An absolute privilege to facilitate 2 intense days of working with the 21CLD task design framework last weekend. Co facilitating with the masterful Joan Dalton and inimitable Travis Smith was an enjoyable and valuable experience, both for me, and for the workshop participants. Having worked extensively with the 21CLD framework for 2 years now, it continues to evolve. Joan and I (well, mostly Joan) revised the rubrics, adapting them to include specific Australian Curriculum links, and raised the expectations of practice for the Australian context in general.
The forum workshops were tagged 21CLD; architecture for learning design. the 21CLD rubrics ARE a tool that shifts much of the rhetoric around teaching 21st century capabilities into a concrete reality. Participant feedback indicated the development of strong understandings around process and direct links to, and plans for implementation possibilities in their own school and beyond.
I would suggest that if you are looking for a place to start in actually DOING SOMETHING about shifting teaching and learning practice, then 21CLD can provide a critically effective foundation for action. Emerging evidences from programs in Tasmania indicate a significant effect on the way teachers design learning activities, and we are currently engaged in collecting evidences of impact from both teachers and students, with the aim of publishing the data by December this year.
Thanks to all participants for their dedication and work over 2 days (which included a Saturday), and again to Joan and Trav for their expertise. I look forward to continuing to support this program across the country.
@maxdrummy, max.drummy@education.tas.gov.au
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