Learning In The 21st Century

Slide 1: Learning in the 21st Century Jennifer Dorman Staff Development Facilitator Central Bucks School District http://jdorman.wikispaces.com/digitalnatives

Slide 2: Who is the digital native?

Slide 5: Were really good at preparing students for . . .

Slide 9: A change – a systemic shift – is needed

Slide 11: Conclusions • Society is changing • The skills and knowledge required for work and civic life in the 21st century are shifting • Educational systems need to adapt to meet the needs of the digital natives in the 21st century

Slide 12: Societal Changes • Globalization • Transformative technologies • Shifting demographics • Changing values and attitudes

Slide 13: Work and Civic Skills • Released October 2, 2006, by The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, and the Society for Human Resource Management groups.

Slide 14: 21st Century Skills What skills are most important for job success when hiring a High School graduate? Work Ethic 80% Collaboration 75% Good Communication 70% Social Responsibility 63% Critical Thinking & Problem Solving 58% Are They Really To Work? 2006

Slide 15: 21st Century Skills Of the High School students that you recently hired, what were their deficiencies? Written Communication 81% Leadership 73% Work Ethic 70% Critical Thinking & Problem Solving 70% Self-Direction 58% Are They Really To Work? 2006

Slide 16: 21st Century Skills What applied skills and basic knowledge are most important for those you will hire with a four-year college diploma? Oral Communication 95.4% Collaboration 94.4% Professional/Work Ethic 93.8% Written Communication 93.1% Critical Thinking/Problem Solving 93.1% Are They Really To Work? 2006

Slide 17: 21st Century Skills What skills and content areas will be growing in importance in the next five years? Critical Thinking 78% Information Technology 77% Health & Wellness 76% Collaboration 74% Innovation 74% Personal Financial Responsibility 72% Are They Really To Work? 2006

Slide 18: Implications for Public Education • Around what enduring understandings, essential questions, and standards should our programs be built to better prepare our students for their future?

Slide 19: Implications for Public Education “This is a story about the big public conversation the nation is not having about education… whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.” – “How to Build a Student for the 21st Century”, TIME Magazine, December 18, 2006

Slide 20: Brain Research How does brain research support the use of digital media and technology in the 21st Century classroom?

Slide 22: The Human Brain – Facts • An adult brain weighs 2-4 pounds • The brain is comprised of at least 60% fat • Every heart beat provides 25% of the blood and oxygen to the brain • The brain has a cortex and subcortex Adapted from How Brain Research Relates to Rigor, Relevance and Relationships (Dr. Willard Daggett 2007)

Slide 23: The Human Brain – Facts • The brain has a left hemisphere (primarily language functions) and a right hemisphere (primarily non- language functions) • The hippocampus encodes new information and initiates learning and memory Adapted from How Brain Research Relates to Rigor, Relevance and Relationships (Dr. Willard Daggett 2007)

Slide 24: The Human Brain – Facts • Human have millions of brain cells (neurons) that can be shaped and increased in number with exposure to complex and novel environments Adapted from How Brain Research Relates to Rigor, Relevance and Relationships (Dr. Willard Daggett 2007)

Slide 25: The Human Brain – Facts • Neurons communicate with each other chemically, in a process referred to as a synapse – The more synaptic connections, the greater the brain reserve – Brain reserve is thought to delay the onset of diseases such as Alzheimer’s Disease Adapted from How Brain Research Relates to Rigor, Relevance and Relationships (Dr. Willard Daggett 2007)

Slide 26: Brain Plasticity • The dynamic, constantly reorganizing, and malleable nature of the brain is called brain plasticity Adapted from How Brain Research Relates to Rigor, Relevance and Relationships (Dr. Willard Daggett 2007)

Slide 27: Brain Plasticity • The brain has plasticity – there is no finite capacity or limitation – Every brain is shaped by environmental input across ones’ lifespan – The type of environmental input to a brain can make a difference with respect to the health of that brain Adapted from How Brain Research Relates to Rigor, Relevance and Relationships (Dr. Willard Daggett 2007)

Slide 28: Brain Plasticity • Critical factors to an enriched environment for brain development – Socialization – Physical activity – Mental stimulation According to Paul Nussbaum (Your Brain Health Lifestyle 2007) – • Reflection and introspection Adapted from How Brain Research Relates to Rigor, Relevance and Relationships (Dr. Willard Daggett 2007)

Slide 29: Brain Reserve • A healthy brain should be like the jungle, with a tremendous number of synaptic connections. • This is referred to as synaptic density and is a direct measure of brain reserve. Adapted from How Brain Research Relates to Rigor, Relevance and Relationships (Dr. Willard Daggett 2007)

Slide 30: How People Learn • Student preconceptions of curriculum must be engaged in the learning process. • Expertise is developed through deep understanding. • Learning is optimized when students develop “metacognitive” strategies. National Academy of Sciences, How People Learn

Slide 31: Based on Mayer (2003); Moreno & Mayer (2007); Marois (2005); and Miyake, et al. (1999)

Slide 32: Visual and Verbal Learning • Students engaged in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes. The Metri Group’s Multimodal Learning Through Media: What the Research Says (2008)

Slide 33: Multimedia Design • Multimedia Principle: – Retention is improved through words and pictures rather than through words alone. • Spatial Contiguity Principle: – Students learn better when corresponding words and pictures are presented near each other rather than far from each other on the page or screen. • Temporal Contiguity Principle: – Students learn better when corresponding words and pictures are presented simultaneously rather than successively. Based on the work of Richard Mayer & Roxanne Moreno; Quoted in the Metri Group’s Multimodal Learning Through Media: What the Research Says (2008)

Slide 34: Multimedia Design • Coherence Principle: – Students learn better when extraneous words, pictures, and sounds are excluded rather than included. • Modality Principle: – Students learn better from animation and narration than from animation and on-screen text. • Redundancy Principle: – Students learn better when information is not represented in more than one modality – redundancy interferes with learning. Based on the work of Richard Mayer & Roxanne Moreno; Quoted in the Metri Group’s Multimodal Learning Through Media: What the Research Says (2008)

Slide 35: Multimedia Design • Individual Differences Principle: – Design effects are higher for low-knowledge learners than for high-knowledge learners. – Design effects are higher for high-spatial learners rather than for low-spatial learners. • Direct Manipulation Principle: – As the complexity of the materials increase, the impact of direct manipulation of the learning materials (animation, pacing) on transfer also increases Based on the work of Richard Mayer & Roxanne Moreno; Quoted in the Metri Group’s Multimodal Learning Through Media: What the Research Says (2008)

Slide 36: The Metri Group’s Multimodal Learning Through Media: What the Research Says (2008)

Slide 37: Digital Natives What is the learning profile of 21st Century students?

Slide 39: Students’ #1 request regarding technology use at their schools Relax school rules about email, IM, cell phone and online use Favorite communications device (K-12) Cell phone (73% in grades 9-12 use a cell phone daily) Percentage of middle schoolers who have online friends from other schools, states or countries 54% Data from Kaiser Family Foundation Study, 2005 Speak Up 2006 (www.tomorrow.org)

Slide 40: Who are 21st Century Learners? Top Five Gifts for Teenagers • Portable Game Device • Cell Phone • Computer • Video Game Console • MP3 Player/iPods Source: Starkman, Neal (2007). Leave Me Alone.... T.H.E. Journal. 33-38.

Slide 41: 1 hr 45 min listening to music (radio, CDs, MP3 players) 3 hrs watching TV 6 ½ hrs/day 1 hr on the computer 45 minutes playing (outside of schoolwork) video games Data from Kaiser Family Foundation Study, 2005 Generation M: Media in the Lives of 8-18 Year-olds (Kaiser Family Foundation)

Slide 42: Impact of Media Exposure • Thinking skills enhanced by repeated exposure to digital media: – Reading visual images as representations of 3D space (representational competence) – Multidimensional visual-spatial skills, mental maps, “mental paper folding” – Inductive discovery – Attentional deployment – Responding to expected and unexpected stimuli Adapted from Do They Really Think Differently? (Marc Prensky 2001)

Slide 43: Digital Natives . . . • Are used to receiving information really fast • Like to parallel process and multitask • Prefer graphics before their text • Prefer random access (like hypertext) Adapted from Digital Natives, Digital Immigrants (Marc Prensky 2001)

Slide 44: Digital Natives . . . • Function best when networked • Thrive on instant gratification and frequent rewards • Prefer games to “serious” work Adapted from Digital Natives, Digital Immigrants (Marc Prensky 2001)

Slide 46: What are they missing? • Critical thinking – Reflection – Evaluation Adapted from Digital Natives, Digital Immigrants (Marc Prensky 2001)

Slide 47: communication Conceptual Age connectedness creativity Information Age Industrial Age Agriculture Age Data from Kaiser Family Foundation Study, 2005 Adapted from A Whole New Mind (Daniel Pink 2006)

Slide 48: Digital Culture What constitutes thinking and learning skills in the 21st Century?

Slide 49: Top 10 Websites Data from Kaiser Family Foundation Study, 2005 Alexa.com (March 10, 2008)

Slide 50: Top 10 Websites in the USA 1. Google 6. Windows Live 2. Yahoo 7. EBay 3. MySpace 8. Wikipedia 4. YouTube 9. MSN 5. Facebook 10. Craigslist Alexa.com (March 10, 2008)

Slide 51: 20th Century vs. 21st Century 20th Century Classrooms 21st Century Classrooms • Time-based • Outcome-based • Focus on memorization of discrete facts • Focus on what students KNOW, CAN DO and ARE LIKE after all the details are forgotten • Lessons focus on lower level of Bloom’s • Learning is designed on upper levels of Taxonomy – knowledge, comprehension Bloom’s – synthesis, analysis and and application evaluation • Textbook-driven • Research-driven • Passive learning • Active learning • Learners work in isolation – classroom • Learners work collaboratively with within 4 walls classmates and others around the world – the Global Classroom • Teacher-centered: teacher is center of • Student-centered: teacher is attention and provider of information facilitator/coach • Little or no student freedom • Great deal of student freedom • Fragmented curriculum • Integrated and Interdisciplinary curriculum • Grades averaged • Grades are based on what was learned

Slide 52: 20th Century vs. 21st Century 20th Century Classrooms 21st Century Classrooms •Low expectations •High expectations – “If it isn’t good, it isn’t done” We expect, and ensure, that all students succeed in learning at high levels. Some may go higher – we get out of their way to let them do that. •Teacher is judge. No one else sees student •Self, Peer and Other assessments. Public work. audience, authentic assessments. •Curriculum/School is irrelevant and •Curriculum is connected to students’ meaningless to the students. interests, experiences, talents and the real world. •Print is the primary vehicle of learning and •Performances, projects and multiple forms assessment. of media are used for learning and assessment. •Diversity in students is ignored. •Curriculum and instruction address student diversity. •Literacy is the 3 R’s – reading, writing and •Multiple literacies of the 21st century – math aligned to living and working in a globalized new millennium.

Slide 53: http://www.21stcenturyskills.org/

Slide 54: Vision for 21st Century Learning • Core subjects – Language arts – Mathematics – Science – World languages – Civic and government – Economics – History – Geography Results That Matter 21st Century Skills and High School Reform 2006

Slide 55: Vision for 21st Century Learning • 21st Century Content – Global awareness – Financial, economic, business, and entrepreneurial literacy – Civic literacy – Health and wellness awareness Results That Matter 21st Century Skills and High School Reform 2006

Slide 56: Vision for 21st Century Learning • Learning and Thinking Skills – Critical-thinking and problem-solving skills – Communication skills – Creativity and innovation skills – Collaboration skills – Contextual learning skills – Information and media literacy skills Results That Matter 21st Century Skills and High School Reform 2006

Slide 57: Vision for 21st Century Learning • Information and Communications Technology – The ability to use technology to learn content and skills – so that they know how to learn, think critically, solve problems, use information, communicate, innovate, and collaborate Results That Matter 21st Century Skills and High School Reform 2006

Slide 58: Vision for 21st Century Learning • Life Skills – Leadership – Ethics – Accountability – Adaptability – Personal productivity – Personal responsibility – People skills – Self-direction – Social responsibility Results That Matter 21st Century Skills and High School Reform 2006

Slide 59: 21st Century Standards • Focuses on 21st century skills, content knowledge and expertise. • Builds understanding across and among core subjects as well as 21st century interdisciplinary themes • Emphasizes deep understanding rather than shallow knowledge • Engages students with the real world data, tools, and experts they will encounter in college, on the job, and in life--students learn best when actively engaged in solving meaningful problems • Allows for multiple measures of mastery http://www.21stcenturyskills.org/

Slide 60: Technology Standards http://cnets.iste.org/

Slide 61: NETS-S • Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. http://cnets.iste.org/

Slide 62: NETS-S • Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. http://cnets.iste.org/

Slide 63: NETS-S • Research and Information Fluency – Students apply digital tools to gather, evaluate, and use information. http://cnets.iste.org/

Slide 64: NETS-S • Critical Thinking, Problem-Solving & Decision-Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. http://cnets.iste.org/

Slide 65: NETS-S • Digital Citizenship – Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. http://cnets.iste.org/

Slide 66: NETS-S • Technology Operations and Concepts – Students demonstrate a sound understanding of technology concepts, systems and operations. http://cnets.iste.org/

Slide 67: “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” - Alvin Toffler

Slide 68: Over half of the teachers say that technology has had the largest impact on their teaching…that technology helps them engage students…that their lesson plans are richer and timelier… Data from Kaiser Family Foundation Study, 2005 Speak Up 2006 (www.tomorrow.org)