Economists predict that 80% of the jobs that our current third graders will have available when they graduate from college do not even exist now. When I was in elementary school some of my classmates wanted to be nurses, lawyers, or doctors.
They did not picture themselves cloning cells or teaching online or creating CGI animated movies.
This is the new now, and it’s changing fast.
This table is a deeper look at the chart from the first slide.
One of the difficulties for educators is to take this complex framework to an answer to this question – “What can I do with my students tomorrow to make sure I am making opportunities for them to master these skills?”
I typed in chart
This list from employers in 2010 is very similar to the Partners-21 model and reaffirms their work.
I will suggest software or projects for teaching these 21st century skills.
I created this slide from info from CoSN
Higher order thinking is a goal when using software programs like Geometer’s Sketchpad. The software does tedious job of graphing so that the students are freed up to think mathematically at a higher level
Even at Finn we have game-like education software that poses age-appropriate challenges that require thinking
Teachers regularly assign projects that require research, understanding, deciding, and defending that decision.
EX: You are offered 2 jobs – one in Austin, TX and one in Seattle, WA. How do you decide which job to take? What do you need to know about each city? What resources would you consult? Who would you talk to?
When students present their work, one focus should be effective communication.
For example, students write persuasive essays and then present to the class, using a multimedia presentation.
Have students interview each other, or adults. Facilitate communication with experts through online means.
EX: Invite community members who would lived through a decade (perhaps the 60s) to come in and be interviewed by students. Students research the decade, learn about the cultural and political influences of the time, write interview questions, tape or film the interviews and share online as movies or podcasts.
Technology allows collaboration across the globe or across the room.
Students can collaborate in Google Docs, all writing together.
Perhaps the assignment is to produce a travel brochure or a classroom newsletter.
There are many web sites like the Flat Classroom project or ePals, where classrooms join in on existing and successful global projects.
An example of such a project is the RoadKill Project. It started 17 years ago - Participants collect roadkill data in their community for analysis and compare their data to other areas participating in the project. Students are observers, data collectors, and they analyze data.
They learn about influencers like the population of the community, the amount of traffic, and the type of roads. They learn about migratory patterns of animals and habitat, geography, topography and the relationships between humans and wildlife.
Networked computers in schools is the catalytic ingredient that makes global connections possible, and the possibilities are endless.
Imagine a Social Studies project where students compare how a news item was covered in 2 newspapers – one American and one from the Middle East.
Or a science project that compares the reactions and viewpoints about genetically engineered foods by reading some North American source and an African source.
You can also connect locally. Each class at a grade level could have a page of a wiki. In the wiki students can share examples of street signs they see in their community. They can write what they saw or upload pictures. Students can explain what they think a sign means and why the sign was necessary. This can lead to a discussion of classroom rules. Each class develops their classroom rules, creates signs for the classroom and posts them in their wiki. Each class visits the wiki pages of the other classes to share and compare.
Many of these learning activities require students to stretch and to grow.
They may be sharing a project with a classroom in Australia, and the flexibility required might be to imagine what their school and climate is like. It may be as simple as learning about time zones and taking that into account as they share and learn to work together.
In the early days of the internet a key skill was finding something on your topic – now it’s focusing and narrowing your topic so you find sources more relevant to your topic.
Teacher help students with this every time they assign a research paper or project.
Our school librarians are great partners in teaching information literacy skills.
Collaborating online, taking the lead on projects, and communicating with people from diverse backgrounds and cultures all require social skills and team building skills that weren’t often called upon when I was in public school.
Students are hyper-connected outside of the school walls – we need to channel this connectedness in educationally rich projects.
When a topic calls for a personal response students can’t copy and paste from the internet
They can drive the project in a direction they want to investigate.
Being in the driver’s seat requires them to think about what aspect of a topic interests them and what they may have to say about it.
flickr.com/photos/kirstea/4954854904 – jumping in sand
I started with the statistic that 80% of the jobs that our current third graders will have available when they graduate from college do not even exist now.
Given a future that is not clearly defined or predictable, we do want students to be skilled at math and science, but we also must encourage ownership of their own learning.
It is the mixture of technology and content and 21st century skills that will prepare students for their future.
In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.
Our task and our students’ task is to make sure they learn to learn – that they develop an approach and openness to learning and can teach themselves using the wealth of resources technology makes available.
21st Century Student Outcomes and Support Systems
Core Subjects and 21st Century Themes
Mastery of core subjects
Financial, Economic, Business and
Life and Career Skills
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
Learning and Innovation Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Information, Media and Technology
ICT (Information, Communications and
BEYOND the “3Rs” EMPLOYERS want
Collaboration & Team
Creativity & Innovation
American Management Association, 2010
4. farm3.static.flickr.com/2468/3623768629_d854236b17.jpg & flickr.com/photos/51035566865@N01/475421720
6. commons.wikimedia.org/wiki/Texting.jpg & en.wikipedia.org/wiki/Nortel_M7324_.jpg
7. dogtime.com & blog.lehighvalleylive.com/today_impact/2009/03/large_tomato1.JPG & nasa.gov
8. flickr.com/photos/giantrebus/2859347805 & flickr.com/photos/nosha/2466860959/ & www.flickr.com/photos/giantrebus/2859347805
11. picasaweb.google.com/lh/photo/-uBiUaIGYbdR5dL_7pegNQ & www8.georgetown.edu & flickr.com/photos/randycox/1827682910
17. flickr.com/photos/kirstea/4954854904 – jumping in sand
"85% of the jobs that today’s students may have during their lifetimes (in the 21st century) do not yet even exist today."
Economists predict that 80% of the jobs that our current third graders will have available when they graduate from college do not
even exist now. ~from a presentation at ISTE conference - attributed to US Department of Labor Statistics