Backward design Drake 2014-4

Chapter 4 Designing across the Curriculum for “Sustainable Well-Being”: A 21 st Century Approach S USAN M. D RAKE What role can educators play to address the urgent and “wicked problems” in the world today, with the ongoing destruction of the planet being the central issue? This chapter explores how to create an accountable and relevant curriculum. Using a backward design process, the question of what is most important for students to know, do and be is explored. It is suggested that for many disciplinary and interdisciplinary curricula “Sustainable Well-Being” can act as an umbrella big idea for the Know. The Do includes 21st Century Skills such as communication, collaborative problem solving, systems thinking, design thinking and creativity. The Be is acting as stewards for sustainable well-being on our planet and in our communities. Although this process is generic and can be used at all levels of education, this chapter offers a Grade 7 example. It is hoped that readers can connect these ideas to their own contexts. Today’s students are inheriting a world that is full of what design thinkers identify as “wicked problems” (Rittell & Webber, 1973). Wicked problems are so complex, ill-structured, ambiguous and interconnected that they are probably not solvable. Education, poverty, nutrition and the environment are such problems. Humans are an intricate part of the wicked problem of the survival of the biosphere and/or humans as a species. We are creating our own demise, what Kolbert (2014) calls the sixth extinction, without fully understanding how we are doing it given the complex interconnections between humans and nature that include human actions. For example, in a wicked problem one can successfully address one aspect of the problem, yet, while doing so, ten more interconnected aspects emerge that also require solutions. In spite of this, Kolko (2012) suggests that addressing an issue at the local level can have a positive and far-reaching impact. But how are educators preparing students to explore such local issues and problems? Are we so focused on literacy and numeracy, admittedly extremely important life skills, that we are ignoring the looming sixth extinction? What if we taught students to be system thinkers – to think as design thinkers might think when confronting wicked problems? Heidi Siwak, a grade 6 and 7 teacher in Ontario, is explicitly teaching students to address wicked problems through a causal modeling approach ( http://www.heidisiwak.com/ ). Siwak has been participating with other teachers in workshops that focus on wicked problems through the I- think initiative at University of Toronto Rotman School of Management ( http://www.rotman. © Susan M. Drake, 2014. F. Deer, T. Falkenberg, B. McMillan, & L. Sims (Eds.). (2014). Sustainable well-being: Concepts, issues, and educational practices (pp. 57-76). Winnipeg, MB: ESWB Press. ISBN 978-0-9939534-0-8. Retrievable from www.ESWB-Press.org

58 Chapter 4 utoronto.ca/FacultyAndResearch/ResearchCentres/DesautelsCentre/Programs/I-Think.aspx ). In the workshop’s training sessions, teachers tackled the problem of gun violence. They began with a casual map and then focused in on mental health as one way to begin to solve part of the problem, rather than trying to simultaneously tackle all aspects of gun violence. Siwak (2013) believes that wicked problems are what students should be working with: “They are meaningful because they have application outside the classroom. They are challenging; they have infinite possibilities for creative solutions and are fun to play with and think about”. Students who take a causal modeling approach learn the difference between simple, complex and wicked problems. An example of a simple problem is, “How much will it cost to fill the tank if gas costs 1.33/litre and the tank in 2/3 empty?” There is only one correct answer. An example of a structurally complex problem is, “How do I get from my school to the Hamilton airport?” There are many possible solutions, but the problem is solvable. An example of a wicked problem is, “How do we solve traffic problems in the Greater Toronto Area?” This is a problem with many interconnected threads that is seemingly unsolvable. Siwak (2013) points out that when teaching students, they “tend to begin at the point that conclusions are already drawn”. To begin to address a wicked problem, Swank asks students to create a causal map where they consider many aspects of the problem. She then helps the students to focus on a particular aspect and to find a solution to that part of the problem. In her middle years classes, students have created causal maps on questions such as, “How does someone get to be a celebrity?”, “How does a book become a best seller?”, and “Why does homework not get done?” An example of the “Homework” causal map is presented in Figure 1. Figure 1 . A casual map created by grade 7 students in Heidi Siwak’s class.

60 Chapter 4 Web (Figure 2). This graphic illustration helps students to understand the complexity of sustainable well-being and how all aspects, or human constructed and natural systems, are interconnected. Figure 2 . Real World Web (adapted from Drake, Bebbington, Laksman, Mackie, Maynes, & Wayne, 1992). In my experience, students at any grade level can create this Real World Web (see Drake, Bebbington, Laksman, Mackie, Maynes, & Wayne, 1992). The issue under study is placed in the center of a web with sustainable well-being as the conceptual focus. Students can select from a wide variety of real world issues such as global warming, Aboriginal inequities, bullying, or identity theft and brainstorm what they know about the issue using each of the categories on the concept map. This type of discussion has been done as early as Kindergarten, where students five and six years in age were able to put information into each category (for younger students the name of the category may need to be changed to reflect their level of understanding, for example, economics becomes money). Having identified the relevant information for the categories, the final step is to have students draw lines between these categorized entries that they recognize as being connected. Inevitably the real world web is covered with linking lines, and students are able to see a visual representation of interconnection and interdependence. Throughout this brainstorming process, the focus continues to be well-being and how to both achieve and sustain it.

Susan M. Drake 61 The Wicked Problem in Education Educators are caught in a tension between accountability to stakeholders and personal relevance to each student. The traditional model of formal education is no longer working. Students across North America report being bored in school (Fullan, 2013; Willms & Friesen, 2012). There is a widespread call for educational reform to fit the 21 st Century context (Action Canada, 2013; Barbar, Donnelly, & Rizva, 2013; C21Canada, 2012; Canadian Education Association, 2012; Robinson, 2010; Delors, 1999). The traditional model of education is discipline-based. “Back to the basics” is fundamental, and the 3Rs of literacy and numeracy are considered the building blocks of success. The teacher as the expert transmits knowledge to students primarily through lecture. The students are considered to be blank slates with no prior knowledge, and they passively absorb the knowledge that the teacher transmits. There is little interaction between students and teacher in the learning process. Assessment is summative, takes place at the end of the learning period, and is largely pencil and paper tests that often are standardized in nature. Success is normative and measured against a bell curve. This ensures that most students receive average grades and only a small percentage do very well or very poorly. The purpose of the traditional approach has been to maintain the status quo, to reproduce society. Today education is a global enterprise where technology offers new ways to connect with each other and, indeed, a new culture of learning (Thomas & Seeley-Brown, 2011). Fullan (2013) argues that educational transformation requires three interconnected components to capture student engagement: technology, pedagogy grounded in constructivist learning theory, and teachers as agents of change. Technology has brought in an era of potentially powerful new approaches to teach, learn and assess. Social networks have fundamentally changed how people interact with one another. The 21 st Century requires a “deep pedagogy” grounded in constructivist learning principles. Students learn through interaction with the teacher and others and by connecting new learning to previous learning. They learn by doing and engaging in real world problem solving, project-based learning, and units focused on a “big” ideas or essential questions. As a result, assessment is competency-based and focused on performance demonstration. Assessment for learning (diagnostic and formative) and assessment as learning (goal-setting and metacognition) are features of every constructivist classroom (Earl & Katz, 2006). The teacher needs to be a change agent. No longer only a transmitter or a facilitator, the teacher needs also to be an activist (Hattie, 2012) who takes a catalytic role in helping the learner to be self-directed. It is in this transformational vision of education that the urgent issues of human survival and sustaining Earth’s ecosystem services can be confronted. To do so, I urge that the conceptual focus of sustainable well-being become the overarching theoretical construct for all curriculum design. Curriculum Backward Design Curriculum planning is a part of educational accountability. Typically for Kindergarten through Grade 12 education there are curriculum guidelines that mandate what teachers must teach subject- by-subject and grade-by-grade. In university and colleges, the accountability movement is just beginning to make waves with requirements for defined outcomes/standards/competencies and aligned assessments (see, for example, Savage & Drake, 2013). Across North America and the world,

Susan M. Drake 63 curriculum geared toward the students in the classroom. (Drake, Reid, & Kolohon, 2014). • Student voice is valued when students are co-creators of the curriculum design. The process outlined asks what we want students to know , do and be (KDB). The KDB is aligned with the seminal UNESCO report from Jacques Delors (1996) on the four pillars of school: learning to know, learning to do, learning to be and learning to live together. Including the be makes the design process different from Wiggins and McTighe’s (2005) as character education and citizenship education are important components that answer questions such as: How do we want students to be in the world? What values do we wish them to display? A sample of this type of planning can be seen in Drake and Reid’s monograph posted on the Ontario Ministry of Education website (2010). Exploring Backward Design in Detail Step 1: What Is the Most Important Thing for Students to Know, Do and Be? In this step the designer first uses a large-angle lens to see the big picture of curriculum mandates. The big picture may include a unifying framework across K to 12 for all subject areas and/or the philosophy for a subject area K to 12. The big picture will be found in the front matter of curriculum documents. Once a big picture is identified, the designer uses a zoom lens to scan and cluster the specific outcomes at grade level into meaningful categories that align with the big picture. At the end of this step, designers can identify what is most important to know , to do , and be (KDB). With this information derived from the documents, they can create a template to guide their curriculum design. As well, this step includes creating essential questions that will frame the inquiry. These questions emerge from the KDB. Know. The Know includes big ideas (interdisciplinary concepts) and enduring understandings (what you want students to remember years later) that emerge from prescribed curriculum outcomes. The curricula from Kindergarten through Grade 12 are spiraling in nature. Thus, the same big ideas are taught with more complexity and sophistication over time. Reading the front sections of curriculum documents will usually reveal the key big ideas and enduring understandings that the government wants taught. Examples of big ideas that are currently in provincial documents are change, continuity, systems, structures, government, patterns and migration. Sustainability is currently a big idea threaded through both science and social sciences curriculum documents K to 12. Well-being can be found in physical education and health curricula and can be extrapolated to many other subject areas. The double-barreled concept of sustainable well-being can address almost every aspect of life and, arguably, is appropriate as the conceptual focus or big idea of any inquiry. It is difficult to think of any issue that does not concern the well- being of both the planet and the sentient life existing on it. It is not a far stretch to see sustainable well-being as a macro-concept that can encompass all curriculum big ideas mandated in the provincial documents.

64 Chapter 4 An essential question emerges from the big idea and leads to an inquiry-based approach. When sustainable well-being acts as the conceptual focus, the big ideas should lead to the big questions around the sustainable issues of violence, poverty, injustice, human rights, environmental degradations and the like. Sample essential questions might be: • What is sustainability? • What is well-being? • What is sustainable well-being? • How is sustainable well-being achieved? • What is the relationship between personal happiness and sustainable well-being? • What is the responsibility of government in ensuring sustainable well-being? • How can we balance the needs for jobs (a strong economy) and the need for environmental sustainability? • Can developing nations experience affluence at the level of developed nations? • How does inequitable income affect sustainable well-being? • How do the arts contribute to sustainable well-being? • What is the relationship between violence and sustainable well-being? • What is the relationship of freedom to sustainable well-being? Do. Although contested by some as being too influenced by corporations and economic agendas, there is more and more agreement that students need to learn the 21 st Century skills. Indeed, to address the wicked problems of our times students will need different skills than they have learned in the traditional model of education (Siwak, 2013). Design thinking and systems thinking are just two examples of new ways of thinking for learning in the 21 st Century. International and national organizations have pursued this topic with interest. The Organization for Economic Cooperation and Development (OECD) conducted a survey on 21 st Century skills with participants in seventeen countries. The paper reporting on the survey results presented a three-dimensional framework: information, communication, and ethics and social impact (Ananiadou & Clara, 2009). C21Canada and its American counterpart Partnership for the 21 st Century have provided in-depth descriptions at what 21 st Century skills look like in practice. Most recently there has been some international work on how to measure these skills (see, for example, Kang, Heo, Jo, Shin, & Seo, 2010). Kang and colleagues have identified three areas for 21 st Century learners that require indicators to measure performance: cognitive (know and do), affective (be), and sociocultural (be). The cognitive domain includes information management, knowledge construction, knowledge utilization, and problem-solving abilities. Self-identity, self-value, self-directedness, and self- accountability factors are in the affective domain. The sociocultural domain includes social membership, socialization, social receptivity, and social fulfillment factors. In education, the 21 st Century skills broadly speaking include the 6 C’s identified by Fullan (2013): • Communication, • Critical thinking, • Creative thinking, • Collaborative problem-solving,

66 Chapter 4 know and the do in a curriculum unit but did not follow through as an environmental steward. How do we help such students to change their behaviours in order to live together and to live sustainably on the Earth? I suggest that understanding that the know/do and be are deeply interconnected and to teach and learn this way is a beginning. Know/Do/Be. Students don’t just learn content or skills. The know , do , and be are interwoven. Take the 21 st Century skill of effective digital communication. The student needs to demonstrate practical IT skills ( do ), knowledge of language ( know ), and appropriate attitudes towards those with whom he or she is communicating ( be ) (Rychen & Salganik, 2003). There is also an expectation that students, as users of IT, learn/know the effects on health, mind, emotion, and spirit as well as the effect of the manufacture of IT products and the disposal of IT products on ecosystem services and human health (McMillan, personal communication, January 18, 2014). Another wicked problem! In the big picture context, the well-being of students is recognized as a foundation for learning. Tina Jones a secondary principal from Ontario describes the improvement plan of her school board. The center of the plan is the global citizen. This global citizen acquires the 21 st Century skills across subject areas from K to 12. The know is the content mandated by the provincial Ministry of Education. What is interesting is that this vision does not stop with what should the learner be able to know and do. In Tina’s board, knowing your students is a starting place. The school is a safe and welcoming environment. Relationships between students and teachers are carefully nurtured in an inclusive environment where teachers use the best instructional practices to suit each learner’s needs. The big idea of well-being emerged from semantic challenges with the term mental health. Although educators meant mental health as well-being in the positive, resilience-building sense for all students and teachers, those outside the school system often misinterpreted the term mental health to mean there was something wrong with a child. Well-being offered a positive solution to guide policy and practice. To deeply understand sustainable well-being involves the know , the do and the be . Deep knowing involves the head, hands and heart. Students who are taught with an appreciation or even reverence for the interconnectedness of the world and their place in it are more likely to act in ways that honour sustainable well-being and consequently ensure that such a world is a real possibility. Step 2: How Do We Know When Students Have Learned the KDB? The assessment of the learning of the KDB ensures accountability. Although this summative assessment can be measured in many ways, including responses to test questions, in project-based learning students demonstrate what is most important to learn in a rich performance task. Students learn at the beginning of a learning experience what the expectations are and how they will demonstrate their achievement. They are also given the assessment tools that will measure their performance, such as specific rubrics. Often students co-create the assessment tools or learning goals and success criteria with their teachers. Step 3: How Do We Prepare Students for Demonstrating the KDB? What happens in the daily instructional activities/assessments? The designer plans for challenging, but interesting, instructional activities to provide students with the skills and knowledge needed to demonstrate their learning in the final task. These activities are carefully aligned with the KDB (outcomes) and the rich performance assessment task. Assessment for learning is embedded in

Susan M. Drake 67 the daily activities carried out by the students. For example, ongoing feedback without grades, co- construction of the rubrics and critiquing exemplars of similar student work help to make the expectations transparent. Sample Curriculum Unit with Sustainable Well-Being as its Focus What follows is an example of a project-based learning unit that education teacher candidates created using backward design. This is an adaption of the work done by Ceilidh Rae, Morgan Roy, Erica Poor, Natasha Davey and Teal Narraway. This grade 7 unit integrated science and technology, social studies, arts, physical education and language arts outcomes from curriculum documents. The outcomes were derived from curriculum documents in Ontario. Step 1: What Is Most Important for Students to Know, Do and Be? The know. • Conceptual Focus: Sustainable well-being in communities • Big Ideas : Change and continuity, structures and systems, culture and diversity • Enduring understandings : Active citizens can identify problems and collaboratively find solutions with society structures and community systems to ensure sustainable well- being for the planet and living beings • Essential questions : 1. How can we recreate a community to facilitate sustainable well-being for individuals, society and the planet? 2. How do individuals act as “activist” citizens within their community? The do. 21 st Century Skills: Design thinking, systems thinking, collaborative problem-solving. The be. Students are systems thinkers and collaborative problem solvers who live in ways that sustain the environment and well-being of a community. Step 2: Culminating Rich Performance Assessment Task The existing structures and systems in many of Canada’s communities may not account for the reality of cultural diversity and complex challenges of sustainability and, thus, pose potential problems and issues for community members. The International Community Planners for Sustainable Well Being (ICPSWB) has asked your group of experts to use your critical skills, and come up with creative solutions to overcome these barriers. Your group of four experts will identify an issue or problem in our community, and research and analyze a variety of sources – including sources online – to deepen your understanding of the issue/problem from a variety of perspectives. You will present to the ICPSWB possible creative solutions to create a community that is environmentally friendly, efficient and socially welcoming and accepting of diversity.

Susan M. Drake 69 Figure 4 . Web of interconnected questions. The following probes emerged from the second web: • What is a community? (Who is a part of a community? Where are communities? How are communities different around the world? How do they function with the diversity of heritages represented by community members? What are the existing social institutions that address social problems in the community?) • What do people need and want in their community in order to live a fulfilling life? (What services does everyone need? What environmental conditions make for a happier community [e.g., green spaces, trees etc.]? What are some important aesthetic things people need in a community? • How can a community use and sustain environmentally friendly practices? (What is water pollution and how does it affect communities? What products can be recycled and how do recycling plants benefit a community? What are renewable energy resources? What is the economic benefit to incorporating renewable sources in our homes?) • How can your community provide fair access? (Have the physical structures in your community been changed to allow fair access to all through ramps, elevators…? What are some examples of fair access to all that you

70 Chapter 4 saw around your community? What about anything that was unfair? How can structures insure equity in the community?) • To what extent and in what ways has the community’s history been preserved? (Are there commemorative plaques/ signs/markers describing historical people and places in your community? Have historical structures in your community been refurbished or torn down? Have any been left in their original state? Is there a difference between how structures were built 50 years ago compared to now? How can a building be adapted or changed to ensure it is safe for individuals, but continue to provide the history of the past?) • Why is the community set up the way that it is given obvious socio-economic differences (for example, different housing or neighbourhoods)? (Can you identify social structures within your community? Are class structures easily identified with the quality of living, housing etc.? What are some examples that stand out? How does financial literacy come into play regarding the way a structure is designed? What if one society is wealthier then another? Can there be similar structures in each community?) • What does being a global citizen look like in real life? (If you were a Global Citizen in your community, what would you do? Plant trees? Pick up garbage? Other activities? Does being a global citizen mean being an activist? Does everyone have the capability to be a global citizen/activist within his or her community? Can only one person be a hero/activist? Once a global citizen/activist is established within a community, what can they do to create other global citizen/activist within the community? Thinking about a historical figure, would they represent a good global citizen/activist in your community? Why or Why not?) At this point the designers know what the students bring to the curriculum unit. They could then create relevant and engaging instructional activities and embedded assessments that would enable students to complete the rich performance assessment task. This detailed chart insures accountability. Note that the activity and its assessment are described (even if the assessment is only observation). The outcomes are identified. Most importantly the connection of the activity/assessment to the KDB and the culminating rich performances task are identified. This last column is most important and assures curriculum alignment. A small portion of the chart is offered as an example in Table 1. What are renewable energy resources? What are the economic implications of using renewable resources for the community? Instructional activity Outcomes Assessment Alignment with KDB and culminating task Students engage in research on different renewable energy resources and the benefits to the environment. Students compare utility residential Communicate feelings, thoughts, and abstract ideas through drama works, using audio, visual, and/or Task • group discussion and research K: Renewable energy sources, economic benefits to sustainable energy use

72 Chapter 4 that help to address complex wicked problems; the degradation of the biosphere being the wickedest problem of all. They will also learn to be environmental stewards. The good news is that using sustainable well-being as the overarching focus fits within the provincial curriculum guidelines and, therefore, meets accountability requirements. Developing 21 st Century skills such as systems thinking, design thinking and collaborative problem solving aligns with provincial goals across the curriculum K-12. And, even a superficial read of the documents will indicate that all provinces are interested in developing environmental stewards as good citizens. How to insure student engagement? Begin at the local level as suggested by Kolko (2012). In every province teachers have the freedom to create lessons that are relevant to students at a local level as long as the overall outcomes are met. For example, to return to the introduction and the study of the oceans, the example begins with questions. Students can follow with research on the questions that they identify as most personally meaningful, or teachers can explicitly teach the difference among simple, complex and wicked problems, as does Heidi Siwak, and create causal or real world webs to begin explorations. Perhaps with planning as described in this chapter, we may have a local, regional, provincial or national focus such as planned for The School for Examining Essential Questions of Sustainability http://www.seeqs.org . So what is stopping us? To make sustainable well-being the focus will require intentionality on the part of educators. It will also require a deep understanding of the many interconnected and interdependent aspects of wicked problems. It is not a problem that can be addressed in one subject such as science, but needs an interdisciplinary focus at every level of education. It requires educators to teach the 21 st Century skills necessary to address the problems of the 21 st century. It requires educators to understand the interdependence among the know , do and be and to teach and act as if our lives depended on sustainable well-being. And, it requires our students to understand their responsibility in sustaining well-being for the planet and all the beings who share it. References ACT21S (n.d.) Assessment & teaching of 21 st century skills. Retrieved form http://atc21s.org/ Action Canada. (2013, Feb.) Future Tense. Adapting Canadian education systems for the 21 st Century, An Action Canada Task research report . Retrieved from http://www.actioncanada.ca/en/wp- content/uploads/2013/02/TF2-Report_Future-Tense_EN.pdf?utm_source=Bulletin+and+ Updates&utm_campaign=50e508d6a6-Bulletin_February_20132_25_2013&utm_medium= email . Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers , No. 41, OECD. doi: 10.1787/218525261154 Barbar, M., Donnelly, K., & Rizvi, S. (2012, Aug). Oceans of innovation . London, U.K.: Institute for Public Policy Research (IPRR) Retrieved from http://www.ippr.org/publication/55/9543/ oceans-of-innovation-the-atlantic-the-pacific-global-leadership-and-the-future-of-education C21 Canada (2012). Shifting minds: A public 21st century vision for public education for Canada. Retrieved from http://www.c21canada.org/wp-content/uploads/2012/10/Summit-design-English- version-Sept.-26.pdf

Susan M. Drake 73 Canadian Education Association. (2012, July). Teaching the way we aspire to teach: Now and in the future . Toronto, ON: CEA & CTF. Retrieved from http://www.cea-ace.ca/sites/cea-ace.ca/files/ cea-2012-aspirations.pdf Delors, J. (1999). Learning: The treasure within . Report to UNESCO of the International Commission on Education for the Twenty-first Century. UNESCO Publishing. Retrieved from http://www.unesdoc.unesco.org/images/0010/001095/109590eo.pdf Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 st -century learner. Toronto, ON: Oxford University Press. Drake, S. M., & Reid, J. L. (2010). Integrated curriculum: Increasing relevance while maintaining accountability. What works? Research into Practice . Retrieved from http://www.edu.gov.on.ca/ Drake, S., Bebbington, J., Laksman, S., Mackie, P., Maynes, N., & Wayne, L. (1992). Developing an integrated curriculum using the story model . Toronto, ON: OISE Press. Earl L., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind: assessment for learning, assessment as learning, assessment of learning . Western and Northern Canadian Protocol for Collaboration in Education. Retrieved from http://www.wncp.ca . Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Toronto, ON: Pearson. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning . London: Routledge. Kang, M., Heo, H., Jo, I., Shin, J., & Seo, J. (2010). Developing an educational performance indicator for new millennium learners. Journal of Research on Technology in Education, 43 (2), 157-170. Kolbert, E. (2014). The sixth extinction: An unnatural history . New York, NY: Henry Holt & Co. Kolko, J. (2012). Wicked problems worth solving: A handbook and call to action. Austin, TX: AC4D. Leiberman, B. (2013. July/August). SOS: Save our seafood: What’s good for us and our oceans? Nutrition Action Healthletter, 3-4. McAffrey, V. (2010, March). Large-scale assessment: A challenge for teachers around the world. Voice, 14-17 Miller, J. (2010). Whole child education. Toronto. University of Toronto Press. Rittel, H. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences , 4 , 155-169. Robinson, K. (2010). Changing education paradigms [video] . Retrieved from http://www.ted.com/ talks/lang/en/ken_robinson_changing_education_paradigms.html Rushowy, K. (2010, March 22). Neighbourhood school rankings drive demand, house prices. Buyers rely on Fraser Institute reports when house hunting. Toronto Star , IN4 Rychen, D. S., & Hersch, S. L. (Eds.) (2003). Key competencies for a successful life and a well-functioning society . Cambridge, MA: Hogrefe & Huber. Savage, M., & Drake, S. M. (2012, April). Achieving accountability through backward design curriculum design. Presentation for Ontario Council of Teachers, Toronto. Shoeberlein, D., & Sheth, S. (2009). Mindful teaching and teaching mindfulness: A guide for anyone who teaches anything. Boston: Wisdom. Siwak, H. (2013. March 17). Causal modeling: A different approach to problem-solving. 21st Century Classroom: The amaryllis. Retrieved from http://www.heidisiwak.com/2013/03/causal-modelling-different-approach- to.html Smalley, S. L., & Winston, D. (2010). Fully present: The science, art and practice of teaching mindfulness. Philadelphia: DeCapo. Thomas, D., & Seeley-Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change . CreateSpace Independent Publishing Platform.

Susan M. Drake 75 Making connections to the ways that active citizens can make changes within communities. Makes connections between active citizenship and community changes with a high degree of effectiveness. Makes connections between active citizenship and community changes with considerable effectiveness. Makes connections between active citizenship and community changes with some effectiveness. Makes connections between active citizenship and community changes with limited effectiveness. Expression and organization of problems and solutions to improve communities through oral, visual and written forms. Expresses and organizes the chosen problems and solutions though various forms with a high degree of effectiveness. Expresses and organizes the chosen problems and solutions though various forms with considerable effectiveness. Expresses and organizes the chosen problems and solutions though various forms with some effectiveness. Expresses and organizes the chosen problems and solutions though various forms with limited effectiveness. Transfer of the knowledge of their own community in order to make improvements to the “new” community being created. Transfers and applies knowledge about their own community to new contexts with a high degree of effectiveness. Transfers and applies knowledge about their own community to new contexts with considerable effectiveness. Transfers and applies knowledge about their own community to new contexts with some effectiveness. Transfers and applies knowledge about their own community to new contexts with limited effectiveness. Individual Rubric for Historical Role Play Criteria Level 4 Level 3 Level 2 Level 1 Role Expresses the points-of-view, contributions and active citizenship in character with a high degree of effectiveness. Expresses the points-of-view, contributions and active citizenship in character with considerable effectiveness. Expresses the points-of-view, contributions and active citizenship in character with some effectiveness. Expresses the points-of-view, contributions and active citizenship in character with limited effectiveness. Oral Presentation The use of appropriate style, voice and tone lead to a high degree of effectiveness in communicating their ideas. The use of appropriate style, voice and tone lead to considerable effectiveness in communicating their ideas. The use of appropriate style, voice and tone lead to some effectiveness in communicating their ideas. The use of appropriate style, voice and tone lead to limited effectiveness in communicating their ideas.

76 Chapter 4 Individual Rubric for Journal Log Criteria Level 4 Level 3 Level 2 Level 1 Journal Content Journal demonstrates thorough knowledge of the planning, construction, testing, modifications, and reasons for modifications. Journal includes a thorough reflection about the strategies used and the results. Journal demonstrates considerable knowledge of the planning, construction, testing, modifications, and reasons for modifications. Journal includes a considerable about of reflection about the strategies used and the results. Journal demonstrates some knowledge of the planning, construction, testing, modifications, and reasons for modifications. Journal includes some reflection about the strategies used and the results. Journal demonstrates limited knowledge of the planning, construction, testing, modifications, and reasons for modifications. Journal includes limited reflection about the strategies used and the results. Grammar and Spelling Writer demonstrates proper use of grammar and spelling with a high degree of effectiveness. Writer demonstrates proper use of grammar and spelling with considerable effectiveness. Writer demonstrates proper use of grammar and spelling with some effectiveness. Writer demonstrates proper use of grammar and spelling with limited effectiveness.