eae e) Lyd 21st Century Thinking WRN in eae Mc ra ete esc encompass the outcomes of the Program of Studies and ——— build students’ compete: 02 | Inquiry and Interdisciplinary Learning 0. By creating and incorporating inquiry-based interdisciplinary projects in your classroom, Problem Solving you can reach all of these 21st century skills and competencies all while covering the outcomes of the Program of Studies. For instance, curriculum can be approached as a broad concept, such as Sustainability: instead e of teaching tI ¢ individual subjects, t! curriculum can be covered through various projects and tasks that encompass many of the subject areas. (J The Grade 4 Interdisciplinary Unit Plan centers around the concept of Sustainability through the topic of Waste in Our World (Science). Through the lens of Sustainability, students can engage in the competencies of Global and Environmental Responsibility, Personal Well- Being, Critical Thinking skills as students understand waste locally and on a global scale 0 @ 8 01 21st Century Skills As educators, we are preparing students for future careers that may not exist today. Through these 21st century competencies, it is essential for students to become engaged thinkers and ethical citizens with an entrepreneurial spirit This resource explains how interdisciplinary learning promotes 21st century skills for Division 1, with a specific explanation of the curriculum and skills at the grade 4 level, Grade 4 Sustainability Project Example ® In Language Arts, students will organise, record and evaluate information related to their inquiry into Waste in Our World through experiences and discussion and locating information to answer research questions using a variety of sources. The competencies used here are Critical Thinking, Problem Solving, Communication and Digital and Technological Fluency. a © Students will extrapolate what they learn about sustainability in the environment to sustainability of their own health. Students will understand experience and appreciate the health enefits that result from physical activity under the banners of functional fitness, body image and well-being The competencies used here are Lifelong Learning, Personal Management and Well- Being, Creativity and Imagination. In Grade 4 Math students can interview, collect data and create bar graphs to compare Waste in Our World, locally and globally through garbage production, recycling jodegradable waste The competencies In Grade 4 one of the eneral outcomes is Alberta: A Sense of the Land, Students will be able to analyze how Albertans interact with their environment by exploring and reflecting about Waste in Our World. The used here are Communication, Digital & Technological Fluency, Collaboration & Leadership competencies used here are Critical Thinking and Problem olving Concept learning can be applied on a school wide basis. Alberta curriculum can be connected in multiple points such as Grade 5's Wetland tems and Physical Geography of Canada. Grade 6 has Trees Pid ee ee eer enter Ue eta ounces Student and Teacher Experiences Engaging, flexible and creative Covering a broad range of curriculum through one concept Speaks to different intelligences Scaffolding and building on knowledge Collaboration with colleagues in your cohort Engaging & reflective practice Various representations of learning Lifelong learning Develops 21st century Allows for experiential and skills lived learning (Incorporating experts and field trips) Engages students’ natural curiosity and Creating a classroom/school allows for investigation community 05 | Balanced Assessment @ vy a Teachers can change the classroom culture to one of success by committing to learning as the focus of balanced assessment. * to enable teachers to determine next steps in advancing student learning * provide each student with accurate descriptive feedback to further his or her learning + differentiate instruction by continually checking where each student is in relation to the curricular outcomes * provide parents or guardians with descriptive feedback about student learning and ideas for support * indicate each student's level of learning * provide the foundation for discussions on placement or promotion * report fair, accurate, and detailed information that can be used to decide the next steps in a student's learning * the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes + a range of methods in different modes that assess both product and process thinkers and = een nies ca ns Seen ard - " poweredby F"3 Piktochart rmoke information beoutfl