This document outlines a process called the ABC3 Process for incrementally transforming curriculum units to better prepare students for the 21st century. The process involves teachers selecting a unit of study to transform based on their comfort level. They plan changes to elements like essential questions and assessments. Teachers then collaborate with colleagues, get feedback on their transformed unit, and reflect on results after teaching the unit. The goal is to thoughtfully transform curriculum one unit at a time in students' best interests.

1. Transforming Curriculum One Unit
At A Time: Preparing Students
For The 21st Century
Mike Fisher
& Janet Hale

2. Kindergarteners
Gr. K Class of 2024 Gr. 12
Over one-tenth of the 21st century has passed
by… Are we thinking about the world our
students live in now as well as in the future?

3. Architect
Curriculum
Design
What, Why,
Learn When, Where, Who
Teach
Contractor
Curriculum
Practice
How

6. What unit of study ABC3 Process
makes sense for
me/we to transform
based on…
1. My/our comfort level for
exploring transformation
possibilities and my willing to be
slightly uncomfortable with some
implementation requirements
(learning and/or teaching).
2. My/our comfort level for
allowing students the
opportunity to “fully own”
or “better own” their
learning.

7. Exploring the 21st
century possibilities …
1. Within my/our school,
what technology do I/we
have available to aid in
the desired
transformation(s) to my
selected unit of study?
2. What (free) Web-based
tools can aid in the
desired transformation(s)
to my selected unit of
study?

8. Goal:
One Transformed
Unit of Study
1. Plan transformations and revise
appropriate unit-of-study elements
based on focus(es) (e.g.,
determining heart of unit, BIs, EQs,
Content, Skills, Assessments,
Activities/Strategies, Resources,
Standards)
2. Have team member(s) read
your transformed unit of study
(using rubric) to provide
feedback for your unit plan
--including discussing/deciding
• Time Frame
• Expertise Areas

9. How will I work with my team
member(s) and students to
make the transformed unit
happen?
1. Finalize time frame and
area expertise role(s)
2. Explore student
responsibilities (outside
your comfort zone).
3. Set personal-challenge
goal and accountability
(to whom and when).

10. How will I reflect with my
team member(s) (and
students) on the results
of the transformed unit?
1. Determine when the cognitive-
reflecting review process will
take place after the unit of study
has been completed.
2. Collaborative analysis of results
focus on three aspects: what
worked, what needs to be
reconsidered or expanded,
and what needs to be included
in future transformations to unit
of study and/or future
transformed unit(s) of study.

11. Everyone moves forward at a
different pace. The important
point is that you keep moving
forward with an agreement to...

12. Doing what is
in your/our
21st century
students’
best
interests…

13. What Do My 21st Century
Students Look Like?
Your Name Here