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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. © 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. 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 © 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. 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. © 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. 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 © JPC Sr. 2010 What happens when you combine a digital compass, a gyroscope/accelerometer, GPS, and data storage in hand-held device?
  • 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. Up, Up, and Away… © JPC Sr. 2010
  • 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. 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 . . . includes more people than the total population of North America. In other words, they have more Honors kids than we have kids.
  • 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. © 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. 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. 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 © JPC Sr. 2008 “Come to class every day ready to learn!”
  • 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 © 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. 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 © 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... 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. 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. 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. © JPC Sr. 2009 So What Are They?
  • 33. How Do We Get There? As a community? If you would allow me to put my 2 cents in… © JPC Sr. 2009
  • 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. 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 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. 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 InstructionAssessment & Data Prof. Development Teacher Evaluation Goals & Planning Leadership & Communication Budgeting
  • 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. 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. 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. 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 © 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. © 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. 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. 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… 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. Contact Information Jonathan P. Costa, Sr. Director, School/Program Services EDUCATION CONNECTION 860-567-0863 To view most of this presentation content online, © JPC Sr. 2009