opportunity to develop

self-‐regula8on?

Do learners know the learning inten7onsand success criteria in advance,

and plan their work?

Do learners use feedback to improve their learning?

australian curriculum general capabilitiespersonal and social capabili8es, ethical behaviours, intercultural

communica8on



Self Regulation

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Decision Steps{



{ 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



Real-World Problem-Solving and Innovation

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authen7c | solve | share

Does the learning ac8vity require authen8c,real-‐world problem solving?

Do learners innovate to implement theirideas in the real world?

xxxx

australian curriculum general capabilitiescri8cal and crea8ve thinking, numeracy, literacy, intercultural communica8on



Real-World Problem-Solving and Innovation

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Decision Steps{



{ Learners use ICT to design and create new knowledge, understandings, solutions, ideas or products for authentic audiences and users. }

ICT for learning



ICT for learning

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mul7modal | ethical | shared

Do learners use ICT to construct knowledge inways that add value to learning?

Do learners use ICT to create new ideasand products for authen7c audiences

and users?

Does their work demonstrate ethical useand addi7onal 21C capabili7es?

australian curriculum general capabilitiesICT, literacy, numeracy, ethical behaviours, crea8ve and cri8cal thinking



ICT for learning

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Decision Steps{



{ 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




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coherent | mul7modal | authen7c audience

Does the learning ac8vity require coherentcommunica8on using a range

of modes?

Do learners design and produce asubstan7ve, mul7-‐modal communica7on

for a par7cular audience?

Do learners reflect and use the process oflearning to improve their

communica7ons?

australian curriculum general capabilitiespersonal and social capabili8es, intercultural communica8on, literacy,

numeracy




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Decision Steps{



21CLD Dimensions

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CollaborationKnowledge ContructionSelf RegulationReal World Problem SolvingICT for learningSkilful Communication

Which dimension will you focus on tomorrow? This term? This year?



21CLD LINKS

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•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 CommunityPartners in Learning Network 21CLD infohTp://www.pil-‐network.com/pd/21CLD/Overview

This presentation

NSWDEC Contacts

ITL Research

hTp://bit.ly/mhs1507

Pip Cleaves: [email protected]

Laurens Derks: [email protected]

Joachim Cohen: [email protected]

hTp://www.itlresearch.com/


http://www.pil-network.com/pd/21CLD/Overview




http://bit.ly/mhs1507

http://bit.ly/mhs1507

mailto:[email protected]






http://www.itlresearch.com/

http://www.itlresearch.com/

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