Are you Ready for Learning and
Leading in the 21st Century?
It isn’t just ―coming‖… it has arrived! And
schools who aren’t...
The world is changing...
6 Trends for the digital age
Analogue Digital
Tethered Mobile
Closed Open
Isolated Connected
Generic Personal
Consuming Cr...
―We are tethered to
our always on/
always on us
communication
devices and the
people and things
we reach through
them.‖
~ ...
How has the world shifted since you and I went to
school?
How have students shifted since you and I went to
school?
How ha...
Time Travel
Lewis Perelman, author of School's Out (1992). Perelman
argues that schools are out of sync with technological...
Shift in Learning – The Possibilities
Rethinking teaching and learning…
1. Multiliterate
2. Changing Demographic
3. Active...
Shift in Learning = New Possibilities
Shift from emphasis on
teaching…
To an emphasis on
co-learning
FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time
http://www.elearnspace.org/Articles/google_whitepaper.pdf
MULTI-CHANNEL APPROACH
SYNCHRONOUS
ASYNCHRONOUS
PEER TO PEER WEBCAST
Instant messenger
forumsf2f
blogsphotoblogs
vlogs
wik...
Play — the capacity to experiment with one’s surroundings as a form of
problem-solving
Performance — the ability to adopt ...
Collective Intelligence — the ability to pool knowledge and compare
notes with others toward a common goal
Judgment — the ...
Will the future of education include broad-
based, global reflection and inquiry?
Will your current level of new media lit...
The NCTE Definition of 21st Century Literacy
Develop proficiency with the tools of technology
Build relationships with oth...
"The world is moving at a tremendous rate.
Going no one knows where. We must
prepare our children, not for the world of th...
Students are Individuals
1. Children are persons and should be treated as
individuals as they are introduced to the variet...
Have we
replaced ―doing‖ with
―mastering skills‖?
Have we subordinated
our student’s initiative
to a schedule we
designed ...
Three Rules
of Passion-based Teaching
• Move them from extrinsic
motivation to intrinsic
motivation
• Help them learn self...
Focuson Possibilities
–Appreciate ―What is‖
–Imagine ―What Might Be‖
–Determine ―What Should Be‖
–Create ―What Will Be‖
Bl...
Spending most of your time in your area of
weakness—while it will improve your skills, perhaps
to a level of ―average‖—wil...
Strengths Awareness  Confidence  Self-Efficacy
 Motivation to excel  Engagement
Apply strengths to areas needing impro...
How to Blossom Someone with
Expectation – Building Self-Esteem
1. Examine (pay close
attention)
2. Expose (what they did
s...
Let Go of Curriculum
Shifts focus of
literacy from
individual
expression to
community
involvement.
Shifts focus of
literacy from
individual
expression to
community
involvement.
Connected Learning
The computer connects the student to the rest of the world
Learning occurs through connections with oth...
Share
Cooperate
Collaborate
Collective Action
According to Clay Shirky, there are four steps on a ladder to mastering the
...
32
Education for Citizenship
―A capable and productive citizen doesn’t simply
turn up for jury service. Rather, she is cap...
How do you do it?-- TPCK and Understanding by Design
There is a new curriculum design model that helps us think about how ...
Connected Learner Scale
This work is at which level(s) of the connected learner scale?
Explain.
Share (Publish & Participa...
Why TPACK?
• Learning how to use technology is much
different than knowing what to do with it for
instructional purposes
•...
Consider how your
pedagogical approaches
might be framed to
effectively integrate
technology into content-
area instructio...
• Content focus: What content does this lesson focus on?
• Pedagogical focus: What pedagogical practices are
employed in t...
• 9000 School
• 35,000 math and science teachers in 22 countries
How are teachers using technology in their
instruction?
L...
Increased technology use does not lead to student
learning. Rather, effectiveness of technology use
depended on teaching a...
See yourself as a curriculum designer–
owners of the curriculum you teach.
Honor creativity (yours first, then the
student...
21st Centurizing your Lesson Plans
Step 1- Best Practice
Researchers at Mid-continent Research for Education and Learning ...
What are specific strategies you use in your classroom
for a particular discipline?
Step 2- What Tool Fits?
Pick the Content
Choose the Strategy
Choose the Tool
Create the Learning Activity
Then apply connected learner scale
-----...
How do you do it?-- TPCK and Understanding by Design
There is a new curriculum design model that helps us think about how ...
It is never just about content. Learners are trying to get
better at something.
It is never just routine. It requires thin...
NEW DIRECTIONS IN ASSESSMENT
Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html
What will be our legacy…
• Bertelsmann Foundation Report: The Impact of Media and Technology in
Schools
– 2 Groups
– Conte...
Answer…
No significant test
differences were found
However… One Year Later
– Students in the traditional group could recall almost nothing about
the historical content
– Stu...
Real Question is this:
Are we willing to change- to risk change- to meet
the needs of the precious folks we serve?
Can you...
"The greatest danger in times of turbulence is
not the turbulence. It is to act with yesterday's
logic." - Peter Drucker
h...
Schooling for the 21st Century: Unleashing Student Passion
Schooling for the 21st Century: Unleashing Student Passion
Schooling for the 21st Century: Unleashing Student Passion
Schooling for the 21st Century: Unleashing Student Passion
Schooling for the 21st Century: Unleashing Student Passion
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  • ISB’s vision
  • Schooling for the 21st Century: Unleashing Student Passion

    1. 1. Are you Ready for Learning and Leading in the 21st Century? It isn’t just ―coming‖… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.
    2. 2. The world is changing...
    3. 3. 6 Trends for the digital age Analogue Digital Tethered Mobile Closed Open Isolated Connected Generic Personal Consuming Creating Source: David Wiley: Openness and the disaggregated future of higher education
    4. 4. ―We are tethered to our always on/ always on us communication devices and the people and things we reach through them.‖ ~ Sherry Turkle
    5. 5. How has the world shifted since you and I went to school? How have students shifted since you and I went to school? How have schools shifted since you and I went to school? The World is Changing…
    6. 6. Time Travel Lewis Perelman, author of School's Out (1992). Perelman argues that schools are out of sync with technological change: ...the technological gap between the school environment and the "real world" is growing so wide, so fast that the classroom experience is on the way to becoming not merely unproductive but increasingly irrelevant to normal human existence (p.215). Seymour Papert (1993) In the wake of the startling growth of science and technology in our recent past, some areas of human activity have undergone megachange. Telecommunications, entertainment and transportation, as well as medicine, are among them. School is a notable example of an area that has not(p.2).
    7. 7. Shift in Learning – The Possibilities Rethinking teaching and learning… 1. Multiliterate 2. Changing Demographic 3. Active Content Creators 4. Global Collaboration and Communication We are in the midst of seeing education transform from a book-based, linear system with a focus on individual achievement to an web-based, divergent system with a focus on community building.
    8. 8. Shift in Learning = New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning
    9. 9. FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time
    10. 10. http://www.elearnspace.org/Articles/google_whitepaper.pdf
    11. 11. MULTI-CHANNEL APPROACH SYNCHRONOUS ASYNCHRONOUS PEER TO PEER WEBCAST Instant messenger forumsf2f blogsphotoblogs vlogs wikis folksonomies Conference rooms email Mailing lists CMS Community platforms VoIP webcam podcasts PLE Worldbridges
    12. 12. Play — the capacity to experiment with one’s surroundings as a form of problem-solving Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation — the ability to interpret and construct dynamic models of real- world processes Appropriation — the ability to meaningfully sample and remix media content Multitasking — the ability to scan one’s environment and shift focus as needed to salient details. Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities .
    13. 13. Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal Judgment — the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities Networking — the ability to search for, synthesize, and disseminate information Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms. .
    14. 14. Will the future of education include broad- based, global reflection and inquiry? Will your current level of new media literacy skills allow you to take part in leading learning through these mediums? Does it matter?
    15. 15. The NCTE Definition of 21st Century Literacy Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required by these complex environments
    16. 16. "The world is moving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for their world. The world of the future." John Dewey Dewey's thoughts have laid the foundation for inquiry driven approaches. Dewey's description of the four primary interests of the child are still appropriate starting points: 1. the child's instinctive desire to find things out 2. in conversation, the propensity children have to communicate 3. in construction, their delight in making things 4. in their gifts of artistic expression.
    17. 17. Students are Individuals 1. Children are persons and should be treated as individuals as they are introduced to the variety and richness of the world in which they live. 2. Children are not something to be molded and pruned. Their value is in who they are – not who they will become. They simply need to grow in knowledge. 3. Think of the self-directed learning a child does from birth to three– most of it without language. As they mature they are even more capable of being self-directed learners. .
    18. 18. Have we replaced ―doing‖ with ―mastering skills‖? Have we subordinated our student’s initiative to a schedule we designed according to pragmatic factors other than their creative needs? We require them to try and become interested in hours of listening to talking and there is little time for those students to express themselves.
    19. 19. Three Rules of Passion-based Teaching • Move them from extrinsic motivation to intrinsic motivation • Help them learn self- government and other- mindedness • Shift your curriculum to include service learning outcomes that address social justice issues 1. Authentic task 2. Student Ownership 3. Connected Learning http://bit.ly/lUxRIR
    20. 20. Focuson Possibilities –Appreciate ―What is‖ –Imagine ―What Might Be‖ –Determine ―What Should Be‖ –Create ―What Will Be‖ Blossom Kids ClassicProblem Solving Approach – Identify problem – Conduct root cause analysis – Brainstorm solutions and analyze – Develop action plans/interventions Most families, schools, organizations function on an unwritten rule… –Let’sfix what’s wrong and let the strengthstake care of themselves Speak life life to your students and teachers… –When you focus on strengths- weaknesses become irrelevant
    21. 21. Spending most of your time in your area of weakness—while it will improve your skills, perhaps to a level of ―average‖—will NOT produce excellence This approach does NOT tap into motivation or lead to engagement The biggest challenge facing us as leaders: how to engage the hearts and minds of the learners
    22. 22. Strengths Awareness  Confidence  Self-Efficacy  Motivation to excel  Engagement Apply strengths to areas needing improvement  Greater likelihood of success
    23. 23. How to Blossom Someone with Expectation – Building Self-Esteem 1. Examine (pay close attention) 2. Expose (what they did specifically) 3. Emotion (describe how it makes you feel) 4. Expect (blossom them by telling them what this makes you expect in the future) 5. Endear (through appropriate touch)
    24. 24. Let Go of Curriculum
    25. 25. Shifts focus of literacy from individual expression to community involvement.
    26. 26. Shifts focus of literacy from individual expression to community involvement.
    27. 27. Connected Learning The computer connects the student to the rest of the world Learning occurs through connections with other learners Learning is based on conversation and interaction Stephen Downes
    28. 28. Share Cooperate Collaborate Collective Action According to Clay Shirky, there are four steps on a ladder to mastering the connected world: sharing, cooperating, collaborating, and collective action. From his book- “Here Comes Everybody”
    29. 29. 32 Education for Citizenship ―A capable and productive citizen doesn’t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.‖ Justice Leland DeGrasse, 2001
    30. 30. How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. Teacher and Students as Co-Curriculum Designers1. What do you want to know and be able to do at the end of this activity, project, or lesson? 2. What evidence will you collect to prove mastery? (What will you create or do) 3. What is the best way to learn what you want to learn? 4. How are you making your learning transparent? (connected learning)
    31. 31. Connected Learner Scale This work is at which level(s) of the connected learner scale? Explain. Share (Publish & Participate) – Connect (Comment and Cooperate) – Remixing (building on the ideas of others) – Collaborate (Co-construction of knowledge and meaning) – Collective Action (Social Justice, Activism, Service Learning) –
    32. 32. Why TPACK? • Learning how to use technology is much different than knowing what to do with it for instructional purposes • Redesigning instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction
    33. 33. Consider how your pedagogical approaches might be framed to effectively integrate technology into content- area instruction? What new knowledge might you need? Throughout the week (and back in your classroom)…
    34. 34. • Content focus: What content does this lesson focus on? • Pedagogical focus: What pedagogical practices are employed in this lesson? • Technology used: What technologies are used? • PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner? • TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning? • TPCK:How might things need to change if one aspect of the lesson were to be different or not available? TPACK Guidelines
    35. 35. • 9000 School • 35,000 math and science teachers in 22 countries How are teachers using technology in their instruction? Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: CERC-Springer, the report presenting results for 22 educational systems participating in the IEA SITES 2006, was released by Dr Hans Wagemaker, IEA Executive Director and Dr Nancy Law, International Co-coordinator of the study. SITE 2006 IEA Second Information Technology in Education Study
    36. 36. Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. How you integrate matters- not just the technology alone. It needs to be about the learning, not the technology. And you need to choose the right tool for the task. As long as we see content, technology and pedagogy as separate- technology will always be just an add on. Findings
    37. 37. See yourself as a curriculum designer– owners of the curriculum you teach. Honor creativity (yours first, then the student’s) Repurpose the technology! Go beyond simple ―use‖ and ―integration‖ to innovation! Teacher as Designer
    38. 38. 21st Centurizing your Lesson Plans Step 1- Best Practice Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock. 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers
    39. 39. What are specific strategies you use in your classroom for a particular discipline?
    40. 40. Step 2- What Tool Fits?
    41. 41. Pick the Content Choose the Strategy Choose the Tool Create the Learning Activity Then apply connected learner scale ---------------------------------------- 1. Get in groups 2. What are the Essential Instructional Activities you typically use? 3. Have a discussion and list possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities. 4. Create a 21st Century type instructional activity Think: Share, Connect, Remix, Collaborate, Collective Action
    42. 42. How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. Teacher and Students as Co-Curriculum Designers1. What do you want to know and be able to do at the end of this activity, project, or lesson? 2. What evidence will you collect to prove mastery? (What will you create or do) 3. What is the best way to learn what you want to learn? 4. How are you making your learning transparent? (connected learning)
    43. 43. It is never just about content. Learners are trying to get better at something. It is never just routine. It requires thinking with what you know and pushing further. It is never just problem solving. It also involves problem finding. It’s not just about right answers. It involves explanation and justification. It is not emotionally flat. It involves curiosity, discovery, creativity, and community. It’s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context. David Perkins- Making Learning Whole 21st Century Learning – Check List
    44. 44. NEW DIRECTIONS IN ASSESSMENT Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html
    45. 45. What will be our legacy… • Bertelsmann Foundation Report: The Impact of Media and Technology in Schools – 2 Groups – Content Area: Civil War – One Group taught using Sage on the Stage methodology – One Group taught using innovative applications of technology and project-based instructional models • End of the Study, both groups given identical teacher-constructed tests of their knowledge of the Civil War. Question: Which group did better?
    46. 46. Answer… No significant test differences were found
    47. 47. However… One Year Later – Students in the traditional group could recall almost nothing about the historical content – Students in the traditional group defined history as: ―the record of the facts of the past‖ – Students in the digital group “displayed elaborate concepts and ideas that they had extended to other areas of history” – Students in the digital group defined history as: ―a process of interpreting the past from different perspectives‖
    48. 48. Real Question is this: Are we willing to change- to risk change- to meet the needs of the precious folks we serve? Can you accept that Change (with a “big” C) is sometimes a messy process and that learning new things together is going to require some tolerance for ambiguity.
    49. 49. "The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker http://pixdaus.com SteveWheeler,UniversityofPlymouth,2010
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