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21st Century learning design

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Abstract:

This paper will describe a global program of professional development called 21st Century Learning Design (21CLD), which offers specific rubrics that act as a lens for teams of teachers to see and strengthen the 21st century learning opportunities their instruction provides for students.
21CLD was developed from the methods of a multi-national study called Innovative Teaching and Learning (ITL) Research (Shear et al., 2011), which investigated the factors that promote successful instructional reform. The conceptual framework behind 21CLD is based on leading frameworks for 21st century skills (e.g., Partnership for 21st Century Skills, 2009; UNESCO, 2008) and informed by decades of learning sciences research, which describes instructional strategies that have been shown to correlate with deeper student learning (Bransford, Brown, and Cocking, 2000; Sawyer, 2006; OECD, 2010).
In this program, specific definitions, rubrics, and examples help to unpack the jargon of “21st century teaching and learning,” providing an understanding of how lesson design can be improved in a way that is often lacking in instructional reform efforts (Ananiadou & Claro, 2009). To provide background for the Singapore case that is the focus of this session, this design paper will describe the origins of 21CLD; demonstrate the framework and tools that support teacher learning and collaborative lesson design processes; and offer examples of the varied ways that 21CLD is being adopted in different country settings.
References
Bransford, J. D., Brown, A. L., and Cocking, R. R. (Eds.) (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.

OECD (2010). The nature of learning: Using research to inspire practice. Paris: OECD Publishing.

Partnership for 21st Century Skills (2009). P21 framework definitions. Washington D.C.: Author.

Sawyer, R. K. (Ed.) (2006). The Cambridge handbook of the learning sciences. New York: Cambridge University Press.

Shear, L., Gallagher, L., & Patel, D. (2011). ITL Research 2011 findings: Evolving educational ecosystems. Redmond, WA: Microsoft.

UNESCO (2008). UNESCO's ICT competency standards for teachers. Paris: Author.
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Association:
Name: Comparative and International Education Society Annual Conference
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p718179_index.html
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MLA Citation:

Shear, Linda. and Trinidad, Gucci. "21st Century learning design" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p718179_index.html>

APA Citation:

Shear, L. and Trinidad, G. "21st Century learning design" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p718179_index.html

Publication Type: Panel Paper
Abstract: This paper will describe a global program of professional development called 21st Century Learning Design (21CLD), which offers specific rubrics that act as a lens for teams of teachers to see and strengthen the 21st century learning opportunities their instruction provides for students.
21CLD was developed from the methods of a multi-national study called Innovative Teaching and Learning (ITL) Research (Shear et al., 2011), which investigated the factors that promote successful instructional reform. The conceptual framework behind 21CLD is based on leading frameworks for 21st century skills (e.g., Partnership for 21st Century Skills, 2009; UNESCO, 2008) and informed by decades of learning sciences research, which describes instructional strategies that have been shown to correlate with deeper student learning (Bransford, Brown, and Cocking, 2000; Sawyer, 2006; OECD, 2010).
In this program, specific definitions, rubrics, and examples help to unpack the jargon of “21st century teaching and learning,” providing an understanding of how lesson design can be improved in a way that is often lacking in instructional reform efforts (Ananiadou & Claro, 2009). To provide background for the Singapore case that is the focus of this session, this design paper will describe the origins of 21CLD; demonstrate the framework and tools that support teacher learning and collaborative lesson design processes; and offer examples of the varied ways that 21CLD is being adopted in different country settings.
References
Bransford, J. D., Brown, A. L., and Cocking, R. R. (Eds.) (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.

OECD (2010). The nature of learning: Using research to inspire practice. Paris: OECD Publishing.

Partnership for 21st Century Skills (2009). P21 framework definitions. Washington D.C.: Author.

Sawyer, R. K. (Ed.) (2006). The Cambridge handbook of the learning sciences. New York: Cambridge University Press.

Shear, L., Gallagher, L., & Patel, D. (2011). ITL Research 2011 findings: Evolving educational ecosystems. Redmond, WA: Microsoft.

UNESCO (2008). UNESCO's ICT competency standards for teachers. Paris: Author.


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