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Teaching and learning in the 21st century

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  • 1. www.21stcenturyskillsbook.com
  • 2. Are our students ready for the newAre our students ready for the new global economy?global economy?
  • 3. Are your students:Are your students: • Critical thinkers? • Problem solvers? • Good communicators? • Good collaborators? Conclusion • Good collaborators? • Information and technology literate? • Flexible and adaptable? • Innovative and creative? • Globally competent? • Financially literate?
  • 4. TraditionalTraditional NewNew Teacher-centered instruction Student-centered learning Single sense stimulation Multi-sensory stimulation Single path progression Multi-path progression Single media Multimedia Isolated work Collaborative work Information delivery Information exchange New Learning EnvironmentNew Learning Environment Information delivery Information exchange Passive learning Active/ exploratory/ inquiry- based learning Factual/literal thinking Critical thinking, Informed decisions Reactive response Proactive/planned action Isolated, artificial context Authentic, real world context
  • 5. (
  • 6. Why Do We Send Our Kids to School? The Four Question Exercise Why Do We Send Our Kids to School? The Four Question Exercise
  • 7. "Prediction is difficult –especially when it involves the future.” "Prediction is difficult –especially when it involves the future.” Mark Twain Why Do We Send Our Kids to School? Mark Twain
  • 8. Imagine you have a child, grandchild, niece or nephew or any child whom you love and care about deeply, and this child is just starting preschool this year. ScenarioScenario forfor QuestionsQuestions 11 andand 22:: TheThe FourFour QuestionQuestion ExerciseExercise Why Do We Send Our Kids to School? child is just starting preschool this year. Then consider the following four questions, making notes as you go.
  • 9. 1. What will the world be like in 20 or so years from now when your child has left school and Why Do We Send Our Kids to School? child has left school and is out in the world?
  • 10. “Learning is what most adults will do for a living in the 21stCentury.” “Learning is what most adults will do for a living in the 21stCentury.” Sydney Perleman Why Do We Send Our Kids to School? Sydney Perleman
  • 11. 2. What skills will your child need to be successful in this world you have imagined twenty years from now? Why Do We Send Our Kids to School? twenty years from now?
  • 12. Scenario for question 3: Now think about your own life and the times when you were really learning, so much and so deeply, that Why Do We Send Our Kids to School? learning, so much and so deeply, that you would call these the “peak learning experiences” of your life.
  • 13. 3. What were the conditions that made your high-performance Why Do We Send Our Kids to School? learning experiences so powerful?
  • 14. Checkpoint before answering question 4: Look over your answers to the first three questions and think about how most students currently spend their time Why Do We Send Our Kids to School? most students currently spend their time each day in school. Then consider the final question.
  • 15. 4. What would learning be like if it were designed around your answers to the first three Why Do We Send Our Kids to School? to the first three questions?
  • 16. “The best way to predict the future is to invent it.“ “The best way to predict the future is to invent it.“ Alan Kay Why Do We Send Our Kids to School? Alan Kay
  • 17. The Perfect Learning StormThe Perfect Learning Storm Four powerful forces are converging and leading us toward new ways of learning for life in the 21st century: – Knowledge work Why Do We Send Our Kids to School? – – Thinking tools – Digital lifestyles – Learning research •21st Century Skills: Learning for Life in Our Times by Bernie Trilling & Charles Fadel
  • 18. Knowledge WorkKnowledge Work • Collaboration with team members • Create and Innovate new products and services that solve real world problems • Attract students to technical fields Why Do We Send Our Kids to School? • Attract students to technical fields through corporations investing in schools. •21st Century Skills: Learning for Life in Our Times by Bernie Trilling & Charles Fadel
  • 19. Thinking ToolsThinking Tools • Computer microchips continue to double their processing speed every eighteen months. • The density of data we can store doubles every twelve months. • The amount of information we can transmit Why Do We Send Our Kids to School? • The amount of information we can transmit over optical fibers doubles every nine months. •21st Century Skills: Learning for Life in Our Times by Bernie Trilling & Charles Fadel
  • 20. Digital LifestylesDigital Lifestyles The mental tasks of knowledge work – accessing, searching, analyzing, storing, managing, creating, and communicating information and knowledge – are becoming easier and more efficient as our Why Do We Send Our Kids to School? digital tools for thinking, learning, communicating, collaborating, and working, become more powerful, integrated, connected, and easier to use. •21st Century Skills: Learning for Life in Our Times by Bernie Trilling & Charles Fadel
  • 21. Learning ResearchLearning Research Why Do We Send Our Kids to School? Five key findings from research in the science of learning can be used to direct and guide our efforts to reshape learning: Authentic learning •21st Century Skills: Learning for Life in Our Times by Bernie Trilling & Charles Fadel Authentic learning Mental model building Internal motivation Multiple intelligences Social learning
  • 22. Catching Up or Leading the WayCatching Up or Leading the Way We thus face a choice of what we want: • A diversity of talents, of individuals who are passionate, curious, self-confident, and risk takers. • Or a nation of excellent test takers, outstanding Why Do We Send Our Kids to School? • Or a nation of excellent test takers, outstanding performers on math and reading tests. From Catching Up or Leading the Way, by Yong Zhao, 2009
  • 23. TheThe WorldWorld HasHas ChangedChanged TheThe PlayingPlaying FieldField HasHasTheThe PlayingPlaying FieldField HasHas BeenBeen FlattenedFlattened
  • 24. The World is Getting Flatter!The World is Getting Flatter! Globalization 1.0 –1492 to 1800 World Shrinks from Size L to M –Countries Competing Globalization 2.0 –1800 to 2000 [Thanks to Information and Computing Technology] The World Has Changed Globalization 2.0 –1800 to 2000 Shrinks from M to S –Multinationals Competing Globalization 3.0 –2000 to Now From S to Tiny and Flatter –Individuals Competing
  • 25. WWHATHAT ISIS FLATTENINGFLATTENING THETHE WORLDWORLD?? How does the “flat world” impact you and your projects? How to manage and govern your projects in today’s world? The World Has Changed world?
  • 26. IINN THETHE NEWNEW WORLDWORLD:: • A call center in the Philippines answers support questions from a distributor in England for software that was designed in California, coded in India and tested in Ireland. The World Has Changed • Your competition can be a company that has no physical offices, very low fixed costs, even no full time employees; just a network of individuals across the globe who collaborate 24/7 and can execute any project.
  • 27. IINN THETHE NEWNEW WORLDWORLD:: These new players are stepping onto the playing field legacy free, meaning that many of them were so far behind they can leap right into the new technologies without The World Has Changed having to worry about all the sunken costs of old systems. –The World is Flat
  • 28. IINN THETHE NEWNEW WORLDWORLD:: From vertical (command and control) value-creation model to an increasingly horizontal (connect The World Has Changed increasingly horizontal (connect and collaborate) creation model - The World is Flat
  • 29. TheThe Forces that flattened the world:Forces that flattened the world: “flat world”“flat world” • Globalization • Workflow tools • Outsourcing, in-sourcing The World Has Changed • Off-shoring • The net, search engines
  • 30. The 10 World FlattenersThe 10 World Flatteners 11/9/1989: Berlin Wall came down 8/9/1995: Netscape IPO 1.1. 2.2. The World Has Changed Workflow Software Developed3.3.
  • 31. The 10 World FlattenersThe 10 World Flatteners 11/9/1989: Berlin Wall came down – Worldwide balance of power shifted to free markets – Each outbreak of freedom stimulated another outbreak 8/9/1995: Netscape IPO Sparked the dot com boom and over-investment in 1.1. 2.2. The World Has Changed – Sparked the dot com boom and over-investment in fiber optic cable (connected the world) – First commercial browser, invigorated internet use Workflow Software Developed – Software and standards developed that allow people to work together – Created a global platform that enabled collaboration 3.3.
  • 32. The 10 World FlattenersThe 10 World Flatteners Open-Sourcing Out-Sourcing 4.4. 5.5. The World Has Changed Out-Sourcing Off-Shoring 5.5. 6.6.
  • 33. The 10 World FlattenersThe 10 World Flatteners 4.4. 5.5. Open-Sourcing – Self-organizing collaborative communities – Free code written by individuals and shared openly Out-Sourcing – Any service, call center, business support operation, or knowledge work that can be digitized can be sourced globally – Opportunity to seek cheapest, smartest, most efficient providers The World Has Changed 6.6. – Opportunity to seek cheapest, smartest, most efficient providers Off-Shoring – Companies move entire factory or operation offshore to foreign country – Same product produces in same way with cheaper labor, lower taxes, etc.
  • 34. The 10 World FlattenersThe 10 World Flatteners 7.7. Supply-Chaining The World Has Changed 8.8. In-Sourcing
  • 35. Supply-Chaining – Wal-Mart pioneered global supply chain efficiency – An item is purchased in Wichita, KS and another one is instantly produced in Beijing 7.7. The 10 World FlattenersThe 10 World Flatteners The World Has Changed In-Sourcing – Logistics giants take control of customer supply chains – UPS provides internal logistics support for other companies 8.8.
  • 36. The 10 World FlattenersThe 10 World Flatteners Informing Steroids 9.9. 10.10. The World Has Changed Steroids10.10.
  • 37. Informing – Search engines (Google, Yahoo!, etc) provide universal access to information – Individuals empowered to find information 9.9. The 10 World FlattenersThe 10 World Flatteners The World Has Changed information Steroids – Wireless, VoIP, file sharing that enhance the collaboration tools – Digital, mobile, virtual and personal technologies explode 10.10.
  • 38. A New Age is HereA New Age is Here The World Has Changed
  • 39. A Monumental ShiftA Monumental Shift The World Has Changed
  • 40. From the Agriculture AgeFrom the Agriculture Age to the Conceptual Ageto the Conceptual Age Affluence, Technology, Globalization Information Age (knowledge worker) Conceptual Age (creators and empathizers) The World Has Changed 18th century 19th century 20th century 21st century Agricultural Age (farmers) Industrial Age (factory workers) worker) ASCD Allen Parish 2010; Rye and Herold
  • 41. The World Has Changed
  • 42. ““When I was growing up my parentsWhen I was growing up my parents used to say to me, ‘Tom finish yourused to say to me, ‘Tom finish your dinnerdinner ––people in China and India arepeople in China and India are starving.’ My advice tostarving.’ My advice to [students now] is ‘Finish your[students now] is ‘Finish your The World Has Changed [students now] is ‘Finish your[students now] is ‘Finish your homeworkhomework –– peoplepeople in China and India are starvingin China and India are starving for your jobs”.for your jobs”. Tom Friedman
  • 43. We’ve gone from: Brawn-power to The World Has Changed
  • 44. We’ve gone from: Brawn-power to Brain-power The World Has Changed
  • 45. We’ve gone from: Brawn-power to Brain-power Horse-power to The World Has Changed
  • 46. We’ve gone from: Brawn-power to Brain-power Horse-power to Hertz-power • Learning • Knowledge-creation • Innovation The World Has Changed • Innovation Are the central pursuits of our Knowledge Age, and the only real edge in a highly competitive global economy.
  • 47. EDUCATION’S ROLE IN THE 21EDUCATION’S ROLE IN THE 21STST CENTURYCENTURY The World Has Changed • Contributing to Work and Society • Fulfilling Personal Talents • Fulfilling Civic Responsibilities• Fulfilling Civic Responsibilities • Carrying forward tradition and values
  • 48. 3Rs The World Has Changed 3Rs
  • 49. 3Rs (Reading, ‘Riting, & The World Has Changed (Reading, ‘Riting, & ‘Rithmetic)
  • 50. 3Rs X 7Cs = The World Has Changed 3Rs X 7Cs =
  • 51. 3Rs X 7Cs = The World Has Changed 3Rs X 7Cs = 21st Century Learning
  • 52. The World Has Changed More C’s?: Curiosity, Caring, Confidence, Citizenship, Conscience, …?
  • 53. P21 Skills FrameworkP21 Skills Framework The World Has Changed
  • 54. 2010 Critical Skills Survey2010 Critical Skills Survey American Management Association, in conjunction with *P21, surveyed 2,115 managers and other executives about the needs of the 21st century workforce. The World Has Changed 21st century workforce. *Partnership for 21st century Skills
  • 55. How are the seven Cs recognizedHow are the seven Cs recognized within organizations?within organizations? Has your organization identified these skills as priorities for employee development, talent management, and succession planning? Skill Agree/Strongly Agree The World Has Changed Skill Agree/Strongly Agree Critical Thinking 73.3% Communication Skills 79.2% Collaborative/team building 72.3% Creativity and innovation 66.6%
  • 56. What has changed in business today?What has changed in business today? How do you believe your organization will view these skills and competencies in the next 3-5 years? Skill Agree/Strongly Agree Will become less important 0.6% The World Has Changed Will become less important 0.6% Will remain the same 22.5% Will become more important 75.7% No opinion 1.1% Source: AMA/P21 2010 Critical Skills Survey, released April 2010
  • 57. What has changed in business today?What has changed in business today? As the economy improves, how important are the following skills and competencies in helping grow your organization? Skill Agree/Strongly Agree The World Has Changed Critical Thinking 97.1% Communication Skills 95.3% Collaboration/team building 92.0% Creativity and Innovation 93.1% Source: AMA/P21 2010 Critical Skills Survey, released April 2010
  • 58. Is the workforce prepared?Is the workforce prepared? How would you compare the skills levels of the experienced workers versus the recent graduates within your organization? Above Average/ Highest Ability The World Has Changed Above Average/ Highest Ability Experienced workers 58.5% Recent Graduates 30.1% Source: AMA/P21 2010 Critical Skills Survey, released April 2010
  • 59. Preparing the next generationPreparing the next generation Do you agree that fusing the three Rs (reading, writing, and arithmetic) with the 7Cs ensures 21st century readiness for students today? Agree/Strongly Agree 79.5% The World Has Changed Agree/Strongly Agree 79.5%
  • 60. Headlines in the news…Headlines in the news… The World Has Changed
  • 61. “Schools are stuck in the 20th century. Students have rushed into the 21st. How can schools catch up and provide students with a relevant education?” The World Has Changed with a relevant education?” Marc Prensky
  • 62. Retool Instruction,Retool Instruction, or America will fail.or America will fail. The World Has Changed or America will fail.or America will fail.
  • 63. We are currentlyWe are currently preparing students forstudents for jobs that don’t yetjobs that don’t yet The World Has Changed jobs that don’t yetjobs that don’t yet exist . . .exist . . .
  • 64. InIn ChinaChina last year B.S.’s inlast year B.S.’s in engineering represented 46% ofengineering represented 46% of all university degrees;all university degrees; The World Has Changed all university degrees;all university degrees; In America, it was 5%.In America, it was 5%.
  • 65. “What needs to change about“What needs to change about our curriculum when ourour curriculum when our students have the ability tostudents have the ability to The World Has Changed students have the ability tostudents have the ability to reach audiences far beyondreach audiences far beyond our classroom walls?”our classroom walls?”
  • 66. P21 MembersP21 Members The World Has Changed
  • 67. One of education`s chief roles is toOne of education`s chief roles is to prepare future workers andprepare future workers and citizenscitizens toto deal with the challengesdeal with the challenges ofof their times.their times. The World Has Changed ofof their times.their times.
  • 68. OUR COUNTRY IS COMPETING IN AOUR COUNTRY IS COMPETING IN A GLOBAL ECONOMY THATGLOBAL ECONOMY THAT DEMANDS INNOVATION;DEMANDS INNOVATION; OUROUR EDUCATION SYSTEM MUSTEDUCATION SYSTEM MUST The World Has Changed OUROUR EDUCATION SYSTEM MUSTEDUCATION SYSTEM MUST KEEP UP.KEEP UP.
  • 69. As one person put it,As one person put it, “Learning is what most“Learning is what most adults will do in theadults will do in the The World Has Changed adults will do in theadults will do in the 21st Century.”21st Century.”
  • 70. OurOur StudentsStudents HaveHave ChangedChanged DigitalDigital NativesNatives vs. Digitalvs. Digital ImmigrantsImmigrantsImmigrantsImmigrants
  • 71. “Children are native to“Children are native to cyberspace, and we, as adults,cyberspace, and we, as adults, areare immigrantsimmigrants.”.” Our Students Have Changed areare immigrantsimmigrants.”.” Douglas Rushkoff
  • 72. Our Students Have Changed Our students areOur students are Digital Natives.Digital Natives. - Mark Prensky
  • 73. The great myth is that these “digital natives”The great myth is that these “digital natives” know more about this new informationknow more about this new information environment than we doenvironment than we do.. But here’s the realityBut here’s the reality:: they may be experts inthey may be experts in entertainingentertaining themselvesthemselves online, but they know almost nothing aboutonline, but they know almost nothing about educating themselves onlineeducating themselves online.. Our Students Have Changed educating themselves onlineeducating themselves online.. Michael Wesch Professor of Digital Ethnography Kansas State University
  • 74. LearningLearning ThenThen && NowNow Our Students Have Changed
  • 75. It is not about the technology, but about learning… … It is about the tools that will help us improve learning… …the tools that give us the ability to connect, collaborate and communicate with others Our Students Have Changed collaborate and communicate with others around the world.
  • 76. . . . will use technologies that haven’t been invented to do jobs that don’t exist, YET. . . . networked . . . multi-tasker . . . digitally literate Century Learner . . .Century Learner . . . Our Students Have Changed . . . craves interactivity . . . strong visual-spatial skills . . . tethered to the internet . . . wants to learn things that matter . . . wants to be challenged to reach own conclusions
  • 77. Instruction for Century SkillsInstruction for Century Skills Relevant to student outside the classroom Student is highly engaged Student has a choice and voice in his/her learning Our Students Have Changed Student takes ownership for own learning Includes higher order thinking - creativity and innovation Learning tasks elicit evidence of learning
  • 78. LearningLearning Then Now Our Students Have Changed
  • 79. LearningLearning Then Now Our Students Have Changed
  • 80. LearningLearning Then Now Our Students Have Changed
  • 81. LearningLearning Then Now Our Students Have Changed
  • 82. LearningLearning Then Now Our Students Have Changed
  • 83. LearningLearning Then Now Our Students Have Changed
  • 84. LearningLearning Then Now Our Students Have Changed
  • 85. LearningLearning Then Now Our Students Have Changed
  • 86. LearningLearning Then Now Our Students Have Changed
  • 87. LearningLearning Then Now Our Students Have Changed
  • 88. LearningLearning Then Now Our Students Have Changed
  • 89. LearningLearning Then Now Our Students Have Changed
  • 90. LearningLearning Then Now Our Students Have Changed
  • 91. LearningLearning Then Now Our Students Have Changed
  • 92. LearningLearning Then Now Our Students Have Changed
  • 93. LearningLearning Then Now Our Students Have Changed
  • 94. LearningLearning Then Now Our Students Have Changed
  • 95. With which do you identify more?With which do you identify more? Our Students Have Changed
  • 96. POP QUIZPOP QUIZ Our Students Have Changed POP QUIZPOP QUIZ (Boomer to Zoomer quiz)
  • 97. WhyWhy areare 2121stst centurycentury skillsskills importantimportant?? Our Students Have Changed importantimportant??
  • 98. Today’s education facesToday’s education faces irrelevance unless weirrelevance unless we bridge the gap betweenbridge the gap between Our Students Have Changed bridge the gap betweenbridge the gap between how students live and howhow students live and how students learn.students learn.
  • 99. Digital NativesDigital Natives NetNet--GenersGeners NetizensNetizens HomoHomo--ZappiensZappiens Our Students Have Changed HomoHomo--ZappiensZappiens
  • 100. Are you teaching studentsAre you teaching students who are for the most part,who are for the most part, Digital ImmigrantsDigital Immigrants Our Students Have Changed Digital ImmigrantsDigital Immigrants or Digital Natives?or Digital Natives?
  • 101. How they want to learnHow they want to learn Through engaged doing, creating and sharing Around things they care about With others in frequent social interactions From media that provide rapid Through switching between multiple From random access explorations of Our Students Have Changed feedback media information Through tackling complexity one level at a time Through creative problem-solving and answer-finding Through play and games, and by creating ways for others to learn what they have learned
  • 102. Role of ICTRole of ICT Phase 1- Learning from technology History of Use of ICT-for-Learning Our Students Have Changed technology
  • 103. Role of ICTRole of ICTPhase 1- Learning from technology Phase 2- Learning about Our Students Have Changed technology
  • 104. Role of ICTRole of ICTPhase 1- Learning from technology Phase 2- Learning about Our Students Have Changed technology Phase 3- Learning with technology Key Idea- Ultimate goal of ICT use is when it’s used as a tool for THINKING and LEARNING
  • 105. The Five Cs of Learning Theory Context – Authentic Learning Construction – Mental model building New Learning TheoryNew Learning Theory Our Students Have Changed Construction – Mental model building Caring- Intrinsic Motivation Competence – Multiple Intelligences Community – Leaning socilally in graups
  • 106. Old ICT : Information and Communication Technologies New ICT: Innovation, Collaboration, ICT from Old to NewICT from Old to New Our Students Have Changed Transformation
  • 107. TheThe NewNew LearningLearning CurveCurve Our Students Have Changed TheThe NewNew LearningLearning CurveCurve
  • 108. Our Students Have Changed Common patterns of learning with technology have emerged. Pattern above represents curve found in Developed Countries.
  • 109. Our Students Have Changed Pattern above represents curve in Developing Countries.
  • 110. “The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.” Jean Piaget Our Students Have Changed “In times of drastic change, it is the learners who inherit the future.“ Eric Hoffer
  • 111. SchoolsSchools HaveHave ChangedChanged FromFrom ““HolesHoles toto WholesWholes”” InIn EducationEducationInIn EducationEducation
  • 112. Schools Have Changed
  • 113. Top things new jobs require • Technological Fluency 81% • Communications Collaboration The World Has ChangedThe World Has Changed Schools Have Changed • Collaboration • Ability to solve complex problems • Creativity • Analytical and thinking skills David Thornburg
  • 114. The Education System Hasn’tThe Education System Hasn’t 5050 minutes 66 hours Schools Have Changed 66 hours 180180 days
  • 115. The Education System Hasn’tThe Education System Hasn’t Relationship between time and achievement • Time is fixed and achievement is variable Schools Have Changed is variable • Make achievement fixed and time variable
  • 116. The Education System Hasn’tThe Education System Hasn’t The Tech Integration Continuum – Technology is an add on – Word processing essays – Using the Internet to find plans – Web quests Schools Have Changed – Web quests – Teacher created lessons – Student initiated education
  • 117. Students Expect ItStudents Expect It • 27 hours in front of computers at home, and 24 hours in front of TV • At school, the average amount of Schools Have Changed • At school, the average amount of technology time is 15 minutes a week.
  • 118. Students Expect ItStudents Expect It “We have technology in our blood.” High School Student, U.S. Department of Education’s National Schools Have Changed High School Student, U.S. Department of Education’s National Technology Plan 2004
  • 119. What Happens If We Don’t?What Happens If We Don’t? • If our curriculum continues to be about information, kids don’t need us. • If it’s about personal development, they need us. Kids used to come to us experience rich and Schools Have Changed Kids used to come to us experience rich and information poor; now they come to us information rich, and experience poor.
  • 120. What Happens If We Don’t?What Happens If We Don’t? • If we don’t respond to our customers they are going to go somewhere else –Time and place have become irrelevant • If we don’t respond to our customers Schools Have Changed • If we don’t respond to our customers advanced jobs will continue to leave
  • 121. What Happens If We Don’t?What Happens If We Don’t? “20 years ago there were 17 workers for every recipient of Social Security benefits; today Schools Have Changed Social Security benefits; today the ratio is 3 to 1. In fifteen years it will be down to 2 to 1.” David Hollister, 12/5/04, 2004 EPFP Leadership Forum, Miami Beach
  • 122. What Happens If We Don’t?What Happens If We Don’t? China, Russia and India have added 3 billion new members to the world economy. If only 10% of them are highly educated then they will have 300 million skilled people, more than Schools Have Changed will have 300 million skilled people, more than the work force of the United States. Susan Patrick Director of Education Technology US Department of Education, 4/7/05
  • 123. What Happens When We Do?What Happens When We Do? ● School is more relevant ● Students are more engaged Schools Have Changed ● Dropout rates decline ● Learning is transformed
  • 124. “The central issue to creating change is never just strategy, structure, culture, or systems. The core of the matter is always about changing behavior of people… Schools Have Changed about changing behavior of people… how they see and think about what is new or proposed...” John Kotter The Heart of Change
  • 125. …And ultimately we…And ultimately we become what we think about… Andbecome what we think about… And this is also true forthis is also true for Schools Have Changed organizations…because…organizations…because…
  • 126. … organizations don’t… organizations don’t change. People change and thenchange. People change and then they change the organization,they change the organization, institution, their community, theinstitution, their community, the Schools Have Changed institution, their community, theinstitution, their community, the world!world!
  • 127. What is this phenomena called Change?What is this phenomena called Change? • To make a difference • To give and receive reciprocally – change places • To exchange for or replace for another Schools Have Changed • To exchange for or replace for another • To lay aside • To give a totally different form or appearance • To transform • To become different
  • 128. Don’Don’ t like itt like it RRevolutionaryevolutionary 0 10 20 30 40 50 60 70 80 90 100 Responding to ChangeResponding to Change Schools Have Changed 129 5% Don’t like change at all. “Don’t like it one bit. 65% Comfortable with progressive nature of change 20% Enthusiastically embrace change of all kinds 10% On the frenetic edge… “Change is me!”
  • 129. So why is education fallingSo why is education falling short in preparing studentsshort in preparing students Schools Have Changed 130 short in preparing studentsshort in preparing students forfor centurycentury work?work?
  • 130. What can schools do?What can schools do? Schools Have Changed 131 What can schools do?What can schools do?
  • 131. 2121st Centuryst Century Learning:Learning: WhatWhat does it involve?does it involve? 1. Emphasize core subjects* 2. Emphasize learning skills* 3. Use 21st Century tools to develop Schools Have Changed 3. Use 21st Century tools to develop learning skills (computers, internet, other technology)
  • 132. 2121st Century Learning: What does it involve?st Century Learning: What does it involve? 1. Emphasize core subjects* 2. Emphasize learning skills* 3. Use 21st Century tools to develop learning skills (computers, internet, other technology) 4. Teach and learn in a 21st Century context (relevance to students’ life, authentic learning experiences, bring world into classroom, go Schools Have Changed experiences, bring world into classroom, go out into the world) 5. Teach and learn 21st Century content* 6. Use 21st Century assessment that measures 21st Century skills (classroom assessments and standardized tests) * see Framework, next slide
  • 133. Core Subjects and 21st Century Themes Life and Career Skills P21 Skills FrameworkP21 Skills Framework Schools Have Changed 134 Learning and Innovation Skills Information, Media and Technology Skills
  • 134. • English • Reading/Lang Arts • World Languages • Arts • Mathematics • Economics Core SubjectsCore Subjects 21st Century Themes21st Century Themes (21st Century Content) • Global Awareness • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Health Literacy Schools Have Changed • Science • Geography • History • Government • Civics
  • 135. Learning andLearning and Innovation SkillsInnovation Skills • Creativity and Innovation Skills (ISTE 1) • Critical Thinking and Problem Solving Skills (ISTE 4) • Communication and Information, Media &Information, Media & Technology SkillsTechnology Skills • Information Literacy (ISTE 3) • Media Literacy • ICT Literacy (Information, Communications, and Technology) Schools Have Changed 136 • Communication and Collaboration Skills (ISTE 2) ISTE 5 - Digital Citizenship ISTE 6 - Technology operations and concepts
  • 136. Life and Career SkillsLife and Career Skills • Flexibility and Adaptability • Initiative and Self Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility Schools Have Changed • Leadership and Responsibility
  • 137. OneOne School’sSchool’s ProposalProposal forfor ChangeChange AA ParadigmParadigm ShiftShift:: FromFrom PassivePassive toto ActiveActive LearningLearning
  • 138. One School’s Proposal for Change More C’s?: Curiosity, Caring, Confidence, Citizenship, Conscience, …?
  • 139. Critical Thinking –and- Doing • Define problems in complex, overlapping, ill-defined domains • Use available tools & expertise for research and analysis • Design promising solutions and courses of action 7C’s7C’s DefinedDefined One School’s Proposal for Change Creativity • Come up with new solutions to old problems • Discover new principles and invent new products • Create new ways to manage complex processes and diverse teams of people
  • 140. Collaboration • Team with others using multiple talents to solve complex problems • Team with others to create complex tools, services, and products 7C’s7C’s DefinedDefined One School’s Proposal for Change services, and products Cross-cultural Understanding • Bridge differing ethnic, social, organizational, political, and content knowledge
  • 141. Communication • Craft effective communications in a variety of media for a variety of audiences Communication • Craft effective communications in a variety of media for a variety of audiences 7C’s7C’s DefinedDefined One School’s Proposal for Change Computing • Effective use of electronic information and knowledge tools • Comfort in using a variety of computer based tools to accomplish the tasks of everyday life
  • 142. Career & Learning Self-Reliance • Ability to manage change (career changes, Career & Learning Self-Reliance • Ability to manage change (career changes, 7C’s7C’s DefinedDefined One School’s Proposal for Change • Ability to manage change (career changes, shifts in projects) and the learning needs that accompany those changes. • Ability to manage change (career changes, shifts in projects) and the learning needs that accompany those changes.
  • 143. ICTICT formform OldOld toto NewNew NewNew ICTICT:: IInnovation CCollaboration and OldOld ICTICT:: IInformation CCommunication One School’s Proposal for Change CCollaboration and TTransformation CCommunication TTechnologies