The real problem is not adding technology to the current organization of the classroom, but changing the culture of teaching and learning.
Last week we announced the forty elementary schools that were awarded our Innovative Learning Designs Grant (ILD, Phase 2) for the upcoming school year. The ILD project is an opportunity for teachers to explore how to best prepare students for the future. The National Council of Teachers of English (2008) defined twenty-first century readers and writers as those that need to:
• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve problems collaboratively and cross-culturally
• Design and share information for global communities to meet a variety of purposes
• Manage, analyze and synthesize multiple streams of simultaneous information
• Create, critique, analyze, and evaluate multi-media texts
• Attend to the ethical responsibilities required by these complex environments These specific needs set the context for our challenge. How do we move forward to equip our students with these skills, fluencies and understandings to navigate their future? Schools in the project have the opportunity to explore that very question.
The Learning Design project provides an opportunity for educators to work together over a two-year period to create transformative learning experiences for their students. Using an inquiry approach, school teams will design an instructional plan that is built upon the foundational elements that best support student learning. These include:
- Learning tasks that are authentic (e.g. project and problem-based), relevant and cross-curricular
- Assessment that is ongoing, performance-based, equitable and guides instruction;
- Constructivist instructional models that engage students in inquiry
- Diverse learning needs are met with differentiated content, process and product
- Collaborative learning opportunities that are incorporated into both physical and virtual spaces
- Use of technology as a learning tool
- Creative and critical thinking skills are pervasive across all curricular area
- Students are able to influence and actively participate in shaping their learning.
- Where are we now, and what would we like our story to be?
- What promising practices or initiatives do we currently have in our school that guide our work? What is their impact on student learning? Upon what evidence do we base our decisions?
- How might we reshape, redesign or rethink existing structures to further engage and sustain students in learning?
Schools that indicated an interest in being part of the project made a commitment to work together within some guiding principles.
- Collaborative Inquiry:
• Creating a collaborative team that is engaged, over a two-year timeline, in inquiry into critical questions about teaching and learning using key research and sharing reflections on evidence of student learning
• Sharing out to a wider audience at the end of each school year
- Instructional Design:
• Designing a wide variety of differentiated, student-centered learning activities which integrate technology
• Using ongoing formative assessment of student needs to inform the action plan
• Using summative assessment periodically throughout the two-year plan to determine the effectiveness of the innovations and to set future directions
- Structural Support:
• School team dedicating a non-instructional day to supporting the project
• School team members meeting regularly to reflect, debrief, and plan next steps
• School team members networking with other schools involved in the project to share successes and challenges
The project is grounded in collaborative inquiry and is teacher-driven and school-based. No school project will look the same. Each school and the staff that embark on this journey will be exploring this future through their collaborative lens. We look forward to the shared learning!