21 st century knowledge and skills: reinventing the school experience bob pearlman...
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21st Century Knowledge and Skills:
Reinventing the School Experience
Bob Pearlman [email protected]
http://www.bobpearlman.org
ISAS Head’s Meeting
Fort Worth, Texas
November 3, 2003
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Released
Monday,
July 7,
At NECC
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What if we asked the kids?
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School I'd Like competitionThe Guardian Newspaper http://education.guardian.co.uk/schools/story/0,5500,501374,00.html
High Schools are
“Institutions of today run on the principles of yesterday”
-- 15-year old British girl, 1967
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School I'd Like competitionThe Guardian Newspaper http://education.guardian.co.uk/schools/story/0,5500,501374,00.html
The school we'd like is (2000):
A beautiful school with glass dome roofs to let in the light, uncluttered classrooms and brightly coloured walls.
A safe school with swipe cards for the school gate, anti-bully alarms, first aid classes, and someone to talk to about our problems.
A listening school with children on the governing body, class representatives and the chance to vote for the teachers.
A flexible school without rigid timetables or exams, without compulsory homework, without a one-size-fits-all curriculum, so we can follow our own interests and spend more time on what we enjoy.
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The School that I’d Like, 2000
A relevant school where we learn through experience, experiments and exploration, with trips to historic sites and teachers who have practical experience of what they teach.
A respectful school where we are not treated as empty vessels to be filled with information, where teachers treat us as individuals, where children and adults can talk freely to each other, and our opinion matters.
A school without walls so we can go outside to learn, with animals to look after and wild gardens to explore.
A school for everybody with boys and girls from all backgrounds and abilities, with no grading, so we don't compete against each other, but just do our best.
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“If I Could Make a School”by student Pooja Agarwal, (Learning and Leading with Technology, November 2001), Student Technology Leadership Symposium, June 23-24, 2001, held in conjunction with NECC, by the International Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook
•Institute problem-based, discovery-based, and inquiry-based curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences
•Build relationships and “animated mutual learning” between adults and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their work.
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The School that I’d Like
Safe
Respect
Personal
Interests
Experience
Real World
Workspace
Tools
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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly different from today?
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Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and Telecommunications sectors go bust
Fall, 2001 to present – The Blue Chips drop 50%
The First Recession of the New Millennium
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What region or regions will be best poised to grow during the next recovery?
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Internet Cluster Regions – U.S.Boston
“Route 128”Boston
“Route 128”
New York —“Silicon Alley”New York —
“Silicon Alley”
Washington, D.C. “Silicon Dominion”Washington, D.C.
“Silicon Dominion”
Austin — “Silicon Hills”
Austin — “Silicon Hills”
Seattle —“Silicon Forest”
Seattle —“Silicon Forest”
ResearchTriangle
“Silicon Triangle”
ResearchTriangle
“Silicon Triangle”
Chicago“Silicon City”
Chicago“Silicon City”
Miami“Silicon Beach”
Miami“Silicon Beach”
Atlanta“Capital of the
New South”
Atlanta“Capital of the
New South”
Los Angeles “Digital Coast”Los Angeles
“Digital Coast”
San Francisco“Multimedia
Gulch”
San Francisco“Multimedia
Gulch”
Silicon ValleySilicon Valley
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Houston
4th largest city in U.S.
10th biggest Consolidated Metropolitan Statistical Area (CMSA) in U.S.
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Global Internet Cluster Regions
Japan“Bit Valley”
Canada“Silicon Valley North”
United Kingdom“Silicon Kingdom”
Scandinavia“Wireless Valley”
Germany“Silicon Saxony”
France“Telecom Valley”
Israel“Silicon wadi”
China/Hong Kong“Cyber Port”
India
Singapore“Intelligent Island”
United States
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Silicon Valley, 2000Silicon Valley, 2000
40% of workforce
in 7 high-tech clusters
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VALLEY OF HEART’S DELIGHT
Silicon Valley, 1970
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1992-2001 The longest expansion in US History
•H1-B visas
•The rise of Bangalore
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Concession operator at an amusement park Czech students pose at a fast food restaurant in Fremont, Ohio
USA Work and Travel Program
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What’s the connection between economic success and student success?
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Education => Student Success
The Old Formula:
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So what do kids need to know and be able to do?
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SCANS Workplace Know-How (1991)Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time, money, materials, and workers;
•Interpersonal Skills -- negotiating, exercising leadership, working with diversity, teaching others new skills, serving clients and customers, and participating as a team member;
•Information Skills -- using computers to process information and acquiring and evaluating, organizing and maintaining, and interpreting and communicating information;
•Systems Skills -- understanding systems, monitoring and correcting system performance, and improving and designing systems; and
•Technology utilization skills -- selecting technology, applying technology to a task, and maintaining and troubleshooting technology.
Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor
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SCANS Workplace Know-How (1991)The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing arithmetic and mathematical concepts;
•Thinking Skills -- reasoning, making decisions, thinking creatively, solving problems, seeing things in the mind's eye, and knowing how to learn; and
•Personal Qualities -- responsibility, self-esteem, sociability,
self-management, integrity, and honesty.
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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S. Congress Preparing Students for the 21st Century, 1996, American Association of School Administrators
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)
•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education
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Released
Monday,
July 7,
At NECC
www.21stcenturyskills.org
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How do students get these skills?
Do students want to get these skills?
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Summary of findings The workforce gap in Silicon Valley, comprised of unfilled positions,
outside recruits and commuters, has increased by over 25% since 1997 and cost business more than $6 billion a year in 2000.
High access does not appear to translate into high awareness of or motivation to pursue technology careers.
Motivation to pursue technology careers is less among females than males. Social networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers
There are fewer technology related networking opportunities for Hispanics and African Americans than for Asians and Whites.
“Social networks that can bridge across geography, race and class are key to success in the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring that provide information about what skills are necessary and a vision of how acquiring them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?
Awareness Interest Motivation Preparation
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Strategies that Make a Difference
Engagement
Hands-on
Adult connections
Internships
Real World immersion
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Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks
The New Formula:
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There is a big difference between a successful school and a school of successful students!
•Academics, technology access, and career information are the foundation, but they are not enough
•Equally important is student motivation stimulated by experience, adult and real world immersion, and an expanding social network
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Design Criteria
Design Principles
Design
Elements
Kids Needs: •Safe •Respect •Personal •Interests
Program, Facility, Transitions, Exhibitions, Advisories, Technology, Projects, Portfolios, Internships, Size and Teams
•Personalization
•Common Learning Goals
•Adult World Immersion
•Performance-Based Student Work & Assessment
•Experience•Real World•Workspace•Tools
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Target Tech 1 -- Ubiquitous
2 to 1 or less
100% or more; Direct connectivity and Adequate Bandwidth
Large numbers of Computers for both teachers and students. Use in most classes and subjects on a daily basis.
Target Tech 2 -- Early Network Effects
1 to 1Widespread use of common platforms like student lessons and administrative applications. Common network folders.
Target Tech 3 -- Significant Network Effects
1 to 1
100% or more; Direct connectivity, Adequate Bandwidth, Home Access
Managed e-Learning Environment. Schoolwide Intranet for all programs and access from home for students and parents. Integration across courses and common development of student’s 21st century skills.
Target Tech 4 -- Replication and Dissemination
1 to 1
100% or more; Direct connectivity, Adequate Bandwidth, Home Access, Web Hosting
Mature managed e-Learning Environment. School instructional and communication resources available 24/7 to students, teachers, and parents. Ready for replication to and use by other schools.
Stages of Educational Technology Implementation
http://www.bobpearlman.org/BestPractices/Stages.htm
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PersonalizationProjectsExhibitionsDigital Portfolios InternshipsTechnology
Reinvent the School Experience!
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http://www.bobpearlman.org
"New Ingredient for Student Success: Social Networks" http://www.bobpearlman.org/Articles/Student_Success.htm
“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html