The Appropriate Tool for the Appropriate Job:
21st Century Learning
Brian Curwick
Kathy Rathburn and
Karen Googooian
Friday, January 25, 13
Task Predicts Performance
Friday, January 25, 13
Friday, January 25, 13
Task Predicts Performance
•What is required of the
teacher for students to
perform at this level?
•Brainstorm ideas with
group.
Friday, January 25, 13
!!! Are we willing in short, to become critical thinkers
so that we might be an example of what our
students must internalize and become?
! ! ! ! ! !!
S.M. Todd & Shainzato
Friday, January 25, 13
!!!!!!!!!!!!!!!!!!!!!!!!!!
Friday, January 25, 13
Tech Quiz
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QR Code
Friday, January 25, 13
Wolframalpha
Friday, January 25, 13
Apple App Store
Friday, January 25, 13
Skype
Friday, January 25, 13
Siri
Friday, January 25, 13
Minecraft
Friday, January 25, 13
Common Core
Friday, January 25, 13
Words with Friends
Friday, January 25, 13
Google Drive (formerly known as Google docs)
Friday, January 25, 13
Dropbox
Friday, January 25, 13
Friday, January 25, 13
Technology Standards
Friday, January 25, 13
Tech Skills Matrix
http://tinyurl.com/988ejg3
Friday, January 25, 13
Partnership for 21st Century Learning
Friday, January 25, 13
Rigor/Relevance Framework
6
Rigor
Thinking /Knowledge
5
4
3
2
Relevance
Action/Application
1
1
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2
3
4
5
Knowledge Taxonomy
6.
5.
4.
3.
2.
1.
Friday, January 25, 13
Evaluation
Synthesis
Analysis
Application
Comprehension
Awareness
Application Model
1. Knowledge in one discipline
2. Application within one discipline
3. Application across disciplines
4. Application to real-world predictable situations
5. Application to real-world unpredictable situations
Friday, January 25, 13
Knowledge)
Bloom’s
6
5
4
3
2
1
Levels
C
D
A
B
1
Friday, January 25, 13
2
3
Application
4 5
Students gather and store bits of knowledge/information and are
expected to remember or understand this acquired knowledge.
A
Acquisition
Application
3
Comprehension
2
Low-level Knowledge
Awareness
Friday, January 25, 13
1
2
Knowledge
in one
discipline
Apply
knowledge
in one
discipline
1
Friday, January 25, 13
Students use acquired knowledge to solve problems,
design solutions, and complete work.
Application
3
B
Comprehension
Awareness
Friday, January 25, 13
2
Application
1
Low-level Application
3
4
5
Apply
knowledge
across
disciplines
Apply to
real-world
predictable
situation
Apply to
real-world
unpredictable
situation
Friday, January 25, 13
Students extend and refine their knowledge so that they can use it
automatically and routinely to analyze and solve problems and create
solutions.
Evaluation
C
6
Synthesis
5
Analysis
4
Assimilation
High-level Knowledge
1
2
Knowledge
in one
discipline
Apply
knowledge
in one
discipline
Friday, January 25, 13
Application
3
Friday, January 25, 13
Students think in complex ways and apply acquired knowledge and
skills, even when confronted with perplexing unknowns, to find
creative solutions and take action that further develops their skills and
knowledge.
Evaluation
Synthesis
6
D
5
Adaptation
Analysis
Application
4
High-level Application
3
3
4
5
Apply
Apply to
Apply to
knowledge real-world
real-world
across predictable unpredictable
disciplines situation
situation
Friday, January 25, 13
Friday, January 25, 13
Rigor/Relevance Framework
Four Quadrants of Learning
C
R
I
G
O
R
High
Complex
Assimilation
Analytical
A
Low
C
A
Routine
Acquisition
Memorization
Low
RELEVANCE
Friday, January 25, 13
D
D
Challenging
Adaptation
Real World
B
B
Practical
Application
Hands On
High
F
O
C
U
S
F
O
R
N
E
X
T
G
E
N
E
R
A
T
I
O
N
T
E
S
T
I
N
G
Partnership for 21st Century Learning
Friday, January 25, 13
Are we providing students’
opportunities to...
Critically Think?
Friday, January 25, 13
Are we providing students’
opportunities to...
Communicate?
Friday, January 25, 13
Are we providing students’
opportunities to...
Collaborate?
Friday, January 25, 13
Are we providing students
opportunities to...
Create?
Friday, January 25, 13
Lesson Design
2nd Grade
Friday, January 25, 13
Lesson Design
2nd Grade
Friday, January 25, 13
Lesson Design
2nd Grade
Friday, January 25, 13
Lesson Design
2nd Grade
Friday, January 25, 13
Lesson Design
2nd Grade
Friday, January 25, 13
Lesson Design
2nd Grade
Friday, January 25, 13
Brainstormed Ideas
Friday, January 25, 13
Illustrators
Friday, January 25, 13
Authors
Friday, January 25, 13
Editors
Friday, January 25, 13
Critics or Evaluators
Friday, January 25, 13
How would you want others
to grade your work?
Think about what we learned...
Friday, January 25, 13
Use of Adjectives and Nouns
Adjectives
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one eye
pink body
large teeth
purple shoes
two arms
long eyelashes
Nouns
Creative Adjectives and Nouns
Adjectives
Friday, January 25, 13
enormous eye
deformed body
gigantic teeth
purple pumps
two arms
Nouns
More than one adjective to
describe a noun...
Adjectives
Nouns
enormous blue eye
huge white teeth
long skinny neck
long curly eyelashes
Friday, January 25, 13
Writing Connects to Drawing
YES
NO
enormous blue eye
huge white teeth
long skinny neck
long curly eyelashes
sharp teeth
long tail
hairy toes
bloodshot eyes
Friday, January 25, 13
Ideas Easy to Follow
Friday, January 25, 13
Handwriting is Easy to Read
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Scale
X
Needs work
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X
Good
X
Awesome!
Questions and Answers
Friday, January 25, 13
Lesson Design
8th Grade
Friday, January 25, 13
Lesson Design
8th Grade
•
•
Analyze and evaluate TV commercials and print ads for the
various adver&sing techniques (persuasive propaganda), and demographics ads are intended for.
Create and present digital commercials which include at least two different adver4sing techniques and demonstrates either pathos, ethos, or logos (rhetoric in adver4sing).
Friday, January 25, 13
College and Career Readiness
Reading
1, 2, 3, 4, 7, 8, 9
Wri&ng
1, 4, 5, 6, 8
Speaking and Listening
1, 2, 3, 4, 5, 6
Friday, January 25, 13
Materials)
•
•
•
•
•
•
•
Handouts)
Smart)board)
Computers)
Headphones)
Microphone)
Google)Docs)and)WeVideo)
Access)to)YouTube)and)Internet)
Friday, January 25, 13
Critical Thinking
Students will analyze and evaluate TV commercials for
rhetoric in advertising and persuasive propaganda used, as
well as determine targeted audience of ad.
Friday, January 25, 13
Communication
•  Students(will(be(given(opportuni2es(to(share(
with(partners/groups/whole(class(their(
findings.(
•  Students(will(present(final(project(to(the(class(
and(be(able(to(jus2fy(to(the(class(which(
techniques(were(used.(
•  Students(will(write(a(persuasive(piece(to(
convince(others(to(purchase(their(product.(
Friday, January 25, 13
Collaboration
•  Throughout(the(en+re(unit,(students(will(work(
with(partners,(small(groups,(and(whole(class(
to(view,(analyze,(evaluate,(jus+fy,(and(discuss(
commercials((both(professional(and(self>
created).(
Friday, January 25, 13
Creativity
Students will create and present a digital commercial
using some of the various types of advertising propaganda
Friday, January 25, 13
Questions and Answers
Friday, January 25, 13
Partnership for 21st Century Learning
Friday, January 25, 13
Are we providing students’
opportunities to...
Critically Think?
Friday, January 25, 13
Are we providing students’
opportunities to...
Communicate?
Friday, January 25, 13
Are we providing students’
opportunities to...
Collaborate?
Friday, January 25, 13
Are we providing students’
opportunities to...
Create?
Friday, January 25, 13
Are we providing students
opportunities to...
Reflect on their learning
Friday, January 25, 13
Paradigm Shift
Friday, January 25, 13
Friday, January 25, 13
More Efficient
Friday, January 25, 13
More Effective
Friday, January 25, 13
Friday, January 25, 13
Common Core in Action
http://teachingchannel.org
Friday, January 25, 13
Best of Web Mashup
Video
Friday, January 25, 13