Prepare to implement 21CLD
Educators may begin implementing 21CLD in different ways:
- Select one dimension and redesign a current learning activity to reach a 4 or 5 code
- Select one dimension plus an upcoming concept and design a learning activity that reaches a 4 or 5 code; or
- Select a current learning activity and code it for two of the dimensions. If the activity doesn't code a 4 or 5 in the selected dimensions, reflect on whether it should move higher or stay at its current code level. If one (or both) must be a 4 or 5 code, redesign the activity to reach the higher code.
When designing learning activities with the 21CLD rubrics, learners' needs and curriculum priorities must guide the educator’s focus. Begin with the dimension that best supports the top goals for learners. Learners may practice one or multiple dimensions in a learning activity. It all depends on the curricular goals.
Questions to clarify where to begin and why might include:
- What skills does the educator want to focus on developing?
- What skills do learners currently have in the dimension?
- What learning activities would help learners to develop this skill?
- Will educators collaborate with colleagues in the activity design?
- Will the learning activity have interdisciplinary links?
Like all areas of life, practice makes perfect. Educators new to 21CLD typically begin their design practice with one dimension. With practice, they’re soon able to transition to activities that develop multiple skills concurrently. The most experienced educators are able to incorporate all dimensions at their deepest levels. The anchor lessons in the 21CLD OneNote Notebook are examples of varying levels of 21st century learning design. Some learning activities are multi-dimensional and code high on those dimensions. Others code high in just one dimension. 21CLD skills aren't mutually exclusive. The key is for educators to decide based on their learners’ need which skills to focus on and at what level and purposefully design activities to suit.
Examining the anchor lessons and coding them for each dimension helps deepen educators' understanding of the 21CLD dimensions and rubrics. In addition to the anchor lessons, the 21CLD OneNote notebook contains a learning activity developed by Ashleigh Baso from New South Wales, Australia. Circus Ensemble is an example of a multi-dimensional learning activity. Ashleigh designed it to incorporate learning opportunities to develop:
- Knowledge construction
- Collaboration
- Self-regulation
- Skill communication, and
- The use of ICT for learning
Compare the learning activity to the learning outcomes Ashleigh outlined from the New South Wales curriculum. She painted a clear picture of what learners needed to learn to achieve the targeted learning outcomes. With her learners and the school curricular goals in mind, Ashleigh designed a range of learning experiences she thought appropriate for her learners. She then indicated the code that best described the learning activity. Having used the 21 CLD rubrics extensively in her teaching practice, Ashleigh was able to incorporate aspects of collaboration, skilled communication, self-regulation, knowledge construction, and the use of ICT for learning in activity design.
The Circus Ensemble activity is an eight-week unit of work. Planning a unit of work over such a timeframe allowed Ashleigh to incorporate multiple dimensions. Ashleigh was also conscious of her learners' development and experiences to date, so integrated the dimensions at varying levels. She intentionally designed the learning activities so that the knowledge construction and use of ICT dimensions coded at a 3. Additionally, learners' collaboration activities coded at 4 out of 5, and the activities coded at a 4 for skilled communication and self-regulation.
As Ashleigh carried out the activities over the eight weeks, she continuously reflected on what was happening in class and reviewed the learning activities and learning outcomes. To help reflect on the learning activities, Ashleigh used video to capture evidence of each chosen dimension. Based on this evidence and other observations, Ashleigh was able to evaluate whether learners achieved their learning outcomes. This evaluation helped plan learning activities for the same learners in the future.
Ashleigh's approach to implementing 21CLD is an example of how educators might develop their learning design skills over time. It’s not the only way, though. The key is simply to get started. Educators find the design process rewarding when they observe their learners' engagement and growth.