ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units Designing Engaging Units for 21 for 21 st st Century Learners Century Learners Consider the 21st Century Learner Determine the Targeted Content Create a Student- centered Learning Environmen t Construct Authentic and Appropriat e Assessment Dr. Sandra Alberti, Director Office of Math and Science Beverly Plein Content Specialist [email protected]j.us
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ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century.
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLSDesigning Engaging Units Designing Engaging Units for 21for 21stst Century Learners Century Learners
Consider the 21st Century
Learner
Determine the Targeted
Content
Create a Student-centered Learning
Environment
Construct Authentic and Appropriate Assessment
Dr. Sandra Alberti, Director Office of Math and Science
With a partner, look for evidence With a partner, look for evidence (examples) of 21st century skills from (examples) of 21st century skills from the Media Saves the Beach video. the Media Saves the Beach video.
(3 minutes)(3 minutes)
Consider the 21st Century
Learner
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
1. Critical thinking and problem solving
2. Communication
3. Collaboration
4. Creativity and Innovation
Promote the DevelopmentPromote the Development of 21st Century Skills of 21st Century Skills
Consider the 21st
Century Learner
Consider the 21st Century
Learner
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Consider the 21st Century
Learner
Create a Student-centered Learning
Environment
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Create a Student-CenteredCreate a Student-CenteredLearning EnvironmentLearning 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
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLSDesigning Engaging Units Designing Engaging Units for 21for 21stst Century Learners Century Learners
Consider the 21st Century
Learner
Determine the Targeted
Content
Create a Student-centered Learning
Environment
Construct Authentic and Appropriate Assessment
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Steps to Creating a Unit PlanSteps to Creating a Unit Plan
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Begin with the end in mind:Begin with the end in mind:Media Saves the BeachMedia Saves the Beach
Determine the
Targeted Content
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Consider the 21st Century
Learner
Determine the Targeted
Content
Create a Student-centered Learning
Environment
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Determine the Targeted ContentDetermine 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
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Step 1 - Select ContentStep 1 - Select Content
Using the NJCCCS, select the content you plan to address in a unit
Cluster interrelated CPIs within content areaIdentify what students will
◦Need to know (content statements) ◦Be able to do (CPIs)
Determine the Targeted
Content
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Unit Plan Template
Standards
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Common Core State Standards for English Language Arts and Literacy in History/Social Studies and Science
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Unit Plan Template
Content Statements•Stability in an ecosystem can be disrupted by natural or human interactions.•Natural and human-made chemicals circulate with water in the hydrologic cycle.•Human activities have changed Earth’s land, oceans, and atmosphere, as well as its populations of plant and animal species.CPI # Cumulative Progress Indicator (CPI)5.3.12.C.2 Model how natural and human-made changes in the
environment will affect individual organisms and the dynamics of populations.
5.4.12.G.1 Analyze and explain the sources and impact of a specific industry on a large body of water (e.g., Delaware or Chesapeake Bay).
5.4.12.G.5 Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region.
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LIS: Reading 9-10: 9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LIS: Writing 9-10: 1
Write arguments focused on discipline-specific contenta. Introduce precise claim(s), distinguish claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaim(s), reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion,and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented.
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Step 2 - Unpack the CPIsStep 2 - Unpack the CPIs
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
Determine the Targeted
Content
Unpacking Science Cumulative Progress Indicators
Content Statement Cumulative Progress Indicator
CPI “Unpacked”
Stability in an ecosystem can be disrupted by natural or human interactions.
5.3.12.C.2 Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations.
population size vs. available resources
interrelationships and interdependencies of organisms generate stable ecosystems
certain key species (and their population numbers) can indicate health of ecosystem
human actions offset ecosystem balance
introduction of new species habitat alteration or
destruction resource depletion pollution
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Determine the Targeted
Content
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Think-Pair-Share ActivityThink-Pair-Share Activity Determine the Targeted
Content
1. Choose one of the cumulative progress 1. Choose one of the cumulative progress indicators (CPIs) to unpack.indicators (CPIs) to unpack.
2. Begin by circling the 2. Begin by circling the verbsverbs and and underlining the underlining the nounsnouns..
3. List the content and skills students will 3. List the content and skills students will need to learn.need to learn.
4. Consider the process of ‘unpacking’ CPIs 4. Consider the process of ‘unpacking’ CPIs before creating units or lesson plans.before creating units or lesson plans.
(5 minutes)(5 minutes)
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Step 3 - Develop a Unit Focus Step 3 - Develop a Unit Focus with Engagement in Mindwith Engagement in Mind
Ensure that application of content is relevant and meaningful to students
Identify connections to real-world experiences
Consider natural interdisciplinary connections
Determine the Targeted
Content
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Why does Why does Media Saves the BeachMedia Saves the Beach engage students?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
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Determine the Targeted
Content
Step 4 - Develop Unit Step 4 - Develop Unit Essential Questions and Enduring Essential Questions and Enduring Understandings Understandings
Essential Questions Enduring Understandings Essential Questions tap into the big ideas of the subject, are broad in scope, raise other important questions and have no "right answer." They are designed to stimulate and sustain student interest.
Enduring Understandings are what is “worth” understanding from among a wide range of standards and indicators. They have lasting value because they are applicable to new situations within or beyond the content area.
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Step 5 - Create Unit Learning Step 5 - Create Unit Learning TargetsTargets
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
Determine the Targeted
Content
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Create Unit Learning TargetsCreate Unit Learning Targets
Unit Learning TargetCollect and analyze water quality data collected from a local body of water, and compare their data with historical and public records.
Unit Learning Target
Correlate changes in water quality with the growth of population or industry over time.
Unit Learning Target
Assess whether the data and evidence provided is relevant and sufficient to support the claims about water quality and human impact.
5.4.12.G.1
Analyze and explain the sources and impact of a specific industry on a large body of water.
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Unit Learning TargetsStudents 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.
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Consider the 21st Century
Learner
Determine the
Targeted Content
Create a Student-centered Learning
Environment
Construct Authentic and Appropriate Assessment
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Construct Authentic and Construct Authentic and Appropriate AssessmentAppropriate 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
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
• Student production and performanceReal world purposes, tasks, challengesIntegration of higher order thinking
skillsEffective communication and
collaborationEffective use of new technologiesStudent choice and empowerment
Consider 21Consider 21stst Century Skills in Century Skills in Assessment Assessment
Construct Authentic and Appropriate Assessment
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Step 6 - Design the Summative Step 6 - Design the Summative AssessmentAssessment
• 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
Construct Authentic and Appropriate Assessment
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Plan the AssessmentPlan the AssessmentConstruct
Authentic and Appropriate Assessment
Evidence of LearningSummative Assessment: Working in small teams, students create a media message to share their water quality research about a local bay or beach. Students construct an argument regarding the cause of the decline in water quality based on scientific data. They share this information with local community members at an evening event.
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Some Formative Assessment Examples
• Sample problems, written work
• Observation, Dialogue & Discussion
• Academic Prompts, Performance Assessments
• Quizzes and TestsPe
rfor
man
ce T
asks
Self-
Ass
essm
ent
Design Feedback as an Design Feedback as an
Integral Part of the UnitIntegral Part of the Unit
Formative Assessment Experiences
Construct Authentic and Appropriate Assessment
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLSENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Next StepsNext StepsConstruct
Authentic and Appropriate Assessment
• Bring ideas for creating a unit
• Identify content area, grade and CPIs
• Bring laptop (if possible)
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS
Questions and DOE SupportQuestions and DOE SupportNJDOE Academic Standardswww.njcccs.org
Dr. Sandra Alberti, Director Office of Math and Science