pedagogy for building 21 st century skills
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Pedagogy for Building 21 st Century Skills. Why Collaboration is Part of Global Education and How We Can Teach it . Katy Field- Providence Day School- Charlotte, NC. The Essential Questions:. - PowerPoint PPT PresentationTRANSCRIPT
Pedagogy for Building 21st
Century SkillsWhy Collaboration is Part of Global Education
and How We Can Teach it.Katy Field- Providence Day School- Charlotte, NC
The Essential Questions:
How have globalization and the ICT revolution changed the social, emotional, intellectual, and practical needs of our students?
What are the most important things we need to teach our children in the 21st century?
How can pedagogy reinforce the development of particular skills and dispositions within our students?
The New Ideal
www.VerizonWireless.com/smallbusiness http://www.youtube.com/watch?
v=MUcpCB7Wls8 Suzie’s lemonade “stand” ideal ICT = the new tool, but what kind of a skill set
& dispositions does this girl have to have to make this ideal a reality?
The Business Guy
Tony Wagner (The Global Achievement Gap) Critical Thinking & Problem Solving Collaboration & Leadership Agility & Adaptability Innovation & Entrepreneurialism Effective Written & Oral Communication Accessing & Analyzing Information Curiosity & Imagination
The Cultural Guy
Richard Sennett (The Culture of the New Capitalism; The Corrosion of Character: The Personal Consequences Of Work In the New Capitalism) Sense of self eroding Lack of connectivity, community, and place Instability & inability to plan for long-term Lack of social bonds based on trust
The Cheerleaders
Ken Robinson http://www.youtube.com/watch?
v=zDZFcDGpL4U
Daniel Pink (A Whole New Mind) http://www.ted.com/talks/lang/eng/
dan_pink_on_motivation.html
Social Entrepreneurship
Chris Gergen (Life Entrepreneurs: Ordinary People Creating Extraordinary Lives)
Elements of an Entrepreneurial Mindset Discovering one’s core ID Awakening to opportunities Envisioning the Future Developing Goals & Strategies Building Healthy Support Systems Taking Action and Making a Difference Embracing Renewal & Reinvention
Leadership Skills of a Social Entrepreneur
Chris Gergen’s Social Innovation Leadership CompetenciesLeader of
SelfCollaborat
orInnovator Change
MakerCritically Reflective
Empathetic Careful Observer
Passionate About Social Change
Learning Oriented
Good Listener
Integrative Thinker
Results Driven
Opportunistic
Persuasive Experimenter
Persistent
Self Aware Connector Resourceful AdaptiveResilient Flexible Visionary Courageou
sOptimistic
Bottom Line
We’re preparing for fluidity, horizontal movement, and constantly evolving jobs--not factories and life-long, hierarchical career structures
Web 2.0 socio-emotional division and niche building students have unprecedented access to see and hear different people, but lack the, safe/nurturing communities, informal arbiters, and natural consequences & conversations that induce learning socio-emotional skills & dispositions
Thus, our students need knowledge, skills, and character—and a change/action mindset
Providence Day School’s Version of 21st Century Performance Standards
Investigate and understand different worldviews, social needs, and the complexity of issues in our local, national, and global communities.
Work and communicate respectfully with different peoples, both in our school community and in the larger world around us.
Develop innovative, creative, and viable strategies to approach local, national, and global problems.
Identify and utilize resources responsibly Act ethically and with personal integrity to pursue
intentional, life-long stewardship.
Skills & Character Dispositions Inherent to PD’s 21st Century
Curricula Creativity, Innovation, Critical Thinking,
Problem Solving, Communication, Collaboration, Leadership, Entrepreneurship
Empathy, Open-Mindedness, Humility, Confidence, Courage, Patience, Self-Motivation, Integrity, Altruism, Respect, Perseverance, Responsibility Conscientiousness, Inclusiveness
How Do We Construct Learning?
Bloom’s Taxonomy Cognitive: mental skills (knowledge) Affective: feeling & emotional growth
(attitude) Psychomotor: manual of physical skills (skills)
http://en.wikipedia.org/wiki/Bloom's_Taxonomyhttp://www.nwlink.com/~donclark/hrd/
bloom.html
Bloom’s Cognitive Domain
21st Century Skills that = Higher Order Thinking within Bloom’s Cognitive Domain: Analysis, problem solving, critical thinking,
creativity, innovation
Bloom’s Affective Domain
Receiving: student pays attention Responding: student reacts Valuing: student attaches a value to a phenomenon Organizing: student can compare, relate, elaborate on
values Characterizing: value influences students behavior 21st Century Dispositions that Fall within Bloom’s Affective
Domain: Empathy, Open-Mindedness, Humility, Confidence, Courage, Patience, Self-Motivation, Integrity, Altruism, Respect, Perseverance, Responsibility, Conscientiousness, Inclusiveness
Bloom’s Psychomotor Domain
Perception: Observes & is able to detect non-verbal communication cues
Set: Reaction & readiness to act Guided Response: Imitation, reproduction, & practice Mechanism: Responses become habitual, easy ,& proficient Complex Overt Response: Responses are automatic, subconscious Adaptation: Rearranges or reorganizes actions to react with more
complexity Origination: Creating new patterns 21st Century Skills that Fall within Bloom’s Psychomotor Domain:
Collaboration, Leadership, Entrepreneurialism, Adaptability
How can we Teach Psychomotor-esque “Soft” Skills?
Fishbowl Activities
Best Use: To introduce & practice the process of reflectivity
Structure: Inner circle is given a task to complete (often
with specific guidelines) Outer circle observes silently, taking notes in
a double column manner Roles reverse Debrief: what did 2nd group change? why?
Improvisation
Best Use: To prepare a group for collaborative work Teambuilding
Structure All improv is based on the theory of “Yes,
and…”
Teambuilding vs. Improv
All improv is inherently teambuilding, but not all teambuilding is inherently improv
Using teambuilding activities to complement improv Teambuilding share a bit about yourself,
learn a bit about others Journal Days (Miis, Song, Fire, Compass
Points)
The Paradigm Shift
Learning How to Learn Teacher as Conductor, not Instructor Student-Centered Learning (“Whoever does
the work, does the learning”)
Final Thought Work is Predicated on Creating a Nurturing Space
The “aha!” moment must be followed with the “woo-hoo!” moment (Video Logs for Research Essays & Campus Activism Project)
Argument for portfolio, informal assessment (grade for quality of reflectivity/follow up during process & final product)
Shift how you think about Grading & Lesson Planning (Differentiation in Disguise) Julia Trethaway & Ethan Cancell Personal emails & conversation model reflection, value the
individual’s voice Experiential learning works best if a student is already valued
and feels invested in the same goals
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