21st Century Skills


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  • -these skills were borne out of research conducted by American educational research groups-surveyed employers in the private and public sector; looking to identify areas of deficiency among workers-key issues: creativity and problem solving-workers could take direction, but often struggle when put in situations when they had to devise a plan the processes involved in this sort of decision-making was not natural *CRITICAL LITERACY EMPLOYS THE USE OF CRITICAL THINKING SKILLS  THEREFORE, IF ONE CANNOT THINK CRITICALLY, HIS/HER ABILITY TO READ THE WORLD WITH AN ABILITY TO ARTICULATE THAT POSITIONING IS LIMITED
  • The term \"Web 2.0\" describes the changing trends in the use of World Wide Web technology and web design that aim to enhance creativity, communications, secure information sharing, collaboration and functionality of the web. Web 2.0 concepts have led to the development and evolution of web-culture communities and hosted services, such as social-networking sites, video sharing sites, wikis, blogs, and folksonomies. The term first became notable after the O'Reilly Media Web 2.0 conference in 2004. Although the term suggests a new version of the World Wide Web, it does not refer to an update to any technical specifications, but rather to changes in the ways software developers and end-users utilize the Web. Universities are using Web 2.0 in order to reach out and engage with Generation Y and other prospective students according to recent reports. Examples of this are: social networking websites – YouTube, MySpace, Facebook, Youmeo, Twitter and Flickr; upgrading institutions’ websites in Generation Y-friendly ways (e.g., stand-alone micro-websites with minimal navigation); and virtual learning environments such as Moodle enable prospective students to log on and ask questions.
  • 1. The web as an application platformThe web is becoming an increasingly popular place to host applications that have traditionally been developed for the desktop. Rich Internet Application technology including AJAX and Adobe Flex are empowering developers to create software that matches and exceeds the ease-of-use, interactivity and power of the desktop. On top of this, web applications inherit the web’s natural strengths as an operating-system-independent medium with easy accessibility, huge “reach” and inherent connectivity. Related trends such as Software-as-a-Service (subscription-based, web-hosted applications) are fueling demand for more web-based software. We are also seeing that protocols such as RSS and XML are doing for inter-web-application/service communication what HTML & Netscape did for web-publishing 10 years ago. The distinctive advantages of the web means we expect to see it become the primary platform for new application development over the next few years.
  • -re-teaching our students how to interface with human beings  fluent in the social graces of cyber space, they understand the etiquette of the internet but seem deficient in face-to-face situations, have difficulties discerning boundaries and establishing the difference in protocol when speaking with different kinds of people (i.e. the teacher vs. their friend)-often expect that our students know how to use technology; it offered as options for final products for assignments  do we teach EXPLICITLY how to use the technology ethically? do we help our students discern which applications would work best for a specific purpose?*Do we assume too much?-includes using Web 2.0 software in the day-to-day workings of the classroom (e.g. blogging)
  • GLOBAL AWARENESS:Using 21st century skills to understand and address global issues Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts Understanding
  • TEACHERS MUST MODEL PRODUCTIVITY!-Teachers need to productive in the instructional strategies they choose.Marzano has quantified and identified the top 9 strategies that yield increases in student achievement-these strategies allow students to be productive in their learning*Organization*Efficiency*High quality input = high quality output
  • FINALLY!!!-an age-old institutional norm has been transformed-students of Bloom shuffled the taxonomy to more accurately reflect the changing needs in education and the worldQUESTION: Would you have done this? Might you have taken a different approach? What would you have changed (if at all)?
  • -accepting the new taxonomy = believe that experiential learning optimized student achievementmore authenticstudents contribute to growing, collective knowledgemore responsibility for their learning; students create opportunities for learning; authenticate their learning experiences
  • 21st Century Skills

    1. 1. DIGITAL-AGE INVENTIVE THINKING LITERACY -adaptability, managing -basic, scientific, economic complexity and self-direction and technological literacies -curiosity, creativity and risk- -visual and informational taking literacies -higher-order thinking and -multicultural literacy and global awareness sound reasoning STUDENT LEARNING EFFECTIVE HIGH COMMUNICATION PRODUCTIVITY -teaming, collaboration and -prioritize, plan and manage interpersonal skills for results -personal, social and civic -effective use of real-world responsibility tools -interactive communication -relevant, high-quality products
    2. 2. 1. Digital-Age Literacy • Proficiency with basic literacy and numeracy skills: writing, reading, oral communication; arithmetic, computing and problem-solving • Basic knowledge of scientific concepts and processes • Identifying economic issues; weighing costs against benefits; examining the changes in economic conditions • Knowing what technology is; how to use it; when to use; the appropriate and responsible use of it • Interpreting, creating and using visual images for the purposes of decision- making, communicating and learning • Locating information; determining its utility, evaluating the credibility • Cultural proficiency • Recognizing the interrelationship of various individuals, groups, nations, etc.
    3. 3. The Virtual World Has Changed… Our students are contributing to the collective knowledge of cyber space.
    4. 4. So What? • Participatory  reading and writing • Social affiliations and networking • Being online vs. going online • The web as an application platform • Digital self-expression; defining and claiming of one’s voice
    5. 5. Connectivism • Diversity of opinions. • Connecting specialized nodes or information sources. • Non-human appliances. • Capacity to know more is more critical • Continual learning through nurturing and maintaining connections • Ability to see connections between fields, ideas, and concepts is a core skill
    6. 6. 2. Effective Communication • Problem-solving • Creating products • Learning and mastering content • Interpersonal skills • Achieving balance in one’s life by managing technology and relationships • Using technology to promote the common good • Using contemporary tools, processes and technologies
    7. 7. Mastery of Core Subjects: • English • World Languages Interdisciplinary • Arts Themes: • Mathematics *Global Awareness • Economics *Financial/Economic /Business Literacy • Science *Civic Literacy • Geography *Health Literacy • History • Government and Civics
    8. 8. 3. High Productivity • Organization to achieve goals efficiently • Using technology to solve problems and achieve goals efficiently • Using real-world tools to create authentic products which address real issues and solve real problems
    9. 9. High Yield Instructional Strategies • Identifying similarities and differences  +45% • Summarizing and note taking  +34% • Reinforcing effort and providing recognition  +29% • Homework and practice  +28% • Nonlinguistic representations  +27% • Cooperative learning  +27% • Setting objectives and providing feedback  +23% • Generating and testing hypotheses  +23% • Questions, cues and advanced organizers  +22%
    10. 10. 4. Inventive Thinking • Multi-tasking • Adapting to new surroundings • Meeting deadlines • Independently establishing and achieving goals, and reflecting on learning • Enthusiasm for inquiry-based learning • Creating new ideas/products that add dimension to the existing culture • A willingness to take risks and make mistakes • Higher-order thinking (i.e. Bloom’s Revised Taxonomy)
    11. 11. Changing Mindsets… What might have prompted the shift in thinking? Why is the ability to create more sophisticated than the ability to evaluate?
    12. 12. A Change Long- Overdue… To consider… On average, how much time in your teaching practice do you devote to direct teaching vs. facilitating activities that allow students to learn by doing? To teach themselves?