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EDUCATION CONNECTION
21st Century Skills
Why, What, & How
NEASC Preparation
November 9th, 2010
© JPC Sr. 2010
© JPC Sr. 2008
Why Bother With 21CS?
1.You should do it.
2.You have to do it.
The only question left is…..
superficial or systemic?
Yes, It’s Happened Before Our Eyes
© JPC Sr. 2010
Think About Exponential Growth
Since 1994 the number of web sites has grown from 5,000 to 200,000,000 (40,000 % increase)
The “blogosphere” did not exist before the year 2000… now there a 1,000,000 posts per day.
Google processes about 1,000,000,000 searches per day.
Facebook grows by 750,000 users per day.
© JPC Sr. 2010
Look at These Numbers
© JPC Sr. 2010
WORLD INTERNET USAGE AND POPULATION STATISTICS
World RegionsPopulation( 2010 Est.)
Internet Users
Dec. 31, 2000
Internet Users
Latest Data
Penetration(%
Population)
Growth2000-2010
Africa 1,013,779,050 4,514,400 110,931,700 10.9 % 2,357.3 %
Asia 3,834,792,852 114,304,000 825,094,396 21.5 % 621.8 %
Europe 813,319,511 105,096,093 475,069,448 58.4 % 352.0 %
Middle East 212,336,924 3,284,800 63,240,946 29.8 % 1,825.3 %
North America 344,124,450 108,096,800 266,224,500 77.4 % 146.3 %
Latin America/Caribbean
592,556,972 18,068,919 204,689,836 34.5 % 1,032.8 %
Oceania / Australia 34,700,201 7,620,480 21,263,990 61.3 % 179.0 %
WORLD TOTAL 6,845,609,960 360,985,4921,966,514,81
628.7 % 444.8 %
As of June 30, 2010
The King Is Dead, LLTK
More content hours have been uploaded to YouTube this year…
…than have been broadcast by the three major networks in their entire history.© JPC Sr 2010
From Turn the Page to Hit The Button
In the second quarter of 2010, Amazon sold 180 Kindle Edition Books for every 100 hard-covers sold.
Amazon has been selling books for 15 years and Kindle books for 33 months.
© JPC Sr. 2010
© JPC Sr. 2010
Instant Access…to Everything
Apple iPhone 4G
A hand heldcomputer, phone,
e-mailer, camera, web browser, GPSvideo player, iTunes, Word, Excel, PowerPoint, instant messenger, live
television, etc..
Forget Expensive Software
Opens on July 11, 2008
In the first 2 months, 100,000,000 applications were downloaded.
The average cost of an iPhone App is $3.87
Many are silly and junk, but huge numbers do specific things related to information very efficiently…
© JPC Sr. 2010
Real Utility – Quick and Cheap
Redlaser – Use the iPhone camera to
scan any commercial bar code and get instant world-
wide price comparisons and purchase links.© JPC Sr. 2009
Augmented Reality Applications
© JPC Sr. 2010
What happens when you combine a digital compass, a gyroscope/accelerometer, GPS, and data storage in hand-held device?
Augmented Reality Applications
© JPC Sr. 2010
Night Sky
What happens when you combine a digital compass, a gyroscope/accelerometer, GPS, and data storage in hand-held device?
Up, Up, and Away…
© JPC Sr. 2010
Do You Know What This Is?
© JPC Sr. 2010
This is one of the bigtechstories of 2010.
The HTC Hero – Sprint’s 4G Wimax phone
Full cable-modem speeds in your pocket.
Hang on…again!
How Would You Answer?
What would an “open phone test” look like?
What would your district/school iPhone app have in it?
What happens when everyone can get anything from anywhere?© JPC Sr. 2010
The smartest 25% of the Chinese population . . .
includes more people
than the total
population of North America.
In other words, they have more
Honors kids than we have
kids.
The U.S. Department of Labor estimates that today’s
students…
will have 10-14 jobs before they reach the age of 40.
Consider the Consequences
What rules and restrictions do we have now that will
not survive a public culture that is racing to be more…
© JPC Sr. 2010
Open
Immediate
Customized
Personal
Let’s Look Beyond the Gadgets
Think of the impact that these tools and environment are having on how an entire
generation thinks and learns…
The main impact is a dramatic difference between
Digital Immigrants
- And -
Digital Natives© JPC Sr. 2008
© JPC Sr. 2008
They ARE Different
Adapted from Marc Prensky – “Digital Game Based Learning”
Digital Immigrants
Digital Interpreters Mostly textPaper basedInformation streamOne task at a timeFontsLogical orderOne conversationReward in the endSerious workDeliberation Legacy content
Digital Natives
Digital FluencyMostly mediaScreen basedInformation floodMulti-taskingGraphicsRandom accessNetworkedInstant gratificationGames and engagementTwitch speedFuture content
Seeing the World Differently
© JPC Sr. 2008
“Go to Your Room!”
Digital Immigrants Digital Natives
Sad & alone in my room. Glad & connected to the world.
From Watching to Engaging
The cell phone has reached 90% of the market faster than any other device in the last 50 years.
38% of teens say their phone is more important than their wallet.
After having his wisdom teeth out last month, my youngest had to be warned by the nurse that he may not remember what he is texting because of the impact of the anesthesia. © JPC Sr. 2010
Seeing The World Differently
© JPC Sr. 2008
“Come to class every
day ready to learn!”
It Won’t Be Like the 60’s
A shift to 21st Century Skills will not change the need for accountability – the standards movement and all the money have ensured that.
One thing it will change is increase the difficultly of creating reliable assessments.
© JPC Sr. 2006
By Setting a Minimum Standard…
…we see a shift in emphasis from
rank and sort with universal access
- to – improve the
performance of every student and
universal proficiency.© JPC Sr. 2008
A Change in the Culture
© JPC Sr. 2008
Articulating how well we expectlearners to perform and measuring for it.
A variety of reliable and consistentAssessment tools that are aligned with the
identified goals for learning.
Improving the methods throughwhich we create learning.
A variety of teaching strategies that arealigned with the identified goals for learning.
Articulating what we want learners to know and be able to do.
What are the most critical skills andattributes a learner will need
to be successful?
ImprovedStudent Learning
DATA
NEASC 2011 Standards Focus
To ensure that all students are successful and obtain identified 21st century learning expectations through
effective instruction, data based assessment, and appropriate instructional supports.
School wide analytic rubrics with targeted high levels of achievement.1. A formal process based on school wide rubrics to assess whole-school
and individual student progress.2. Disaggregate and analyze data to identify and respond to inequities in
student achievement.
Teachers’ instructional practices are continuously examined to ensure consistency with the school’s core values, beliefs, and 21st century learning expectations. All teachers should be…1. personalizing instruction.2. engaging students as active and self-directed learners.
© JPC Sr. 2010
2011 Standards Greatest Hits
A rating of DEFICIENT is appropriate if any of the following exist:
1. A lack of challenging and measurable 21st century learning expectations for all students which address academic, social, and civic competencies, and a lack of school-wide analytic rubrics that identify targeted high levels of achievement for all 21st century learning expectations
2. The school does not have a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school’s 21st century learning expectations
3. Insufficient opportunities for all students to practice and achieve each of the 21st century learning expectations
4. Instructional practices on the whole are not consistent with the school’s core values, beliefs, and 21st century learning expectations
© JPC Sr. 2010
A Common Sense Approach
© JPC Sr. 2010
CSDE/SRBIEnsure all students
are challenged and successful.
NEASCEnsure a focus on
21st Century Skills.
Two secondary school mandates, but just...
...one Mission.Ensuring all students are challenged and successful in acquiring 21st Century Skills.
Pursued through one pathway and one plan.
QualityInstruction
21st Century Skill
Identification
Universal Screening
Tiered Quality
Instruction
ProgressMonitoring
High School Bottom Line… Part One
1. Identifiable and measurable 21st century skills throughout the community.
2. Some kind of “entry” data collection.3. Some kind of system for ensuring
that the results of this data are tracked and acted on so that all kids have dedicated opportunities/instruction in these areas.
4. Some kind of exit experience to ensure that these skills have been mastered and demonstrated.
© JPC Sr. 2010
Usually, the process looks like this….1. Identify measurable 21st century skills
and create rubrics/assessment frameworks.
2. Practice using them and refine them – test them.
3. Build the assessment tasks/challenges.
4. Design the courses and systems that will support your implementation.
5. Implement, review, and improve.© JPC Sr. 2010
High School Bottom Line… Part Two
© JPC Sr. 2009
So What Are They?
How Do We Get There?
As a community?
If you would allow me to put my 2 cents in…© JPC Sr. 2009
© JPC Sr. 2009
Alignment and Coherence…
There are three things extremely
hard: steel, a diamond, and to know one's self.
Benjamin Franklin
Three Foundational Principles
1. All for one and one for all – make everyone accountable everything.
2. Systems orientation - or – it’s about HOW the work gets done.
3. Dedication to the Pareto Principle
(content).© JPC Sr. 2009
Big PictureWhen the last round of
standards where released you were encouraged to divvy the work up by department.
In this pursuit, I firmly believe if everyone is not on the hook for all of the skills, you have made a grave mistake.
© JPC Sr. 2009
Preparing Students For a Knowledge Economy
Align Your Systems With Your Goals for Learning
Type of AssessmentRequired
Subject Area Responsibilities
Everyone’s Responsibility
© JPC Sr. 2009
Content(Declarative)
Facts
Content Skills
(Procedural)Discrete Skills
21st Cent. Skills(Contextual)
Applied Understandings
Type of Knowledge
Desired
Type of InstructionRequired
Lecture, video, films, assigned readings and
memory activities.
Classroom or textbook problems, experiments,
discussions, practice and repetition.
Complex projects,real time explorations,
authentic and technology supported applications.
Amount of Time
Required
Discrete units,spiraled and predictable.
Ongoing, systemic and without a finite
or predictable end.
Discrete units,spiraled and predictable.
Recall & recognitionbased quizzes, tests,
and activities. Multiplechoice, matching, etc.
(SAT/AP/Exams)
Checklists, analytic rubrics,
or other agreed upon skill standards
(AP/CMT/CAPT/Exams)
Holistic and, analytic rubrics,
or other agreed upon skill standards
(Portfolios, Exhibitions, Etc)
A Systems Orientation
Recognition that all work is part of a process.
Recognition that the way the work is done defines the process and becomes the system of work.
Recognition that work quality is absolutely driven by that system of work.
The principle of . . . . 85/15 More than any other decision you make, the
WAY you do the work of a school will have the largest impact on how effective your school is.
© JPC Sr. 2008
Systems Drive the Work
Curriculum InstructionAssessment& Data
Prof. Development
Teacher Evaluation
Goals &Planning
Leadership &Communication
Budgeting
time, time, time, time
© PI 2001
The Bottom Line…
MOST American High Schools have not
traditionally organized
themselves in ways that promote this
type of integrated, accountable, and
authentic approach to teaching and
learning.
Devise Processes That Engage All
Random groups, get out of the department focus.
Provide templates and examples.
Be prepared for the content blowback – you have to have a reasonable answer, approach, and process or it stop you in your tracks.
© JPC Sr. 2010
The Pareto Principle
In any system of work, 20% of the
causes are responsible for 80%
of the effects.© JPC Sr. 2008
Refined/Refocused North Salem Statement
Engage students to continuously learn, question, define and solve problems
through critical and creative thinking.
In pursuit of this, we believe that:
All students are capable of learning All students are supported and challenged to continuously
improve Academic, intra and interpersonal skills are essential for
success The learning environment must be safe, ethical and respectful Everyone in the community shares responsibility for student
development We must continue to hire and retain staff of the highest quality Collaboration, data and evidence guide decision-making.© JPC Sr. 2009
How must our methods of assessing
student learning evolve so that
we can meet the twin demands of
feedback and accountability in
a skill based world?
Essential Planning Questions
Feedback and Accountability in a Skill Based World© JPC Sr. 2009
Rethinking Key - How You Know
Traditional, print literacy assessment
practices can be very concrete and
narrowly focused. Assessing for
analysis, patterns, synthesis and
evaluation skills is more difficult – and
important.© JPC Sr. 2009
A Process for Building Performance Assessments
1. Identify what you are assessing for.
2. Determine critical attributes.
3. Select an appropriate assessment instrument/scale to judge the work.
4. Describe each attribute across the selected scale.
5. Provide models of work across the scale.
6. Assess, and/or have the student assess, the work by applying the ratings and providing
explanations.
© JPC Sr. 2009
Rigor, Rubrics and Standards
© JPC Sr. 2009
Item Insufficient - 0 Sufficient -1 Proficient - 2 Excellent – 3
Sustains aProcess of Inquiry
Does not ask relevant questions. Asks questions that are relevant. Asks questions that are relevant and there is evidence of complex interpretations.
Asks questions that are insightful, relevant; shows evidence of complex interpretations; displays original thinking.
Does not activate prior knowledge. Makes limited use of prior knowledge Relates prior knowledge/experiences to work and expands interpretation of work
Demonstrates how prior knowledge contextualizes and enriches the interpretation of the work.
Does not make even minimal connections among sources or ideas.
Make somes connections among multiple sources or ideas.
Makes multiple connections among multiple sources or ideas.
Makes multiple and complex connections among multiple sources or ideas.
DifferentiatesBetween Media
Sources
Displays limited or no understanding of how different media outlets vary in their delivery and consideration of content.
Displays a basic understanding of how different media outlets vary in their delivery and consideration of content.
Displays a sound understanding of how different media outlets vary in their delivery and consideration of content and provides specific examples of how these outlet’s viewpoints may vary.
Displays an in-depth understanding of how different media outlets vary in their delivery and consideration of content and provides specific examples of how these outlet’s viewpoints may vary for the same or different content and applies analytic criteria to judge bias and reliability of these outlets.
Discerns SourceBias
Displays no recognition of source bias and/or is unable to articulate the potential impact of this bias.
Demonstrates a basic awareness of source bias or structural features and/or is able to explain potential affect on information accuracy or relevance.
Identifies specific examples of source bias or structural features and can explain how these issues affect the accuracy or relevance of the information.
Identifies specific examples of source bias or structural features, explains how these issues affect the accuracy or relevance of information, and can counter or balance this bias with other data or sources.
Understands Ideas from MultiplePerspectives
Does not paraphrase or demonstrate empathy with alternative points of view.
Paraphrases and demonstrates some evidence of empathy for alternative points of view.
Paraphrases and demonstrates strong evidence of empathy for multiple alternative points of view.
Paraphrases and demonstrates strong evidence of empathy for multiple alternative points of view and indentifies strengths and weaknesses of the alternatives.
Applies EvaluativeCriteria
Does not judge the merits of a work or understand criteria.
Evaluates explicit and implicit information for relevance or accuracy to judge the merits of a work and applies the prescribed criteria.
Accurately evaluates explicit and implicit information to judge the merits of a work and applies the prescribed criteria.
Independently evaluates explicit and implicit information;. develops and applies original criteria to judge the merits of a work.
© JPC Sr. 2007
Something to Think AboutThere is no shortcut to the
amount of time required to use standards effectively.
You either have to define the standard through descriptive language or you will have to define it through working with your peers to develop anchor sets/model student work.
The best strategy is a combination of both approaches.
How should we adjust our teaching and
delivery methods to both leverage the
power of Information Age technologies and
to meet a new generation of learners in their own learning
environment?
Essential Planning Questions
Leveraging Information Age Tools and Strategies
© JPC Sr. 2009
Rethinking Key - How You Teach
You cannot prepare students to master
skills and be literate, independent, higher-order thinkers if they
are not doing meaningful work with
the tools that will help define their
success.© JPC Sr. 2009
Responsibilities for 21st Century Learning Success
So students can…
1.Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks.2.Work independently and collaboratively to solve problems and accomplish goals.3.Communicate information clearly and effectively using a variety of tools/media in varied contexts for a variety of purposes.4.Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.5.Effectively apply the analysis, synthesis, and evaluative processes that enable productive problem solving.6.Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.
© JPC Sr. 2010
teachers must…
1. Design instructional experiences that facilitate the ownership & development of these critical skills.
2. Create, lead & facilitate a rigorous, content rich & student centered learning environment.
3. Improve the quality & depth of assessment of student learning.
4. Work collaboratively to support a variety of student learning & professional goals.
5. Continuously improve their own technical knowledge & problem solving abilities.
& BOE/admin. must;
1. Actively support the movement toward a 21st Century digital learning environment.
2. Ensure alignment of curriculum, assessment, supervision, & professional development practices with these goals.
3. Provide a robust technology infrastructure.
4. Ensure that resource allocation & budget development processes align with these goals.
5. Align all district policies and processes to facilitate digital practice & systems integration.
Contact Information
Jonathan P. Costa, Sr. Director, School/Program Services
EDUCATION [email protected]
860-567-0863To view most of this presentation content
online,
© JPC Sr. 2009