21st century teaching and learning
DESCRIPTION
21st Century Teaching and Learning Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA Fusion 2012, the NWEA summer conference in Portland, Oregon What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration. Learning outcome: - Identify the learning preferences and styles of today's learners. - Examine a model for incorporating 21st century skills with literacy skills and content standards. Audience: - District leadership - Curriculum and Instruction MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.TRANSCRIPT
21st Century Instructional Planning
Integration
Subject
Area
Content
3 R’s: Infusion of
Reading,
Writing, and
Math
4 C’s: Processes of
Creativity, Critical
Thinking,
Communication
and Collaboration
Learner
Attitudes /
Motivation to
Learn
Thoughtful
Engagement (Metacognition)
Effective Use of
Technology: Information, Media and ICT
Literacy
Career / Life Skills: Personal Habits, Work
Ethic, Accountability,
Responsibility [email protected]
Processing Information
Intensive / Progressively challenging stimulation over extended periods of time
Neural Networks: Visual Memory Processing Learning skills
Oral Information:
10 % after 72 hours
Add picture content = 65% retention
2,500 pictures 90% accuracy after several days
10 second exposure
1 year = 63%
Lee Crockett, committedsardines.com
By Age 21:
o 10,000+ hours of video games
o 250,000 emails and texts
o 10,000 hours on phones
o 20,000+ hours of TV
o 500,000+ commercials
o 9,000 hours in school
o 4,000 hours reading (mostly unengaged!)
= Different preferences for learning! Understanding the Digital Generation / 21st Century Fluency Project
Receive information
quickly from
multimedia sources
…at twitch speed - Marc Prensky (2006)
Classroom Students
Twitter Facebook
Social
Networking
Blogs Texting
Digital Weapons of Mass Collaboration
The Digital Generation / 21st Century Fluency Project [email protected]
Instant Gratification Immediate and
Deferred Rewards
What MOTIVATES?
Autonomy (Choice)
Challenge Mastery
Understanding The Digital Generation: Teaching and Learning in the New Digital Landscape
by Ian Jukes, etal
21st Century Fluency Project : www.21stcenturyfluency.com
21st Century Instructional Planning
Integration
Subject
Area
Content
3 R’s: Infusion of
Reading,
Writing, and
Math
4 C’s: Processes of
Creativity, Critical
Thinking,
Communication
and Collaboration
Learner
Attitudes /
Motivation to
Learn
Thoughtful
Engagement (Metacognition)
Effective Use of
Technology: Information, Media and ICT
Literacy
Career / Life Skills: Personal Habits, Work
Ethic, Accountability,
Responsibility [email protected]
1) Professionalism/ Work Ethic 2) Oral / Written
Communication 3) Teamwork / Collaboration 4) Critical Thinking / Problem-
Solving 5) Reading Comprehension
- Are They Really Ready to Work, 2006
www.corestandards.org [email protected]
21st Century Instructional Planning
Integration
Subject
Area
Content
3 R’s: Infusion of
Reading,
Writing, and
Math
4 C’s: Processes of
Creativity, Critical
Thinking,
Communication
and Collaboration
Learner
Attitudes /
Motivation to
Learn
Thoughtful
Engagement (Metacognition)
Effective Use of
Technology: Information, Media and ICT
Literacy
Career / Life Skills: Personal Habits, Work
Ethic, Accountability,
Responsibility [email protected]
“Within the context of core knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration.”
Creativity and Innovation
Critical Thinking and
Problem Solving
Communication
Collaboration Based on the work of the Partnership for 21st Century Skills
Think Creatively
- Wide range of idea creation techniques
- Create new and worthwhile ideas
- Elaborate, refine, analyze and evaluate ideas
Work Creatively with Others
- Develop, implement and communicate ideas
- Be open and responsive to others’ ideas
Implement Innovations Based on the work of the Partnership for 21st Century Skills
Reason Effectively
Use Systems Thinking: Parts / Whole
Make Judgments and Decisions
- Analyze / Evaluate evidence, arguments, claims
- Points of View
- Interpret information and draw conclusions
Solve Non-Familiar Problems / Find Solutions Based on the work of the Partnership for 21st Century Skills
Communicate Clearly
- Articulate thoughts / ideas effectively
in many forms and contexts
- Listen effectively for meaning
- Use multiple media and technologies
- Diverse environments Based on the work of the Partnership for 21st Century Skills
Collaborate with Others
- Work effectively and
respectfully with diverse teams
- Flexibility and willingness to compromise to
accomplish goal
- Shared responsibility for collaborative work
- Value team members’ contributions
Based on the work of the Partnership for 21st Century Skills
21st Century Instructional Planning
Integration
Subject
Area
Content
3 R’s: Infusion of
Reading,
Writing, and
Math
4 C’s: Processes of
Creativity, Critical
Thinking,
Communication
and Collaboration
Learner
Attitudes /
Motivation to
Learn
Thoughtful
Engagement (Metacognition)
Effective Use of
Technology: Information, Media and ICT
Literacy
Career / Life Skills: Personal Habits, Work
Ethic, Accountability,
Responsibility [email protected]
Information Literacy
Media Literacy
ICT (Information,
Communications and
Technology) Literacy
Based on the work of the Partnership for 21st Century Skills
Access and Evaluate Information
- Access information efficiently and effectively
- Evaluate information critically and competently
Use and Manage Information
- Use information accurately and creatively
- Manage flow of information from variety of
sources
- Be ethical and legal in the access and use of info Based on the work of the Partnership for 21st Century Skills
Analyze Media - Understand how, why and purpose of media
messages - How values and points of view affect
interpretation - Apply ethical / legal access and use of media Create Media Products - Use most appropriate media creation tools and
conventions - Appropriate expressions in diverse
environment
Based on the work of the Partnership for 21st Century Skills
Apply Technology Effectively
- Use technology to research, organize, evaluate and communicate information
- Use digital technologies, communication / networking tools and social networks to function in a knowledge economy
- Be ethical / legal in use of info technologies
Based on the work of the Partnership for 21st Century Skills
Flexibility and Adaptability
- Adapt to change / Be flexible
Initiative and Self-Direction
- Manage goals and time / Work independently / Be self-directed
Social and Cross-Cultural Skills
- Interact effectively with others and in diverse teams
Productivity and Accountability
- Manage projects and produce results
Leadership and Responsibility Based on the work of the Partnership for 21st Century Skills
21st Century Instructional Planning
Integration
Subject
Area
Content
3 R’s: Infusion of
Reading,
Writing, and
Math
4 C’s: Processes of
Creativity, Critical
Thinking,
Communication
and Collaboration
Learner
Attitudes /
Motivation to
Learn
Thoughtful
Engagement (Metacognition)
Effective Use of
Technology: Information, Media and ICT
Literacy
Career / Life Skills: Personal Habits, Work
Ethic, Accountability,
Responsibility [email protected]
UNIT C
reat
ivit
y / I
nn
ovat
ion
Cri
tica
l T
hin
kin
g
Com
munic
atio
n
Coll
abora
tion
Info
rmat
ion L
iter
acy
Med
ia L
iter
acy
ICT
Lit
erac
y
Fle
xib
ilit
y / A
dap
tabil
ity
Init
iati
ve
/ S
elf-
Dir
ecti
on
Soci
al /
Cro
ss-C
ult
ura
l S
kil
ls
Pro
du
ctiv
ity
/ A
ccoun
tabil
ity
Lea
der
ship
/ R
esponsi
bil
ity
Tracking Integration of 21st Century Skills
Metacognitive
Strategies:
Questions for reflection
on the learning:
Content Learning Targets: 21st Century Skills
Integated:
Crtitical Thinking
Creativity
Communication
Collaboration
Information Literacy
Media Literacy
ICT Literacy
Life and Career Skills
Assessment Strategies Instructional Plan:
Pre-Instruction:
During Instruction:
After Instruction:
Curriculum Snapshot for Creating Learning Opportunities
TOPIC: _____________________________
Evidence Organizer
Evidence can often be found to support either side of an argument or theory. Think of a
statement or theory related to the topic you are studying, for which there might be two
“sides.” Write that statement or theory in the block in the middle of the diagram. On the
left side, note at least three pieces of evidence that supports your statement or theory. On
the right, note at least three pieces of evidence that does NOT support your theory.
Below each piece of evidence, write the source from which you found the evidence.
Determine whether you would like to either support or not support the statement. Use the
evidence you found in a presentation to the class. Choose the presentation style you
prefer, such as a speech, a poster or essay.
Evidence That Supports Evidence That Does Not Support
Statement or Theory:
Learning and
Innovation Skills
Information, Media
and Technology
Skills
Life and Career
Skills
Creativity and
Innovation
Critical
Thinking and
Problem Solving
Communication
Collaboration
Information
Literacy
Media Literacy
ICT (Information,
Communications
and Technology)
Literacy
Flexibility and
Adaptability
Initiative and Self-
Direction
Social and Cross-
Cultural Skills
Productivity and
Accountability
Leadership and
Responsibility
Why is it important to examine both sides of an
issue or theory?
Did you have any strong feelings about either
side of the issue or theory prior to beginning the
hunt for evidence? Was it more difficult to find
information that supported your position or to find
information that did not support it? Why?
How did you use your prior knowledge about the
topic to help you find evidence?
Picking the Right Site When searching for specific information on the Internet, finding the
right site is critical to being efficient in your search. To determine if
the site fits your purpose, 1) determine if the site is credible and 2)
scan the information on the site to see if it has the information you
need.
URL of Website: _______________________________________________________
Author / Sponsor: _______________________________________________________
Date of Information: _______________________________________________________
Question:
Question:
Question:
Question:
Question:
Scan through the website, noting key words and phrases,
headings, pictures and graphics and other clues that give
you some ideas about what is included in the website. Then
develop several key questions that you think you would be
able to answer from information on the website.
Learning and
Innovation Skills
Information, Media
and Technology
Skills
Life and Career
Skills
Creativity and
Innovation
Critical
Thinking and
Problem Solving
Communication
Collaboration
Information
Literacy
Media Literacy
ICT (Information,
Communications
and Technology)
Literacy
Flexibility and
Adaptability
Initiative and Self-
Direction
Social and Cross-
Cultural Skills
Productivity and
Accountability
Leadership and
Responsibility
Describe the thinking you used as you searched
the website for key words and phrases you used in
framing your questions.
What is important to remember about assessing
the credibility of the source of a website?
Why would taking time to scan or preview a
website be important?
How could developing questions from the
preview help you use the website more efficiently?
Where else could you apply this concept?
Facts about the Situation:
Weighing Consequences List the facts and details about what is happening…
Solution 1: Solution 2: Solution 3:
Solve it! Think of at least three solutions to the problem and summarize them below.
Below each proposed solution, list the potential consequences (both positive and
negative) for each one. When finished, circle the solution you think is best and be
ready to support it.
Potential Consequences: Potential Consequences: Potential Consequences:
Learning and
Innovation Skills
Information, Media
and Technology
Skills
Life and Career
Skills
Creativity and
Innovation
Critical Thinking
and Problem
Solving
Communication
Collaboration
Information
Literacy
Media Literacy
ICT (Information,
Communications
and Technology)
Literacy
Flexibility and
Adaptability
Initiative and Self-
Direction
Social and Cross-
Cultural Skills
Productivity and
Accountability
Leadership and
Responsibility
•When you look for solutions to problems in
your life, how might you use this process?
•How can you be sure you’re working on the
real problem? What is important in defining
a problem?
•What criteria did you use in evaluating the
potential solutions? Do you think others
would pick the same criteria? Why or why
not?
Teaching 21st Century Skills: An ASCD
Action Tool
by Sue Beers
•Acknowledgments •Using This Action Tool •Rationale
•The Framework for 21st Century Learning •Designing Instruction for 21st Century Learning •About Teaching 21st Century Skills •References
•Instructional Planning Tools •Creating a Well-Rounded Set of Learning Opportunities •Planning Instructional Design •Sharing the Instructional Plan with Students •Additional Instructional Planning Tools
•Classroom Tools for Students •Selecting the Classroom Tools