Running Head: Assignment 1.

1a 1








Assignment 1.1a
Claire Freeman
Professor Phillips
MAT 675
National University
9-4-2013










Running Head: Assignment 1.1a 2
Abstract
This paper will address several topics, including the different types of
literacy needed for the 21
st
Century, and school models intended to maximize
student learning. The module questions discuss visual literacy, numerical literacy,
and textual literacy. Finally, three articles are summarized, focusing on the design
elements of 21
st
Century learning and project-based curriculum.

















Running Head: Assignment 1.1a 3
Module Questions
Module 2 Question: Photographs, drawings, paintings, and other visual materials
offer information beyond decoration or illustration. The example provided by the
activity uses an image of coal breaker boys, and asks students to identify the leader
of the group. Students should provide evidence to support their choice. In this
example, the photograph provides information about the events taking place at the
time and the group dynamics. Inevitably, visual materials provide more information,
reaching beyond mere decoration.

Module 3 Question: Databases and statistics can appear daunting at first glance, but
can actually provide considerable information about a topic when the right
questions are asked. For example, Census data provides a massive amount of
information about a place, including the people who live there, the size of the place,
and the types of activities that they involve themselves in.

Module 4 Question: Learning to analyze text is an extremely important skill,
especially because so many online sources of information are unreliable. Students
must be able to read and question texts, evaluate sources, and synthesize
information. Students should also learn how to read between the lines in order to
identify biases in texts, and decide for themselves whether the source is credible.
Being well-read in the 21
st
Century requires the skill of reading critically, analyzing
sources, and reading many different perspectives in order to synthesize
information.
Running Head: Assignment 1.1a 4

Article Summary
Designing a Dream:
This article focused on the design and implementation of Henry M. Jackson
High School in Mill Creek, Washington. In a concerted effort, community members,
parents, teachers, administrators, contractors, and architects designed the physical
space, and the curriculum to address the changing needs of students for the 21
st

Century. The curriculum focused on interdisciplinary collaboration between
teachers of different subject areas, as well as the integration of technology into the
classroom. According to Jones, the school founders were particiularly interested in
promoting a project-based, interdisciplinary curriculum that would better prepare
students for the workplace by taking their individual needs and interests into
account (Jones, 1997). This design was built into the school by including video
conferencing in the classrooms and the formation of a partnership with the
University of Washington in order to utilize the Human Interface Technology Lab.

Buildings that Teach:
This article described the elements of schools, with the focus on schools as
learning communities. These communities are the result of collaborative effort
between community members, teachers, students, and administrators. Instead of a
setting where students sit in rows facing a teacher, learning communities are
interactive and provide students with opportunities to see the concepts take form in
the real world. According to the text, The school building itself is carefully designed
to stimulate curiosity and serve as an instructional tool (Taylor, 1997). The design
Running Head: Assignment 1.1a 5
elements of these learning communities are intended to inspire curiosity in young
students and reinforce learning for older students. The article also focuses on
schools as centers for life-long learning. These centers may include museums or
libraries, open all year. In this way, the school helps enrich the community in which
it is located. This is reciprocated in the form of student involvement in the
community in the form of internships and community service.

Designshare: Designing for the Future of Learning
This article describes the development of Reese High School in Tasmania.
The school had been burned to the ground, and in the process of rebuilding; a new,
innovative design was developed. In one community meeting, a conclusion surfaced.
This conclusion stated theat schooling [should] be relevant and rigorous, and that it
should be based on delivering real, usable skills that students could take directly
into the workplace or refine at college.should be reconfigured as a true
community school[and that] multidisciplinary projects would have to be
created (Nair, 2004). Reeses new model also involved distance learning, due to the
fact that Tasmania is an island community. One significant element that Reese
displays on its campus is known as usability. The learning environment is
welcoming, adaptable, and accessible to students, whether they are working alone
or in groups. This allows students and teachers to be more productive, creative, and
engaged in their work.


Running Head: Assignment 1.1a 6
Conclusion
In conclusion, 21
st
Century school focus on project-based curriculum,
integration of the school in the community, and the development of literacy across a
range of methods. Students should be given the opportunity to explore, collaborate,
question, synthesize, and evaluate information. Schools should provide an
environment that encourages curiosity and reinforces learning.


































Running Head: Assignment 1.1a 7
References
Jones, J.K. (1997). Designing a Dream: The Ultimate High School from Concept to
Completion. Edutopia. Retrieved on September 4, 2014, from
http://www.edutopia.org/designing-dream.

Nair, P. (2006). Designshare: Designing for the Future of Learning. Designshare,
Retrieved on September 4, 2014, from
http://www.designshare.com/index.php/articles/building-the-future-
lessons-from-tasmania/.

Taylor, A.P. (1997), Buildings that Teach: Design and Learning Go Hand in Hand.
Edutopia. Retrieved on September 4, 2014, from
http://www.edutopia.org/buildings-that-teach.