Instructional Design for the 21 st Century

1. Instructional Design for the21st Century How We Teach

2. The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." Alvin Toffler, American futurist

3. Profile of a 21st Century Graduate • Proficient in Core Subjects • Knowledgeable of 21st Century Content • Competent in 21st Century Skills • Information and Communication Skills • Critical Thinking and Problem Solving • Personal and Workplace Productivity • Proficient in 21st Century Technology Tools • Able to Apply and to Demonstrate Learning in • Real World Situations

4. Every West Virginia student must be: A critical thinker A problem solver An innovator An effective communicator An effective collaborator A self-directed learner Information and media literate Globally aware Civically engaged Financially and economically literate

5. 21st Century Content Standards and Objectives for West Virginia Schools

6. Depth of Knowledge • Level 1 – Recall, recognition. Skill a behavior or sequence of behaviors learned through practice and easily performed • Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding • Level 3 – More sophisticated reasoning and analysis; students required to solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text • Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time

7. Mathematics CSO Comparison – Grade 3 Current Policy • MA.3.4.8read and write amounts of money to $100.00 Revised Policy 07/01/08 M.O.3.4.5 identify, count and organize coins and bills to display a variety of price values from real-life examples with a total value of $100.00 or less and model making change using manipulatives 1

8. Mathematics CSO Comparison - Algebra Current Policy AL.2.10 determine the equation of a line given a graph of a line, two points on the line, the slope and a point, and the slope and y intercept Revised Policy AL.2.8 extrapolate data represented by graphs, tables and formulas to make inferences and predictions on rate of change (slope) and justify when communicating results within a project-based investigation

9. Standard 2: Thinking and Reasoning Skills 21C.O.9-12.2.LS4 Studentvisualizes the connection between seemingly unrelated ideas and independently produces solutions that are fresh, unique, original and well developed. Student shows capacity for originality, concentration, commitment to completion, and persistence to develop unique and cogent products.

10. A Pedagogy of Poverty • Giving information • Asking right answer questions • Giving directions • Giving low level tasks • Monitoring seatwork • Reviewing • Giving tests • Going over tests • Assigning homework • Going over homework • Settling disputes • Punishing noncompliance • Grading papers • Giving grades M. Haberman. “The Pedagogy of Poverty vs. Good Teaching” Phi Delta Kappan 1991. 290-294.

11. A Pedagogy of Plenty • Authentic tasks • Meaning-driven curriculum • Literacy-rich environment • Quality resources • Connecting school with home, culture and community • Problem-focused learning • Cognitive and metacognition in the context of purposeful activities • Collaborative work on issues of deep concern to the students • Varied social configuration • Engagement in substantive dialogue, discussion, debate about the substance of content • Making meaning Helen Hodges. “Overcoming a Pedagogy of Poverty” R. Cole, Ed. More Strategies for Educating Everybody’s Children, ASCD, 2001, p.1-9.

12. Curriculum/Instruction

13. Backward Design Process 2. Determine acceptable evidence. 3. Plan learning experiences and instruction. Begin with the end in mind. 1. Identify desired results.

14. Stage 1 – Identify desired results • What should students know, understand and be able to do? • What big ideas are worthy of understanding and implied in the content standards, objectives, performance descriptors, learning skills and technology tools? • What enduring understandings are desired? • What provocative questions are worth pursuing to guide student inquiry into these big ideas? • What specific knowledge and skills are targeted in the goals and needed for effective performance?

15. Stage 2 – Determine acceptable evidence • How will we know if students have achieved the desired results and met the content standards? • How will we know that students really understand the identified big ideas? • What will we accept as evidence of proficiency?

16. Stage 3. Plan learning experiences and instruction • What will need to be taught and coached, and how should it be taught, in light of the performance goals? • What sequence of activity best suits the desired results? • How will we make learning goals both engaging and effective, given the goals and needed evidence? • How will we design learning activities relevant to the digital native?

17. Instructional Guideshttp://wvde.state.wv.us/instructionalguides

18. Individually • What is featured in the instructional guide? • Can the instructional guides be used by teachers, or teams of teachers within the school? If so, how do you see this happening? • What can you do to support this type of instruction and assessment in your school? • How do these instructional practices and assessments differ from what has been taking place in our classrooms under NCLB?

19. With your Partner • What is featured in the instructional guide? • Can the instructional guides be used by teachers, or teams of teachers within the school? If so, how do you see this happening? • What can you do to support this type of instruction and assessment in your school? • How do these instructional practices and assessments differ from what has been taking place in our classrooms under NCLB?

20. How We Teach Create a classroom where all students are actively engaged and construct, modify and integrate ideas by interacting with materials, the world around them and their peers. Framework for High Performing 21st Century Middle School Classrooms

21. How We Teach Use techniques and processes that develop student proficiency in the 21st century skills of information and communication literacy, thinking and problem solving, and personal and workplace productivity; help students to synthesize, analyze and formulate critical opinions from diverse sources, such as real world examples, applications and experiences both inside and outside of school. Framework for High Performing 21st Century Middle School Classrooms

22. How We Teach Research-based instructional strategies that increase student achievement and use multiple teaching and learning approaches that are • developmentally responsive; • socially equitable; and • culturally responsive Framework for High Performing 21st Century Middle School Classrooms

23. How We Teach Implement a variety of effective instructional methods that engage students in meaningful tasks (e.g., cooperative learning, critical thinking and problem solving, project-based learning, performance-based activities and meta-cognition). Framework for High Performing 21st Century Middle School Classrooms

24. How We Teach Emphasize instruction in reading comprehension skills by using research-based before, during and after reading strategies in all appropriate subjects and grades. Framework for High Performing 21st Century Middle School Classrooms

25. How We Teach • Implement research-based vocabulary development strategies, such as explicit teaching and modeling, through repetitive exposure to words in multiple ways and through word-rich classrooms and self-selected reading in a variety of media Framework for High Performing 21st Century Middle School Classrooms

26. How We Teach • Integrate writing as an instructional strategy across all subjects and grades, using school-adopted writing rubrics and writing model; assist students in being able to find, organize and report information in various written formats (major reports, research papers and daily writing assignments) for a variety of audiences, using various information and communication technologies. Framework for High Performing 21st Century Middle School Classrooms

27. How We Teach • Adjust and differentiate instruction to address student’s individual learning by adjusting content, process and/or product according to student learning profiles, readiness and interests using the philosophy of universal design. Framework for High Performing 21st Century Middle School Classrooms

28. Designing Instructional Activities to Promote Understanding (II) • W=Where are we going? Why are we going there? In what ways will we be evaluated? • H=How will you hook and engage my interest? • E=How will you equip me for success? • R=How will you help me revise, rethink, refine, and revisit what I am learning? • E=How will I self-evaluate and self-express? • T=How will you tailor your instruction to meet my individual needs and strengths? • O=How will you organize your teaching to maximize understanding for all students?

29. What Zone Am I In? • On Target • I know some things… • I have to think… • I have to work… • I have to persist… • I hit some walls… • I’m on my toes… • I have to regroup… • I feel challenged… • Effort leads to success.. • Too Easy • I get it right away… • I already know how… • This is a cinch… • I’m sure to make an A.., • I’m coasting… • I feel relaxed,,, • I’m bored… • No big effort necessary. • Too Hard • I don’t know where to start… • I can’t figure it out… • I’m spinning my wheels… • I’m missing key skills… • I feel frustrated… • I feel angry… • This makes no sense… • Effort doesn’t pay off… THIS is the achievement zone. THIS is the place to be.

30. Teacher Leadership Institute Teacher Leadership Institute Wiki http://wiki.k12.wv.us/tli