Conclusion
Chapter 5: Instruction for Modern Learning
Learning Principles to Guide Instruction
Backward Design of Instruction at the Classroom Level
Backward Design of the Learning Plan
Conclusion
Chapter 6: A Reporting System for Modern Learning
Principles to Guide Reporting of Modern Learning
A Modern Approach to Reporting
Conclusion
Chapter 7: Leadership for Modern Learning
A Definition of Change Leadership
A Theory of Action
Principles of Change Leadership
Abrupt or Incremental Change?
Appendix A: Sources for Futures-Oriented Thinking Tools and Processes
Appendix B: Sample Sources to and Performance Indicators for 21st Century Skills
Resources to Develop the Four Cs
Sample Performance Indicators for 21st Century Skills
Appendix C: Sample Map of Cornerstone Performance Tasks and Transfer Goals
About the Authors
Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, Jay was involved with school-improvement projects at the Maryland State Department of Education, where he helped lead Maryland’s standards-based reforms, including the development of performance-based statewide assessments. He also directed the development of the Instructional Framework, a multimedia database on teaching. Well known for his work with thinking skills, Jay has coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George’s County, Maryland, as a classroom teacher, resource specialist, and program coordinator. He also directed a state residential-enrichment program for gifted and talented students.
Jay is an accomplished author, having coauthored seventeen books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. His books have been translated into six languages. Jay has also written more than forty articles and book chapters and been published in leading journals, including Educational Leadership and Ed Week.
Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops. He has made presentations in forty-seven states within the United States, in seven Canadian provinces, and internationally to educators in thirty-seven countries on six continents.
Jay received his undergraduate degree from the College of William and Mary, earned his master’s degree from the University of Maryland, and completed postgraduate studies at Johns Hopkins University. He was selected to participate in the Educational Policy Fellowship Program through the Institute for Educational Leadership in Washington, DC, and served as a member of the National Assessment Forum, a coalition of education and civil rights organizations advocating reforms in national, state, and local assessment policies and practices.
To learn more about Jay’s work, visit www.jaymctighe.com or follow @jaymctighe on Twitter.
Greg Curtis is an author and independent educational consultant. He is based in Beijing and has spent much of his career working with schools around the world in system-wide capacities. Greg has been a technology director, a curriculum and professional learning director, and a strategic planner for international schools in Europe and Asia. He also works with organizations such as EdLeader21, the New England Association of Schools and Colleges, Jay McTighe & Associates Educational Consulting, Mastery Transcript Consortium, and many schools and districts around the world. His work focuses on long-term, systems-based change and strategic transformation in schools and districts around Impacts and modern learning. He is the author of Moving Beyond Busy and coauthor of Learning Personalized: The Evolution of the Contemporary Classroom with Allison Zmuda and Diane Ullman.
Greg holds a bachelor of arts from Wilfred Laurier University, a bachelor’s of education from Queens University, and a master’s of education from the Ontario Institute for Studies in Education at the University of Toronto.
To learn more about Greg’s work, visit www.gregcurtis-consulting.ca or follow @jgcurtis on Twitter.
Foreword
By Yong Zhao
The 21st century was once the distant future. Hence 21st century used to be a popular phrase for marketing products, ideas, and policies by evoking hopes and fears that may eventually exist. As a result, 21st century education has become a vision that compels bold actions—actions that ensure a safe departure from the past and guarantee success in the future.
The 21st century has arrived. The once-distant future has become our reality. While 21st century education has gained a diverse set of definitions that transcend the scientific meaning of 21st century as simply a reference of time, conversations about 21st century education can no longer be futuristic, driven by bold claims, fanciful imaginations, or fearmongering rhetoric. It is no longer meaningful to argue why we need or why we do not need 21st century education, nor is it productive to continue the debate over how 21st century education may differ from the education in the 20th, 19th, or 15th century.
It is time that we delivered a modern education that both meets the challenges and takes advantage of the realities
