21st century teaching and learning

Sue Z. Beers

suebeers@netins.net

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 suebeers@netins.net

Processing Information

Intensive / Progressively challenging stimulation over extended periods of time

Neural Networks: Visual Memory Processing Learning skills

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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

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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

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Receive information

quickly from

multimedia sources

…at twitch speed - Marc Prensky (2006)

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Parallel Processing

Multitasking suebeers@netins.net

Visual Learners

Pictures

Sounds

Color

Video

TEXT

STUDENTS

EDUCATORS

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Classroom

Random Access Hyperlink Connections

Logical Linear Sequenc

e

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Classroom Students

Twitter Facebook

Social

Networking

Blogs Texting

Digital Weapons of Mass Collaboration

The Digital Generation / 21st Century Fluency Project suebeers@netins.net

Classroom Students

“Just in case…”

“Just in time…”

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Instant Gratification Immediate and

Deferred Rewards

What MOTIVATES?

Autonomy (Choice)

Challenge Mastery

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Relevant

Active

Instantly Useful

Fun!!!

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Understanding The Digital Generation: Teaching and Learning in the New Digital Landscape

by Ian Jukes, etal

21st Century Fluency Project : www.21stcenturyfluency.com

suebeers@netins.net

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 suebeers@netins.net

suebeers@netins.net

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

suebeers@netins.net

It’s not what you know, it’s what you can DO with what you know…

suebeers@netins.net

www.corestandards.org suebeers@netins.net

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 suebeers@netins.net

“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.”

suebeers@netins.net

Creativity and Innovation

Critical Thinking and

Problem Solving

Communication

Collaboration Based on the work of the Partnership for 21st Century Skills

suebeers@netins.net

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

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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

suebeers@netins.net

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

suebeers@netins.net

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

suebeers@netins.net

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 suebeers@netins.net

suebeers@netins.net

Information Literacy

Media Literacy

ICT (Information,

Communications and

Technology) Literacy

Based on the work of the Partnership for 21st Century Skills

suebeers@netins.net

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

suebeers@netins.net

http://www.wikisummarizer.com

Wiki

Summarizer

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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

suebeers@netins.net

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

suebeers@netins.net

suebeers@netins.net

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

suebeers@netins.net

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 suebeers@netins.net

Putting the Pieces

Together…

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Student-Centered

Teacher-Directed

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Teacher as Facilitator

Teacher as Dispenser

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Inquiry

Passive Learners

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Technology-

Enhanced

Learning

Limited Technology

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Collaboration / Beyond School

Isolated / Competitive

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Interdisciplinary

Beyond classroom

One teacher / one class

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Learners OWN the learning

“Same page / same day”

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Differentiated instruction

Same work / same task for all

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HOTS / Apply / Question

Rote memorization / MC tests

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Constructed knowledge through inquiry

Defined set of facts / info

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Student-Developed ?’s

Teacher-Developed ?’s

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Metacognition

Pre-constructed schema

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Got Balance?

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Integrating 21st Century Learning Skills

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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

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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: _____________________________

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“It’s all in the delivery!”

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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:

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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

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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?

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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: _______________________________________________________

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Explain why you believe the website information is credible…

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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.

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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

suebeers@netins.net

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?

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Facts about the Situation:

Weighing Consequences List the facts and details about what is happening…

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The problem is:

Define the problem that has arisen from the situation…

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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:

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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

suebeers@netins.net

•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?

suebeers@netins.net

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

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