LEARNING IN

TODAYS’ WORLD
Syeda Farwa Zafar
THE BIG QUESTION:
WHAT IS WORTH
LEARNING
BY DAVID PERKINS
 Session Criteria
Objective: I can understand the need for unlearning and requirements of Modern
learning

Must Haves:

2 Mini-lessons
I can understand the importance of environment
required for learning
Session 1

I understand the responsibility of an educator in

modern times

Amazings:
I can explain what is Project Zero
I can explain why we require Thinking Routine
 Everyone watches the video and looks for the idea that catches their
An idea that captured my

attention the most

https://vimeo.com/97547671
attention

Starting Position
 Mini-Lesson 1
Feedback: peer, informal
HR: two video links

Starting
Action Patterns Must Haves Amazings
Position

Roles: Speakers and listeners

Everyone watches Rules: In a group of 4 , all members should share their ideas
the video and with each other in about 30 seconds each. In the end select
The person can make a
looks for the idea one idea as a group and share it with the class. Everyone contributes one
personal connection to why
that catches their Turns: the person with the lightest coloured shirt can start idea to the discussion
this idea matters to them
attention the first.
most Time: 15 minutes
Learning to unlearn
 WHAT LEARNING REALLY
MATTERS IN TODAYS’ WORLD?
SIX “BEYONDS”: HOW THE
EDUCATION UNIVERSE IS
EXPANDING
 A contemporary education is not just about the facts
01- BEYOND CONTENT TO 21ST or even conceptual understanding of content; it’s
CENTURY SKILLS AND also about critical and creative thinking,
COMPETENCIES. collaboration, communi- cation, citizenship skills, and
more.
It’s not just about one’s own nation and
02- BEYOND LOCAL TO neighboring nations. In today’s world, the
GLOBAL PERSPECTIVES, culture, economics, and politics of any nation
PROBLEMS, AND STUDIES might come to influence any other, and world-
scale problems like global warming touch us all.
Knowledge offers a lens through which to
03- BEYOND TOPICS TO understand past and contemporary events so
CONTENT AS MATERIAL FOR that we can engage the world with more insight
THINKING AND ACTION and impact.
04- BEYOND THE
TRADITIONAL DISCIPLINES Current themes (ecological diversity, energy supplies,
TO RENEWED AND the complex character of democracy in various
EXTENDED VERSIONS OF nations, and so on) are often in the foreground.
THE DISCIPLINES.

It’s been said that every world-scale problem

05- BEYOND DISCRETE has an interdisciplinary character.
DISCIPLINES TO
INTERDISCIPLINARY TOPICS
AND PROBLEMS
In many settings, students have opportunities
04- BEYOND ACADEMIC to pursue themes that resonate deeply for
ENGAGEMENT TO PERSONAL them.
CHOICE, SIGNIFICANCE, COM-
MITMENT, AND PASSION
 To make room for education’s
expanding universe, we need
to put learning that matters in
the fore- ground and move
learning that matters less to
the background.

Although a push for

REIMAGINING expertise is great for a
EDUCATION highly able student who has
FOR LIFEWORTHY a special interest, it doesn’t
serve most students well.
LEARNING
 Think about the large or small × 2. What theme or topic could I
CHOICES YOU choices you expand, getting it out of its
HAVE AS AN have as an educator at any niche so that it speaks more
EDUCATOR level, whether you’re a head of
school, department chair, or
broadly to learners’ lives?

÷ 3. What theme or topic could I

committed classroom teacher.
shrink sig- nificantly to make
Now apply some math:
room for number 1 and 2?
+1. What theme or topic could I (“Shrink” could mean eliminate,
add that is not currently offered but it might also mean teach in
and that would incorporate big a compact way for
understandings (opportunity, acquaintance knowledge.)
insight, action, and ethics)?
CHOICES YOU Notice how ÷ 3 comes at the end. That’s
HAVE AS AN because it’s not a great place to begin. Any
EDUCATOR educator knows that division is harder than
addition and multipli- cation. Let’s start by
adding what’s important, figuring out along
the way how to make space for it.
Fact, Question, Answer

Watch the video and identify one fact that you remember

Starting Position
 Mini-Lesson 2
Feedback: peer, informal
HR: Video and Modelling

Starting
Action Patterns Must Haves Amazings
Position

All participants work independently to List, Draw or Write their responses for
3 minutes.

Then they engage in groups for TTO. The group shares 2

personal experiences
Roles: At a given time, 1 member of the team is a speaker and the others are
that add meaning to
listeners.
the facts.
Watch the video and Rules: Each student takes turns to share a meaningful, personal connection /Response uses
identify one fact that to the fact stated. The group discusses which 2 personal connections are the vocabulary from the
What is this video
you remember most meaningful; write down the corresponding fact and meaningful video
connection down
about? How does this
video relate to our
Everyone has 1 minute to share their responses. After that, the group gets 3 lives
minutes for Open Exchange.
Turns: Teachers of oldest students go first..
Time: 10+10 minutes
What is Project Zero
INCLUSIVE
EDUCATION
INCLUSIVE ensuring access to quality education for all
LEARNING students by effectively meeting their diverse
needs in a way that is responsive, accepting,
respectful and supportive.
 Varied learning opportunities
WHY IS
INCLUSIVE Using best practices in teaching and learning
EDUCATION
IMPORTANT? Building relationships

Increased support for all students

 All young people grow from
VARIED LEARNING
encountering a variety of
OPPORTUNITIES
experiences.
Inclusive settings offer students many opportunities
to learn useful skills, such as following daily routines,
figuring out different ways to solve problems, using
humor and sharing stories, and communicating
effectively. Our students with and without disabilities
model and teach each other socially valuable
behavior.
 It’s important to design instruction
USING BEST PRACTICES IN
TEACHING AND LEARNING that meets the needs of all of our
learners.
By working together, we can design grade-level instruction to
better meet the needs of all of our students. Universal Design for
Learning (UDL) is a framework that can be used to help guide
practices so that instruction and assessments are presented in
ways that allow the widest range of students to access information.
UDL helps us to appropriately vary the ways students can learn. It
also allows students to demonstrate different ways of
understanding the main concepts of a subject.
Using UDL, we can incorporate multiple and flexible means of
engagement, representation, and expression in the planning stages
of activities and lessons for all of our students. We have a
dedicated UDL area where we can take a deep dive into the
subject.
 Ask anyone what they remember
BUILDING about their school days, and the
RELATIONSHIPS majority will tell you it’s the friends
they made.
Inclusive learning environments provide students with and without
disabilities many opportunities to establish relationships with their
peers. These relationships form the beginnings of friendships that
are a source of fun and enjoyment, and an essential source of
emotional support during challenging times. When we consider what
contributes most to quality of life, “friends” often appears toward
the top of the list. Therefore, the opportunity to connect with a
diverse group of peers is an important outcome of inclusion for all
students.
 In inclusive schools, resources
INCREASED SUPPORT and educators can be leveraged
FOR ALL STUDENTS to create more effective and
efficient learning opportunities for
all students.
When students with disabilities are educated in general education
classes, special educators and specialized instructional support
provide support in those settings. This results in general education
teachers and students having additional expertise more readily
available. General educators have noticed that their instructional
range has expanded as a result of team-teaching with special
educators. Whether we're general educators or specialist educators,
supporting each other in meeting the educational needs of all
students is the most important thing at play.
 Reflections

Take note of two key takeaways from

End of session

today’s workshop. You can also copy

paste excerpts from the session slides
as long as you can state why are they
meaningful to you.
In the past what kind of lesson plans
have you been designing. If possible
do share a sample
THANK YOU
Thinking Routines
Classroom Management routines

1. FAQ ( Fact, Answer, Question)

2. List, Write , Draw
3. Domino Discover
4. TTO (Think, Talk and Open Exchange
5. Criteria CheckList
6. Elbow Exchange
7. Sort and Post
8. Show and Share
9. Idea Carousel
10. QAPS ( Question, Answer, Practice Switch
PZ Routines are Thinking Routines
PZ Routines are Thinking Routines
 Session Criteria
Objective: I can understand how different routines can be applied in a lesson plan.
I understand how PBL projects are designed

Must Haves:

2 Mini-lessons
I do understand the need for routines and how to
include them in lesson plans
Session 2

I can explain how pbl projects are designed

Amazings:
I can design a lesson plan with routines
I can design a pbl project
Think, talk, open exchange

Everyone will select one routine from the booklet in groups.

How can we use this routine in our lesson?

Starting Position
 Mini-Lesson 3
Feedback : verbal, informal
HR: https://pz.harvard.edu/thinking-routines

Starting
Action Patterns Must Haves Amazings
Position

Roles: Collaborators
Rules:
Paticipants will be
In group of 2-3’s members will read about the
divided in groups
according to their selected thinking routine from their booklet and Everyone from the group Explain to the class how this
subjects, each think of ways to incorporate these thinking routines knows about the thinking routine can benefit their
group will select a into their lesson plans. routine that is being used learning
thinking routine
from the booklet Each group will explain their thinking routine in the
end.
SHARE-OUT

Assess student responses so that students see

how their
ideas are similar or different from those of other
students in response to a specific prompt. (usually
verbal)
AROUND THE ROOM

When participants move around the room to add their

response and to read what others have written, in response
to multiple prompts. (usually written)
 GATHER AND GROUP

When you need student responses to be grouped

into patterns to determine the next steps of the lesson or student
groups. Because individual student responses are written down and
saved, both teachers and students may return to original responses for
reflection. ( mostly written)
 Criteria for Activities That Provide a
Dashboard or Shoulder Along the Road
•• Students enjoy the routine.
•• Students find the routine useful in furthering their learning.
•• 100% of students are engaged and able to learn
autonomously.
•• Every student is capable of completing the actions in the
routine (although not always correctly).
•• Teachers are not providing directions, feedback, or
management.
•• Teachers are free to listen, look, and think.
 PROJECT
BASED
LEARNING
Sample Lessons
Level EF Project 5 Total Points: /20

Chemical Reactions
Assessment I

Objective: I can understand how scientific knowledge is used to solve problems..

Instructions:
- Read each problem carefully.
- Use your understanding of science concepts to solve the problem.
- Show all your work and explain your reasoning where necessary.
- Answer each scenario to the best of your ability.

Scenario 1:
Sarah is conducting an experiment in her science class. She mixes baking soda
and vinegar in a container and observes bubbles forming rapidly. She wonders if
this reaction is a chemical or physical change. (i) What signs indicate that a
chemical reaction might be occurring in Sarah's experiment? Your
Answer:______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________ (ii) Based
on the observation of bubbles forming rapidly, do you think this is a chemical or
physical change? Explain your reasoning. Your
Answer:______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Scenario 2: John is learning about elements and compounds in his science class.
His teacher shows him a sample of pure gold and a sample of water and asks him
to identify which is an element and which is a compound. (i) Define an element
and give an example. Your
Answer:______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
(ii) Define a compound and give an example. Your
Answer:______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Level EF Project 5 Total Points: /20

(iii) Which sample is an element and which is a compound, gold or water? Explain your
reasoning.
Your Answer:______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Scenario 3:

Emily is observing a candle burning. She notices that as the candle burns, it produces both
heat and light. She wonders if this is an example of a physical or chemical change.
(i) Explain the difference between a physical change and a chemical change.
Your Answer:______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
(ii) Based on Emily's observation of the candle burning and producing heat and light, do you
think this is a physical or chemical change? Provide reasons for your answer.
Your Answer:______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Scenario 4:
Sophia is performing an experiment where she mixes two clear liquids together. After mixing,
she observes a cloudy substance forming at the bottom of the container.
(i) What might the cloudy substance indicate about the reaction that occurred?
Your Answer:______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Level EF Project 5 Total Points: /20

Scenario 5:
Maria is observing an experiment where iron nails are placed in a solution of copper sulfate.
Over time, she notices that the color of the solution changes from blue to green.
(i) What does the change in color of the solution indicate about the reaction occurring
between iron nails and copper sulfate?
Your Answer:______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

(ii) Identify and explain another sign of a chemical reaction that Maria might observe in this
experiment.
Your Answer:______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Good Luck 🙂
 Reflections
Take note of two key takeaways from
End of session

today’s workshop. You can also copy paste

excerpts from the session slides as long as
you can state why are they meaningful to
you.
Would you be willing to use classroom
management routines or thinking routines
in your lessons? Would it help your lesson
planning