1 108319_macros learning in the 21st century 21 st century learning in schools – what this means...
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Learning in the 21st Century
21st Century Learning in Schools – What This Means for Community College CTE Programs
PowerPoint Slides at http://www.bobpearlman.org/nmwired.htm
Bob Pearlman [email protected]
http://www.bobpearlman.org
April 23, 2010
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Director of Education and Workforce Development, 2000-2001
Joint Venture: Silicon Valley Network, San Jose, CA
Director of Strategic Planning, 2002-2009
New Technology Foundation, Napa, CA
Bob Pearlman
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“We play a huge role in getting students prepared for college who come in with skills below college level. If we could transform that group of students in America, that segment who are under-prepared from high school and that segment who enter community college and other institutions of higher education without the critical writing, reading, and thinking skills required for a college education and success in the workplace, we'll be doing a huge amount to move America forward.”
-- TC Record Voice, September 2009
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March 7, 2008
Community-College Educators Focus on Globalization
By KARIN FISCHER
http://chronicle.com/article/Community-College-Educators/18749/
"Many skilled workers are coming out of our colleges trained for jobs that don't exist anymore," said Paul A. Elsner, chancellor emeritus
of the Maricopa County Community College District, in Arizona, in a speech. "We have lots of skilled workers, but do they have the right kinds of skills?"Mr. Elsner, who presented the results of a study by the American Association of Community Colleges examining community and technical colleges in two dozen countries, said institutions in some developing nations were particularly nimble in adapting new technologies and meeting changing needs of employers and employees.
The challenge for American community colleges, he said, is to deliver the skills crucial to the new economy — such as analytical thinking and the ability to work across cultural boundaries — to the widest possible range of workers. Two-year
colleges can play a "democratizing" role, Mr. Elsner said. "We have to figure out how everybody gets access to those skills."
Paul A. Elsner, Chancellor emeritus of the Maricopa
County Community College District, in Arizona
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What knowledge and skills do students need for the 21st Century?
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SCANS U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills
COMPETENCIES - Effective workers can productively use:
Resources - allocating time, money, materials, space and staff.
Interpersonal Skills - working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds.
Information - acquiring and evaluating data, organizing and maintaining files, interpreting and communication, and using computers to process information.
Systems - understanding social, organizational and technological systems, monitoring and correcting performance, and designing or improving systems.
Technology - selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies.
FOUNDATIONS - Competence requires:
Basic Skills - reading, writing, arithmetic and mathematics, speaking and listening.
Thinking Skills - thinking creatively, making decisions, solving problems, seeing things in the mind's eye, knowing how to learn, and reasoning.
Personal Qualities - individual responsibilities, self-esteem, sociability, self-management, and integrity.
1992
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Century Skills
Partnership for 21st Century Skillshttp://www.21stcenturyskills.org
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21ST CENTURY SKILLS DEFINED
LEARNING & INNOVATION
Creativity & Innovation
Critical Thinking & Problem-solving
Communication & Collaboration
LIFE & CAREER
Flexibility & Adaptability
Initiative & Self-direction
Social & Cross-cultural Skills
Productivity & Accountability
Leadership & Responsibility
INFORMATION & TECHNOLOGY
Information Literacy
Media Literacy
ICT Literacy
Partnership for 21st Century Skills
http://www.21stcenturyskills.org
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Does your college have college-wide core competencies or
student learning outcomes?
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New Technology HS
LEARNING OUTCOMES
Napa 8 Learning Outcomes
• TECHNOLOGY LITERACY
• COLLABORATION
• CRITICAL THINKING
• ORAL COMMUNICATION
• Written Communication
• Career Preparation
• Citizenship and Ethics
• Curricular Literacy (Content Standards)
Sacramento 10 Learning Outcomes:
1. Content Proficient
2. Able to Write Proficiently
3. Orally Proficient
4. Able to Think Critically
5. Technologically Proficient
6. Able to Collaborate
7. Prepared for a Career
8. Solid Citizens with Ethical Behavior
9. Able to Analyze and deal with Data
10. Possessing a solid Work Ethic
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So what does learning look like where students get 21st Century Knowledge and Skills?
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"What is Manor New Tech?" video -- In their own words, Manor New Tech (Manor, TX) students explain what MNTHS is to them. This video features footage of what is happening on campus every day. Presented by students at the Texas Computer Educators Conference, February 4, 2008.
http://www.youtube.com/watch?v=-klc2KijMG8
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Project- and Problem-Based LearningKeys to 21st Century Learning
To learn collaboration, work in teams.
To learn critical thinking, take on complex problems.
To learn oral communication, present.
To learn written communication, write.
To learn technology, use technology.
To develop citizenship, take on civic and global issues.
To learn about careers, do internships.
To learn content, research and do all of the above.
Teachers start each unit by throwing students into a realistic or real-world project that both engages interest and generates a list of things the student need to know. Projects are designed to tackle complex problems, requiring critical thinking. The strategy for 21st Century Learning is simple:
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Each unit begins when students are presented with a complex, standards-based problem
Students form a team, develop a work contract and build a work plan
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Students get to work!
Students are provided an online briefcase specific to the project with information, resources, links and
assessment criteria that help guide them.
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Students Need To Know
Student questions and “need to knows” drive classroom lectures and activities. Sometimes for the whole class … sometime for just
one student
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Students experiment and apply learning
Students test their ideas and experiment to find solutions and breakthroughs while receiving ongoing
feedback from instructors.
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Students get back to work!
Students work and collaborate in a business-like environment, where they know their deliverables and
have the technology tools to do their jobs.
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Students prepare to present
Students work on building presentations to repre-sent their work and defend their solutions
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Students present their solutions!
Students present ideas through debates, skits, panels, presentations, etc… where their work is evaluated by peers,
teachers, parents, and community
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The project drives the curriculum by creating a need for the students to know the content. Students work more autonomously on real or realistic work that has high stakes. Evaluation is made more authentic with performance based measurements and is often conducted with the help of non-teachers.
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-- Project Management-- Teamwork -- Presentation-- Exhibition-- Assessment and Feedback
Projects
include:
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Getting to Self-direction
PBL instruction is not as linear as traditional instruction. How canwe organize our project materials for student access, action,
self-direction, and project management?
1. Provide students access to project materials
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The Project Briefcase allows teachers to put all project materials in one spot for easy student access and to share with other teachers.
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They include everything from the entry document that launches the project to the rubrics used to assess the student’s performance.
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2. Provide students with a project calendar, benchmarks and deadlines
Getting to Self-direction
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The Course Agenda helps keep complicated projects organized.
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Teachers enter activities for each day including links to resources and homework assignments.
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Getting to Self-Assessment
How can we help students become critical and engaged self-assessors of their own progress?
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New Tech HS
LEARNING OUTCOMES
• TECHNOLOGY LITERACY
• COLLABORATION
• CRITICAL THINKING
• ORAL COMMUNICATION
• Written Communication
• Career Preparation
• Citizenship and Ethics
• Curricular Literacy (Content Standards)
•LIFE SKILLS
•TECHNOLOGY
•INTERPERSONAL SKILLS/ TEAMWORK
•CRITICAL THINKING
•COMMUNICATION
1. Assess Students on what students value
Core Competencies
COLLECTIVE LEARNING OUTCOMES
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2. Let Students see their grades 24/7
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A REPORT CARD THAT MATTERS
When checking grades online, students see course grades and 21st Century skill assessments.
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3. Let students see the grading criteria (rubrics)
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Products
Presentations
ePortfolios
4. Have Students demonstrate their mastery
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The portfolios are as diverse as the student body but with similar layouts and organization to aid in evaluation by staff and community members.
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How can we better hold students accountable for their collaboration skills while working in a group? And how can students have collaboration evidence to put on their portfolios?
CHALLENGE
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At the end of each project, students evaluate their group members using this collaboration rubric database.
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Students submit evaluations using a standardized rubric for the whole school.
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Students can view how their peers rated them (although the evaluations are anonymous).
Teachers can view, edit, and delete evaluations as necessary. They can also print a report that averages the evaluations for a given project.
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The evaluations are accessible on the web.
Students have the option to “publish” the evaluations for use as evidence of their collaboration skills.
This is the key to allowing students to demonstrate their performance of our learning outcomes.
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CHALLENGE
How can we capture evidence for skills such as Oral Communication so that students have something to put on their portfolios?
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The evaluations are accessible from the web after the student has marked the evaluation “public”.
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The Presentation Database is a place to record and display evaluations of student performance on presentations. Collecting data on our learning outcomes is critical for the student’s Professional Portfolio.
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Key recommendations
Determine the college’s Core Competencies or 21st Century Student Learning Outcomes
Embed the Learning Outcomes into projects
Design assessments to measure Outcomes
Students prove mastery of Learning Outcomes through Products, Presentations, and Portfolios
Provide students with just-in-time assessment feedback
Learning Outcomes
Projects
Assess 21st Century Skills
Skills-Based Grade Reports
Products Presentations
Portfolios
•Do it collegewide!
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Manor New Technology HS
Inaugurated Sept. 2007 by Gov. Rick Perry (virtual ribbon cutting ceremony– now on YouTube)
T-STEM Academy sponsored by THSP, TEA, Samsung, Applied Materials
Opened grades 9,10 in 2007.
http://www.manorisd.net/newtech/
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Tech Valley HS, Albany, NY
Collaboration of Questar II and Capital Region BOCES
Located first 2 years at MapInfo Corporation, Rensselaer Technology Park, and now at SUNY, E. Albany Campus
Serves 48 member districts TVHS Business Alliance includes
major companies and chambers of region
http://www.techvalleyhigh.org/
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Napa New Tech High School STEM Majors or Careers (n=240)
40%
60%
43%
57%
37%
63%
0
50
100
150
200
250
300
Nu
mb
er
of
Re
spo
nd
en
ts
All Respondents Males Females
STEM Non-STEM
Over 40% of the alumni respondents reported they were either majoring in a STEM field, had graduated with a degree in a STEM Field, or were working in a STEM related field. National Average is 5.7% (National Sience Board, 2004).
-- Post-Secondary Success Study (Rockman et al, 2005).
(base=147) (base=93)
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August 2010 –Opens with grades 9 and 10
August 2011 – Nex Gen Students start taking CC Courses
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Contact Information
Bob Pearlman21st Century School & District Consultant
www.bobpearlman.org
520-881-9965
PowerPoint Slides at www.bobpearlman.org/nmwired.htm