The+21st+Century+Classroom

= **The 21st Century Classroom: ****An Innovative Learning Experience ** =

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 * // Welcome to the 21st Century //**

The 21st Century is one of the most exciting and yet challenging times in the world of education. All around us people are calling for change. For those of us who have chosen to dedicate our lives to the education of today's youth we are consistently faced with terms like "educational crisis," AYP, NCLB, and the worst of all, "failing" schools. Are we really failing? Many researchers and professionals, particularly in the business world today believe that we are not failing in terms of achievement tests but that the real crisis is innovation.

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Our students are growing up in a digital age like none of us could have imagined when we first graduated from college and entered the profession of teaching. Technology is advancing at an unimaginable rate. School curriculum design is now at a cross roads; due to the effects of high stakes testing we are now approaching the dawning of a new time in which we must begin to embrace the ideas of creativity, imagination, teamwork, and publication as key elements in our classroom and curriculum design. The use of technology as the core in this design, utilized in a way that is reflective of the digital tools that are so commonly used in mainstream society, is essential if we are to prepare our students to be successful in the future. It is our job to prepare students for the 21st century by shaping our classroom framework in a way that models and supports the skills they will need to survive in this ever changing world.

//** One More Thing **// I know what you're thinking.... another new program that I have to try to fit into my already busy time schedule, packed with high stakes test prep, planning, assessments, full devotion to my students, and whatever else gets dropped on my plate that has to be implemented tomorrow (all of which I'm to be evaluated on). Well, before you pass out from the thought of one more new thing, or you stop reading, allow me to bring you back to the opening of this article. I believe as teachers we have all experienced a joy and love of learning at some point in life. It is that experience that called us to want to share the excitement of exploring new ideas, creating projects, and feeling successful when the "light bulb" goes on and we truly understand something significant. It is this love of learning and enthusiasm that is the very core of the 21st century skills that we need to be teaching. It's this love of learning and desire to engage my students in something that they value, something that they believe will be useful for them in their life that has brought me to share my experience with you. I hope that you will keep an open mind to the ideas that I share with you. With a little care and tenderness, without trying to reinvent the wheel, you can move one step closer to having the perfect day and experiencing the art of possibility. With your commitment to developing 21st century skills and utilizing technology you can move forward to create an exciting and innovative classroom, filled with successful learning experiences.

//** Connections **// As I begin to reflect on the most significant days in my life, "the day my son was born," "the day I was married," and so many others, I realize that there is one common theme among all of them: I was connected to the experience that I was having in some way and because there was a connection (a connection that I responded to with joy and fulfillment), I remember the events vividly in my mind, forever, as if I were right in that moment again. As I reflect on the most successful learning experiences in my life, I realize that they too were embedded in my mind because of an emotional response. Whether it was cutting apart disgusting earth worms or figuring out the genetic reason why one of my eyes happens to be a different color, I remember certain experiences because they elicit a response far deeper than just a grade on a paper or reciting some content. I remember the ideas because I experienced them. The idea of connecting experiences in our lives and the lives of our students so as to solicit an emotional and physical response brings me to the reasons why I believe that Challenge Based Learning, incorporating technology-based alternatives to assessment, is essential.

You may be thinking or even saying..."So, what." "Who cares what you think?" "I've been in education for 20 year, and I have no desire to have to learn one more new program that I don't have time to work with anyway." "I'm not giving up valuable class time on something that detracts from what I have to cover in my curriculum." "Are you kidding? My evaluation is based on how kids perform on standardized tests. That's all I'm forced to care about." My response to your very valid and honest questions is this: Let's explore a way to meet the requirements that policymakers place on us for high stakes testing in a fun and creative way, one that makes strong connections for our students and develops 21st century skills that will help them throughout life, not just to be "proficient."

//** If I Create, I Remember **// Remember that first time in science class that you completed an experiment and it actually worked? Remember that book that you picked up and that you loved so much that you read it 15 times, and would still enjoy it today? Remember that project that you spent what seemed like days on, but when you got the chance to share it with someone, other than your Mom or Dad, it was one of the proudest moments of your life? These are the experiences that drive us to learn, to understand, to want to create, and to contribute to the world around us. These are the experiences that we strive to create for our students. All of our examples involved a very personal and meaningful connection to our ability to learn. All of these examples included a challenge or outcome that was achieved and celebrated when it was complete. Most importantly, the examples involved a connection or ability to share what was experienced. As human beings we thrive to connect with our larger world. These connections help us learn and remember, and want to learn more. It is essential that we educators provide for and support opportunities for our students to develop, connect, share, publish, and celebrate what they have learned.

In this test driven world we now teach in, it is hard to see the forest through the trees. Imagine for a moment that today is the perfect day in your classroom. Your students enter the door excited to learn because they know that something great is to happen when they enter your room. They know that whatever they "do" that day will have meaning and relevance to the world around them. Your students understand that you are a partner in their learning process and that they have ownership over the end product. Your students are excited because not only are they engaged and driven toward a tangible goal but they have the opportunity to share what they discover with the world.

//** Personal Experience **// My personal teaching journey began seventeen years ago when I first stepped into my own classroom. I have been fortunate enough to have several magnificent days when my students were engaged and truly "got" what we were studying. But the greatest growth in my teaching methods occurred the year that my teacher-dream of all time came true. I was given the opportunity to co-teach within a fully thematic performing arts program. With the development of curriculum around a common theme accompanied by performance-based goals, I began to see the impact that this method had on students and their ability to learn and succeed.

Through collaborative, research-based projects, peer discussion and feedback groups, and the use of technology, I have witnessed the changes in learning that can occur. One example of the challenge-based design I found most successful with my students was centered around our study of volcanoes and earthquakes. Students were divided into collaborative work groups, established upon careful observation notes I had taken throughout the year on student strengths and weaknesses. The groups were designed to provide each group with a student that was skillful at being a leader, a researcher, a communicator, an organizer, a note taker, and a synthesizer. The students were unaware of their particular role since I have found if I define a role for them, it is all they focus on. Not defining each role and carefully crafting the team supports requires each student to draw upon their strengths in order for the team to succeed. This aspect of team building and skill building is significant in the outcome of the project.

As luck would have it, we had just completed our study of plate tectonics when there were a series of major earthquakes, starting with one in Haiti. The series of earthquakes and the student discussion began to shape the direction of our earthquake project as we studied how scientists were attempting to predict the next earthquake. Using USGS research links and Google Earth, students began to track and document earthquakes around the world, noting the longitude and latitudinal coordinates of the epicenter and focus. Students were able to track, document, and then view the physical effects of the earthquakes, and in many cases were able to distinguish the types of plate boundaries upon which the earthquakes were taking place.

The final portion of the project challenged each student team to use the data they had collected and the knowledge they had gained from our study to predict where the next earthquake would occur. Students had to have scientific evidence to draw upon and present in their prediction and they had to present it to another group of "scientists" in a board room style format. The board room style forum not only created an opportunity for students to share their knowledge and predictions, but allowed the student observers to question ideas they did not understand, to ask for further evidence or information, and to challenge any information that lacked credibility.

At the conclusion of the presentations, students wrote a reflective essay describing what they learned from the experience, how the project connected with their "textbook" knowledge of plate tectonics and earthquakes, and why the particular scientific process is so important to people around the world. I also included a separate observation sheet where students could share with me their thoughts on this type of learning process. I was overwhelmed and surprised with the responses. The majority of the students preferred this type of collaborative and challenging type of project! Many of them indicated that collaborating with peers, discussing their understanding ( in some cases argue about validity and interpretation), and ultimately presenting it for "review" helped them better understand plate tectonics and earthquake concepts. Some students indicated they still preferred the the approach of memorizing content and answering questions simply because it was easier, but that they did have a more thorough understanding of the earthquake topic over other topics taught in the past. Most importantly, the majority of students indicated the necessity for both text driven and collaborative challenge-based experiences that are woven together throughout a unit to provide them the basic knowledge they need to apply content in a real world situation. Best of all, the students enjoyed being treated like a group of young scientists and given the opportunity to present their knowledge in such an "adult" way.

//** Now What? **// "How do I have time to fit all of that in do you say?" It's part of our daily routine and lesson. I am still teaching content but in a very different way. We are all working together on a common project or performance goal that ultimately gets presented to an audience. Whether we are predicting the next earthquake, working on song material to perform for one of our four shows each year, or exploring, designing, and creating a project to be presented to our peers, the key elements are creativity, teamwork, exploration, and innovation. Whether we are using Google Docs to peer-edit and provide feedback on a writing assignment or recording a rehearsal and commenting on our My Space page, technology is always a key element in what we do.

The challenge-based approach is not a matter of adding in extra things. It's a matter of redesigning how we use the time in our classroom more effectively. In our thematic program, every minute counts. I have found the challenge-based approach involves a more team-based atmosphere in which my role as teacher changes from engaging background knowledge, to facilitating group discussion, to project synthesis and reflection. What's most amazing is how much the level of engagement and desire to learn grow in my classroom as a result of the challenge-based approach. I never dreamed that students would be arguing a point about earthquakes in the hall on the way to lunch, or that they wanting more time to finish their work instead of rejoicing at the sound of the bell. The challenge-based approach has created many perfect days in my classroom. I am carefully examining each detail of the curriculum and redesigning it with the challenge-based approach.

The reality is we don't have time not to teach this way. We don't have time to waste with traditional skill and drill test preparation when the challenge-based approach prepares our students better for the high stakes tests. And yes, my students have the scores to prove it! Watching a C track, special education student who has come to believe they are a failure, and a student that doesn't have an ounce of self engagement become engaged and excited and most of all "proficient" learners was all the reward that I, and my administration, needed to see that this approach really does work.

So by now you're saying, "What's the catch?" and "What do I have to do?" "Of course I would love to have a classroom with that kind of culture. But how do I get there?" After so many years of teaching both elementary and secondary grades, I often find myself attending school-based professional development and waiting for the next new thing I won't have time to implement to be thrown on my plate. I understand if you are apprehensive. I don't embrace new changes in my classroom lightly or without first trying them out. Many of the ideas that I describe below I have tried over the last several years within our thematic program. Others I am still experimenting with and developing. Based upon my personal experiences, educational research, and documented findings, I believe they are extremely valuable and doable within your classroom and curriculum. It's really about changing the focus of your teaching from "How do I get the right answer?" to "What is the problem and how do I create a solution?" "What tools do we use to do it?" and "How can I share what I have learned and gain feedback from outside sources?" (Something our students do several times a day on their Facebook page.)

//** Challenge-Based and Project-Based Learning **// Challenge-based learning (CBL) and project-based learning (PBL), although similar in many aspects do have differences. Both models are driven by the idea that projects, lessons, and curriculum must be designed with a product oriented goal in mind that is significant and meaningful to the students and the world they live in. The primary difference between challenge-based learning and project-based learning is that CBL involves a student-generated goal, project, or challenge and PBL uses a teacher-generated project idea. Little did I know that much of what I am already doing in my classroom fits this model and you may find this as well. It's not the reinvention of the wheel but rather the combination of CBL/PBL with the integration of technology and the use of alternative assessments that I believe makes this so powerful.

For purposes of time and focus I will concentrate on the framework for Challenge Based Learning. (The above links provide more detail about the two approaches. )



The challenge-based approach focuses on collaboratively establishing what the big idea of a class project or element of curricular focus should be. After deciding on the focus idea for the project, a series of questions are developed collaboratively between students and teacher. A challenge is set and questions are designed that support the process of meeting the challenge. After researching, working in teams, and using technology to gather evidence and provide support and feedback, students and teacher collectively propose a solution or action to the big idea. The idea is assessed using technology as the main tool.

Innovative Technology and Alternate Assessments Integral to the challenge-based learning approach is the use of technology. So often when we hear the term "assessment" we immediately think "test." That's exactly what our students think and have come to expect. Our students have become accustomed to the idea that everything has to do with a grade, a test, a track, or some other label (gifted, proficient, basic,etc.). Not only have students come to expect a grade as a true mark of ability, but parents have also. This mindset may be the one that you and I, your parents, your grandparents, and our leaders have also grown up with, but it certainly is not the model of assessment by which our students and children today should be measured. Business leaders across the world are calling for a shift in education that supports the needs of society today, but more importantly the needs of the world to come. Business leaders want students who are technologically savvy, able to communicate and collaborate well with others, and able to reach a collaborative goal.

The challenge-based learning approach that I described in my earthquake example above utilizes a series of alternative assessments. These assessments incorporate discussion logs, journal writing, data collection logs, research charts, group assessment and presentation rubrics, and background knowledge checkpoint assessments (equivalent to quizzes). All of these assessment approaches utilize technology through web research, satellite imagery programs, non-traditional writing approaches, peer editing/publishing opportunities, and other technological solutions. I hope to enhance these assessments in the future by exploring file sharing, social networking, and publishing.

And so I ask you, how can we prepare our students for the 21st century when the framework for our projects and assessment are grounded in the 1960's ? How can we expect students to learn to collaborate, be creative, and navigate the world of ever changing technology if we focus on paper and pencil tests and standardized achievement tests? The answer: challenge-based learning as a technology-based alternative to traditional assessment and test preparation.

We must open our eyes and minds to new forms of assessment. Just because parents are now able to view their student's grades online does not mean that we are moving in the direction of new assessment. The "me" factor of student achievement (What is my grade? Did I get the right answer? How did my little Johnny do on his last test? ) will not prepare students to survive or be successful in the world of today. In the real world, outside of our high stakes test-controlled schools, students will be measured by the success and productivity of their team. We must begin educating students on collaborative and team goals which are the essential element of challenge-based learning.

Alternative means of assessment in our high-tech world must incorporate technology our students are using in their everyday lives. We must guide our students in exploring the academic tools available to them through social networking, file sharing , digital storytelling, podcasting, and gaming mediums. We must give students an avenue to exercise and develop their digital native skills in ways that engage and support their learning. As a community of educators, we must be willing to embrace this shift as well. We may not be experts, but we are professionals, and though we may be learning some of this technology as we are teaching it, we will become models for our students of how to embrace change, be learners, and to make each day a perfect one.

//** The 21st Century Teacher **// My experiences with challenge-based learning in connection with @technology based assessment alternatives have clearly demonstrated to me the need for this approach in my classroom, in my colleagues classrooms, and in schools around the world. As educators, wee have the power to make a difference. We have the power to shift our framework. We have the power to prepare our students for the amazing future that awaits them. Just remember, when you and I are retired they will be our leaders. Let's embrace the big idea: prepare our students for the future with a toolbox of skills to help them succeed, and along the way let's teach them to be creative, innovative, collaborative thinkers and learners. Let's give them the tools they need to have the perfect learning experience.

Sample Exemplar Projects

Sample CBL Lesson