Dyad+23


 * =**How are 21st century skills related to an IB education?**=

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || Information will be presented in a class created by the teacher using Edmodo. Students will be posting deliverables in Edmodo. The teacher will create a forum for student discussion of pertinent information in Tricider. Students will post ideas, support, rebuttals, and vote for the best descriptions in Tricider. Students will be shown the sample video of the end product they are to complete. || =Instructional Plan:=  **IB Learners in the 21st Century: **    **How are 21st Century skills related to the IB learner profile? **  Source www.ibo.org. "The International Baccalaurate (IB) is a recognized leader in the field of international education, encouraging students to be active learners, well-rounded individuals with a global midedness." These same skills are relevant to today's 21st century learners. We want students to self discover the attributes of an IB learner and the similarities to 21st century learner skills.
 * Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || How are 21st century skills related to the IB leaner profile? ||
 * II. How are new literacies featured in your compelling question? || Students will use web searches to research the topic and complete a process for using proper web searching techniques to increase their cyber learning and media literacies. ||
 * III. How will you organize or group your students for the PBI? || Students will be grouped in groups of 3-4 ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || How to conduct a web search and familiarity with Edmodo & Tricider. A previous lesson will be conducted to teach students on how to use Edmodo and Tricider. ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Teacher will facilitate an activity to review with students effective web search techniques. Students will then conduct their own web search on IB learner profile characteristics and 21st century skills. Students will post their findings to Tricider and evaluate postings from other students. A class review of the postings will be conducted with all students. Students will then create a video on their findings using effective web searching and analysis techniques that were modeled.. This process will be monitored with Edmodo postings and in-class teacher observations. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Students will be shown a sample video product on the IB learner profile characteristic of risk taker and the correlation to 21st century skills as an example of expected work. This process will be monitored with Tricider postings and in-class teacher observations. Teacher will complete in-class walkabouts and conferencing with each group to assist students with their end product. ||
 * VII. What intellectual elements in students' PBI product will be || Teacher will monitor student postings in Edmodo and Tricider. Students will be given a rubric for the final video which is attached. ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it
 * Introduction**


 * Audience**: Students in grades 6-10 of the IB programme
 * Behavior:** Students will demonstrate characteristics and responsibilities of an IB learner. Being able to demonstrate these characteristics and responsibilities will help them evaluate who they are as an IB learner.
 * Conditions**: Given the strategies and examples of proper web searching, the students will conduct their own research and compare IB Learner profile characteristics to 21st Century skills.
 * Degree:** The learners will evaluate a minimum of seven out of ten IB characteristics.


 * Analyze Learners **
 * 1) General Characteristics: The lesson is designed for the International Baccalaureate Middle Year Program at Paisley IB Magnet School in Winston-Salem Forsyth County Schools. According to teacher feedback at all levels (grades 6 - 10th) our students are struggling with understanding the role of the student and the role of the teachers in an IB school teaching 21st century. We have a very diverse population from all over the county. About 60% of them are magnet students from outside of school boundaries. About half of our students are from low-income families.
 * 2) Students need to be able to conduct a web search, have the ability to download Jing, be familiar with how to use Edmodo & Tricider.
 * 3) Learning Styles - Students of this age are very social and have a strong sense of fairness.

1. Common Core Standards
 * State Objectives **
 * **WHST.6 ** Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
 * **WHST.8 ** Gather relevant information from multiple digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclutions of others while avoiding plagiarism and following a standard format for citation.

 2. Technology Standards
 * **6.SI.1 **Analyze resources to determine their reliability, point of view, bias, and relevance for particular topics and purposes.
 * **<span style="font-family: Arial,sans-serif;">6.TT.1 **<span style="font-family: Arial,sans-serif;"> Use technology and other resources for the purpose of accessing, organizing, and sharing information.
 * **<span style="font-family: Arial,sans-serif;">6.RP.1 **<span style="font-family: Arial,sans-serif;"> Apply a research process for collaborative or individual research.
 * **<span style="font-family: Arial,sans-serif;">6.SE.1 **<span style="font-family: Arial,sans-serif;"> Apply responsible behaviors when using information and technology resources.

<span style="font-family: Arial,sans-serif;"> 3. Learning Objectives
 * __<span style="font-family: Arial,sans-serif;">Audience __<span style="font-family: Arial,sans-serif;">: International Baccalaureate (IB) Middle Years Programme students grades 6 thru 10
 * __<span style="font-family: Arial,sans-serif;">Behavior __<span style="font-family: Arial,sans-serif;">: Demonstrate proper web searching abilities, understand the IB learner profile, understand the 21st Century Skills, determine the role, characteristics, and responsibilities of an IB learner and teacher.


 * <span style="font-family: Arial,sans-serif;">Select Media, Materials, and Methods **

__<span style="font-family: Arial,sans-serif;">Methods __<span style="font-family: Arial,sans-serif;">:
 * 1) <span style="font-family: Arial,sans-serif;">There will be a //small group// brainstorm activity to create a method for how to conduct a web search.
 * 2) <span style="font-family: Arial,sans-serif;">Students will take part in a whole class //<span style="font-family: Arial,sans-serif;">simulation //<span style="font-family: Arial,sans-serif;"> activity of how to conduct an effective web search. Students will post their analysis to Edmodo.
 * 3) <span style="font-family: Arial,sans-serif;">Students search //<span style="font-family: Arial,sans-serif;">in their small groups //<span style="font-family: Arial,sans-serif;"> for specific 21st century skills using the Internet and the two assigned IB learner Profile Characteristics.
 * 4) <span style="font-family: Arial,sans-serif;">Students will post their ideas about the connection between 21st century skills and the IB learner profile characteristics to Tricider.
 * 5) <span style="font-family: Arial,sans-serif;">Students will then respond to a minimum of 5 ideas by supporting or refuting arguments with evidence (including citations).
 * 6) <span style="font-family: Arial,sans-serif;">Students will vote for the top three most complete and accurate responses.
 * 7) <span style="font-family: Arial,sans-serif;">Teacher will have students change groups.
 * 8) <span style="font-family: Arial,sans-serif;">Teacher will assign a IB Learner Profile Characteristic to each group based on individual student needs and quality of the responses for each characteristic in Tricider. ( //<span style="font-family: Arial,sans-serif;">Differentiation //<span style="font-family: Arial,sans-serif;">)
 * 9) <span style="font-family: Arial,sans-serif;">Students will create a group video presentation using Jing.

__<span style="font-family: Arial,sans-serif;">Materials __<span style="font-family: Arial,sans-serif;">: Computer, Internet access, Microsoft Office.

__<span style="font-family: Arial,sans-serif;">Media and Tools __<span style="font-family: Arial,sans-serif;">: Edmodo, Tricider, Jing, Video camera or Phone with video capabilities.


 * <span style="font-family: Arial,sans-serif;">Utilize Media, Materials, and Methods **

<span style="font-family: Arial,sans-serif;">1. __Preview Materials__: The teacher searches the Internet and finds several websites on IB Education that will benefit the students. The teacher also searches the web sites on 21st century skills. Teacher creates a list of student and teacher roles and responsibilities.

<span style="font-family: Arial,sans-serif;">2. __Prepare the Materials__: In preparation of the lesson, the teacher uses the school’s copier machine to make copies of the search of IB Education web site search results, assignment description, tasks for completion and assignment rubrics for the students.

<span style="font-family: Arial,sans-serif;">3. __Prepare the Environment:__ The classroom is automatically set-up where the students can see the teacher’s presentation. In the computer lab or Media Center where students will conduct research the computers will be on and ready for use.

<span style="font-family: Arial,sans-serif;">4. __Prepare the Learners__: The teacher discusses the objectives for the lesson and deliverables for the project. The teacher provides student the following; the first one is the objectives for the project, the sample web search results and analysis document, the set of directions for their presentations and rubric for their end deliverable. The teacher prepares the learners by giving the students the sample web sties on IB Education. The teacher walks the students through the process of using a search engine to search the web and proper methods for analyzing web resources. The teacher also walks student through how to use Jing to create their video presentation.

<span style="font-family: Arial,sans-serif;">5. __Provide the Learning Experience__: The teacher is the facilitator prompting the students to generate creative ways to complete their project, preparing the classroom environment with the appropriate materials needed for the class presentations and reinforcing student’s prior knowledge of using computers, web searching, using Tricider and Edmoto.


 * <span style="font-family: Arial,sans-serif;">Required Learner Participation **
 * 1) <span style="font-family: Arial,sans-serif;">Answer question on good searching techniques and post to Edmoto.
 * 2) <span style="font-family: Arial,sans-serif;">Search on the assigned IB learner profile characteristics and the 21st century skills.
 * 3) <span style="font-family: Arial,sans-serif;">Analyze the relationship of the 21st century skills and the IB learner profile characteristics.
 * 4) <span style="font-family: Arial,sans-serif;">Post your synthesis of the research on the relationship of the w IB Learner profile characteristics and 21st century skills are in Tricider.
 * 5) <span style="font-family: Arial,sans-serif;">Support or refute a minimum of 5 ideas and provide evidence and cite the website URL where your evidence came from in Tricider. All students are expected to participate in the online discussion and post to Tricider.
 * 6) <span style="font-family: Arial,sans-serif;">After all students have completed entering their thoughts vote on top 3 most complete and accurate responses.
 * 7) <span style="font-family: Arial,sans-serif;">Choose a new group partner.
 * 8) <span style="font-family: Arial,sans-serif;">Analyze what is the role of a IB student versus the role of the teacher in an IB environment and in the 21st century.
 * 9) <span style="font-family: Arial,sans-serif;">Create a 1 min to 2 min commercial using one or more 21st century tools (such as Jing, video, Microsoft Movie Maker). Your commercial must be a story line production comparing and contrasting the skills of a 21st century learner to that of an IB learner given the specific IB characteristic. You will also identify the specific roles of a teacher in the 21st century and as an IB instructor. A written script must accompany your presentation. All deliverables will be posted to Edmoto.
 * 10) <span style="font-family: Arial,sans-serif;">During the viewing of the video, students will be actively watching and listening. They will each be reviewing the video using the given rubric, so that they are engaged in evaluating the key points of the video.


 * <span style="font-family: Arial,sans-serif;">Evaluate & Revise **
 * 1) <span style="font-family: Arial,sans-serif;">Assessment of Student Achievement will be done using rubrics, checklist, and evaluation of student videos. The teacher will circulate checking on progress and answering questions. Teacher will monitor Edmodo for student questions, progress, and understanding. Students will complete a checklist as tasks are completed. Student participation in social media for 100% of required tasks. Verbal questioning and partner work will be monitored and facilitated by the teacher. Citations in the form of website addresses will be provided for all assignments. Student evaluations of group videos is accurate and constructive.
 * 2) <span style="font-family: Arial,sans-serif;">Teacher evaluation of the lesson will be based on observation of student participation during the project. It will also take into account the accuracy of student answers on the effective web searching questions, quality of posts in Edmodo and Tricider, and thoroughness of project evaluations. Ongoing evaluation of the effectiveness of the lesson as a whole will be based on students demonstrating the IB Learner Profile Characteristics at school.
 * 3) <span style="font-family: Arial,sans-serif;">Teachers will revise this lesson for future use as needed once the lesson has been completed by students

Students will be participating in an analysis of how to conduct an effective web search (similar to what we did during the NLI with Julie Cario). During the activity students will discuss the key components effective web searches. They will navigate search results and synthesize the information from online sources in order to gain/refresh the skills needed to complete their project connecting 21st Century Skills to the IB Learner Profile Characteristics. Below is a copy of search results for "ib education" from Google. Students will be given an individual paper copy of both the search results and the Web Search Analysis data table. These documents will also be projected at the front of the room for everyone to see. The teacher will begin a discussion of effective web searching by asking students to complete a web search analysis data table in small groups.
 * Teacher Instructional Materials**



After student groups have had a chance to complete their search analysis the teacher will facilitate a group discussion where students can share their answers and reasoning. The teacher then will ask the students, "Which of the search results would be most effective for learning about the IB Learner Profile Characteristics and how do you know?" Following this students should will work in their small groups to apply the knowledge of effective web searching by conducting their own web search of IB learner profile characteristics and 21st century skills.

Below is a video that contains the documents above for the teacher to project at the front of the class room and pause as need to facilitate class discussion during the effective web searching activity.

media type="youtube" key="DbN3xLxqhHM" height="344" width="425"

Students will complete a 1 to 2 minute video summarizing the IB learner profile assigned characteristic and comparing/contrasting it to 21st century skills. Below is a sample video that would meet the 6th grade expectation for the end product.
 * Student Deliverable:**

media type="youtube" key="XzZvJQN033Y" height="315" width="420"

Teacher will need to set up a Tricider forum with the compelling question for students to answer and respond to other student posts.


 * Rubric:**


 * Below is the rubric for 6th grade. Rubrics are provided for 7th to 10th grade in the attached Excel worksheet.**


 * 6th Grade Rubric || 4 - Excellent || 3 - Very Good || 2 - Good || 1 - Poor ||
 * Content || Student does an exceptional job by thoroughly explaining the linkage between 21st century skills and the IB learner characteristic for both students and teachers. This includes comparing and constrasting the roles. || Student does a very good job by explaining the linkage between 21st century skills and IB learner for both students and teachers. This includes comparing and constrasting the roles. OR student provides an exceptional or very good linkage for only one student or teacher but not both. || Student does an adequate job by somewhat explaining the linkage between 21st century skills and the IB learner characteristic for both students and teachers. This includes comparing and constrasting the roles. OR student provides a good linkage for only one student or teacher not both. || Student does a minimal job or does not explain the linkage between 21st century skills and the IB learner characteristic for both students and teachers. Student does not compare or constrast the roles. ||
 * Use of 21st century skills || Student uses three or more 21st century skills to complete project || Student uses two 21st century skills to complete the project || Student uses one 21st century skills to complete the project || Student does not use 21st century skills to complete the project and/or skills used are not satisfactory. ||
 * Citations || Student provides at least four citations for the project || Student provides three citations for the project || Student provides two citations for the project || Student provides less than two citations for the project. If no citations are provided no points are awarded. ||

Web Search example video: Christine Scott Rubrics - Alina Lebrato Instructional Plan: Christine Scott and Alina Lebrato Sample Student Video - Christine Scott
 * Credits:**