Designing Engaging Units for 21 st Century Learners

1. Determine the Targeted Content Designing Engaging Units for 21st Century Learners Consider the 21st Century Learner Construct Authentic and Appropriate Assessment Create a Student-centered Learning Environment Beverly Plein Content Specialist beverly.plein@doe.state.nj.us Dr. Sandra Alberti, Director Office of Math and Science sandra.alberti@doe.state.nj.us

2. Where do you begin? • Determine the process • Assemble the unit writing team • Expertise in content area, curriculum writing, and special education • Representatives from multiple content areas • Create collaborative spaces • Nings, wikis, google docs • Ask questions, share ideas • Post work for review and feedback

3. How might a district organize their curriculum units? • Begin with conversations about the core content • Within grade levels • Across grade levels , P-12 • Create a framework • Learning progressions/horizontal matrix • Avoid redundancy • Look for interdisciplinary connections • Develop curriculum map

4. Determine the Targeted Content Consider the 21st Century Learner Construct Authentic and Appropriate Assessment Create a Student-centered Learning Environment

5. Consider the 21st Century Learner Develop common understandings about 21st Century Skills Promote the development of 21st Century Skills Connect the specific content to 21st Century Themes Consider the 21st Century Learner

6. Consider the 21st Century Learner Little Kids, Big Potential

7. Develop Common Understandings Consider the 21st Century Learner Consider the 21st Century Learner Consider the 21st Century Learner • Professional experiences about 21st century: • students • learning environments • skills • standards based • breadth vs. depth of content

8. Promote the Development of 21st Century Skills Consider the 21st Century Learner Consider the 21st Century Learner Critical thinking and problem solving Communication Collaboration Creativity and Innovation

9. Connecting the Content with 21st Century Skills Consider the 21st Century Learner Water Quality Project: Media Saves the Beach

10. Think-Pair-Share Activity Consider the 21st Century Learner With a partner, look for evidence (examples) of 21st century skills from the Media Saves the Beach video. (3 minutes)

11. Promote the Development of 21st Century Skills Consider the 21st Century Learner Consider the 21st Century Learner Critical thinking and problem solving Communication Collaboration Creativity and Innovation

12. Consider the 21st Century Learner Create a Student-centered Learning Environment

13. Create a Student-CenteredLearning Environment Transitioning from a 20th century to 21st century classroom Balance content with student engagement Promote student responsibility for learning Reflect on current instructional practice Create a Student-centered Learning Environment

14. Transitioning from a • 20th century to 21st century classroom Create a Student-centered Learning Environment http://www.njcccs.org/ProfessionalDevelopment.aspx

15. Balance content with student engagement Create a Student-centered Learning Environment Student Engagement Content Rich

16. Promote Student Responsibility For Learning • Resources created to support the implementation of the 2009 NJCCCS • Classroom Application Documents • Instructional Strategies, Sample Assessments and Resources Create a Student-centered Learning Environment Welcome to my PLE

17. http://www.njcccs.org/

18. Classroom Application Documents Create a Student-centered Learning Environment

20. ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS Reflect on Current Instructional Practice 21st Century Learning Continuum Matrix • A tool to support evaluation and reflection on current instructional practice • Provides a clear description of the essential elements of 21st century learning, as well as a pathway to success • Arranged in three sections (Content, Learning Activities and Assessment) • Features six degrees of educational practices, so each educator can work to improve practice Create a Student-centered Learning Environment

21. Create a Student-centered Learning Environment

22. Activity Work in small groups Select one Classroom Application Document (CAD) to analyze 3. Each person select 2 different rows within the Learning Activitiesand Assessment sections and determine where the CAD falls on the Continuum 4.Discuss how you might use this tool with your educators Create a Student-centered Learning Environment (10 minutes) Timer

23. Determine the Targeted Content Designing Engaging Units for 21st Century Learners Consider the 21st Century Learner Create a Student-centered Learning Environment Construct Authentic and Appropriate Assessment

24. Steps to Creating a Unit Plan

25. Begin with the end in mind:Media Saves the Beach Determine the Targeted Content

26. Determine the Targeted Content Consider the 21st Century Learner Create a Student-centered Learning Environment

27. Determine the Targeted Content Select CPIs Unpack the CPIs Develop a unit focus or driving concept Develop Essential Questions and Enduring Understandings to drive unit Create unit learning targets based on CPIs Determine the Targeted Content

28. Determine the Targeted Content Step 1 - Select Content • Using the NJCCCS, select the content you plan to address in a unit • Cluster interrelated CPIs within content area • Identify what students will • Need to know (content statements) • Be able to do (CPIs)

32. Step 2 - Unpack the CPIs Determine the Targeted Content Establish content and skills required by each selected CPI Explore the depth and rigor of each CPI Determine prior knowledge needed Determine what proficiency looks like Consider necessary steps in demonstrating proficiency

33. ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS Determine the Targeted Content Unpacking Science Cumulative Progress Indicators

34. Think-Pair-Share Activity Determine the Targeted Content 1. Choose one of the cumulative progress indicators (CPIs) to unpack. 2. Begin by circling the verbs and underlining the nouns. 3. List the content and skills students will need to learn. 4. Consider the process of ‘unpacking’ CPIs before creating units or lesson plans. (5 minutes)

35. Step 3 - Develop a Unit Focus with Engagement in Mind Determine the Targeted Content Ensure that application of content is relevant and meaningful to students Identify connections to real-world experiences Consider natural interdisciplinary connections

36. Why does Media Saves the Beach engage students? Students recognize their local bays and beaches were affected by human actions Governor Schwarzenegger cuts funding for water quality testing Statewide assessment indicated students would benefit from developing skills related to constructing an argument Determine the Targeted Content

37. Step 4 - Develop Unit Essential Questions and Enduring Understandings Determine the Targeted Content

38. Step 5 - Create Unit Learning Targets Determine the Targeted Content Describe the intended learning Are written in a clear and concise manner Clarify the most important things that students should know and be able to do Are measurable and/or demonstrable Direct the formative assessments

39. Create Unit Learning Targets

40. ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS • Unit Learning Targets • Students will ... • Use their collected data to assess the overall quality of the stream, pond, etc. based on the balance of micro and macro organism populations present. • Collect and analyze water quality data collected from a local body of water, and compare their data with historical and public records. • Correlate changes in water quality with the growth of population or industry over time. • Assess whether the data and evidence provided is relevant and sufficient to support the claims about water quality and human impact.

41. Determine the Targeted Content Consider the 21st Century Learner Construct Authentic and Appropriate Assessment Create a Student-centered Learning Environment

42. Construct Authentic and Appropriate Assessment Consider the characteristics of 21st Century assessment Design the summative assessment Create effective formative assessment Construct Authentic and Appropriate Assessment Construct Authentic and Appropriate Assessment

43. Consider 21st Century Skills in Assessment Construct Authentic and Appropriate Assessment • Student production and performance • Real world purposes, tasks, challenges • Integration of higher order thinking skills • Effective communication and collaboration • Effective use of new technologies • Student choice and empowerment

44. Step 6 - Design the Summative Assessment Construct Authentic and Appropriate Assessment • Gauges student learning relative to CPIs • Consider the authentic application and integration of 21st century skills and content knowledge • Allow students to demonstrate content knowledge and skills through an authentic performance or creation of a product • May need additional assessment to address all CPIs

45. Plan the Assessment Construct Authentic and Appropriate Assessment

46. ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS Planning Assessments Construct Authentic and Appropriate Assessment

47. Design Feedback as an Integral Part of the Unit Formative Assessment Experiences Performance Tasks Self-Assessment Construct Authentic and Appropriate Assessment • Some Formative Assessment Examples • Sample problems, written work • Observation, Dialogue & Discussion • Academic Prompts, Performance Assessments • Quizzes and Tests

48. ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS Next Steps • Bring ideas for creating a unit • Identify content area, grade and CPIs • Bring laptop (if possible) Construct Authentic and Appropriate Assessment

49. Questions and DOE Support • NJDOE Academic Standards • www.njcccs.org Dr. Sandra Alberti, Director Office of Math and Science Sandra.Alberti@doe.state.nj.us Beverly Plein, Content Specialist Beverly.plein@doe.state.nj.us

50. Sources Videos • Little Kids, Big Potential • Media Saves the Beach • Welcome to My PLE • It Actually Really Changed My Life • Plan the assessment Images • www.edweek.org/.../2008/04/02/31plc_ep.h27.html (PLC group)