21st Century Competencies

A Review of the2013/14 Workshops

Agenda

1. Day 1: “The Why” 2. Day 2: “Gettin’ Started”3. Day 3: “Tech Time”4. Day 4: “Artifact Completion”

Day 1: "The Why"“We are living in the knowledge and digital age. We are already over a decade into the 21st Century and although we are witnessing pockets of innovation in Canada’s education systems, we are not adapting to the new reality fast enough. We need to accelerate the pace of change and ensure the shift toward 21st Century models of learning is systemic across all of Canada and for all learners. Adopting 21st Century models of learning in Canada’s education systems is imperative to positioning all students and the nation as a whole for success. C21 Canada is advocating for the adoption of 21st Century models of learning for all education systems across all of Canada. …” - C21 Shifting Minds

Day 1: "The Why"

Day 1: "The Why"“In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (Knowles, 1975, p. 18)

Day 1: "The Why"Domain 4: PROFESSIONAL & LEADERSHIP RESPONSIBILITIES

Reflecting on Teaching:

• Reflects on lessons, analyzes successes and provides suggestions for improvement.

• Participates in professional development opportunities.

• Seeks out or acts as a mentor/coach.

Day 1: "The Why"Contributing Leadership to the School and Division:

• Participates in professional relationships with colleagues (shares expectations, materials, insights).

• Demonstrates a mutual respect and cooperation with colleagues.

Day 1: "The Why"Growing and Developing Professionally:

• Demonstrates growth in content knowledge and pedagogy (attends workshops and conferences or becomes a member of professional organization).

• Participates in collaborative work groups (peer coaching, PLT, study groups, etc.)

• Works with interns/student teachers.

• Uses technology and seeks to improve expertise.

Day 1: "The Why"

Day 1: "The Why"

What is Critical Thinking?

• Critical thinking is a higher order of thinking

• Critical thinking focuses on the thought

• Critical thinking is self-reflective

• Critical thinking is discipline-specific

How is Critical Thinking Different from Thinking?

Thinking Critical Thinking

Focus On information: data, facts, examplesOn ideas: opinions, positions

On ideas: assumptions, biases, flaws in reasoning, point of view, context, implications

Activity Organizing and making connections between pieces of information or ideas, sometimes making basic inferences

Deeply and broadly questioning and testing the ways in which an idea is formed as well as how you have been interpreting and examining the idea. Thinking about your own thinking while you are thinking about the thinking of others.

Goal To form an opinion about what you are thinking about

To apply criteria in forming a conclusion or evaluation about what you have been thinking about and how you have been thinking about it.

How do we Think Critcally?

1. We Begin With the Right Approach2. We Look Deeper and Farther3. We Ask Complex Questions4. We Answer Questions Using a Variety

of Thinking Processes5. We Reflect on How We Are Answering

the Questions

Examples of Critical ThinkingGrade 1 Arts Ed - CP1.7 (a-d)

Grade 5 Social Studies – IN5.2 (d, e, i)

History 10

Critical Thinking Wrap-up1.Questions, questions, questions.

2.Start with a prompt and help them unpack it.

3.Provide tools for entering the conversation.

4.Model your expectations.

5.Encourage constructive controversy.

6.Choose content students will invest in.

7.Set up critical thinking discussions.

8.Assess their reasoning through different methods.

9.Let students evaluate each other.

10.Step back.

What is Collaboration?• The ability to interact positively and respectfully with

others in creating new ideas and developing products.

• The ability to lead or work in a team and to relate to other people in varying contexts, including capacity to resolve and manage conflict.

• The capacity for sensitivity to the issues and processes associated with collaborating across cultures.

• The ability to collaborate across networks, using various information and communication technologies.

Collaborative versus Traditional Approaches

(adapted from “Getting Started: a Guide to Collaboration in the Classroom” by Kathleen Kane and Joan Harms)

The Benefits of Collaboration

1.Small Groups Are Lifelike

2.Small Groups Generate Energy for Challenging Work

3. In Small Groups, We Are Smarter

4. In Small Groups, Diversity is an Asset

5.Small Groups Make Engaged, Interactive Learning Possible

6.Small Groups Allow Us to Differentiate Instruction

7.Employers Increasingly require Small-Group Skills

8.Well-structured Small-Group Work Enhances Student Achievement

Strategies for Collaboration

Criteria for Effective Collaborators

1.Be responsible to the group2.Listen Actively3.Speak Up4.Share the air and encourage others5.Support your views and findings6.Show tolerance and respect7.Reflect and correct

Linking to Curriculum

Grade 3 Social Studies - IN 3.1(a, b, c)

Grade 9 Health - USC9.2

Enhancing Student LearningDevelop you own plan that focuses on:

○ developing critical thinking skills in your students

○ providing more opportunities for collaboration for your students

○ purposefully integrating technology tool(s)

Refer to Workbook p. 14

For more information ...

http://21stcenturycompetencies.wikispaces.com/home

Day 2 – Getting’ Goin’

1. Round Table Sharing of Action Plans

2. Worked on Action Plans3. Reflecting on the Workshop

Day 3 : Tech Time!1. Tech Time:

● Revisit Tools that all teachers have access to

● Share online resources to support professional development

● Teachers share online resources, tech tool, app

2. Action Plans/Artifacts:● Reflect on progress

● Set goal to continue to meet plan

● Submit action plan if completed/ start a new one

3. Make and Take:● time for planning, collaborating, supporting for Action Plans

4. Reflecting on workshop/ Feedback form for Day 3

Day 3 Tech Time

•Smartboards

•Bridgit

•OneDrive

•Kurzweil

•Adobe

•Pearson E-texts

Day 3 Tech Time

Online Resources:

Day 4 Agenda:Action Plan:

• Finalize your artifact

• Forward copy of artifact to your Learning Coach

Sandbox “Tech” Time:• Revisit tech from Day 3

• Follow up Questions?

Next steps: • Stay tuned for information on SWSD “e-book”

• Where do we go from here?

• Reflecting on workshops

• Feedback form for Day 4

The Artifact “Must Haves”

Sun West Artifact Criteria:The “Must Haves” • curriculum outcome(s) that were connected to your plan

• subject area(s) and grade levels where you implemented your plan

• summary of your plan for integrating critical thinking and/or collaboration into your

• classroom this year

• attach lesson plan and/or unit plan

• reference sources

Artifact Optional Ideas

Additional Items (Optional)

• Assessment tool that you used (needs to reflect the Sun West assessment guidelines)

• Photo that demonstrates the work in action or a picture of the product

• Video link that demonstrates the work in action

• Links to your blogs, wikis, web pages, Fotobabbles, etc.

Best Suited for ELEMENTARY

Found on Google Chrome:

Snapguide

Game & Craft Ideas:

Augmented Reality

Do It Yourself!

4 Pictures 1 Word

How to…Body Breaks:

4 Pictures 1 Word

Best suited for MIDDLE YEARS/HIGH SCHOOL

Found on Google Chrome:

WeVideo

Snapguide

Do It Yourself!

How to…

Collaboration & Presentations:

Augmented Reality:

Others:

That’s All Folks!