21st Century Skills DAWN SAMPLESLLSOF JULY 2010

WHAT ARE 21ST CENTURY SKILLS?

WHAT DO OUR STUDENTS NEED TO BE ABLE TO KNOW AND DO?

want

Here is what LSDO learners say…

http://www.p21.org

21st Century SkillsRethinking How StudentsLearn

THIS ANTHOLOGY INTRODUCES THE FRAMEWORK FOR 21ST CENTURY LEARNING FROM THE PARTNERSHIP FOR 21ST CENTURY SKILLS AS A WAY TO REENVISION LEARNING AND PREPARE STUDENTS FOR A RAPIDLY EVOLVING GLOBAL AND TECHNOLOGICAL WORLD. THIS DYNAMIC NEW FRAMEWORK PROMOTES INNOVATION THROUGH CRITICAL THINKING, PROBLEM SOLVING, COLLABORATION, AND TECHNOLOGY INTEGRATION, WHILE BUILDING ON MASTERY OF CORE CONTENT AND BACKGROUND KNOWLEDGE.

Core SubjectsMASTERY OF CORE SUBJECTS AND 21ST CENTURY THEMES IS ESSENTIAL FOR STUDENTS IN THE 21ST CENTURY.

CORE SUBJECTS INCLUDE:

ENGLISH, READING OR LANGUAGE ARTSWORLD LANGUAGESARTSMATHEMATICSECONOMICSSCIENCEGEOGRAPHYHISTORYGOVERNMENT AND CIVICS

What would you see in a 21st century classroom?

In the 21st Century classroom…

TEACHER FACILITATING LEARNINGTEACHER MODELING LEARNINGTEACHER RELEASING LEARNING TO THE LEARNERLEARNERS UTILIZING TECHNOLOGY IN VARIOUS WAYSCONNECTIONS TO MULTIPLE CONTENT AREASSELF-DIRECTED LEARNINGORGANIZATION OF INFORMATION FOR COMMUNICATIONCOLLABORATION (TEACHERS AND STUDENTS)COOPERATIVE LEARNINGPERFORMANCE ASSESSMENTS

www.p21.org

Cont’d

AUTHENTIC ASSESSMENTSCULTURAL CONNECTIONS TO DIVERSE CULTURES AND PRACTICESRESOLVING CONFLICTS COLLABORATIVELYSHIFT IN HOW INSTRUCTION IS DELIVERED TO A 21ST CENTURY ENVIRONMENTACTIVE LEARNINGFLUENCY IN MULTIPLE MEDIALEARNERS EXPRESSING THEMSELVES THROUGH NON-LINEAR, ASSOCIATIONAL WEBS OF REPRESENTATIONSPERSONALIZED LEARNING EXPERIENCES CO-DESIGNED BY TEACHERS AND STUDENTSSHARING, THINKING, CO-CREATING

Dede & Darling-Hammond

How might we effectively infuse these outcomes into an already over-crowded curriculum?

WHICH CURRENT EDUCATIONAL PRACTICES AND SCHOOL STRUCTURES ARE LIKELY TO SUPPORT THE ATTAINMENT OF

21ST CENTURY OUTCOMES, AND WHICH MAY INHIBIT?

McTighe & Seif

Schooling by Design Organizer

5 ESSENTIAL QUESTIONS LINKED TO 5 INTERRELATED COMPONENTS:

Mission of schooling

Principles of learning

Curriculum and assessment system

Instructional programs and practices

Systemic support factors

Wiggins & McTighe

Let’s reflect on what we know so far…

WHEN CONSIDERING THE FOLLOWING SLIDES ASK YOURSELVES THIS:

WHAT ARE WE DOING RIGHT?

WHAT AREAS NEED TO CHANGE?

WHAT DO WE NEED TO CONTINUE?

McTighe & Seif

MISSION OF SCHOOLING:

Does the school or district mission include 21st Century outcomes?

McTighe & Seif

Principles of Learning:

What principles of learning should guide educational practices in the 21st century?

McTighe & Seif

Research-based principles of learning

LEARNING IS PURPOSEFUL AND CONTEXTUAL.

EXPERTS ORGANIZE OR CHUNK THEIR KNOWLEDGE AROUND TRANSFERABLE CORE CONCEPTS (“BIG IDEAS”) THAT GUIDE THEIR THINKING ABOUT THE DOMAIN AND HELP THEM INTEGRATE NEW KNOWLEDGE

DIFFERENT TYPES OF THINKING (CLASSIFICATION, CATEGORIZATION, INFERENTIAL REASONING, ANALYSIS, SYNTHESIS, AND METACOGNITION) MEDIATE AND ENHANCE LEARNING.

LEARNERS REVEAL AND DEMONSTRATE THEIR UNDERSTANDING WHEN THEY CAN APPLY, TRANSFER, AND ADAPT THEIR LEARNING TO NEW AND NOVEL SITUATIONS AND PROBLEMS.

McTighe & Seif, Figure 7.2

Research-based principles of learning

NEW LEARNING IS BUILT ON PRIOR KNOWLEDGE. LEARNERS USE THEIR EXPERIENCES AND BACKGROUND KNOWLEDGE TO ACTIVELY CONTRUCT MEANING ABOUT THEMSELVES AND THE WORLD AROUND THEM.

LEARNING IS SOCIAL.

ATTITUDES AND VALUES MEDIATE LEARNING BY FILTERING EXPERIENCES AND PERCEPTIONS.

LEARNING IS NONLINEAR; IT DEVELOPS AND DEEPENS OVER TIME.

MODELS OF EXCELLENCE AND ONGOING FEEDBACK ENHANCE LEARNING AND PERFORMANCE.

EFFECTIVELY ACCOMMODATING A LEARNER’S PREFERRED LEARNING STYLE, PRIOR TO KNOWLEDGE, AND INTERESTS ENHANCES LEARNING.

McTighe & Seif, Figure 7.2

A Curriculum and Assessment System:

How will we design a coherent curriculum and assessment system to integrate 21st century outcomes?

McTighe & Seif

Three Guidelines for ImplementationWhat principles of learning should guide educational practices

in the 21st century?

GUIDELINE ONE: FOCUS ON “BIG IDEAS” IN CORE SUBJECTS AND 21ST CENTURY SKILLS

GUIDELINE TWO: ASSESS VALUED OUTCOMES IN APPROPRIATE WAYS

GUIDELINE THREE: MAP THE CURRICULUM BACKWARD

Jay McTighe & Elliott Seif

SO…How do we do this??

THE ADOPTION OF LEARNING PRINCIPLES THAT EMPHASIZE DEEP UNDERSTANDING OF SUBJECT MATTER AND TRANSFER OF LEARNING; “BACKWARD DESIGN” OF CURRICULUM AND ASSESSMENT, A FOCUS ON “BIG IDEAS” AND ESSENTIAL QUESTIONS, OPEN-ENDED, PERFORMANCE AND CORNERSTONE ASSESSMENTS AT ALL SCHOOL LEVELS AND AREAS IMPLY THE NEED FOR MAJOR CHANGE IN OUR DAY-TO-DAY TEACHING BEHAVIORS, N’EST-CE PAS?

Adapted from McTighe & Seif

Instructional Programs and PracticesHow should we teach to achieve 21st century outcomes?

INDICATOR ONE: INTERACTIVE STRATEGIES ACTIVELY ENGAGE STUDENTS IN DEVELOPING UNDERSTANDING OF BIG IDEAS AND THE APPLICATION OF 21ST CENTURY SKILLS

INDICATOR TWO: 21ST CENTURY SKILLS ARE EXPLICITLY TAUGHT AND APPLIED IN THE ACADEMIC AREAS

McTighe & Seif

Instructional Programs and PracticesHow should we teach to achieve 21st century outcomes?

INDICATOR THREE: STUDENTS HAVE MULTIPLE OPPORTUNITIES TO TRANSFER LEARNING TO NEW SITUATIONS

INDICATOR FOUR: TEACHERS USE ONGOING ASSESSMENTS TO MONITOR STUDENTS’ LEVEL OF UNDERSTANDING OF IDEAS AND SKILLS, AND ADJUST AND PACE AND LEVEL OF INSTRUCTION ACCORDINGLY

McTighe & Seif

Instructional Programs and PracticesHow should we teach to achieve 21st century outcomes?

INDICATOR FIVE: TEACHERS ESTABLISH A CLASSROOM CULTURE AND CLIMATE THAT VALUES STUDENT PARTICIPATION; RESPECTS STUDENT IDEAS, QUESTIONS, AND CONTRIBUTIONS; AND ENCOURAGES STUDENTS TO GENERATE IDEAS, QUESTIONS, AND CONJECTURES

McTighe & Seif

Systemic Support:

What policies, school structures, and resource allocations are needed to support the development of 21st century outcomes?

McTighe & Seif

Framework for 21st Century Learning:Summary of Key Points

MISSION STATEMENTLEARNING PRINCIPLESCURRICULUMASSESSMENTINSTRUCTIONSYSTEMIC FACTORS

Jay McTighe & Elliott Seif

How might teachers respond and join their learners in the 21st century mindset?

FOCUS ON 3 WAYS TO RESPOND TO THE CHALLENGES

CONSIDER FUNCTIONS RATHER THAN TOOLS

REVISING TECHNOLOGY POLICIES

DEVELOPING STUDENTS’ MINDS THROUGH INTENTIONAL INSTRUCTION

Fisher & Frey

How do we prepare learners for mastery of 21st century skills?

GRADUAL RELEASE OF RESPONSIBILITYFOCUS LESSONSGUIDED INSTRUCTIONCOLLABORATIVE TASKSINDEPENDENT LEARNING

Fisher & Frey

Humans need to communicate, share, store and create. As a species, we’ve engaged in these functions for centuries. There’s really nothing new about them. What is new are the forms, or tools, that students use to meet these needs.

Fisher & Frey

Focus areas and skills in the 21st Century Core

Think, Pair, Share…

READ YOUR ASSIGNED SLIDE AND JOT DOWN HOW YOUR CURRICULUM UNITS AT YOUR LEVEL (AGE APPROPRIATE) MIGHT ADDRESS SOME OF THE TARGETED 21ST CENTURY SKILLS.WITH YOUR PARTNER DISCUSS HOW YOU BE ABLE TO INTEGRATE OPPORTUNITIES FOR YOUR STUDENTS TO PRACTICE THESE SKILLS INTO YOUR CLASSROOM.CHOOSE ONE OF YOU TO REPORT BACK TO THE GROUP. EXPLAIN WHAT TOPIC YOU HAD TO DISCUSS AND WHAT YOUR REFLECTIONS ARE AS A PAIR.

Global Awareness

• Using 21st century skills to understand and address global issues

• Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts

• Understanding other nations and cultures, including the use of non-English languages

Civic Literacy

• Participating effectively in civic life through knowing how to stay informed and understanding governmental processes

• Exercising the rights and obligations of citizenship at local, state, national and global levels

• Understanding the local and global implications of civic decisions

Health Literacy• Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that are health enhancing

• Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction

• Using available information to make appropriate health-related decisions

• Establishing and monitoring personal and family health goals

• Understanding national and international public health and safety issues

Environmental Literacy• Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems

• Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population growth, population development, resource consumption rate, etc.)

• Investigate and analyze environmental issues, and make accurate conclusions about effective solutions

• Take individual and collective action towards addressing environmental challenges (e.g., participating in global actions, designing solutions that inspire action on environmental issues)

Flexibility & Adaptability

Adapt to Change• Adapt to varied roles, jobs responsibilities, schedules and contexts

•  Work effectively in a climate of ambiguity and changing priorities

Be Flexible• Incorporate feedback effectively• Deal positively with praise, setbacks and criticism

• Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments

Initiative & Self-DirectionManage Goals and Time• Set goals with tangible and intangible success criteria• Balance tactical (short-term) and strategic (long-term)

goals• Utilize time and manage workload efficiently

Work Independently• Monitor, define, prioritize and complete tasks without

direct oversight

Be Self-directed Learners• Go beyond basic mastery of skills and/or curriculum to

explore and expand one’s own learning and opportunities to gain expertise

• Demonstrate initiative to advance skill levels towards a professional level

• Demonstrate commitment to learning as a lifelong process

• Reflect critically on past experiences in order to inform future progress

Social & Cross-Cultural Skills

Interact Effectively with Others• Know when it is appropriate to listen and when to

speak• Conduct themselves in a respectable, professional

manner

Work Effectively in Diverse Teams• Respect cultural differences and work

effectively with people from a range of social and cultural backgrounds

• Respond open-mindedly to different ideas and values

• Leverage social and cultural differences to create new ideas and increase both innovation and quality of work

Productivity & Accountability

Manage Projects• Set and meet goals, even in the face of

obstacles and competing pressure• Prioritize, plan and manage work to achieve the

intended result

Produce Results• Demonstrate additional attributes associated

with producing high quality products including the abilities to:

• Work positively and ethically• Manage time and projects effectively• Multi-task

• Participate actively, as well as be reliable and punctual

• Present oneself professionally and with proper etiquette

• Collaborate and cooperate effectively with teams

• Respect and appreciate team diversity• Be accountable for results

Produce Results cont’d

Leadership & Responsibility

Guide and Lead Others• Use interpersonal and problem-solving skills to influence and guide others toward a goal

• Leverage strengths of others to accomplish a common goal

• Inspire others to reach their very best via example and selflessness

• Demonstrate integrity and ethical behavior in using influence and power

Be Responsible to Others• Act responsibly with the interests of the larger community in mind

Communication & Collaboration

Communicate Clearly• Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts

• Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions

• Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

• Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact

• Communicate effectively in diverse environments

(including multi-lingual)

Collaborate with Others

• Demonstrate ability to work effectively and respectfully with diverse teams

• Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal

• Assume shared responsibility for collaborative work, and value the individual contributions made by each team member

Today’s life and work environments require far more than thinking skills

and content knowledge.

The ability to navigate the complex life and work environments in the

globally competitive information age requires students to pay rigorous

attention to developing adequate life and career skills.

Possible Presentation Sessions

Instructional Fair in Oct.Aug. 13 a.m. WL whole group mtg.Fall/spring PD for Elem or Second.

SLTInstructional Ser vices Staff mtg.

SOF District Task ForceSchool Staff mtg.

KITELL PD mtgPTA mtg.Other??