schooling for the 21st century: unleashing student passion

54

Upload: sheryl-nussbaum-beach

Post on 06-May-2015

558 views

Category:

Documents


1 download

TRANSCRIPT

Page 1: Schooling for the 21st Century: Unleashing Student Passion
Page 2: Schooling for the 21st Century: Unleashing Student Passion

Are you Ready for Learning

and Leading in the 21st Century?

It isn’t just “coming”… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.

Page 3: Schooling for the 21st Century: Unleashing Student Passion

The world is changing...

 

Page 4: Schooling for the 21st Century: Unleashing Student Passion

6 Trends for the digital age

Analogue Digital

Tethered Mobile

Closed Open

Isolated Connected

Generic Personal

Consuming Creating

Source: David Wiley: Openness and the disaggregated future of higher education

Page 5: Schooling for the 21st Century: Unleashing Student Passion

“We are tethered to our always on/ always on us communication devices and the people and things we reach through them.”

~ Sherry Turkle

Page 6: Schooling for the 21st Century: Unleashing Student Passion

How has the world shifted since you and I went to school?

How have students shifted since you and I went to school?

How have schools shifted since you and I went to school?

The World is Changing…

Page 7: Schooling for the 21st Century: Unleashing Student Passion

Time Travel

Lewis Perelman, author of School's Out (1992). Perelman argues that schools are out of sync with technological change:

...the technological gap between the school environment and the "real world" is growing so wide, so fast that the classroom experience is on the way to becoming not merely unproductive but increasingly irrelevant to normal human existence (p.215).

Seymour Papert (1993) In the wake of the startling growth of science and technology in our recent past, some areas of human activity have undergone megachange. Telecommunications, entertainment and transportation, as well as medicine, are among them. School is a notable example of an area that has not(p.2).

Page 8: Schooling for the 21st Century: Unleashing Student Passion

Shift in Learning – The PossibilitiesRethinking teaching and learning…

1. Multiliterate

2. Changing Demographic

3. Active Content Creators

4. Global Collaboration and Communication

We are in the midst of seeing education transform from a book-based, linear system with a focus on individual achievement to an web-based, divergent system with a focus on community building.

Page 9: Schooling for the 21st Century: Unleashing Student Passion

Shift in Learning = New Possibilities

Shift from emphasis on teaching…

To an emphasis on co-learning

Page 10: Schooling for the 21st Century: Unleashing Student Passion

FORMAL INFORMAL

You go where the bus goes You go where you choose

Jay Cross – Internet Time

Page 11: Schooling for the 21st Century: Unleashing Student Passion

http://www.elearnspace.org/Articles/google_whitepaper.pdf

Page 12: Schooling for the 21st Century: Unleashing Student Passion

MULTI-CHANNEL APPROACHSYNCHRONOUS

ASYNCHRONOUS

PEER TO PEER WEBCAST

Instant messenger

forumsf2f

blogsphotoblogs

vlogs

wikis

folksonomies

Conference rooms

email Mailing lists

CMS

Community platformsVoIP

webcam

podcasts

PLE

Worldbridges

Page 13: Schooling for the 21st Century: Unleashing Student Passion
Page 14: Schooling for the 21st Century: Unleashing Student Passion

Play — the capacity to experiment with one’s surroundings as a form of problem-solving

Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery

Simulation — the ability to interpret and construct dynamic models of real-world processes

Appropriation — the ability to meaningfully sample and remix media content

Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.

Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities.

Page 15: Schooling for the 21st Century: Unleashing Student Passion

Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal

Judgment — the ability to evaluate the reliability and credibility of different information sources

Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities

Networking — the ability to search for, synthesize, and disseminate information

Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms..

Page 16: Schooling for the 21st Century: Unleashing Student Passion

Will the future of education include broad-based, global reflection and inquiry?

Will your current level of new media literacy skills allow you to take part in leading learning through these mediums? Does it matter?

Page 17: Schooling for the 21st Century: Unleashing Student Passion

The NCTE Definition of 21st Century Literacy

Develop proficiency with the tools of technology  Build relationships with others to pose and solve problems collaboratively and cross-culturally  Design and share information for global communities to meet a variety of purposes  Manage, analyze and synthesize multiple streams of simultaneous information  Create, critique, analyze, and evaluate multi-media texts  Attend to the ethical responsibilities required by these complex environments

Page 18: Schooling for the 21st Century: Unleashing Student Passion

"The world is moving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for their world. The world of the future." 

John Dewey

Dewey's thoughts have laid the foundation for inquiry driven approaches.

Dewey's description of the four primary interests of the child are still appropriate starting points:

1. the child's instinctive desire to find things out2. in conversation, the propensity children have to communicate3. in construction, their delight in making things4. in their gifts of artistic expression.

Page 19: Schooling for the 21st Century: Unleashing Student Passion

Students are Individuals

1. Children are persons and should be treated as individuals as they are introduced to the variety and richness of the world in which they live.

2. Children are not something to be molded and pruned. Their value is in who they are – not who they will become. They simply need to grow in knowledge.

3. Think of the self-directed learning a child does from birth to three– most of it without language. As they mature they are even more capable of being self-directed learners.

.

Page 20: Schooling for the 21st Century: Unleashing Student Passion

Have we replaced “doing” with “mastering skills”?

Have we subordinated our student’s initiative to a schedule we designed according to pragmatic factors other than their creative needs?

We require them to try and become interested in hours of listening to talking and there is little time for those students to express themselves.

Page 21: Schooling for the 21st Century: Unleashing Student Passion

Three Rules of Passion-based Teaching

• Move them from extrinsic motivation to intrinsic motivation

• Help them learn self-government and other-mindedness

• Shift your curriculum to include service learning outcomes that address social justice issues

1. Authentic task2. Student Ownership3. Connected Learning

http://bit.ly/lUxRIR

Page 22: Schooling for the 21st Century: Unleashing Student Passion
Page 23: Schooling for the 21st Century: Unleashing Student Passion

Focus on Possibilities–Appreciate “What is”

–Imagine “What Might Be”–Determine “What Should Be”

–Create “What Will Be”Blossom Kids

Classic Problem Solving Approach– Identify problem

– Conduct root cause analysis– Brainstorm solutions and analyze

– Develop action plans/interventions

Most families, schools, organizations function on an unwritten rule…

–Let’s fix what’s wrong and let the strengths take care of themselves

Speak life lifeto your students and teachers…

–When you focus on strengths-weaknesses become irrelevant

Page 24: Schooling for the 21st Century: Unleashing Student Passion

Spending most of your time in your area of weakness—while it will improve your skills, perhaps to a level of “average”—will NOT produce excellence

This approach does NOT tap into motivation or lead to engagement

The biggest challenge facing us as leaders: how to engage the hearts and minds of the learners

Page 25: Schooling for the 21st Century: Unleashing Student Passion

Strengths Awareness Confidence Self-Efficacy Motivation to excel Engagement

Apply strengths to areas needing improvement Greater likelihood of success

Page 26: Schooling for the 21st Century: Unleashing Student Passion

How to Blossom Someone with Expectation – Building Self-Esteem

1. Examine (pay close attention)

2. Expose (what they did specifically)

3. Emotion (describe how it makes you feel)

4. Expect (blossom them by telling them what this makes you expect in the future)

5. Endear (through appropriate touch)

Page 27: Schooling for the 21st Century: Unleashing Student Passion

Let Go of Curriculum

Page 28: Schooling for the 21st Century: Unleashing Student Passion

Shifts focus of literacy from individual expression to community involvement.

Page 29: Schooling for the 21st Century: Unleashing Student Passion

Shifts focus of literacy from individual expression to community involvement.

Page 30: Schooling for the 21st Century: Unleashing Student Passion

Connected Learning

The computer connects the student to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction

Stephen Downes

Page 31: Schooling for the 21st Century: Unleashing Student Passion

Share

Cooperate

Collaborate

Collective Action

According to Clay Shirky, there are four steps on a ladder to mastering the connected world: sharing, cooperating, collaborating, and collective action.

From his book- “Here Comes Everybody”

Page 32: Schooling for the 21st Century: Unleashing Student Passion

32

Education for Citizenship

“A capable and productive citizen doesn’t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.”

Justice Leland DeGrasse, 2001

Page 33: Schooling for the 21st Century: Unleashing Student Passion

How do you do it?-- TPCK and Understanding by DesignThere is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction.

Teacher and Students as Co-Curriculum Designers1. What do you want to

know and be able to do at the end of this activity, project, or lesson?

2. What evidence will you collect to prove mastery? (What will you create or do)

3. What is the best way to learn what you want to learn?

4. How are you making your learning transparent? (connected learning)

Page 34: Schooling for the 21st Century: Unleashing Student Passion

Connected Learner ScaleThis work is at which level(s) of the connected learner scale?Explain.

Share (Publish & Participate) –

Connect (Comment and Cooperate) –

Remixing (building on the ideas of others) –

Collaborate (Co-construction of knowledge and meaning) –

Collective Action (Social Justice, Activism, Service Learning) –

Page 35: Schooling for the 21st Century: Unleashing Student Passion

Why TPACK?

• Learning how to use technology is much different than knowing what to do with it for instructional purposes

• Redesigning instruction requires an

understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction

Page 36: Schooling for the 21st Century: Unleashing Student Passion

Consider how your pedagogical approaches

might be framed to effectively integrate

technology into content-area instruction?

What new knowledge

might you need?

Throughout the week (and back in your classroom)…

Page 37: Schooling for the 21st Century: Unleashing Student Passion

• Content focus: What content does this lesson focus on?• Pedagogical focus: What pedagogical practices are

employed in this lesson? • Technology used: What technologies are used?

• PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning?

• TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner?

• TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning?

• TPCK:How might things need to change if one aspect of the lesson were to be different or not available?

TPACK Guidelines

Page 38: Schooling for the 21st Century: Unleashing Student Passion

• 9000 School• 35,000 math and science teachers in 22 countries

How are teachers using technology in their instruction?

Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: CERC-Springer, the report presenting results for 22 educational systems participating in the IEA SITES 2006, was released by Dr Hans Wagemaker, IEA Executive Director and Dr Nancy Law, International Co-coordinator of the study.

SITE 2006IEA Second Information Technology in

Education Study

Page 39: Schooling for the 21st Century: Unleashing Student Passion

Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology.

How you integrate matters- not just the technology alone.

It needs to be about the learning, not the technology. And you need to choose the right tool for the task.

As long as we see content, technology and pedagogy as separate- technology will always be just an add on.

Findings

Page 40: Schooling for the 21st Century: Unleashing Student Passion

See yourself as a curriculum designer– owners of the curriculum you teach.

Honor creativity (yours first, then the student’s)

Repurpose the technology! Go beyond simple “use” and “integration” to innovation!

Teacher as Designer

Page 41: Schooling for the 21st Century: Unleashing Student Passion

21st Centurizing your Lesson Plans

Step 1- Best Practice

Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.

1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers

Page 42: Schooling for the 21st Century: Unleashing Student Passion

What are specific strategies you use in your classroom for a particular discipline?

Page 43: Schooling for the 21st Century: Unleashing Student Passion

Step 2- What Tool Fits?

Page 44: Schooling for the 21st Century: Unleashing Student Passion
Page 45: Schooling for the 21st Century: Unleashing Student Passion

Pick the Content

Choose the Strategy

Choose the Tool

Create the Learning Activity

Then apply connected learner scale

----------------------------------------

1. Get in groups

2. What are the Essential Instructional Activities you typically use?3. Have a discussion and list possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities.

4. Create a 21st Century type instructional activity

Think: Share, Connect, Remix, Collaborate, Collective Action

Page 46: Schooling for the 21st Century: Unleashing Student Passion

How do you do it?-- TPCK and Understanding by DesignThere is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction.

Teacher and Students as Co-Curriculum Designers1. What do you want to

know and be able to do at the end of this activity, project, or lesson?

2. What evidence will you collect to prove mastery? (What will you create or do)

3. What is the best way to learn what you want to learn?

4. How are you making your learning transparent? (connected learning)

Page 47: Schooling for the 21st Century: Unleashing Student Passion

It is never just about content. Learners are trying to get better at something.

It is never just routine. It requires thinking with what you know and pushing further.

It is never just problem solving. It also involves problem finding.

It’s not just about right answers. It involves explanation and justification.

It is not emotionally flat. It involves curiosity, discovery, creativity, and community.

It’s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context.

David Perkins- Making Learning Whole

21st Century Learning – Check List

Page 48: Schooling for the 21st Century: Unleashing Student Passion

NEW DIRECTIONS IN ASSESSMENT

Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html

Shift From Shift To

Page 49: Schooling for the 21st Century: Unleashing Student Passion

What will be our legacy…• Bertelsmann Foundation Report: The Impact of Media and Technology in

Schools– 2 Groups– Content Area: Civil War– One Group taught using Sage on the Stage methodology– One Group taught using innovative applications of technology and

project-based instructional models• End of the Study, both groups given identical teacher-constructed tests of

their knowledge of the Civil War.

Question: Which group did better?

Page 50: Schooling for the 21st Century: Unleashing Student Passion

Answer…

No significant test differences were found

Page 51: Schooling for the 21st Century: Unleashing Student Passion

However… One Year Later

– Students in the traditional group could recall almost nothing about the historical content

– Students in the traditional group defined history as: “the record of the facts of the past”

– Students in the digital group “displayed elaborate concepts and ideas that they had extended to other areas of history”

– Students in the digital group defined history as:

“a process of interpreting the past from different perspectives”

Page 52: Schooling for the 21st Century: Unleashing Student Passion

Real Question is this:Are we willing to change- to risk change- to meet the needs of the precious folks we serve?

Can you accept that Change (with a “big” C) is sometimes a messy process and that learning new things together is going to require some tolerance for ambiguity.

Page 53: Schooling for the 21st Century: Unleashing Student Passion

"The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker

http://pixdaus.com

Stev

e W

heel

er, U

nive

rsity

of P

lym

outh

, 201

0

Page 54: Schooling for the 21st Century: Unleashing Student Passion