passionbased neshaminy

Sheryl Nussbaum-Beachsnbeach- Twitter, Skype, Diigosnbeach50- Delicioussnbeach@cox.net

All Materials- http://21stcenturylearning.wikispaces.com

Source: enGauge 21st Century Skills

• Critical thinking and problem-solving

• Collaboration across networks and leading by influence

• Agility and adaptability

• Initiative and entrepreneurialism

• Effective oral and written communication

• Accessing and analyzing information

• Curiosity and imagination

Tony Wagner’s Seven Survival Skills as defined in his most recent book, The Global Achievement Gap.

If all students are to acquire these survival skills for success in the 21st Century, then what systemic changes must take place in our schools and classrooms? What do good schools look like - schools where all students are mastering skills that matter the most?

New Media Literacies- What are they?

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

Rethinking Teaching and Learning

1. Multiliterate

2. Change in pedagogy

3.Change in the way classrooms are managed

4.A move from deficit based instruction to strength based learning

5.Collaboration and communication Inside and Outside the classroom

6.

TPCK Model

There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website:

http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge

• 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

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

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

Spiral – Not Linear DevelopmentTechnology

USEMechanical

Technology Integrate

Meaningful

Technology Innovate

Generative

Bloom's Taxonomy Blooms DigitallyBy Andrew Churcheshttp://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v2.12.pdf

http://www.techlearning.com/shared/printableArticle.php?articleID=196605124

Andrew has embedded 21st centurized verbs into the new levels of Bloom’s taxonomy.

Shifts focus of literacy from individual expression to community involvement.

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”

SharingSharing leads to connecting which is the starting place for community building. Sharing is important within the context of communities as well.

Cooperating

Cooperation in communities allows many schools across an entire state to work together to create artifacts and thin walled classrooms.

Collaborating

Collaboration within a community can result in outcomes that impact policy, influence working conditions, or result in a project that displays the "wisdom of the crowd" at its best.

Collective Action

Collective action in a community often results in positive global change.

25 Days to Make a Difference

Twitter

Letting Student Passion and Interest Rule the Curriculum

Lisa Duke's students at First Flight High School in the Outer Banks in NC created this video as part of a service project in her Civics and Economics course curriculum.

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

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 student motivation or lead to student engagement

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

From this

To This

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

Academic Learning TimeDavid Berliner

Pace- Is each learner actively engaged? Timing and delivery paced well?

Focus Are learning activities within core content aqnd aimed at helping them get better at something?

Stretch Are learners being optimally challenged? Not too easy or difficult.

Stickiness Is activity designed such that it will stick and not be memorized and forgotten?

Passion-based learning is more than quick learning bites used to produce test mastery…

Geetha Narayanan talks about the need for slow, wholesome learning. She looks at ways to bring people, technology, and learning together with a new conceptual framework.

3- types of educational leaders in terms of relationship with technology

• techno-skeptics

• techno-evangelists

• techno-mimetics .

techo-skeptics- The techno-skeptics take the view that nothing can or should really change. Rooted in the continuity of grade-based schooling and of linear and sequential learning.

The skeptics value technology as a tool as long as it is in the right place - the lab and not the classroom, with specialist rather than generalist teachers and within the purview of a formal department such as computer studies and not integrated into the mainstream curriculum.

They privilege the authority of the printed word, the traditional teacher, and the paper and pencil test.

techo-evangelist- They come from a wide range of disciplines and backgrounds and have worked hard over the years to substantiate their positions through research and development.

Their world view is that a combination of speed, of simultaneity, of virtual simulations and distributed cognition will capacitate learners of all ages and from all backgrounds to survive in the 21st century.

At the classroom level the evangelists use research on brain-based learning, learning styles, situated learning and constructionism to argue for an integrated curriculum with a focus on instructional strategies that foster inquiry and research.

techo-mimetics- as their label suggests, copiers who settle for the latest fashions, fads or trends in education, technology being no exception. Their interest in technology is short-lived and transient.

Therefore their schools have large state of the art computer labs, with perhaps both broadband connectivity and wi-fi; their brochures repeat the current rhetoric on technology-related learning and they invest a lot in both mass and custom made brands to support this position.

To mimetics education is like a shopping mall or a theme park, something that has value only in the short term as long as it attracts young consumer-learners who can plug, play and perhaps even learn!

Powerful Conversations through Collaborative Assessment

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

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

Step 2- What Tool Fits?Web 2.0 Tools and Marzano

Developed by Stephanie Sandifer (author of Change Agency)

Web2.0 that Workshttp://web2thatworks.com/index.php?title=Main_Page

NECC Presentation

http://web2thatworks.com/index.php?title=NECC

Pick the Content

Choose the Strategy

Choose the Tool

Create the Learning Activity

Use Shirky to Make it 21st Century

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

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, Collaborate, Collective Action