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Actfl World Languages 21st century skills map

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  • 1. ACTFL World Languages 21st Century Skills Map1. Communication 7. Technology LiteracyStudents as effective communicators use Students as productive global citizens uselanguages to engage in meaningful appropriate technologies when interpretingconversation, to understand and interpret messages, interacting with others, andspoken language and written text, and to producing written, oral, and visualpresent information, concepts, and ideas. messages.2. Collaboration 8. Flexibility and AdaptabilityStudents as collaborators use their native Students as flexible and adaptableand acquired languages to learn from and language learners are open-minded, willingwork cooperatively across cultures with to take risks, and accept the ambiguity ofglobal team members, sharing language while balancing diverse globalresponsibility and making necessary perspectives.compromises while working toward acommon goal.3. Critical Thinking and Problem 9. Initiative and Self-DirectionSolving Students as life-long learners are motivatedStudents as inquirers frame, analyze, and to set their own goals and reflect on theirsynthesize information as well as negotiate progress as they grow and improve theirmeaning across language and culture in linguistic and cultural competence.order to explore problems and issues fromtheir own and different perspectives. 10. Social and Cross-Cultural Skills4. Creativity and Innovation Students as adept language learnersStudents as creators and innovators understand diverse cultural perspectivesrespond to new and diverse perspectives as and use appropriate socio-linguistic skillsthey use language in imaginative and in order to function in diverse cultural andoriginal ways to make useful contributions. linguistic contexts.5. Information Literacy 11. Productivity and AccountabilityStudents as informed global citizens Students as productive and accountableaccess, manage, and effectively use learners take responsibility for their ownculturally authentic sources in ethical and learning by actively working to increaselegal ways. their language proficiency and cultural knowledge.6. Media LiteracyStudents as active global citizens evaluate 12. Leadership and Responsibilityauthentic sources to understand how media Students as responsible leaders leveragereflect and influence language and culture. their linguistic and cross-cultural skills to inspire others to be fair, accepting, open, and understanding within and beyond the local community.
  • 2. ACTFL World Languages 21st Century Skills Map Interdisciplinary Themes1. Global Awareness Language education and cultural understanding are at the heart of developing global awareness for students. In order to understand and address global issues, it is important to understand the perspectives on the world that speakers of other languages bring to the table. By learning other languages, students develop respect and openness to those whose culture, religion, and views on the world may be different. Language students are able to interact with students from the target language in order to discuss issues and reach solutions.2. Financial, Economic, Business and Entrepreneurial Literacy: Students in language classes learn about financial and economic issues in the target language culture(s) and are able to compare and contrast with those of the United States. According to the Committee for Economic Development (CED), “…cultural competence and foreign language skills can prove invaluable when working on global business teams or negotiating with overseas clients.” In addition, the changing demographics in the U.S. make language capability a requisite for interacting with non-English speaking communities domestically as well as internationally. Those who are able to communicate with others in their native language will naturally feel more empowered to negotiate with those around the world as they engage in entrepreneurial activities.3. Civic Literacy: Language learners become aware of the judicial, legislative and government functions of the target language country (ies) and are able to compare and contrast those with the civil liberties and responsibilities in the U.S. Because they can communicate in the target language, they are able to engage in discussions with other students and participate in activities in which they discuss civic life in their respective countries.4. Health Literacy: Language learners are engaged in a value-added activity as they can address global health and environmental issues in the target language and understand materials that were written for native speakers of that language. They have access to information because they can understand the language and can thus engage in global discussions on health, environmental, and public safety issues, and can prepare for careers in these fields.http://actfl21stcenturyskillsmap.wikispaces.com/ http://nysafltsummer2011.wikispaces.com/**************************************************************************************************Nine Tenets of Passion-Based Learning:http://mindshift.kqed.org/2011/07/nine-tenets-of-passion-based-learning/ 1. Reach out to the disenfranchised. 2. Show relevance to life outside school. 3. Indoctrinate passion into the system. 4. Try using the schoolwide enrichment model. 5. Digital media is key. 6. Tap into the wisdom of your trusted peers. (PLN) 7. Become a digital citizen. 8. Passion is infectious. 9. Connect with parents.*********************************************************************************************What are you reactions/ideas/thoughts for these ideas?How can we use these skills, themes and concepts to jumpstart the new year?What is it that you want to do? What are your goals, questions, and thoughts? 1. REACH OUT TO THE DISENFRANCHISED. We say that we want creative, passion-driven students, yet we
  • 3. ACTFL World Languages 21st Century Skills Map reward the opposite. Standards-based education stifles engagement and passion in students. While drop-outs are considered to be lazy and unmotivated, many are simply not interested because they don’t understand the relevance of what they’re being taught. We’re rewarding students who are best at obedience, memorization, regurgitation, and compliance. And those who do succeed in school often don’t know what to do when they get out. We need to prepare kids to be successful in the real world, not just while in school.2. SHOW RELEVANCE TO LIFE OUTSIDE SCHOOL. Passion is the narrative of mattering. It’s that simple and that difficult. Everyone has a deep rooted drive to know that they matter to others and that what they’re doing matters. When you’re doing work that matters, with people who matter, you’re willing to suffer and study more. Passion- based learning is not about matching students with topics that interest them, it’s about presenting subjects to students in a way that’s relevant. People gain empowerment when they’re doing work that matters and is respected. Angela Maiers suggests that a class essay rubric may seem irrelevant for some, and that having students surf the web to identify writing standards that are “worthy of the world” may engage them to take ownership of their writing.3. INDOCTRINATE PASSION INTO THE SYSTEM. We must switch from a control narrative in the classroom to a passion narrative. While our education system allows continuity between grade levels, provides a streamlined performance metric, and “teacher-proofs” schools, assessment-based education can quell the creative process in teachers. Lisa Nielsen writes in her Innovative Educator blog: “Are we going to lose another excellent, passion- driven teacher to a compulsory system of education that as Seth Godin so aptly expresses, ‘only values compliance not initiative, because, of course, that’s what’s easiest to measure.’” School mandates paralyze educators from taking a close look at their passion for learning. School administrators should support teachers and empower them to be creative. Teachers and leadership, as exemplified by those from Aurora High School in Ohio, can read books like Passion-Driven Classrooms (written by panelists Angela Maiers and Amy Sandvold) to discover ways to use more passion in their classrooms.The Island School is an example of a public-financed school in New York City that’s implemented a schoolwide enrichment model focusing on talent development and nurturing multiple intelligences.4. TRY USING THE SCHOOLWIDE ENRICHMENT MODEL. Passion-based learning is about finding a “hero,” learning what makes him/her successful, and acquiring the practices and the norms of established practitioners in that field. The Schoolwide Enrichment Model identifies student strengths, nurtures skills, and creates authentic opportunities for students to utilize these skills not just as students, but as practicing professionals providing experiences and opportunities to work and learn with others in the fields in which they are interested. If a student takes interest in the culinary arts, watching the 60 Minutes interview of Jose Andres, following up on studies of molecular gastronomy, volunteering at a local soup kitchen and exchanging recipes with a network of cooks is far more enriching than simply taking a cooking class. Jackie Gerstein said: “I realized that it becomes much more than learning about the culinary arts. It becomes a way of being in the world, the dispositions that contributes to success as a culinary artist.”5. DIGITAL MEDIA IS KEY. Students can read and view media about their heroes and possibly even connect directly with them. John Seely Brown, a notable passion-based proponent and keynote at the New Media Consortium this past summer, says that passion involves an extreme performance with a deep questioning disposition. Without digital media, this quest is not possible in formal education.6. TAP INTO THE WISDOM OF YOUR TRUSTED PEERS. Social media and Personal Learning Networks (PLNs) are necessary. Teachers need to publish their innovative work and share it with their personal learning networks. It’s also important for teachers to help students get connected to PLNs via social media.7. BECOME A DIGITAL CITIZENS. If for no other reason, then to be able to guide students. Students need to be shown what’s appropriate and instructive with social media in and out of the classroom. Schools’ banning of social media sites impedes this process. Having teachers and students learn side-by-side can provide great opportunities for building respect and openness.8. PASSION IS INFECTIOUS. Being around passionate people is the best way to become passionate. A passion- driven teacher is a model for her students. Teachers must be able to lead in the areas that they’re passionate about (whether this be in the classroom or after school). They must demonstrate that they have lives outside of school and that they are well-balanced people. Being transparent with students and building relationships with them beyond the classroom can help drive learning – students work harder with people who matter to them. The Science Leadership Academy, for example, uses Facebook as a means of connecting students and teachers to each others’ interests. Students and teachers even do things together outside of the classroom.9. CONNECT WITH PARENTS. Building relationships between parents and schools is crucial. George Couros says that having a pre-conference at the beginning of the school year with parents allows teachers and administrators to listen to parents talk about their kids and gives parents a chance to tell the school what their competencies are and where their expertise lies. Teachers can then create “resident expert” walls. By identifying strengths and talents of parents, parents gain a sense of recognition and human value – they feel engaged. This leads to
  • 4. ACTFL World Languages 21st Century Skills Mapopportunities for parents to teach topics that they love within the school.

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