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Balancing the Equation:

Balancing the Equation:
Teaching and Learning with the New Generation

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  • Silent Generation Largely retired Important as trustees, senior faculty, voters, taxpayers Tend to be critical of education Boomers Dominated classrooms for past 20 years Majority of superintendents Generation X Teachers Increasingly, principals and superintendents Gen X’ers: grew up in era of relaxed standards in schools. As parents, expect access to teachers, information, major role in decisions about their kids. Millennials: entire k-12 population; diverse, community-minded. Will shape workplace through the 1 st part of the 21 st century.
  • Special. Their elders have inculcated in Millenials the sense that they are, collectively, vital to the nation and to their parents’ sense of purpose. A significant amount of policy focus has been devoted to their education and to creating new environments for them. This is the generation of arranged play dates, NCLB, and SAT prep courses 2. They are sheltered. From day one they existed in a world full of rultes and parental anxiety. This is the generation of safety helmets, metal detectors in schools, v-chips in their TVs and NetNanny on their computers. 3. They are confident. They score higher than their elders in assessments of their grust and optimism. This is the generation reared with an obsession about their self esteem and it shows. 4. They are team-oriented. From Barney to travel team soccer to school unifroms to a classroom emphaiss ion team projects-and team grades. Millennials are developing strong team instincts and tight peer bonds. They even go on dates in groups. 5. They are achieving. With higher school standards and accountability as the hallmarks of their schools, Millennials are on track to become the best educated and best-behaved adults in the nation’s history. They live with rules and believe in them. 6. They are pressured. Pushed by their parents to study hard, avoid personal riskds, and take full advantage of the collective opportunities adults are offering them. Millennials feel a “trophy kid” pressure to excel. 7. They are conventional. They take pride in their achievments and embrace their parents’ values in a way that was not seen in assessments of previous generations. Tell them to notch a new credential for their resume and they’ll dutifully follow through-especially if you tell them they’ll get extra credit for completing it.
  • Special. Their elders have inculcated in Millenials the sense that they are, collectively, vital to the nation and to their parents’ sense of purpose. A significant amount of policy focus has been devoted to their education and to creating new environments for them. This is the generation of arranged play dates, NCLB, and SAT prep courses 2. They are sheltered. From day one they existed in a world full of rultes and parental anxiety. This is the generation of safety helmets, metal detectors in schools, v-chips in their TVs and NetNanny on their computers. 3. They are confident. They score higher than their elders in assessments of their grust and optimism. This is the generation reared with an obsession about their self esteem and it shows. 4. They are team-oriented. From Barney to travel team soccer to school unifroms to a classroom emphaiss ion team projects-and team grades. Millennials are developing strong team instincts and tight peer bonds. They even go on dates in groups. 5. They are achieving. With higher school standards and accountability as the hallmarks of their schools, Millennials are on track to become the best educated and best-behaved adults in the nation’s history. They live with rules and believe in them. 6. They are pressured. Pushed by their parents to study hard, avoid personal riskds, and take full advantage of the collective opportunities adults are offering them. Millennials feel a “trophy kid” pressure to excel. 7. They are conventional. They take pride in their achievments and embrace their parents’ values in a way that was not seen in assessments of previous generations. Tell them to notch a new credential for their resume and they’ll dutifully follow through-especially if you tell them they’ll get extra credit for completing it.
  • They would rather use technology, than not.
  • Special. Their elders have inculcated in Millenials the sense that they are, collectively, vital to the nation and to their parents’ sense of purpose. A significant amount of policy focus has been devoted to their education and to creating new environments for them. This is the generation of arranged play dates, NCLB, and SAT prep courses 2. They are sheltered. From day one they existed in a world full of rultes and parental anxiety. This is the generation of safety helmets, metal detectors in schools, v-chips in their TVs and NetNanny on their computers. 3. They are confident. They score higher than their elders in assessments of their grust and optimism. This is the generation reared with an obsession about their self esteem and it shows. 4. They are team-oriented. From Barney to travel team soccer to school unifroms to a classroom emphaiss ion team projects-and team grades. Millennials are developing strong team instincts and tight peer bonds. They even go on dates in groups. 5. They are achieving. With higher school standards and accountability as the hallmarks of their schools, Millennials are on track to become the best educated and best-behaved adults in the nation’s history. They live with rules and believe in them. 6. They are pressured. Pushed by their parents to study hard, avoid personal riskds, and take full advantage of the collective opportunities adults are offering them. Millennials feel a “trophy kid” pressure to excel. 7. They are conventional. They take pride in their achievments and embrace their parents’ values in a way that was not seen in assessments of previous generations. Tell them to notch a new credential for their resume and they’ll dutifully follow through-especially if you tell them they’ll get extra credit for completing it.
  • Special. Their elders have inculcated in Millenials the sense that they are, collectively, vital to the nation and to their parents’ sense of purpose. A significant amount of policy focus has been devoted to their education and to creating new environments for them. This is the generation of arranged play dates, NCLB, and SAT prep courses 2. They are sheltered. From day one they existed in a world full of rultes and parental anxiety. This is the generation of safety helmets, metal detectors in schools, v-chips in their TVs and NetNanny on their computers. 3. They are confident. They score higher than their elders in assessments of their grust and optimism. This is the generation reared with an obsession about their self esteem and it shows. 4. They are team-oriented. From Barney to travel team soccer to school unifroms to a classroom emphaiss ion team projects-and team grades. Millennials are developing strong team instincts and tight peer bonds. They even go on dates in groups. 5. They are achieving. With higher school standards and accountability as the hallmarks of their schools, Millennials are on track to become the best educated and best-behaved adults in the nation’s history. They live with rules and believe in them. 6. They are pressured. Pushed by their parents to study hard, avoid personal riskds, and take full advantage of the collective opportunities adults are offering them. Millennials feel a “trophy kid” pressure to excel. 7. They are conventional. They take pride in their achievments and embrace their parents’ values in a way that was not seen in assessments of previous generations. Tell them to notch a new credential for their resume and they’ll dutifully follow through-especially if you tell them they’ll get extra credit for completing it.
  • Special. Their elders have inculcated in Millenials the sense that they are, collectively, vital to the nation and to their parents’ sense of purpose. A significant amount of policy focus has been devoted to their education and to creating new environments for them. This is the generation of arranged play dates, NCLB, and SAT prep courses 2. They are sheltered. From day one they existed in a world full of rultes and parental anxiety. This is the generation of safety helmets, metal detectors in schools, v-chips in their TVs and NetNanny on their computers. 3. They are confident. They score higher than their elders in assessments of their grust and optimism. This is the generation reared with an obsession about their self esteem and it shows. 4. They are team-oriented. From Barney to travel team soccer to school unifroms to a classroom emphaiss ion team projects-and team grades. Millennials are developing strong team instincts and tight peer bonds. They even go on dates in groups. 5. They are achieving. With higher school standards and accountability as the hallmarks of their schools, Millennials are on track to become the best educated and best-behaved adults in the nation’s history. They live with rules and believe in them. 6. They are pressured. Pushed by their parents to study hard, avoid personal riskds, and take full advantage of the collective opportunities adults are offering them. Millennials feel a “trophy kid” pressure to excel. 7. They are conventional. They take pride in their achievments and embrace their parents’ values in a way that was not seen in assessments of previous generations. Tell them to notch a new credential for their resume and they’ll dutifully follow through-especially if you tell them they’ll get extra credit for completing it.
  • Special. Their elders have inculcated in Millenials the sense that they are, collectively, vital to the nation and to their parents’ sense of purpose. A significant amount of policy focus has been devoted to their education and to creating new environments for them. This is the generation of arranged play dates, NCLB, and SAT prep courses 2. They are sheltered. From day one they existed in a world full of rultes and parental anxiety. This is the generation of safety helmets, metal detectors in schools, v-chips in their TVs and NetNanny on their computers. 3. They are confident. They score higher than their elders in assessments of their grust and optimism. This is the generation reared with an obsession about their self esteem and it shows. 4. They are team-oriented. From Barney to travel team soccer to school unifroms to a classroom emphaiss ion team projects-and team grades. Millennials are developing strong team instincts and tight peer bonds. They even go on dates in groups. 5. They are achieving. With higher school standards and accountability as the hallmarks of their schools, Millennials are on track to become the best educated and best-behaved adults in the nation’s history. They live with rules and believe in them. 6. They are pressured. Pushed by their parents to study hard, avoid personal riskds, and take full advantage of the collective opportunities adults are offering them. Millennials feel a “trophy kid” pressure to excel. 7. They are conventional. They take pride in their achievments and embrace their parents’ values in a way that was not seen in assessments of previous generations. Tell them to notch a new credential for their resume and they’ll dutifully follow through-especially if you tell them they’ll get extra credit for completing it.
  • Special. Their elders have inculcated in Millenials the sense that they are, collectively, vital to the nation and to their parents’ sense of purpose. A significant amount of policy focus has been devoted to their education and to creating new environments for them. This is the generation of arranged play dates, NCLB, and SAT prep courses 2. They are sheltered. From day one they existed in a world full of rultes and parental anxiety. This is the generation of safety helmets, metal detectors in schools, v-chips in their TVs and NetNanny on their computers. 3. They are confident. They score higher than their elders in assessments of their grust and optimism. This is the generation reared with an obsession about their self esteem and it shows. 4. They are team-oriented. From Barney to travel team soccer to school unifroms to a classroom emphaiss ion team projects-and team grades. Millennials are developing strong team instincts and tight peer bonds. They even go on dates in groups. 5. They are achieving. With higher school standards and accountability as the hallmarks of their schools, Millennials are on track to become the best educated and best-behaved adults in the nation’s history. They live with rules and believe in them. 6. They are pressured. Pushed by their parents to study hard, avoid personal riskds, and take full advantage of the collective opportunities adults are offering them. Millennials feel a “trophy kid” pressure to excel. 7. They are conventional. They take pride in their achievments and embrace their parents’ values in a way that was not seen in assessments of previous generations. Tell them to notch a new credential for their resume and they’ll dutifully follow through-especially if you tell them they’ll get extra credit for completing it.
  • Special. Their elders have inculcated in Millenials the sense that they are, collectively, vital to the nation and to their parents’ sense of purpose. A significant amount of policy focus has been devoted to their education and to creating new environments for them. This is the generation of arranged play dates, NCLB, and SAT prep courses 2. They are sheltered. From day one they existed in a world full of rultes and parental anxiety. This is the generation of safety helmets, metal detectors in schools, v-chips in their TVs and NetNanny on their computers. 3. They are confident. They score higher than their elders in assessments of their grust and optimism. This is the generation reared with an obsession about their self esteem and it shows. 4. They are team-oriented. From Barney to travel team soccer to school unifroms to a classroom emphaiss ion team projects-and team grades. Millennials are developing strong team instincts and tight peer bonds. They even go on dates in groups. 5. They are achieving. With higher school standards and accountability as the hallmarks of their schools, Millennials are on track to become the best educated and best-behaved adults in the nation’s history. They live with rules and believe in them. 6. They are pressured. Pushed by their parents to study hard, avoid personal riskds, and take full advantage of the collective opportunities adults are offering them. Millennials feel a “trophy kid” pressure to excel. 7. They are conventional. They take pride in their achievments and embrace their parents’ values in a way that was not seen in assessments of previous generations. Tell them to notch a new credential for their resume and they’ll dutifully follow through-especially if you tell them they’ll get extra credit for completing it.
  • It is what they have grown up with… But, they are not always discerning users of technology
  • Ask folks to guess Put up their answer
  • 21 st Century Jobs Require 21 st Century Skills
  • Career and technical education is about helping students, workers and lifelong learners of all ages fulfill their working potential. First and foremost,
  • Career and technical education is about helping students, workers and lifelong learners of all ages fulfill their working potential. First and foremost,
  • This is a good teacher, but she can’t become a great teacher by teaching alone. Good schools have good teachers but they don’t become great until their teachers draw on the spirit and power of teamwork to improve student achievement beyond what any of them can accomplish alone. There are three things wrong with this picture: Mrs. Jones is teaching alone – her colleagues can’t lean or draw on her expertise and experience, and she can’t learn from her colleagues. This picture was taken in 2001 – it is now 2006 and she is probably gone and all of her experience and expertise went with her. Which weakens the continuity, coherence and strength of the learning community in this school. These students have a good teacher but down the hall or across town students are struggling with inexperienced and under prepared teachers – we have a moral imperative to change this inequitable distribution of experience. She is teaching alone in a flat world – these children will still be working in 2075 – they are the most connected generation of students we have ever have – they will be the learning generation that will create the future, but this teacher and these students are teaching and learning in a factory era classroom. We need a blueprint to transform our schools from factory era workplaces into 21 st Century learning centers.
  • Blogs provide commentary or news on a particular subject such as food, politics, or local news; some function as more personal online diaries . A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art (artlog), photographs (photoblog), sketchblog, videos (vlog), music (MP3 blog), or audio (podcasting), and are part of a wider network of social media.
  • A wiki is a web site that can be individually or collaboratively edited using just a web browser. No special tools and no special skills are required. At its simplest, it can be read just like any other web site, but its real power lies in the fact that groups can collaboratively work on the content of the site without constantly emailing Word documents and tracking revisions from multiple authors who can't see each others' changes. The wiki is gaining traction in education, as an ideal tool for the increasing amount of collaborative work done by both students and teachers. Students might use a wiki to collaborate on a group report, compile data or share the results of their research, while faculty might use the wiki to collaboratively author the structure and curriculum of a course, and the wiki can then serve as part of each person's course materials.
  • Computer games provide a medium that engages people for long periods of time, and gamers usually return to the same game many times over. There are obvious lessons here for the developers of digitally-based educational, learning and training materials. Realism-based simulations include contemporary car racing games, business simulations, sports, combat and civilization development games. More abstract simulations involve adventure, fantasy, and space battle games, although realistic graphics and physics-based effects are used in many of these games. Other simulations include puzzle games such as Tetris, and conversions of traditional games such as Scrabble, Monopoly and crosswords. Games are increasingly used to support teaching and learning e.g., using text adventures to assist in teaching English as a second language [ESL]. Conclusions as to the effectiveness of games for educational purposes differ; one particular review of relevant research indicated that mathematics was a subject where the use of games was usually superior to traditional classroom instruction [Effects].

Nmtie07 final Nmtie07 final Presentation Transcript

  • Equation:Teaching and Learningwith the NextGeneration October 4, 2007 Patricia Miller, M. Ed, NBCT and Marcy Oxford, Ph.D.
  • Essential Questions What are the needs of today’s students? What is our vision for students? How do we address student needs through CHANGED curriculum and pedagogy?
  • HIERARCHY OF NEEDSThe hierarchy of needsfor school change STUDENTinforms us that without SUCCESSaddressing issues of INSTRUCTIONALculture, purpose and PRACTICESstructure, our attempts Pedagogy, methodology and assessment are consistent with theto improve instructional school’s purpose & supported by thepractice are very difficult structure.to sustain. SCHOOL STRUCTURE Facilities, daily schedules, school calendars, course offerings, instructional methodologies and assessment practices are inline with purpose. SCHOOL PURPOSE School has a clear sense of purpose around student outcomes and can measure it’s success against those outcomes. Students know how school and class work will help them be successful in meeting their own goals. SCHOOL CULTURE Students and staff feel safe, trusted, respected and well known by others. Parents feel welcome and listened to. School has strong ties to business and community.
  • What are the needs of today’sstudents? Who are they?
  • Generations Defined Silent – Born 1925 – 42 (62-80 years) Boomers – Born 1943 – 60 (44 – 62 years) Gen X – Born 1961 – 81 (23 – 44 years) Millennials – Born 1982 – 2000 (25 years and younger) From Millennials Rising (2000) William Strauss and Neil Howe
  • Who are Millennials? Result of a backlash against the “hands-off” parenting of the 1970s – a protected(coddled?) generation Raised in the 80s & 90s, Mils have only known economic prosperity and opportunity Columbine, Power Rangers, cell phones, DVDs, OK City Bombing, 9-11, D.A.R.E., Anthrax, and Katrina
  • Millennials Defined The biggest and most diverse generation in American history-36% of total population; 31% minority Special Achieving Sheltered Pressured Confident Conventional Team- Tech-embracing oriented
  • Millennials Defined  Special Each parent thinks their child is special Parents are more directly involved in theirchildren’s college education than ever before (i.e. “Helicopter” Parents) Mils want to think that their experiences, though shared, are special and unique to themselves
  • Millennials Defined  Sheltered Security, in homes and schools, has beena constant for Mils Along with physical safety, Mils anticipatepersonal success in terms of career: highsalaries, strong benefits Technology as protector – trustrelationships built with techhttp://www.wherifywireless.com/html/solutions.asp?pageId=50
  • Millennials Defined  Confident 8 out of 10 Mil teens plan on attending college Ninety percent of teens are “excited and happyabout the future” Eighty percent anticipate making over $50K bythe time they turn 30 3 out of 5 Mil children believe they could bePresident of the United States Confidence in the classroom: Mils will oftenstrongly contest weak or less-than-perfectgrades
  • Millennials Defined  Team Oriented Unlike previous generations of learners, Mils often do work in small groups and have done so since kindergarten Mils form political structures quickly and divide work accordingly Sometimes Mils will cover for each other’s weaknesses by doing each other’s work (this does not, however, indicate that Mils prefer group learn)
  • From Superheroes to SuperTeamsGood Great
  • Millennials Defined  Conventional They “believe in Brand” – i.e. “Old Navy” However, they will “change brands” easily to find the fit they want, including transferring between schools (“Swirling”) They want to be “regular” students Assignments that stress “originality” may be disturbing to them
  • Millennials Defined  Pressured Mils are worried about their grades Mils recognize that school performance may reflect their future success or failure Mils highly structured and busy lifestyles often add to the pressure and they will often try radical measures to find relief – including cheating on exams or plagiarism
  • Millennials Defined  Achieving High expectations, demanding schedules, and competitive parents Most Mils (60.2%) expect to earn a B average or better in college More and more Mils are going for advanced degrees Mils do not necessarily connect their goals to their efforts – Clear guidance must be given to Mils to help them understand the amount of work required to achieve in higher education
  • Millennials Defined Tech-embracing
  • Digital Immigrants:“When I was growing up…”.
  • Digital Natives:Born into Technology
  • Millennials and Tech Grew up on videogames, PCs, cell phones Have been online a “long time,” averaging between five and seven years Assumption among Boomer and X-er faculty that this generation of students is information- savvy
  • Digital Natives &Neomillenials Think, learn and communicate differently than digital immigrants (Prensky, 2001, 2004) Have sophisticated learning styles and strengths – they expect individualized instruction (Dede, 2005)
  • Digital Natives &Neomillenials Theyneed to “look under the hood of something to know how it works” and consider themselves the authority on technology, rather than their teachers (Tapscott, 1998)
  • Tech Change & Fragmentation Mils are accustomed to rapid technological change in communications, and have come to expect this type of change in all aspects of their lives Mils are products of the Postmodern conditions in which they have been raised: characterized by consumerism, superficiality, and knowledge fragmentation
  • 21st Century Skills How many jobs will a young person have today between age 18-38? …10.2 jobsSOURCE: Number of Jobs Held, Labor Market Activity, and Earnings Growth AmongYounger Baby Boomers: Recent Results From a Longitudinal Survey Summary, USDept. of Labor, 2004
  • 21st Century Skills 20th Century 21st Century Number of 1 – 2 Jobs 10 – 15 Jobs Jobs: Flexibility Job Mastery of And Requirement: One Field Adaptability Subject Integration of 21st Teaching Century Skills into Matter Subject Matter Model: Mastery Mastery Subject Integration of 21st Assessment Century Skills into Matter Model: Subject Matter Mastery Mastery
  • Concerns for Our Students Are we doing our best to prepare 21 st Century Learners?Are they … Being left behind their peers in cognitive development? Lacking in proficient health, economic and civic literacy? Failing to acquire the ability to use technology as an empowerment tool?
  • Educators’ Challenge:Meet the needs of the STUDENTS’ futures, NOT the Teachers’ past
  • What is our vision forstudents? • Educated • Prepared • Competitive
  • Education Modifications• Academic subject matter taught with relevance to the real world, often called contextual learning• Employability skills, from job-related skills to workplace ethics• Education pathways that help students explore interests and careers in the process of progressing through school
  • Partnership for 21st CenturySkills
  • How do we address Millennialneeds through curriculum andpedagogy?
  • Shift from the Teacher of the 1950s…
  • To the Teacher of the 21st Century ?
  • 21 st Century Teaching Active Engagement Frequent interaction Collaboration Real world connections Authentic learning experiences Engage higher level cognitive processes
  • 8 Shifts for InteractiveLearning  from linear to hypermedia  from instruction to construction and discovery  from teacher-centered to learner-centered education  from absorbing material to learning how to navigate and how to learn  from school to lifelong learning  from one-size-fits-all to customized learning  from learning as torture to learning as fun  from the teacher as transmitter to the teacher as facilitator (Tapscott, 1998)
  • Millennial Learning StylePreferences Technology– Comfort levels in using technology as a tool of learning are high– Potentials for abuse are likewise high (Plagiarism, for example)
  • Visual Learning Millennials grew up with sophisticated multimedia Average student retains 20 – 30 percent of what they see versus 10 percent of what they read Nonlinear, non-sequential, holistic modes of learning Give instructions with flowcharts or graphics (especially when the instructions are detailed)
  • Customization Think the “Microsoft” way: pull-down menu vs. button bars vs. keyboard shortcuts Give them choices Consider developing two or three different kinds of assignments for a course module, so students can select the kind of assignment that works best for them
  • Group Activities Unlike previous generations of learners… Peer-to-Peer Learning significantly enhances Active Learning principles in the classroom Can we take “Think-Pair-Share” to a new level? Engage the students every ten minutes
  • The “Nintendo” FactorHow do Mils really learn?Trial and Error!
  • “In the future, how we educate our children may prove to be more important that how much we educate them.” ~T. Friedman, 2005 The World is Flat
  • Pedagogy for the21 st Century Learner“Technical skills with an intellectual toolbox enriched with experiences, roles, team building, and knowledge.” (Culp, Honey, & Spielvogel, 1999, 2005)
  • Technology Trends in theClassroom Blog Wiki Podcast Gaming Learning Management Systems
  • BlogA blog (a portmanteau of web log) is a website where entries are written in chronological order and displayed in reverse chronological order. "Blog" can also be used as a verb, meaning to maintain or add content to a blog.
  • PodcastA podcast is a digital media file, or a series of such files, that is distributed over the Internet for playback on portable media players and personal computers. Unlike radio or streaming content on the web, podcasts are not real-time. The material is pre-recorded and users can check out the material at their leisure, offline.
  • WIKIa web site that can be individually or collaboratively edited using just a web browser No special tools and no special skills are required an ideal tool for the increasing amount of collaborative work done by both students and teachers
  • Gaming The phrases video game and computer game are often used interchangeably. Typically there is a screen (television, monitor, LCD display) through which the game is viewed. Most video games can be viewed as simulations of some form.
  • Learning Management SystemA Learning Management System (or LMS) is a software package that enables the management and delivery of online content to learners. Most LMSs are web-based to facilitate "anytime, any place, any pace" access to learning content and administration.
  • YOUR COMMENTS ANDQUESTIONS… pmiller@ftsumnerk12.com moxford@lcps.k12.nm.us