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21st skills neasc 110910 Presentation

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Jonathan Costa's slideshow for the NEASC preparation conference at CAS on 11/9/10

Jonathan Costa's slideshow for the NEASC preparation conference at CAS on 11/9/10

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  • 1. EDUCATION CONNECTION 21st Century Skills Why, What, & How NEASC Preparation November 9th, 2010 © JPC Sr. 2010
  • 2. Why Bother With 21CS? 1. You should do it. 2. You have to do it. The only question left is….. superficial or systemic? © JPC Sr. 2008
  • 3. Yes, It’s Happened Before Our Eyes © JPC Sr. 2010
  • 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. Look at These Numbers WORLD INTERNET USAGE AND POPULATION STATISTICS Population Internet Users Internet Users Penetration Growth World Regions ( 2010 Est.) Dec. 31, 2000 Latest Data (% Population) 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 592,556,972 18,068,919 204,689,836 34.5 % 1,032.8 % America/Caribbean 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 © JPC Sr. 2010
  • 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. 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. 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.. © JPC Sr. 2010
  • 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. 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. Augmented Reality Applications What happens when you combine a digital compass, a gyroscope/accelerometer, GPS, and data storage in hand-held device? © JPC Sr. 2010
  • 12. Augmented Reality Applications What happens when you combine a digital compass, a gyroscope/accelerometer, GPS, and data storage in hand-held device? Night Sky © JPC Sr. 2010
  • 13. Up, Up, and Away… © JPC Sr. 2010
  • 14. Do You Know What This Is? 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! © JPC Sr. 2010
  • 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. The smartest 25% of the Chinese population . . . In other includes more words, they people than havetotal the more Honors kids population of than we have North kids. America.
  • 17. estimates that today’s students… will have 10- 14 jobs before they reach the age of 40.
  • 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. 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. They ARE Different Adapted from Marc Prensky – “Digital Game Based Learning” Digital Immigrants Digital Natives Digital Interpreters Digital Fluency Mostly text Mostly media Paper based Screen based Information stream Information flood One task at a time Multi-tasking Fonts Graphics Logical order Random access One conversation Networked Reward in the end Instant gratification Serious work Games and engagement Deliberation Twitch speed Legacy content Future content © JPC Sr. 2008
  • 21. Seeing the World Differently Digital Immigrants Digital Natives Sad & alone in my room. Glad & connected to the world. “Go to Your Room!” © JPC Sr. 2008
  • 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. Seeing The World Differently “Come to class every day ready to learn!” © JPC Sr. 2008
  • 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. 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. A Change in the Culture 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 Improving the methods through Articulating how well we expect which we create learning. learners to perform and measuring for it. A variety of reliable and consistent A variety of teaching strategies that are Assessment tools that are aligned with the aligned with the identified goals for learning. identified goals for learning. © JPC Sr. 2008
  • 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. 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. A Common Sense Approach Two secondary school mandates, but just... CSDE/SRBI NEASC Ensure all students Quality Ensure a focus on are challenged and successful. Instruction 21st Century Skills. ...one Mission. Ensuring all students are challenged and successful in acquiring 21st Century Skills. Pursued through one pathway and one plan. 21st Century Tiered Progress Universal Skill Quality Screening Monitoring Identification Instruction © JPC Sr. 2010
  • 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. High School Bottom Line… Part Two 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
  • 32. So What Are They? © JPC Sr. 2009
  • 33. How Do We Get There? As a community? If you would allow me to put my 2 cents in… © JPC Sr. 2009
  • 34. Alignment and Coherence… There are three things extremely hard: steel, a diamond, and to know one's self. Benjamin Franklin © JPC Sr. 2009
  • 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. 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. Preparing Students For a Knowledge Economy Subject Area Everyone’s Responsibilities Responsibility Type of Content Content Skills 21st Cent. Skills Knowledge (Declarative) (Procedural) (Contextual) Facts Discrete Skills Applied Understandings Desired Type of Lecture, video, Classroom or textbook Complex projects, films, assigned problems, experiments, real time explorations, Instruction readings and discussions, practice and authentic and technology memory activities. Required repetition. supported applications. Recall & recognition Checklists, Type of based quizzes, tests, analytic rubrics, Holistic and, analytic rubrics, Assessment and activities. Multiple or other agreed upon or other agreed upon choice, matching, etc. skill standards skill standards Required (SAT/AP/Exams) (AP/CMT/CAPT/Exams) (Portfolios, Exhibitions, Etc) Amount of Discrete units, Discrete units, Ongoing, systemic and Time spiraled and spiraled and without a finite predictable. predictable. or predictable end. Required © JPC Sr. Align Your Systems With Your Goals for Learning 2009
  • 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. Systems Drive the Work Curriculum Assessment Prof. Instruction & Data Development Teacher Goals & Leadership & Budgeting Evaluation Planning Communication
  • 40. 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. © PI 2001
  • 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. The Pareto Principle In any system of work, 20% of the causes are responsible for 80% of the effects. © JPC Sr. 2008
  • 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. Essential Planning Questions 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? Feedback and Accountability in a Skill Based World © JPC Sr. 2009
  • 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. 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. Rigor, Rubrics and Standards Item Insufficient - 0 Sufficient -1 Proficient - 2 Excellent – 3 Does not ask relevant questions. Asks questions that are relevant. Asks questions that are relevant and Asks questions that are insightful, there is evidence of complex relevant; shows evidence of complex interpretations. interpretations; displays original thinking. Sustains a Process of Inquiry Does not activate prior knowledge. Makes limited use of prior knowledge Relates prior knowledge/experiences to Demonstrates how prior knowledge work and expands interpretation of work contextualizes and enriches the interpretation of the work. Does not make even minimal Make somes connections among Makes multiple connections among Makes multiple and complex connections among sources or ideas. multiple sources or ideas. multiple sources or ideas. connections among multiple sources or ideas. Differentiates Displays limited or no understanding of Displays a basic understanding of how Displays a sound understanding of how Displays an in-depth understanding of Between Media how different media outlets vary in their different media outlets vary in their different media outlets vary in their how different media outlets vary in their Sources delivery and consideration of content. delivery and consideration of content. delivery and consideration of content delivery and consideration of content and provides specific examples of how and provides specific examples of how these outlet’s viewpoints may vary. 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 Displays no recognition of source bias Demonstrates a basic awareness of Identifies specific examples of source Identifies specific examples of source Bias and/or is unable to articulate the source bias or structural features bias or structural features and can bias or structural features, explains how potential impact of this bias. and/or is able to explain potential affect explain how these issues affect the these issues affect the accuracy or on information accuracy or relevance. accuracy or relevance of the information. relevance of information, and can counter or balance this bias with other data or sources. Does not paraphrase or demonstrate Paraphrases and demonstrates some Paraphrases and demonstrates strong Paraphrases and demonstrates strong empathy with alternative points of evidence of empathy for alternative evidence of empathy for multiple evidence of empathy for multiple Understands Ideas view. points of view. alternative points of view. alternative points of view and from Multiple Perspectives indentifies strengths and weaknesses of the alternatives. Applies Evaluative Does not judge the merits of a work or Evaluates explicit and implicit Accurately evaluates explicit and Independently evaluates explicit and Criteria understand criteria. information for relevance or accuracy implicit information to judge the merits implicit information;. develops and to judge the merits of a work and of a work and applies the prescribed applies original criteria to judge the applies the prescribed criteria. criteria. merits of a work. © JPC Sr. 2009
  • 48. 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. © JPC Sr. 2007
  • 49. Essential Planning Questions 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? Leveraging Information Age Tools and Strategies © JPC Sr. 2009
  • 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. Responsibilities for 21st Century Learning Success So students can… teachers must… & BOE/admin. must; 1.Use real-world digital and other research tools to access, evaluate 1. Design instructional 1. Actively support the and effectively apply information experiences that movement toward a 21st appropriate for authentic tasks. facilitate the ownership Century digital learning 2.Work independently and & development of these environment. collaboratively to solve problems critical skills. 2. Ensure alignment of and accomplish goals. 2. Create, lead & facilitate curriculum, assessment, 3.Communicate information a rigorous, content rich supervision, & clearly and effectively using a professional development variety of tools/media in varied & student centered contexts for a variety of practices with these learning environment. purposes. goals. 4.Demonstrate innovation, 3. Improve the quality & 3. Provide a robust flexibility and adaptability in depth of assessment of technology thinking patterns, work habits, student learning. infrastructure. and working/learning conditions. 4. Ensure that resource 4. Work collaboratively to 5.Effectively apply the analysis, allocation & budget synthesis, and evaluative support a variety of development processes processes that enable productive student learning & align with these goals. problem solving. professional goals. 5. Align all district policies 6.Value and demonstrate and processes to 5. Continuously improve personal responsibility, their own technical facilitate digital practice character, cultural understanding, and ethical knowledge & problem & systems integration. behavior. solving abilities. © JPC Sr. 2010
  • 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