Unit Title: Utilizing 21st Century Skills Grade Level: High School Faculty
Subject/Topic Areas: 21st Century Skills Time Frame: ongoing
Stage 1 – Identify Desired Results
NETS Standards Met:
1.a: promote, support, and model creative and innovative thinking and inventiveness
5.a: participate in local and global learning communities to explore creative applications of technology to improve student learning
5.c: evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
5.d: Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community
What understandings are desired?
What essential questions will be considered?
Technology is a powerful tool that can
enhance communication and establish
connections among teachers across the
By subscribing to an RSS reader, teachers can follow the blogs of colleagues in their content area, becoming part of an online learning community to generate and collect ideas to be implemented in the classroom.
How can I enhance my teaching practice by accessing the social networking power of the Internet?
How can I utilize the information power of the web to enhance my classroom instruction on a daily basis?
What can I do to inspire and empower students to help them become engaged, 21st century learners?
What key knowledge and skill will students acquire as a result of this unit?
Teachers will know….
Teachers will be able to….
Stage 2 – Determine Acceptable Evidence
What evidence will show that students understand?
Demonstrate engagement as a learner with the goal to inspire and empower students as 21st century learners.
Goal: Utilize the power of the Internet, specifically by subscribing to relevant blogs using an RSS reader, in order to enhance instruction in the classroom
Role: 21st Century Educator, facilitator of learning
Audience: 21st Century Students
Situation: College preparatory, private international school
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence: (e.g., tests, quizzes, prompts, work samples, observations)
Faculty Meetings Turn and Talk: What have you been reading lately? How has this impacted your classroom practice? Your educational beliefs? Your students’ performance?
Content Teams: Bring ideas and suggestions gleaned from personal online libraries and discuss implementation in the classroom
Professional Streams: Apply knowledge gained and use to reach annual professional goals; consider goals centered on a technology enhanced classroom
Student Self-Assessment and Reflection:
Moodle Forum Talking Points: Share ideas and personal reflections via an online forum specifically for high school faculty
(New Faculty) Participate in online Learning Colleagues Program and reflect upon how information gleaned from the RSS reader is impacting the classroom
Stage 3 – Plan Learning Experiences
What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? Use the following sheet to list the key teaching and learning activities in sequence.
Additional learning activities to be determined as we move forward
Adapted from Wiggins, Grant and Jay McTighe Understanding by Design, 2nd Edition, ASCD, Alexandria, VA, 2005.
Note: As per Wiggins and McTighe’s suggestions in their book Understanding by Design, the Six Facets of Understanding have been considered throughout the development of all three stages of the unit