EDUCATION
CONNECTION
21st Century
Skills
Why, What,
& How
NEASC Preparation
November 9th, 2010
© JPC Sr. 2010
© JPC Sr. 2008
Why Bother With
21CS?
1. You should
do it.
2. You have
to do it.
The only question left is…..
superficial o...
Yes, It’s Happened Before Our
Eyes
© JPC Sr. 2010
Think About Exponential
Growth
 Since 1994 the number of web
sites has grown from 5,000 to
200,000,000 (40,000 % increase...
Look at These Numbers
© JPC Sr. 2010
WORLD INTERNET USAGE AND POPULATION STATISTICS
World Regions
Population
( 2010 Est.)
...
The King Is Dead, LLTK
More content hours
have been uploaded to
YouTube this year…
…than have been
broadcast by the three
...
From Turn the Page to Hit The Button
In the second quarter
of 2010, Amazon sold
180 Kindle Edition
Books for every 100
ha...
© JPC Sr. 2010
Instant Access…to
Everything
Apple
iPhone 4G
A hand held
computer, phone,
e-mailer, camera, web browser, GP...
Forget Expensive
Software
 Opens on July 11, 2008
 In the first 2 months,
100,000,000
applications were
downloaded.
 Th...
Real Utility – Quick and
Cheap
Redlaser – Use the
iPhone camera to
scan any
commercial bar
code and get
instant world-wide...
Augmented Reality
Applications
© JPC Sr. 2010
What happens when you combine a
digital compass, a gyroscope/accelerometer,
...
Augmented Reality
Applications
© JPC Sr. 2010
Night Sky
What happens when you combine a
digital compass, a gyroscope/accel...
Up, Up, and Away…
© JPC Sr. 2010
Do You Know What This Is?
© JPC Sr. 2010
This is one of the big
tech stories of 2010.
The HTC Hero –
Sprint’s 4G Wimax
p...
How Would You Answer?
What would an “open
phone test” look like?
What would your
district/school iPhone
app have in it?
...
The smartest 25% of the
Chinese population . . .
includes more
people than
the total
population of
North
America.
In other...
estimates that today’s
students…
will have 10-
14 jobs
before they
reach the age
of 40.
Consider the
Consequences
What rules and restrictions do
we have now that will not
survive a public culture that
is racing...
Let’s Look Beyond the Gadgets
Think of the impact that these tools
and environment are having on
how an entire generation ...
© JPC Sr. 2008
They ARE DifferentAdapted from Marc Prensky – “Digital Game Based Learning”
Digital Immigrants
Digital Inte...
Seeing the World
Differently
© JPC Sr. 2008
“Go to Your Room!”
Digital Immigrants Digital Natives
Sad & alone in my room. ...
From Watching to Engaging
 The cell phone has reached
90% of the market faster than
any other device in the last 50
years...
Seeing The World
Differently
© JPC Sr. 2008
“Come to class every
day ready to learn!”
It Won’t Be Like the 60’s
A shift to 21st Century Skills
will not change the need for
accountability – the
standards move...
By Setting a Minimum
Standard…
…we see a shift in
emphasis from rank
and sort with
universal access
- to –
improve the
per...
A Change in the
Culture
© JPC Sr. 2008
Articulating how well we expect
learners to perform and measuring for it.
A variety...
NEASC 2011 Standards
Focus
To ensure that all students are successful and obtain
identified 21st century learning expectat...
2011 Standards Greatest
Hits
A rating of DEFICIENT is appropriate if any of the following exist:
1. A lack of challenging ...
A Common Sense
Approach
© JPC Sr. 2010
CSDE/SRBI
Ensure all students
are challenged and successful.
NEASC
Ensure a focus o...
High School Bottom Line… Part
One
1. Identifiable and measurable 21st century
skills throughout the community.
2. Some kin...
Usually, the process looks like this….
1. Identify measurable 21st century skills
and create rubrics/assessment
frameworks...
© JPC Sr. 2009
So What Are They?
How Do We Get There?
As a community?
If you would
allow me to
put my
2 cents in…
© JPC Sr. 2009
© JPC Sr. 2009
Alignment and
Coherence…
There are three
things extremely
hard: steel, a
diamond, and to
know one's self.
B...
Three Foundational
Principles
1. All for one and one for all
– make everyone
accountable everything.
2. Systems orientatio...
Big Picture
When the last round of
standards where released you
were encouraged to divvy the
work up by department.
In t...
Preparing Students For a Knowledge
Economy
Align Your Systems With Your Goals for Learning
Type of
Assessment
Required
Sub...
A Systems Orientation
 Recognition that all work is part of a process.
 Recognition that the way the work is done
define...
Systems Drive the Work
Curriculum InstructionAssessment
& Data
Prof.
Development
Teacher
Evaluation
Goals &
Planning
Leade...
© PI 2001
The Bottom Line…
MOST American High
Schools have not
traditionally
organized themselves
in ways that promote
thi...
Devise Processes That
Engage All
Random groups, get out of the
department focus.
Provide templates and examples.
Be pre...
The Pareto Principle
In any system of work,
20% of the causes are
responsible for 80%
of the effects.
© JPC Sr. 2008
Refined/Refocused North Salem
Statement
Engage students to continuously learn,
question, define and solve problems
through...
How must our
methods of
assessing student
learning evolve so
that we can meet
the twin demands
of feedback and
accountabil...
Rethinking Key - How You Know
Traditional, print literacy
assessment practices
can be very concrete
and narrowly focused.
...
A Process for Building Performance
Assessments
1. Identify what you are assessing for.
2. Determine critical attributes.
3...
Rigor, Rubrics and
Standards
© JPC Sr. 2009
Item Insufficient - 0 Sufficient -1 Proficient - 2 Excellent – 3
Sustains a
Pr...
© JPC Sr. 2007
Something to Think About
There is no shortcut to the
amount of time required to
use standards effectively....
How should we adjust our
teaching and delivery
methods to both
leverage the power of
Information Age
technologies and to
m...
Rethinking Key - How You Teach
You cannot prepare
students to master
skills and be literate,
independent, higher-
order th...
Responsibilities for 21st Century Learning
Success
So students can…
1.Use real-world digital and other
research tools to a...
Contact Information
Jonathan P. Costa, Sr.
Director, School/Program Services
EDUCATION CONNECTION
costa@educationconnectio...
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21st skills neasc 110910 Presentation

  1. 1. EDUCATION CONNECTION 21st Century Skills Why, What, & How NEASC Preparation November 9th, 2010 © JPC Sr. 2010
  2. 2. © JPC Sr. 2008 Why Bother With 21CS? 1. You should do it. 2. You have to do it. The only question left is….. superficial or systemic?
  3. 3. Yes, It’s Happened Before Our Eyes © JPC Sr. 2010
  4. 4. Think About Exponential Growth  Since 1994 the number of web sites has grown from 5,000 to 200,000,000 (40,000 % increase)  The “blogosphere” did not exist before the year 2000… now there a 1,000,000 posts per day.  Google processes about 1,000,000,000 searches per day.  Facebook grows by 750,000 users per day. © JPC Sr. 2010
  5. 5. Look at These Numbers © JPC Sr. 2010 WORLD INTERNET USAGE AND POPULATION STATISTICS World Regions Population ( 2010 Est.) Internet Users Dec. 31, 2000 Internet Users Latest Data Penetration (% Population) Growth 2000-2010 Africa 1,013,779,050 4,514,400 110,931,700 10.9 % 2,357.3 % Asia 3,834,792,852 114,304,000 825,094,396 21.5 % 621.8 % Europe 813,319,511 105,096,093 475,069,448 58.4 % 352.0 % Middle East 212,336,924 3,284,800 63,240,946 29.8 % 1,825.3 % North America 344,124,450 108,096,800 266,224,500 77.4 % 146.3 % Latin America/Caribbean 592,556,972 18,068,919 204,689,836 34.5 % 1,032.8 % Oceania / Australia 34,700,201 7,620,480 21,263,990 61.3 % 179.0 % WORLD TOTAL 6,845,609,960 360,985,492 1,966,514,816 28.7 % 444.8 % As of June 30, 2010
  6. 6. The King Is Dead, LLTK More content hours have been uploaded to YouTube this year… …than have been broadcast by the three major networks in their entire history. © JPC Sr 2010
  7. 7. From Turn the Page to Hit The Button In the second quarter of 2010, Amazon sold 180 Kindle Edition Books for every 100 hard-covers sold. Amazon has been selling books for 15 years and Kindle books for 33 months. © JPC Sr. 2010
  8. 8. © JPC Sr. 2010 Instant Access…to Everything Apple iPhone 4G A hand held computer, phone, e-mailer, camera, web browser, GPS video player, iTunes, Word, Excel, PowerPoint, instant messenger, live television, etc..
  9. 9. Forget Expensive Software  Opens on July 11, 2008  In the first 2 months, 100,000,000 applications were downloaded.  The average cost of an iPhone App is $3.87  Many are silly and junk, but huge numbers do specific things related to information very efficiently… © JPC Sr. 2010
  10. 10. Real Utility – Quick and Cheap Redlaser – Use the iPhone camera to scan any commercial bar code and get instant world-wide price comparisons and purchase links. © JPC Sr. 2009
  11. 11. Augmented Reality Applications © JPC Sr. 2010 What happens when you combine a digital compass, a gyroscope/accelerometer, GPS, and data storage in hand-held device?
  12. 12. Augmented Reality Applications © JPC Sr. 2010 Night Sky What happens when you combine a digital compass, a gyroscope/accelerometer, GPS, and data storage in hand-held device?
  13. 13. Up, Up, and Away… © JPC Sr. 2010
  14. 14. Do You Know What This Is? © JPC Sr. 2010 This is one of the big tech stories of 2010. The HTC Hero – Sprint’s 4G Wimax phone Full cable-modem speeds in your pocket. Hang on…again!
  15. 15. How Would You Answer? What would an “open phone test” look like? What would your district/school iPhone app have in it? What happens when everyone can get anything from anywhere? © JPC Sr. 2010
  16. 16. The smartest 25% of the Chinese population . . . includes more people than the total population of North America. In other words, they have more Honors kids than we have kids.
  17. 17. estimates that today’s students… will have 10- 14 jobs before they reach the age of 40.
  18. 18. Consider the Consequences What rules and restrictions do we have now that will not survive a public culture that is racing to be more… © JPC Sr. 2010
  19. 19. Let’s Look Beyond the Gadgets Think of the impact that these tools and environment are having on how an entire generation thinks and learns… The main impact is a dramatic difference between Digital Immigrants - And - Digital Natives © JPC Sr. 2008
  20. 20. © JPC Sr. 2008 They ARE DifferentAdapted from Marc Prensky – “Digital Game Based Learning” Digital Immigrants Digital Interpreters Mostly text Paper based Information stream One task at a time Fonts Logical order One conversation Reward in the end Serious work Deliberation Legacy content Digital Natives Digital Fluency Mostly media Screen based Information flood Multi-tasking Graphics Random access Networked Instant gratification Games and engagement Twitch speed Future content
  21. 21. Seeing the World Differently © JPC Sr. 2008 “Go to Your Room!” Digital Immigrants Digital Natives Sad & alone in my room. Glad & connected to the world.
  22. 22. From Watching to Engaging  The cell phone has reached 90% of the market faster than any other device in the last 50 years.  38% of teens say their phone is more important than their wallet.  After having his wisdom teeth out last month, my youngest had to be warned by the nurse that he may not remember what he is texting because of the impact of the anesthesia. © JPC Sr. 2010
  23. 23. Seeing The World Differently © JPC Sr. 2008 “Come to class every day ready to learn!”
  24. 24. It Won’t Be Like the 60’s A shift to 21st Century Skills will not change the need for accountability – the standards movement and all the money have ensured that. One thing it will change is increase the difficultly of creating reliable assessments. © JPC Sr. 2006
  25. 25. By Setting a Minimum Standard… …we see a shift in emphasis from rank and sort with universal access - to – improve the performance of every student and universal proficiency. © JPC Sr. 2008
  26. 26. A Change in the Culture © JPC Sr. 2008 Articulating how well we expect learners to perform and measuring for it. A variety of reliable and consistent Assessment tools that are aligned with the identified goals for learning. Improving the methods through which we create learning. A variety of teaching strategies that are aligned with the identified goals for learning. Articulating what we want learners to know and be able to do. What are the most critical skills and attributes a learner will need to be successful? Improved Student Learning
  27. 27. NEASC 2011 Standards Focus To ensure that all students are successful and obtain identified 21st century learning expectations through effective instruction, data based assessment, and appropriate instructional supports.  School wide analytic rubrics with targeted high levels of achievement. 1. A formal process based on school wide rubrics to assess whole-school and individual student progress. 2. Disaggregate and analyze data to identify and respond to inequities in student achievement.  Teachers’ instructional practices are continuously examined to ensure consistency with the school’s core values, beliefs, and 21st century learning expectations. All teachers should be… 1. personalizing instruction. 2. engaging students as active and self-directed learners. © JPC Sr. 2010
  28. 28. 2011 Standards Greatest Hits A rating of DEFICIENT is appropriate if any of the following exist: 1. A lack of challenging and measurable 21st century learning expectations for all students which address academic, social, and civic competencies, and a lack of school-wide analytic rubrics that identify targeted high levels of achievement for all 21st century learning expectations 2. The school does not have a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school’s 21st century learning expectations 3. Insufficient opportunities for all students to practice and achieve each of the 21st century learning expectations 4. Instructional practices on the whole are not consistent with the school’s core values, beliefs, and 21st century learning expectations © JPC Sr. 2010
  29. 29. A Common Sense Approach © JPC Sr. 2010 CSDE/SRBI Ensure all students are challenged and successful. NEASC Ensure a focus on 21st Century Skills. Two secondary school mandates, but just... ...one Mission. Ensuring all students are challenged and successful in acquiring 21st Century Skills. Pursued through one pathway and one plan. Quality Instruction 21st Century Skill Identification Universal Screening Tiered Quality Instruction Progress Monitoring
  30. 30. High School Bottom Line… Part One 1. Identifiable and measurable 21st century skills throughout the community. 2. Some kind of “entry” data collection. 3. Some kind of system for ensuring that the results of this data are tracked and acted on so that all kids have dedicated opportunities/instruction in these areas. 4. Some kind of exit experience to ensure that these skills have been mastered and demonstrated. © JPC Sr. 2010
  31. 31. Usually, the process looks like this…. 1. Identify measurable 21st century skills and create rubrics/assessment frameworks. 2. Practice using them and refine them – test them. 3. Build the assessment tasks/challenges. 4. Design the courses and systems that will support your implementation. 5. Implement, review, and improve. © JPC Sr. 2010 High School Bottom Line… Part Two
  32. 32. © JPC Sr. 2009 So What Are They?
  33. 33. How Do We Get There? As a community? If you would allow me to put my 2 cents in… © JPC Sr. 2009
  34. 34. © JPC Sr. 2009 Alignment and Coherence… There are three things extremely hard: steel, a diamond, and to know one's self. Benjamin Franklin
  35. 35. Three Foundational Principles 1. All for one and one for all – make everyone accountable everything. 2. Systems orientation - or – it’s about HOW the work gets done. 3. Dedication to the Pareto Principle (content). © JPC Sr. 2009
  36. 36. Big Picture When the last round of standards where released you were encouraged to divvy the work up by department. In this pursuit, I firmly believe if everyone is not on the hook for all of the skills, you have made a grave mistake. © JPC Sr. 2009
  37. 37. Preparing Students For a Knowledge Economy Align Your Systems With Your Goals for Learning Type of Assessment Required Subject Area Responsibilities Everyone’s Responsibility © JPC Sr. 2009 Content (Declarative) Facts Content Skills (Procedural) Discrete Skills 21st Cent. Skills (Contextual) Applied Understandings Type of Knowledge Desired Type of Instruction Required Lecture, video, films, assigned readings and memory activities. Classroom or textbook problems, experiments, discussions, practice and repetition. Complex projects, real time explorations, authentic and technology supported applications. Amount of Time Required Discrete units, spiraled and predictable. Ongoing, systemic and without a finite or predictable end. Discrete units, spiraled and predictable. Recall & recognition based quizzes, tests, and activities. Multiple choice, matching, etc. (SAT/AP/Exams) Checklists, analytic rubrics, or other agreed upon skill standards (AP/CMT/CAPT/Exams) Holistic and, analytic rubrics, or other agreed upon skill standards (Portfolios, Exhibitions, Etc)
  38. 38. A Systems Orientation  Recognition that all work is part of a process.  Recognition that the way the work is done defines the process and becomes the system of work.  Recognition that work quality is absolutely driven by that system of work.  The principle of . . . . 85/15  More than any other decision you make, the WAY you do the work of a school will have the largest impact on how effective your school is. © JPC Sr. 2008
  39. 39. Systems Drive the Work Curriculum InstructionAssessment & Data Prof. Development Teacher Evaluation Goals & Planning Leadership & Communication Budgeting
  40. 40. © PI 2001 The Bottom Line… MOST American High Schools have not traditionally organized themselves in ways that promote this type of integrated, accountable, and authentic approach to teaching and learning.
  41. 41. Devise Processes That Engage All Random groups, get out of the department focus. Provide templates and examples. Be prepared for the content blowback – you have to have a reasonable answer, approach, and process or it stop you in your tracks. © JPC Sr. 2010
  42. 42. The Pareto Principle In any system of work, 20% of the causes are responsible for 80% of the effects. © JPC Sr. 2008
  43. 43. Refined/Refocused North Salem Statement Engage students to continuously learn, question, define and solve problems through critical and creative thinking. In pursuit of this, we believe that:  All students are capable of learning  All students are supported and challenged to continuously improve  Academic, intra and interpersonal skills are essential for success  The learning environment must be safe, ethical and respectful  Everyone in the community shares responsibility for student development  We must continue to hire and retain staff of the highest quality  Collaboration, data and evidence guide decision-making. © JPC Sr. 2009
  44. 44. How must our methods of assessing student learning evolve so that we can meet the twin demands of feedback and accountability in a skill based world? Essential Planning Questions Feedback and Accountability in a Skill Based World © JPC Sr. 2009
  45. 45. Rethinking Key - How You Know Traditional, print literacy assessment practices can be very concrete and narrowly focused. Assessing for analysis, patterns, synthesis and evaluation skills is more difficult – and important. © JPC Sr. 2009
  46. 46. A Process for Building Performance Assessments 1. Identify what you are assessing for. 2. Determine critical attributes. 3. Select an appropriate assessment instrument/scale to judge the work. 4. Describe each attribute across the selected scale. 5. Provide models of work across the scale. 6. Assess, and/or have the student assess, the work by applying the ratings and providing explanations. © JPC Sr. 2009
  47. 47. Rigor, Rubrics and Standards © JPC Sr. 2009 Item Insufficient - 0 Sufficient -1 Proficient - 2 Excellent – 3 Sustains a Process of Inquiry Does not ask relevant questions. Asks questions that are relevant. Asks questions that are relevant and there is evidence of complex interpretations. Asks questions that are insightful, relevant; shows evidence of complex interpretations; displays original thinking. Does not activate prior knowledge. Makes limited use of prior knowledge Relates prior knowledge/experiences to work and expands interpretation of work Demonstrates how prior knowledge contextualizes and enriches the interpretation of the work. Does not make even minimal connections among sources or ideas. Make somes connections among multiple sources or ideas. Makes multiple connections among multiple sources or ideas. Makes multiple and complex connections among multiple sources or ideas. Differentiates Between Media Sources Displays limited or no understanding of how different media outlets vary in their delivery and consideration of content. Displays a basic understanding of how different media outlets vary in their delivery and consideration of content. Displays a sound understanding of how different media outlets vary in their delivery and consideration of content and provides specific examples of how these outlet’s viewpoints may vary. Displays an in-depth understanding of how different media outlets vary in their delivery and consideration of content and provides specific examples of how these outlet’s viewpoints may vary for the same or different content and applies analytic criteria to judge bias and reliability of these outlets. Discerns Source Bias Displays no recognition of source bias and/or is unable to articulate the potential impact of this bias. Demonstrates a basic awareness of source bias or structural features and/or is able to explain potential affect on information accuracy or relevance. Identifies specific examples of source bias or structural features and can explain how these issues affect the accuracy or relevance of the information. Identifies specific examples of source bias or structural features, explains how these issues affect the accuracy or relevance of information, and can counter or balance this bias with other data or sources. Understands Ideas from Multiple Perspectives Does not paraphrase or demonstrate empathy with alternative points of view. Paraphrases and demonstrates some evidence of empathy for alternative points of view. Paraphrases and demonstrates strong evidence of empathy for multiple alternative points of view. Paraphrases and demonstrates strong evidence of empathy for multiple alternative points of view and indentifies strengths and weaknesses of the alternatives. Applies Evaluative Criteria Does not judge the merits of a work or understand criteria. Evaluates explicit and implicit information for relevance or accuracy to judge the merits of a work and applies the prescribed criteria. Accurately evaluates explicit and implicit information to judge the merits of a work and applies the prescribed criteria. Independently evaluates explicit and implicit information;. develops and applies original criteria to judge the merits of a work.
  48. 48. © JPC Sr. 2007 Something to Think About There is no shortcut to the amount of time required to use standards effectively. You either have to define the standard through descriptive language or you will have to define it through working with your peers to develop anchor sets/model student work. The best strategy is a combination of both approaches.
  49. 49. How should we adjust our teaching and delivery methods to both leverage the power of Information Age technologies and to meet a new generation of learners in their own learning environment? Essential Planning Questions Leveraging Information Age Tools and Strategies © JPC Sr. 2009
  50. 50. Rethinking Key - How You Teach You cannot prepare students to master skills and be literate, independent, higher- order thinkers if they are not doing meaningful work with the tools that will help define their success. © JPC Sr. 2009
  51. 51. Responsibilities for 21st Century Learning Success So students can… 1.Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks. 2.Work independently and collaboratively to solve problems and accomplish goals. 3.Communicate information clearly and effectively using a variety of tools/media in varied contexts for a variety of purposes. 4.Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions. 5.Effectively apply the analysis, synthesis, and evaluative processes that enable productive problem solving. 6.Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior. © JPC Sr. 2010 teachers must… 1. Design instructional experiences that facilitate the ownership & development of these critical skills. 2. Create, lead & facilitate a rigorous, content rich & student centered learning environment. 3. Improve the quality & depth of assessment of student learning. 4. Work collaboratively to support a variety of student learning & professional goals. 5. Continuously improve their own technical knowledge & problem solving abilities. & BOE/admin. must; 1. Actively support the movement toward a 21st Century digital learning environment. 2. Ensure alignment of curriculum, assessment, supervision, & professional development practices with these goals. 3. Provide a robust technology infrastructure. 4. Ensure that resource allocation & budget development processes align with these goals. 5. Align all district policies and processes to facilitate digital practice & systems integration.
  52. 52. Contact Information Jonathan P. Costa, Sr. Director, School/Program Services EDUCATION CONNECTION costa@educationconnection.org 860-567-0863 To view most of this presentation content online, © JPC Sr. 2009
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