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Why What How of 21st Century Learning

Why What How of 21st Century Learning



Why, What, and How of 21st Century Learning

Why, What, and How of 21st Century Learning



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Why What How of 21st Century Learning Why What How of 21st Century Learning Presentation Transcript

  • The “Why” of 21st Century Learning
    Dr. Bernard BullConcordia University Wisconsin
  • 1. Articulate a vision for what it means to be a school that is committed to 21st century teaching and learning.
    2. Identify two things that you believe are very important for students to learn in order to thrive in the 21st century.
    3. Draft a plan for how your class/school could better help students learn those two things.
  • “What does it mean to be a school/class that is committed to 21st century teaching and learning?
  • “Integrating more technology” is not a worthwhile goal for Lutheran schools.
  • How can we integrate more technology into our friendship?
  • How can we integrate more technology into our family life?
  • How can we integrate more technology into our football team?
  • How many Lutherans does it take to change a light bulb?
  • “Unless I am convinced by Scripture and by plain reason and not by Popes and councils who have so often contradicted themselves, my conscience is captive to the Word of God. To go against conscience is neither right nor safe. I cannot and I will not recant. Here I stand. I can do no other. God help me” - Luther (Diet of Worms)
  • “I would advise no one to send his child where the Holy Scriptures are not supreme. Every institution that does not unceasingly pursue the study of God’s word becomes corrupt…I greatly fear that the universities, unless they teach the Holy Scriptures diligently and impress them on the young students, are wide gates to hell.” – Luther (Letter to Christian Nobility)
  • “Now the Bereans were of more noble character than those in Thessalonica, for they received the message with great eagerness and examined the Scriptures every day to see if what Paul said was true.” - Acts 17
  • Compliant, complacent consumers
    Creative, committed, connected, courageous, Christians
  • The main job of the teacher is to provide content to students. The main job of the students is to learn that content.
  • How do you (individually and as a school) decide what students need to learn?
  • What do graduates of _____________need to know, value, and be able to do in order to thrive and survive in a 21st century world?
  • “What you can’t read, can’t influence you.”
  • http://socialmediaclub.org/blogs/social-media-journal?page=87
  • How do we best prepare them for such a world?ORWhat does the school look like when it is focused upon preparing them for learn those things?
  • “Without ends selecting and shaping the program, education is bound to be aimless.” - Jahsmann
  • Without a Lutheran point of view – “much educational work will continue to be haphazard, self-contradictory, and inefficient.” – Jahsmann (1960)
  • “Without ends selecting and shaping the program, education is bound to be aimless.” - Jahsmann
  • Once more - “What does it mean to be a school/class that is committed to 21st century learning?
  • The “What” of 21st Century Learning
  • American Association of School Librarians
    Inquire, think critically, and gain knowledge.
    Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
    Share knowledge and participate ethically and productively as members of our democratic society.
    Pursue personal and aesthetic growth.
  • Tony Wagner’s 7 Survival Skills
    Critical thinking and problem solving
    Collaboration across networks and leading by influence
    Agility and adaptability
    Initiative and entrepreneurship
    Effective oral and written communication
    Accessing and analyzing information
    Curiosity and imagination
  • Daniel Pink’s Whole New Mind
    Design (functional +engaging)
    (communicate through narrative)
    Symphony(big picture thinking)
    Empathy (Emotion and intuition)
    Play (humor and light-heartedness)
    Meaning (life purpose)
  • Gardner’s Five Minds
    Disciplinary mind
    Synthesizing mind
    Creating mind
    Respectful mind
    Ethical mind
  • John Taylor Gatto’s Ten Abilities
    The ability to…
    define problems without a guide.
    ask hard questions which challenge prevailing assumptions.
    work in teams without guidance.
    work absolutely alone.
    persuade others that your course is the right one.
    discuss issues and techniques in public with an eye to reaching decisions about policy.
    conceptualize and reorganize information into new patterns.
    pull what you need quickly from masses of irrelevant data.
    think inductively, deductively, and dialectically.
    attack problems heuristically.
  • The Big 6 – Information Literacy
    1. Task Definition1.1 Define the information problem1.2 Identify information needed
    2. Information Seeking Strategies2.1 Determine all possible sources2.2 Select the best sources
    3. Location and Access3.1 Locate sources (intellectually and physically)3.2 Find information within sources
    4. Use of Information4.1 Engage (e.g., read, hear, view, touch)4.2 Extract relevant information
    5. Synthesis5.1 Organize from multiple sources5.2 Present the information
    6. Evaluation6.1 Judge the product (effectiveness)6.2 Judge the
  • National Educational Technology Standards
    Creativity and innovation
    Communication and collaboration
    Research and information fluency
    Critical thinking, problem solving, and decision making
    Digital citizenship
    Technology operations and concepts
  • The “How” of 21st Century Learning
  • Helping students meet the types of goals that we just discussed may require us to revisit “how” we teach.
  • Five Pieces of Advice
    Get informed about the possibilities.
    Re-ignite the original vision of Lutheran education by embracing the power and possibility of differentiation.
    Let the objective/question truly drive the learning experiences that you design.
    Make persistent student engagement one of the highest priorities.
    Make constant formative feedback one of the highest priorities(create a culture that loves to use and base decisions upon meaningful data)
  • Possibility 1A school where information and media literacy is expected and nurtured throughout the school.
  • Possibility 2: Formative Feedback and Data
    Peer, computer, mentor/expert, and self
  • Homework exercises, quizzes, student response pads, exit and admission tickets, one-minute papers, concept mapping, observation of in-class problem solving, observation of a performance and real-time feedback, checkpoints in projects or papers, learning journals/logs
  • Possibility 3: Project-based Learning
  • PBL Template
  • Possibility 4: Collaborate and Workshop your LEDs with 21st Century Skills in Mind
  • The FIL Experience
  • Skype Across America
  • Possibility 5: Authentic Learning Experiences
    “real purpose” and a “real audience”
  • Amazing Grace Lutheran School
  • Possibility 6: Making the Exception the Norm