21 st century learning and skills baton rouge, la april 25, 2008 jim warford
TRANSCRIPT
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21st Century Learning and Skills
Baton Rouge, LAApril 25, 2008
Jim Warford
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Lessons LearnedThe story of America’s public schools is NOT
a story of failure!
We educate more students today to a higher standard than ever before in our history!
But the world is changing even faster than we are.
Today’s students are wired differently!
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My Story…
Mary Kay Jones
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We educate more students today to a higher standard than ever before in our history!
But the world is changing even faster
than we are!
Faster than we imagine…
Faster than we Can imagine!!!
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Computer Sales
Dell
Sony
Compaq
HP
IBM Think Pad
Apple
NEC
Gateway
Toshiba
Quanta
Wispron
Asustek
Compal
Inventec
Computer
Manufacturers
Mainland China
Companies
90 %
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Cities with 1 Million PeopleCities with 1 Million People
United States Europe China (2006) China (2020)
9
36
100 +
160 +
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U.S. Demographic U.S. Demographic Change…Change…
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3.0 / 100
4.6 / 100
1.4 – 1.8 / 100
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Start WorkingEnd WorkingLongevity
1900 2000 2100
47
62
77
21
62
1418
107
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• Federal Budget 2006 Deficit
$1.3 trillion
$11, 434 per household
$516,348
$31,000 per year for 75 years
• Total per household
Source: USA Today
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Changing schools
Is hard…
Do you sometimes feel
Stuck?
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Changing TechnologyChanging Technology
• ProcessingProcessing
• CommunicationsCommunications
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Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB
2004 iPod = 4 GB2004 iPod = 4 GB
2007 iPhone = 8 GB2007 iPhone = 8 GB
1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe
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Nano TechnologyNano Technology
• Atom UpAtom Up
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SPOT TechnologySPOT Technology
Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard
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The Result:
Today’s students areWIRED
differently.
Nathan’s Story…
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Kuzmich, 2008 17
Highly Visual 21st Century Learners
Speed of processing Size of the brain devoted
to visual processing Association prior to
meaning
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The Student’s Brain
No meaning without personal connection or emotion
The Media Generation – highly visual
The Big 4: Context Transfer Parts-to-Whole Inference
The Student’s
Brain
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The “CNN Effect” and Your Classroom
The “CNN” screen and other media and technology are numbing students’ visual systems to subtle changes.
Advertisers know this and so do Hollywood filmmakers.
What does it mean in the classroom? Attention and motivation factors…
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21st Century Learners
Digital Native LearnersDigital Native Learners
MultitaskingMultitasking Multimedia learningMultimedia learning Online social networkingOnline social networking Online info searchingOnline info searching Games, simulations &Games, simulations & creative expressions creative expressions
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Boreded Ceiling Cat makinkgz Urf n stuffs
1 Oh hai. In teh beginnin Ceiling Cat maded teh skiez An da Urfs, but he did not eated dem.
2 Da Urfs no had shapez An haded dark face, An Ceiling Cat rode invisible bike over teh waterz.
3 At start, no has lyte. An Ceiling Cat sayz, i can haz lite? An lite wuz.
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4 An Ceiling Cat sawed teh lite, to seez stuffs, An splitted teh lite from dark but taht wuz ok cuz kittehs can see in teh dark An not tripz over nethin.
5 An Ceiling Cat sayed light Day An dark no Day. It were FURST!!!1
http://www.lolcatbible.com/index.php?title=Genesis_1#1
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It may look like gobbledegook, but streetwise teenagers would have no trouble understanding…
A new language is being developed by cell phone-addicted kids based on the predictive text of their treasured handsets…
Key words are replaced by the first alternative that comes up on a mobile phone using predictive text…
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The new words are known as:
Netspeak, Textonyms, Adaptonyms or Cellodromes.
And are becoming part of regular teen conversation.
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Lesson Learned:
Florida Virtual School
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How dotoday’s students
feel about YOUR school?
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Student Survey PercentagesStudent Survey Percentages
Survey Statement Total Male Female
I enjoy being at school 50.2 47.4 53.2
Teachers make school an exciting place to learn 33.0 32.9 32.6
School is boring 45.5 49.9 41.5
Teachers have fun at school 38.5 39.8 37.6
Learning can be fun 63.5 59.0 69.3
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Student Survey PercentagesStudent Survey Percentages
Survey Statement Total Male Female
At school I am encouraged to be creative 58.8 56.4 61.3
My classes help me understand what is happening in my everyday life 39.8 39.3 40.9
I learn new things that are interesting to me at school 66.3 63.8 69.9
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Student Survey PercentagesStudent Survey Percentages
Survey Statement Total Male Female
Students respect teachers 39.1 41.5 36.9
Teachers respect students 54.2 53.8 55.7
Students respect each other 29.4 31.8 27.3
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Student Survey PercentagesStudent Survey Percentages
Survey Statement Total Male Female
Teachers care about me as an individual 51.0 50.1 52.7
Teachers care if I am absent from school 49.5 47.7 52.1
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Student Survey PercentagesStudent Survey Percentages
Survey Statement Total Male Female
I put forth my best effort at school 66.9 60.3 74.6
Getting good grades is important to me 83.7 79.1 89.9
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Student Survey PercentagesStudent Survey PercentagesSurvey Statement Male Female
I push myself to do better academically 70.8 81.5
Teachers think I can be successful 69.9 75.3
I am excited to tell my friends when I get good grades 47.5 65.1
I think about others’ feelings when I make decisions 59.6 73.3
School is boring 49.9 41.5
Getting good grades is important to me 79.1 89.9
I put forth my best effort at school 60.3 74.6
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What reportwas released in
1983?
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E-mail Web pages Google iPODs Laptops Digital cameras Doppler radar Cell Phones Debit cards
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Blogs Wikis Tagging Text messaging MySpace Podcasts PDAs Genetic code
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“As the Future Catches You”By
Juan Enriquez
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Challenges:
•Technology
•Globalization
•Demographics
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Are youWorried yet?
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From Theory to Practice
Moving Rigor and Relevance
Into the Classroom
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Based upon what works!
Model Schoolsand the Successful Practices Network
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The Rigor/Relevance
Framework Is critical
For 21st Century Students
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1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world predictable 4. Application to real-world predictable situationssituations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherWorkWork
Teacher/Student RolesTeacher/Student Roles
StudentStudentThinkThink
StudentStudentThink & WorkThink & Work
StudentStudentWorkWork
High
HighLow
Low
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Brain Researchis providing new support.
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Latest ResearchLatest Research
Donald Roberts - Stanford Jordan Grafman – National Institute of
Neurological Disorders Hal Pashler – University of California Cheryl Grady – Rothman Research Center,
Toronto David Meyer – University of Michigan Claudia Knooz – Duke
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Activating Learning
Learning takes place when multiple neurons fire from numerous places in the brain, and these new memories can be retrieved over a period of time.
Learning must be connected and relevant to be remembered.
We only remember things that have meaning for us. The Brain Responding to
Visual Stimuli
Image courtesy of R. Clay Reid
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Use it or lose it,because…
Neurons that fire together,wire together!
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You want your neural networks to look like a maple tree…not a palm tree.
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Input to Brain
Front Back
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Sight
Hearing
Input to Brain
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Sight
Hearing
Input to Brain
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Sight
Hearing
Input to Brain
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Sight
Hearing
A
Input to Brain
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Sight
Connections / Pathways
Hearing
C
Association Area
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Sight
Connections / Pathways
Prefrontal Cortex
Hearing
C
Association Area
B
D
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Sight
Connections / Pathways
Prefrontal Cortex
Hearing
Association Area
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Sight
Connections / Pathways
Prefrontal Cortex
Hearing
Association Area
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Rigor/Relevance Framework
KnowledgeKnowledge
ApplicationApplication
High
Low
Low High
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What we can do is take the best features of the American system—openness, INNOVATION, creativity, and flexibility—and enhance them so that we can create new industries, new technologies, and new jobs.
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Source: Tough Choices Tough Times, National Center on Education and the Economy
United States
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“A majority of U.S. voters agree that building students’ imaginations to equip young people with the ability to innovate is as important as teaching them the academic basics.”
Education Week, 1/08
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Mark your calendars!
The 16th Annual Model Schools Conference
June 22-25, 2008Walt Disney World
Swan & Dolphin ResortOrlando, Florida
For more information and registration visit:
www.ModelSchoolsConference.com
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Jim Warford
Phone (518) 399-2776
Fax (518) 399-7607
E-mail – [email protected]
www.LeaderEd.com
International Center for Leadership in Education, Inc.
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