1. The 21st Century WorldLanguage TeachingExperiencePatrick WiningerShort Pump Middle SchoolHenrico County Public Schools

2. Session objectives: That you will become more familiar with the objectives andcharacteristics of the 21st learning environment That you will have a more clear understanding andappreciation of the identities/roles of both the 21st centuryteacher and student That you will leave the session with possibilities of how youcan begin to move towards implementing the 21st centurylearning experience in your classroom 3. To start: what is the 20th centuryteaching experience? Students learn about the language (grammar) Knowledge is the objective, and the retention of information Teacher-centered classeverything flows from us Focuses on isolated skills (listening, speaking, reading, andwriting)not a cohesive integration of the competencies inrelevant ways Coverage of a textbook Using the textbook as the curriculum Emphasis on teacher as presenter/lecturer 4. 20th centurycont Use of isolated cultural factoidsrunning of the bulls inPamplona Use of technology as a cool tool Same instruction for all students Synthetic situations and contexts from textbook Confining language learning to the classroom Testing to find out what students dont know Only the teacher knows criteria for grading Students turn in work only to and for the teacher 5. My experience?- Dnde est Imn?- Imn, Imn!- Aqu viene Imn.- Buenos das, Pepito,- Buenos das Enrique.- Dnde est Emilio?- Aqu viene Emilio. 6. and it was ground breaking! 7. What was your first Spanish educational experience? 8. 21st century standards Focuses on 21st century skills, contentknowledge and expertise. Builds understanding across and amongcore subjects as well as 21st centuryinterdisciplinary themes Emphasizes deep understanding ratherthan shallow knowledge Engages students with the real worlddata, tools, and experts they willencounter in college, on the job, and inlife--students learn best when activelyengaged in solving meaningful problems Allows for multiple measures of mastery 9. The target: 21st Century Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology 10. Skill Area One:Creativity and InnovationThink CreativelyWork Creatively with OthersImplement Innovations 11. Skill Area Two:Critical Thinking and ProblemSolvingReason EffectivelyUse Systems ThinkingMake Judgments and DecisionsSolve Problems 12. Skill Area Three:Communication and CollaborationCommunicate ClearlyCollaborate with Others 13. Skill Area Four:Information, Media and TechnologyAccess and Evaluate InformationUse and Manage InformationAnalyze MediaCreate Media Products 14. What does this look likein the classroom? Students learn to use the language (in practical andmeaningful ways) Learner-centered with teacher as facilitator/collaborator (butstill expert) The learning environment is interpersonal, interpretive andpresentational, all of which take place in a relational context Emphasis on learner as doer and creator Emphasis on the relationship among the perspectives,practices, and products of the culture Integrating technology into instruction to enhance learning Use whatever is available: language labs, cellphones, computers,tablets, smart boards, etc. 15. What does this look likecont Using language as the vehicle to teach academic contentcross-curricular collaboration Differentiating instruction to meet individual needsrubrics,choices Personalized real world tasks Seeking opportunities for learners to use language beyond theclassroom Assessing to find out what students can DO (as opposed to onlywhat they KNOW) Students know and understand criteria on how they will beassessed by reviewing the task rubric Learners create to share and publish to audiences beyond theteacher. 16. We have to begin seeing ourstudents, and treating them,differently. effective communicators and collaborators inquirers, creators and innovators informed, active and productive global citizens flexible, adaptable and socially adept language learners responsible leaders who are productive and accountable 17. And we have to start seeingourselves, and then act, differently.In a student-centered environment, we have to become: Content experts Facilitators of learning processes Models of desired competencies, behaviors and values Coaches that work to improve individual performance Assessors of learner effort who provide specific, relevant andreasonably immediate feedback 18. The implications are great. How we assesstests and quizzes test knowledge morethan competency Who decides what we dowho chooses what to learn? Planning and managementreacting to student input Development of our own competencieshow do we become21st century teachers? 19. So, Patrickdo you practice what you preach? Its great to talk about these things, but what keeps this frombeing the educational flavor of the month? 20. My summertime epiphany: I will no longer be an information dump truck! 21. I dumpthey shovel. Seriously. 22. My trigger: why do I give quizzes? Quizzes tell if they know it. Thats it. But If they can do it, they know it. If they dont know it, they cant do it. My big question: Whats my focusknowing, or doing? 23. The need for a need: context Why do students need to learn Spanish? Without a real need, its just another load to dump. My solution? 24. Your parents have beentransferred to Madrid/MexicoCityand youre going with them. What do students need to know and be able to do to makethe transition successfully? The process began on several levels: Assessmentgrading categories and assessments thatemphasize doing Planningstarts with students asking questions: what and how? Collaborating in year-long teams Collecting evidence of competency: portfolio websites 25. Processtheir process: Students determine what they need to know and do Once those topics and competencies have been identified,students research and compile vocabulary Students identify what grammar they need to learn in order tobe competentand I consult with them Students create products that demonstrate what they havelearned about their new place of residence and what life willbe like theresignificant cultural awareness that is relevantto them 26. Examples of questions Wheres my school going to be? Would I have to go to a private school? Would I need to go to a public school? How do I get to school? What kind of food do they eat? How will I learn Spanish? What will school be like? Will I be able to keep up with everything? What is popular entertainment there? Where can I go for concerts? Will I be able to keep up with everything? What is popular entertainment there? When does the bullfighting start? Where can I go for concerts? 27. My favorite question:When does the bullfighting start? Ol. 28. Examples of vocabulary:Greetings and goodbyes Oye Mano!Hey bro! Qu pasa?Whats up? Qu bueno verte!Nice to see you HolaHi Al, jal Hello (telephone) Cmo te va?Hows it going? Hasta pronto!See you soon! Que tenga un buen da! Have a good day! Gracias por venir Thanks for coming 29. You can do this. Really. Im not lying.Really. Talk amongst yourselves: What do you see here that makes you go Hmmmm?What are your obstacles to making this happen?How do you need to change to be at 21st century teacher? 30. Lessons Ive learned so far. Sharing control with the students makes me feel like Imconstantly walking on the edge of a cliff. It takes more time than I usually plan for. All the training is front-loaded, so that will pay off in the future. Im alternately terrified and exhilarated! 31. Its all about the kids. Period This is what they need in order to have a chance in the worldthey will grow up to control. This is what they want, a learning experience that meanssomething to them It is just plain wrong for students to be bored in class, as muchas we have anything to do with it. Competency breeds confidence and enthusiasm. As we change and grow, so will they.