The Hook

Twenty First Century Skills On The Cheap Transforming Education Virtually Two Bits At A Time! Michael J. Gorman Alan November BLC 09 Conference Johns Hopkins University Cohort Southwest Allen County Schools MJ Gorman 2009 For personal use only

Education for the future! Free and inexpensive ideas!

I am honored to present at BLC09! It is my goal that each and every one of you walks away with not only a new idea but a changed paradigm

And a treasure chest of free and inexpensive resources For all educational learning communities including classrooms, schools, and districts

All resources in this presentation are available at my 21 CenturyEDtech Wiki at: http://21centuryedtech.wikispaces.com/

Tomorrow’s great educational ideas are reinventions of what already exists today! Technology gives educators the ability to improve, refine, articulate, and make more productive!

Case In Point The invention of a device that allows instant play of music, on demand, from various artists, from a large collection of data bases.

The Jukebox 1889 - Nickel-in-the-Slot machine. Louis Glass and William S. Arnold, placed a coin-operated Edison cylinder phonograph in the Palais Royale Saloon in San Francisco. It was an Edison Class M Electric Phonograph in an oak cabinet that was refitted with a coin mechanism patented (U.S. 428,750) by Glass and Arnold. There was no amplification and patrons had to listen to the music using one of four listening tubes. In its first six months of service, the Nickel-in-the-Slot earned over $1000.

1889 - Nickel-in-the-Slot machine.

Louis Glass and William S. Arnold, placed a coin-operated Edison cylinder phonograph in the Palais Royale Saloon in San Francisco.

It was an Edison Class M Electric Phonograph in an oak cabinet that was refitted with a coin mechanism patented (U.S. 428,750) by Glass and Arnold.

There was no amplification and patrons had to listen to the music using one of four listening tubes.

In its first six months of service, the Nickel-in-the-Slot earned over $1000.

Technology improves, refines, articulates, and makes the jukebox more productive! The Result

The iPod (Mp3 player) Launched on October 23, 2001 Original had a 5 GB hard drive that put "1,000 songs in your pocket." [6] As of September 2008, more than 173,000,000 iPods had been sold worldwide The 2008 120 GB allows for instant retrieval of over 24,000 songs

Launched on October 23, 2001

Original had a 5 GB hard drive that put "1,000 songs in your pocket." [6]

As of September 2008, more than 173,000,000 iPods had been sold worldwide

The 2008 120 GB allows for instant retrieval of over 24,000 songs

The million dollar question with a virtual two bit possibility! Is education today closer to the jukebox or the iPod?

Is education today closer to the jukebox or the iPod?

That is another presentation In the meantime You decide! iPod Jukebox Make A Turn

With this quick foundation we will investigate resources that help you: Transform Education A Virtual Two Bits At A Time!

Incorporate resources that emphasize 21 st Century Skills

What do students need for the 21 st century?

Twenty Skills Evaluated For Employment Purposes 1. Creativity/Innovation 2. Critical Thinking and Problem Solving 3. Diversity 4. English Language 5. Ethics/Social Responsibility 6. Foreign Languages 7. Government/Economics 8. History/Geography 9. Humanities/Arts 10. Information Technology Application 11. Leadership 12. Lifelong Learning and Self Direction 13. Mathematics 14. Oral Communications 15. Professional/Work Ethic 16. Reading Comprehension 17. Science 18. Teamwork/Collaboration 19. Writing in English 20. Written Communications Are They Really Ready To Work: (Employer’s Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce.)

1. Creativity/Innovation

2. Critical Thinking and Problem Solving

3. Diversity

4. English Language

5. Ethics/Social Responsibility

6. Foreign Languages

7. Government/Economics

8. History/Geography

9. Humanities/Arts

10. Information Technology Application

11. Leadership

12. Lifelong Learning and Self Direction

13. Mathematics

14. Oral Communications

15. Professional/Work Ethic

16. Reading Comprehension

17. Science

18. Teamwork/Collaboration

19. Writing in English

20. Written Communications

What Employers Really Want! 1. Critical Thinking and Problem Solving* 77.8% 2. Information Technology Application* 77.4% 3. Teamwork/Collaboration* 74.2% 4. Creativity/Innovation* 73.6% 5. Diversity* 67.1% 6. Leadership* 66.9% 7. Oral Communications * 65.9% 8. Professional/Work Ethic* 64.4% 9. Ethics/Social Responsibility* 64.3% 10. Written Communications* 64.0% 11. Lifelong Learning and Self Direction * 64.0% 12. Foreign Languages 63.3% 13. Mathematics 48.8% 14. Writing in English 45.4% 15. Reading Comprehension 41.0% 16. Science 38.7% 17. English Language 32.8% 18. Government/Economics 24.8% 19. History/Geography 17.9% 20. Humanities/Arts 09.5% “ Early college high schools, a variation of high school and college blended designs that accelerate learning for youth 7-12, are the focus of growing, multi-sector interest in Indiana. Early college designs have the potential to encompass a number of key reform practices.” Page 27 Moving Indiana Forward: High Standards and High Graduation Rates November 2006 Achieve, Inc and Jobs For The Future *Indicates applied skill Are They Really Ready To Work: (Employer’s Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21 st Century U.S. Workforce.)

1. Critical Thinking and Problem Solving* 77.8%

2. Information Technology Application* 77.4%

3. Teamwork/Collaboration* 74.2%

4. Creativity/Innovation* 73.6%

5. Diversity* 67.1%

6. Leadership* 66.9%

7. Oral Communications * 65.9%

8. Professional/Work Ethic* 64.4%

9. Ethics/Social Responsibility* 64.3%

10. Written Communications* 64.0%

11. Lifelong Learning and Self Direction * 64.0%

12. Foreign Languages 63.3%

13. Mathematics 48.8%

14. Writing in English 45.4%

15. Reading Comprehension 41.0%

16. Science 38.7%

17. English Language 32.8%

18. Government/Economics 24.8%

19. History/Geography 17.9%

20. Humanities/Arts 09.5%

So What Are The 21 st Century Skills ? Basic, Scientific, and Technological Literacy Visual and Information Literacy Cultural Literacy and Global Awareness Adaptability/Managing Complexity and Self-Direction Curiosity, Creativity and Risk-taking Higher Order Thinking and Sound Reasoning Teaming and Collaboration Personal and Social Responsibility Interactive Communication Prioritizing, Planning, and Managing for Results Effective Use of Real-World Tools High Quality Results with Real-World Application

Basic, Scientific, and Technological Literacy

Visual and Information Literacy

Cultural Literacy and Global Awareness

Adaptability/Managing Complexity and Self-Direction

Curiosity, Creativity and Risk-taking

Higher Order Thinking and Sound Reasoning

Teaming and Collaboration

Personal and Social Responsibility

Interactive Communication

Prioritizing, Planning, and Managing for Results

Effective Use of Real-World Tools

High Quality Results with Real-World Application

The Mission “ The current and future health of America’s 21st Century Economy depends directly on how broadly and deeply Americans reach a new level of literacy—‘21st Century Literacy’—that includes strong academic skills, thinking, reasoning, teamwork skills, and proficiency in using technology.” -21st Century Workforce Commission National Alliance of Business

“ The current and future health of America’s 21st Century

Economy depends directly on how broadly and deeply

Americans reach a new level of literacy—‘21st Century

Literacy’—that includes strong academic skills, thinking,

reasoning, teamwork skills, and proficiency in using

technology.”

-21st Century Workforce Commission

National Alliance of Business

So how do we make it happen with ongoing budget cuts?

Look for National Programs already in existence Use your technology and an exemplary program to improve, refine, articulate, and make the jukebox more productive!

The Future City Example How one school incorporated a national competition into the school curriculum Explore my wiki

Future City www.futurecity.org The National Engineers Future City Competition requires: Problem-solving Teamwork Research and presentation skills Practical math and science applications Computer skills The competition employs a team-based approach. All members of the team have an important role that is necessary for the completion of the project.

The National Engineers

Future City Competition

requires:

Problem-solving

Teamwork

Research and presentation skills

Practical math and science applications

Computer skills

The competition employs a team-based approach. All members of the team have an important role that is necessary for the completion of the project.

Highly Engaging SimCity 4000 Software

With these programs take aim at the standards!

Future City Aligned With District and Indiana Science Standards 8.1.1 Recognize that and describe how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. 8.1.4 Explain why accurate record keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society. 8.1.6 Identify the constraints that must be taken into account as a new design is developed, such as gravity and the properties of the materials to be used. 8.1.7 Explain why technology issues are rarely simple and one-sided because contending groups may have different values and priorities 8.1.8 Explain that humans help shape the future by generating knowledge, developing new technologies, and communicating idea s to others. 8.2.1 Estimate distances and travel times from maps and the actual size of objects from scale drawings. 8.2.4 Use technological devices, such as calculators and computers, to perform calculations. 8.2.5 Use computers to store and retrieve information in topical, alphabetical, numerical, and keyword files and create simple files of students’ own devising.

8.1.1 Recognize that and describe how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way.

8.1.4 Explain why accurate record keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society.

8.1.6 Identify the constraints that must be taken into account as a new design is developed, such as gravity and the properties of the materials to be used.

8.1.7 Explain why technology issues are rarely simple and one-sided because contending groups may have different values and priorities

8.1.8 Explain that humans help shape the future by generating knowledge, developing new technologies, and communicating idea s to others.

8.2.1 Estimate distances and travel times from maps and the actual size of objects from scale drawings.

8.2.4 Use technological devices, such as calculators and computers, to perform calculations.

8.2.5 Use computers to store and retrieve information in topical, alphabetical, numerical, and keyword files and create simple files of students’ own devising.

Future City Aligned With District and Indiana Science Standards 8.1.1 Recognize that and describe how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. 8.1.4 Explain why accurate record keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society. 8.1.6 Identify the constraints that must be taken into account as a new design is developed, such as gravity and the properties of the materials to be used. 8.1.7 Explain why technology issues are rarely simple and one-sided because contending groups may have different values and priorities 8.1.8 Explain that humans help shape the future by generating knowledge, developing new technologies, and communicating idea s to others. 8.2.1 Estimate distances and travel times from maps and the actual size of objects from scale drawings. 8.2.4 Use technological devices, such as calculators and computers, to perform calculations. 8.2.5 Use computers to store and retrieve information in topical, alphabetical, numerical, and keyword files and create simple files of students’ own devising.

8.1.1 Recognize that and describe how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way.

8.1.4 Explain why accurate record keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society.

8.1.6 Identify the constraints that must be taken into account as a new design is developed, such as gravity and the properties of the materials to be used.

8.1.7 Explain why technology issues are rarely simple and one-sided because contending groups may have different values and priorities

8.1.8 Explain that humans help shape the future by generating knowledge, developing new technologies, and communicating idea s to others.

8.2.1 Estimate distances and travel times from maps and the actual size of objects from scale drawings.

8.2.4 Use technological devices, such as calculators and computers, to perform calculations.

8.2.5 Use computers to store and retrieve information in topical, alphabetical, numerical, and keyword files and create simple files of students’ own devising.

Future City Aligned With District and Indiana Science Standards 8.2.6 Write clear, step-by-step instructions (procedural summaries) for conducting investigations, operating something, or following a procedure. 8.2.7 Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions. 8.3.6 Understand and explain that the benefits of Earth’s resources, such as fresh water, air, soil, and trees, are finite and can be reduced by using them wastefully or by deliberately or accidentally destroying them. 8.3.7 Explain that the atmosphere and the oceans have a limited capacity to absorb wastes and recycle materials naturally. 8.4.8 Describe how environmental conditions affect the survival of individual organisms and how entire species may prosper in spite of the poor survivability or bad fortune of individuals. 8.5.4 Illustrate how graphs can show a variety of possible relationships between two variables. 8.7.3 Use technology to assist in graphing and with simulations that compute and display results of changing factors in models. 8.7.4 Explain that as the complexity of any system increases, gaining an understanding of it depends on summaries, such as averages and ranges, and on descriptions of typical examples of that system. 8.7.5 Observe and describe that a system may stay the same because nothing is happening or because things are happening that counteract one another.

8.2.6 Write clear, step-by-step instructions (procedural summaries) for conducting investigations, operating something, or following a procedure.

8.2.7 Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions.

8.3.6 Understand and explain that the benefits of Earth’s resources, such as fresh water, air, soil, and trees, are finite and can be reduced by using them wastefully or by deliberately or accidentally destroying them.

8.3.7 Explain that the atmosphere and the oceans have a limited capacity to absorb wastes and recycle materials naturally.

8.4.8 Describe how environmental conditions affect the survival of individual organisms and how entire species may prosper in spite of the poor survivability or bad fortune of individuals.

8.5.4 Illustrate how graphs can show a variety of possible relationships between two variables.

8.7.3 Use technology to assist in graphing and with simulations that compute and display results of changing factors in models.

8.7.4 Explain that as the complexity of any system increases, gaining an understanding of it depends on summaries, such as averages and ranges, and on descriptions of typical examples of that system.

8.7.5 Observe and describe that a system may stay the same because nothing is happening or because things are happening that counteract one another.

Future City Aligned With District and Indiana Language Arts Standards 8.1.3 Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast. 8.2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents. 8.2.2 Analyze text that uses proposition (statement of argument) and support patterns. 8.2.3 Find similarities and differences between texts in the treatment, amount of coverage, or organization of ideas. 8.2.4 Compare the original text to a summary to determine whether the summary accurately describes the main ideas, includes important details, and conveys the underlying meaning. 8.2.5 Use information from a variety of consumer and public documents to explain a situation or decision and to solve a problem. 8.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. 8.4.2 Create compositions that have a clear message, a coherent thesis (a statement of position on the topic), and end with a clear and well-supported conclusion. 8.4.7 Review, evaluate, and revise writing for meaning and clarity. 8.4.8 Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors. 8.4.9 Revise writing for word choice; appropriate organization; consistent point of view; and transitions among paragraphs, passages, and ideas. 8.4.10 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. 8.4.11 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.

8.1.3 Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast.

8.2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents.

8.2.2 Analyze text that uses proposition (statement of argument) and support patterns.

8.2.3 Find similarities and differences between texts in the treatment, amount of coverage, or organization of ideas.

8.2.4 Compare the original text to a summary to determine whether the summary accurately describes the main ideas, includes important details, and conveys the underlying meaning.

8.2.5 Use information from a variety of consumer and public documents to explain a situation or decision and to solve a problem.

8.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.

8.4.2 Create compositions that have a clear message, a coherent thesis (a statement of position on the topic), and end with a clear and well-supported conclusion.

8.4.7 Review, evaluate, and revise writing for meaning and clarity.

8.4.8 Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.

8.4.9 Revise writing for word choice; appropriate organization; consistent point of view; and transitions among paragraphs, passages, and ideas.

8.4.10 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.

8.4.11 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.

Future City Aligned With District and Indiana Language Arts Standards 8.4.3 Support theses or conclusions with analogies (comparisons), paraphrases, quotations, opinions from experts, and similar devices. 8.4.4 Plan and conduct multiple-step information searches using computer networks. 8.4.5 Achieve an effective balance between researched information and original ideas. 8.4.6 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. 8.5.6 Write using precise word choices to make writing interesting and exact. 8.5.7 Write for different purposes and to a specific audience or person, adjusting tone and style as necessary. 8.7.5 Use appropriate grammar, word choice, enunciation (clear speech), and pace (timing) during formal presentations. 8.6.1 Use correct and varied sentence types (simple, compound, complex, and compound-complex) and sentence openings to present a lively and effective personal style. 8.6.4 Edit written manuscripts to ensure that correct grammar is used. 8.6.5 Use correct punctuation. 8.6.6 Use correct capitalization. 8.6.7 Use correct spelling conventions. 8.7.2 Match the message, vocabulary, voice modulation (changes in tone), expression, and tone to the audience and purpose.

8.4.3 Support theses or conclusions with analogies (comparisons), paraphrases, quotations, opinions from experts, and similar devices.

8.4.4 Plan and conduct multiple-step information searches using computer networks.

8.4.5 Achieve an effective balance between researched information and original ideas.

8.4.6 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

8.5.6 Write using precise word choices to make writing interesting and exact.

8.5.7 Write for different purposes and to a specific audience or person, adjusting tone and style as necessary.

8.7.5 Use appropriate grammar, word choice, enunciation (clear speech), and pace (timing) during formal presentations. 8.6.1 Use correct and varied sentence types (simple, compound, complex, and compound-complex) and sentence openings to present a lively and effective personal style.

8.6.4 Edit written manuscripts to ensure that correct grammar is used.

8.6.5 Use correct punctuation.

8.6.6 Use correct capitalization.

8.6.7 Use correct spelling conventions.

8.7.2 Match the message, vocabulary, voice modulation (changes in tone), expression, and tone to the audience and purpose.

Future City Aligned With District and Indiana Language Arts Standards 8.7.12 Deliver research presentations that: define a thesis (a position on the topic). research important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize important perspectives on the topic. use a variety of research sources and distinguish the nature and value of each. present information on charts, maps, and graphs. 8.7.13 Deliver persuasive presentations that: include a well-defined thesis (position on the topic). differentiate fact from opinion and support arguments with detailed evidence, examples, reasoning, and persuasive language. anticipate and effectively answer listener concerns and counterarguments through the inclusion and arrangement of details, reasons, examples, and other elements. maintain a reasonable tone.

8.7.12 Deliver research presentations that:

define a thesis (a position on the topic).

research important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize important perspectives on the topic.

use a variety of research sources and distinguish the nature and value of each.

present information on charts, maps, and graphs.

8.7.13 Deliver persuasive presentations that:

include a well-defined thesis (position on the topic).

differentiate fact from opinion and support arguments with detailed evidence, examples, reasoning, and persuasive language.

anticipate and effectively answer listener concerns and counterarguments through the inclusion and arrangement of details, reasons, examples, and other elements.

maintain a reasonable tone.

Future City Aligned With District and Indiana Social Studies Standards 8.3.1 Read maps to interpret symbols and determine the land forms and human features that represent physical and cultural characteristics of areas in the United States. 8.3.11 Identify ways people modified the physical environment as the United States developed and describe the impacts that resulted. 8.4.3 Evaluate how the characteristics of a market economy have affected the economic and labor development of the United States. 8.4.4 Explain the basic economic functions of the government in the economy of the United States. 8.4.6 Relate technological change and inventions to changes in labor productivity in the United States in the eighteenth and nineteenth centuries. 8.4.10 Examine the importance of borrowing and lending (the use of credit) in the United States economy and list the advantages and disadvantages of using credit. 8.4.11 Use a variety of information resources to compare and contrast job skills needed in different time periods in United States history.

8.3.1 Read maps to interpret symbols and determine the land forms and human features that represent physical and cultural characteristics of areas in the United States.

8.3.11 Identify ways people modified the physical environment as the United States developed and describe the impacts that resulted.

8.4.3 Evaluate how the characteristics of a market economy have affected the economic and labor development of the United States.

8.4.4 Explain the basic economic functions of the government in the economy of the United States.

8.4.6 Relate technological change and inventions to changes in labor productivity in the United States in the eighteenth and nineteenth centuries.

8.4.10 Examine the importance of borrowing and lending (the use of credit) in the United States economy and list the advantages and disadvantages of using credit.

8.4.11 Use a variety of information resources to compare and contrast job skills needed in different time periods in United States history.

Future City Aligned With District and Indiana Math Standards 8.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. 8.7.4 Apply strategies and results from simpler problems to solve more complex problems. 8.7.5 Make and test conjectures using inductive reasoning. 8.6.1 Identify claims based on statistical data and, in simple cases, evaluate the reasonableness of the claims. Design a study to investigate the claim. 8.6.2 Identify different methods of selecting samples, analyzing the strengths and weaknesses of each method, and the possible bias in a sample or display. 8.5.1 Convert common measurements for length, area, volume, weight, capacity, and time to equivalent measurements within the same system. 8.5.3 Solve problems involving scale factors, area, and volume using ratio and proportion.

8.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.

8.7.4 Apply strategies and results from simpler problems to solve more complex problems.

8.7.5 Make and test conjectures using inductive reasoning.

8.6.1 Identify claims based on statistical data and, in simple cases, evaluate the reasonableness of the claims. Design a study to investigate the claim.

8.6.2 Identify different methods of selecting samples, analyzing the strengths and weaknesses of each method, and the possible bias in a sample or display.

8.5.1 Convert common measurements for length, area, volume, weight, capacity, and time to equivalent measurements within the same system.

8.5.3 Solve problems involving scale factors, area, and volume using ratio and proportion.

But Don’t Stop With The Core Curriculum

Include Fine and Practical Arts

The Model Building High Level Thinking and Construction

Do Not Forget

Future City Aligned With NETS – S Technology Standards Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Use models and simulations to explore complex systems and issues. Identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. Develop cultural understanding and global awareness by engaging with learners of other cultures. Contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Process data and report results.

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

Apply existing knowledge to generate new ideas, products, or processes.

Create original works as a means of personal or group expression.

Use models and simulations to explore complex systems and issues.

Identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Develop cultural understanding and global awareness by engaging with learners of other cultures.

Contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

Plan strategies to guide inquiry.

Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

Process data and report results.

Future City Aligned With NETS – S Technology Standards 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: Advocate and practice safe, legal, and responsible use of information and technology. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. Demonstrate personal responsibility for lifelong learning. Exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: Understand and use technology systems. Select and use applications effectively and productively. Troubleshoot systems and applications. Transfer current knowledge to learning of new technologies.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

Identify and define authentic problems and significant questions for investigation.

Plan and manage activities to develop a solution or complete a project.

Collect and analyze data to identify solutions and/or make informed decisions.

Use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

Advocate and practice safe, legal, and responsible use of information and technology.

Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Demonstrate personal responsibility for lifelong learning.

Exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

Understand and use technology systems.

Select and use applications effectively and productively.

Troubleshoot systems and applications.

Transfer current knowledge to learning of new technologies.

AND

Future City : 21st Century Skills Basic, Scientific, and Technological Literacy Visual and Information Literacy Cultural Literacy and Global Awareness Adaptability/Managing Complexity and Self-Direction Curiosity, Creativity and Risk-taking Higher Order Thinking and Sound Reasoning Teaming and Collaboration Personal and Social Responsibility Interactive Communication Prioritizing, Planning, and Managing for Results Effective Use of Real-World Tools High Quality Results with Real-World Application

Basic, Scientific, and Technological Literacy

Visual and Information Literacy

Cultural Literacy and Global Awareness

Adaptability/Managing Complexity and Self-Direction

Curiosity, Creativity and Risk-taking

Higher Order Thinking and Sound Reasoning

Teaming and Collaboration

Personal and Social Responsibility

Interactive Communication

Prioritizing, Planning, and Managing for Results

Effective Use of Real-World Tools

High Quality Results with Real-World Application

Create a professional learning community that Is founded on a vision based on real student achievement!

Future City: Project-Based Learning Implementing a program and incorporating new visions All eighth grade students will engage in the Woodside ISB Future City program by participating in a learning environment that facilitates the acquisition of twenty-first century skills through interaction with interdisciplinary content, problem based learning, NETS-S standards, and connections with the community and real world applications.

All eighth grade students will engage in the Woodside ISB Future City program by participating in a learning environment that facilitates the acquisition of twenty-first century skills through interaction with interdisciplinary content, problem based learning, NETS-S standards, and connections with the community and real world applications.

Facilitating The Vision Eighth grade teachers, media center specialist, and computer technology teachers met in order to survey their interest in developing a course of study for students that would incorporate Project-Based Learning, 21st Century Skills, and interdisciplinary studies. Together they chose a program which was designed for National Engineers Week entitled Future City. It was essential that all science teachers buy in to the program since their area of study was a primary focus. Meetings were also held with IPFW University in order to connect with a community partnership in the process. Only two schools in the nation that was attempting to imbed the Future City process into the school curriculum.

Eighth grade teachers, media center specialist, and computer technology teachers met in order to survey their interest in developing a course of study for students that would incorporate Project-Based Learning, 21st Century Skills, and interdisciplinary studies.

Together they chose a program which was designed for National Engineers Week entitled Future City.

It was essential that all science teachers buy in to the program since their area of study was a primary focus.

Meetings were also held with IPFW University in order to connect with a community partnership in the process.

Only two schools in the nation that was attempting to imbed the Future City process into the school curriculum.

Articulating The Vision Meetings were held during collaboration time detailing the specific planning for instruction involving ISB time and science time. Decisions were made regarding professional responsibilities. The science teachers were to plan the instructional time, set up student collaborative groups with assigned roles, and find community engineering mentors. The computer technology teachers were to order, install, and give instruction for the use of the program SIM City 4. The media specialist was to gather needed resources and provide a web page with written resources and video streaming for students to access. A starting time for full implementation of program was decided

Meetings were held during collaboration time detailing the specific planning for instruction involving ISB time and science time.

Decisions were made regarding professional responsibilities.

The science teachers were to plan the instructional time, set up student collaborative groups with assigned roles, and find community engineering mentors.

The computer technology teachers were to order, install, and give instruction for the use of the program SIM City 4.

The media specialist was to gather needed resources and provide a web page with written resources and video streaming for students to access.

A starting time for full implementation of program was decided

Implementing The Vision Since this is a pilot program it was decided that the Future City program would be adhered to in conjunction with the curriculum, with an emphasis on 21 st Century skills. This technique allowed the process to give voice to a new vision. It facilitated true articulation by permitting the experience to shape the concepts, while allowing different pieces to come together and make a connection. All stakeholders reviewed, reflected, and discussed through informal discussion, email, and online collaboration throughout the pilot program.

Since this is a pilot program it was decided that the Future City program would be adhered to in conjunction with the curriculum, with an emphasis on 21 st Century skills.

This technique allowed the process to give voice to a new vision.

It facilitated true articulation by permitting the experience to shape the concepts, while allowing different pieces to come together and make a connection.

All stakeholders reviewed, reflected, and discussed through informal discussion, email, and online collaboration throughout the pilot program.

Real achievement puts learners in the middle! Must involve student centered learning

Future City : Student Differentiation UDL (Universal Design For Learning) Built In Meeting the individual needs of each student Writing Large essay broken down into smaller topics Assignments based on ability Jobs Team roles based on the talents, skills and interests of individual students

Meeting the individual needs of each student

Writing

Large essay broken down into smaller topics

Assignments based on ability

Jobs

Team roles based on the talents, skills and interests of individual students

Student Input and Expectations An understanding of goals and learning Collaboration Authentic assessment High level thinking skills Relationships to real world Virtual learning experiences Instruction on demand Respect for diversity

An understanding of goals and learning

Collaboration

Authentic assessment

High level thinking skills

Relationships to real world

Virtual learning experiences

Instruction on demand

Respect for diversity

Colaboration Twenty-first century communication century skills

Student Reflections “ Starting over is not a bad thing.” “ You need to listen to others in your group if you want to succeed.” “ You can only spend the amount of money in your budget.” “ If you work well with others, you can get a lot accomplished.” “ It takes a lot of people to keep us safe and happy.” “ This is common sense” “ Being the mayor is hard! No one is ever happy.” “ You need to stay calm.” “ To do good in a group, you need to cooperate.” “ You have to think a lot.” “ Not all problems are presented clearly.” “ I get it! If you make the number smaller for the scale, the buildings are bigger on the model!” “ The Sims need to understand the difference between needs and wants!” Gathered by Laura Smith - Woodside

“ Starting over is not a bad thing.”

“ You need to listen to others in your group if you want to succeed.”

“ You can only spend the amount of money in your budget.”

“ If you work well with others, you can get a lot accomplished.”

“ It takes a lot of people to keep us safe and happy.”

“ This is common sense”

“ Being the mayor is hard! No one is ever happy.”

“ You need to stay calm.”

“ To do good in a group, you need to cooperate.”

“ You have to think a lot.”

“ Not all problems are presented clearly.”

“ I get it! If you make the number smaller for the scale, the buildings are bigger on the model!”

“ The Sims need to understand the difference between needs and wants!”

Other National Programs “We The People” Explore my wiki

We The People Students made greater gains than comparison students in overall civic knowledge and in the areas of (1) core values and principles of democracy (2) constitutional limits on governmental institutions (3) rights and responsibilities of citizens. RMC Research Corporation December, 2007

(1) core values and principles of democracy

(2) constitutional limits on governmental institutions

(3) rights and responsibilities of citizens.

We The People Possibilities

Build a We The People Moodle Imagine Students Using A Moodle For: Video Conferencing with lawyers, judges, politicians Collaborating online with their own student groups in and out of school Viewing links and videos the teacher provides

Imagine Students Using A Moodle For:

Video Conferencing with lawyers, judges, politicians

Collaborating online with their own student groups in and out of school

Viewing links and videos the teacher provides

We The People Discover a site that allows for differentiation

The West Point Bridge Project See My Wiki

What is West Point Bridge? Study of bridges integrates with curricular areas that include science, physics, math, and computer aided design. Students can manipulate data in Excel and find ways to meaningfully portray the data that they have studied. Students learn about the science and physics of truss bridge construction as they study and use the West Point Bridge Simulation. The final end product is design of three bridges by collaborative teams that will be efficient in both design and cost.

Study of bridges integrates with curricular areas that include science, physics, math, and computer aided design.

Students can manipulate data in Excel and find ways to meaningfully portray the data that they have studied.

Students learn about the science and physics of truss bridge construction as they study and use the West Point Bridge Simulation.

The final end product is design of three bridges by collaborative teams that will be efficient in both design and cost.

Engaging, high level thinking, and less than two bits!

Google is great and its free! But, don’t forget Arc View from ESRI Visit my wiki

ESRI’s Arc View has been supporting the K12 community for years with great GIS and GPS ideas!

Newly published books with great support for all levels Arc View Our World GIS Education Books - Winner of the 2008 Geography Excellence in Media (GEM) Awards by The National Council for Geographic Education. Each book provides a description along with links to Workbook Support, Teacher Resources, Podcast with Authors, Thinking Spatially Using GIS Mapping Our World Using GIS Analyzing Our World Using GIS Making Spatial Decisions Using GIS

Book 3 : Analyzing Our World Cost $30-50 Comes with 1 Disk of Lessons and Files 1 Disk allowing 50 Machine License for 365 days

Aligned to standards

Across the curriculum

All part of each ESRI book!

Earn a free ESRI Site License Less than two bits plus some project based learning supplied for free! Working together, students produce a community profile: an electronic project containing 10-20 original static maps plus documents totaling 1000-2500 of their own words, showing important aspects of the community. This will require significant research. Students will need to explore the data and discover patterns and characteristics of their neighborhoods. They'll need to build their spatial and analytical skills. They will also need to discuss the bounds of "the community," reach consensus on what it is like, and decide the best way to represent its nature within a modest space.

Working together, students produce a community profile:

an electronic project containing 10-20 original static maps

plus documents totaling 1000-2500 of their own words, showing important aspects of the community.

This will require significant research.

Students will need to explore the data and discover patterns and characteristics of their neighborhoods.

They'll need to build their spatial and analytical skills.

They will also need to discuss the bounds of "the community," reach consensus on what it is like, and decide the best way to represent its nature within a modest space.

Scratch from MIT See my wiki

What is Scratch? Scratch is a new programming language developed at MIT making it easy for young people to create interactive stories, animations, games, music, and art. They are also able to share and collaborate with others on the web what they are learning and creations they have made. Scratch is designed to help young people develop 21st Century learning skills. Students will learn important mathematical and computational ideas, while also gaining a deeper understanding of the process of design as they make their various Scratch Projects individually and in collaborative groups. It is a free download and students will be engaged while using it at school and will be excited about being able to download it to continue creating and collaborating at home. Don’t forget the Scratch sensor boards

Scratch is a new programming language developed at MIT making it easy for young people to create interactive stories, animations, games, music, and art.

They are also able to share and collaborate with others on the web what they are learning and creations they have made.

Scratch is designed to help young people develop 21st Century learning skills. Students will learn important mathematical and computational ideas, while also gaining a deeper understanding of the process of design as they make their various Scratch Projects individually and in collaborative groups.

It is a free download and students will be engaged while using it at school and will be excited about being able to download it to continue creating and collaborating at home.

Don’t forget the Scratch sensor boards

After two weeks of Scratch at school And hours at home!

Along with Scratch Many students like using Carnegie Mellon’s free Alice

Try Gimp Photo editing and creation that costs nothing!

Why Gimp ? Students can use it at home for free Great support by the open source community Excellent tutorials on Atomic Learning Great cross-curricular potential Kids love it

Students can use it at home for free

Great support by the open source community

Excellent tutorials on Atomic Learning

Great cross-curricular potential

Kids love it

Gimp Projects Projects can include making sniglets, idioms, story writing starters, photo compositions, superimposes, original animals, mock ups. These can involve all areas of the curriculum. An idea from my Wiki (complete document instructions available) Use Gimp and the three pictures above to make this mock up

A Gimp Look

Elevating the Spreadsheet Reinventing new ways to use old tools to upgrade the jukebox into an iPod, on the cheap! See my wiki Excel or Open Office Calc

Spreadsheets are a major tool for Project Based Learning and 21 st Century skill development Spreadsheets have a very unique position in supporting higher level thinking skills, project based learning, 21st Century Skills, NETS mathematical, social studies, science and language arts standards. The type of spreadsheet does not matter, whether it be Microsoft Excel or the free Open Office Calc and Google Docs

Spreadsheets have a very unique

position in supporting

higher level thinking skills,

project based learning,

21st Century Skills,

NETS

mathematical, social studies, science and language arts standards.

The type of spreadsheet does not matter, whether it be Microsoft Excel or the free Open Office Calc and Google Docs

Spreadsheet Problem Solving See my wiki Spreadsheets are a great way to have students work in collaborative groups to problem solve mathematical operations Example: (A collection of spreadsheet style story problems are on the wiki site) When Malcolm was visiting his Grandpa's farm, he saw that the farm only raised hens and hogs. Malcolm counted 38 heads and 100 feet in the barnyard. How many hens and how many hogs did his grandpa have in the barnyard?

Problem Solving Students use Moodle to discuss problems Students use Google Doc to collaborate

Learn to tell a story with data It seems we all use bar, column, line, and pie graphs but students are not as familiar with donuts, radar, stacked, double line, and bubble. See my wiki

Create Real Life Projects The Sunny Orange Juice Company has given you the job of using a piece of 8 1/2” X 11” cardboard in order to design the sides and bottom of an open box. This box must be designed using a spreadsheet to determine what its dimensions will be in order to hold the largest volume of orange juice. Begin the box with congruent corners removed of 1.25 inches. Proceed to calculate volume by raising the width and height in increments of .01 inches

The Sunny Orange Juice Company has given you the job of using a piece of 8 1/2” X 11” cardboard in order to design the sides and bottom of an open box. This box must be designed using a spreadsheet to determine what its dimensions will be in order to hold the largest volume of orange juice. Begin the box with congruent corners removed of 1.25 inches. Proceed to calculate volume by raising the width and height in increments of .01 inches

Two Bit Engineering Sketch Up Discoverengineering.org Autodesk Education Coming to the wiki

Auto Cad Ideas Basic Geometry Angles Obtuse Acute Right Constraint Triangle Circumference Circle Diameter Radius

Auto Cad Converting the jukebox to an iPod Standards Abstract Visualization Perspectives Cad Skills Engineering Math 3D Referencing www.thinkfun.com

Standards

Abstract Visualization

Perspectives

Cad Skills

Engineering

Math

3D Referencing

High Tech Building Blocks The Final iPod Coming to the wiki Final Student Product Using CAD

Intel Thinking Tools Visual Ranking -Identifying and refining criteria for assigning a ranking to a list Seeing Reason – webbing, complex system relationships, mapping Showing evidence – supporting opinions, hypotheses, and thesis arguments Student collaboration with in groups and between groups with ability for teacher interaction, overview, monitoring, and assessment

Intel Thinking Tools Visual Ranking A close up See my wiki

Integrate it all on the cheap The Big Caribbean Book Store Decision Your team is employed by the Island Book Company. This company wants to start a series of book stores in the Caribbean. They have employed your team to come up with at least three countries that would give them a successful start. They want your team to send them at least four excel worksheets with graphs to compare all the Caribbean countries in these four categories Literacy rate Percent of GDP spent on education WS GDP Per Capita Group Choice

Now use different technology to make the jukebox an iPod for virtually two bits! Worldwide Web Research – CIA World Factbook Analyze and collect data – Google Docs/Open Office Collaborate with group – Project Moodle Compare and assess – Intel Thinking Tools Present – Picture Story See my wiki

And Facilitating Twenty First Century Skills On The Cheap Then You Really Will Be Transforming Education, Virtually Two Bits At A Time! Michael J. Gorman Alan November BLC 09 Conference Johns Hopkins University Cohort Southwest Allen County Schools MJ Gorman 2009 For personal use only

Final Student Reflections Here is to their future!

Feel Free To Network With Me Email: mgorman@sacs.k12.in.us Wiki: http://21centuryedtech.wikispaces.com

The Future Will Be The Only Assessment