This document summarizes a presentation about 21st century teaching and learning. It discusses:
- The importance of 21st century skills like problem solving, collaboration, and technology use.
- Data showing U.S. students falling behind internationally in core subjects and problem solving.
- Resources like the Partnership for 21st Century Skills framework and tools to help schools develop these skills.
- Six design principles for 21st century classrooms, including relevant curriculum, informative assessment, and ubiquitous technology access.
- Ways participants can reflect on incorporating 21st century skills into their own ARRA grant projects.
Thank you for the thoughtful discussion. Collaborating and sharing perspectives is so important for progress. While challenges remain, focusing on students' needs and empowering educators gives me hope that learning will continue to evolve in positive ways.
The document discusses the skills needed for students in the 21st century. It notes that today's students will be retiring in 2067 and need to be prepared for a world with many emerging issues. 21st century skills like collaboration, problem solving and technology literacy are important for students to communicate and create change globally. It provides examples of how schools are integrating these skills through project-based learning, technology use and community involvement.
What are the formative benefits of e portfolioskatrina1980
This document discusses the formative benefits of eportfolios. It begins by introducing formative assessment and how eportfolios can support this approach. It then discusses how the New Zealand curriculum, formative assessment, and eportfolios are related. The research methodology is explained as a case study of two primary school classes implementing eportfolios. Key findings from teacher and student perspectives are that eportfolios help students know what they are learning, know the next steps, and reflect on their learning. The conclusion is that eportfolios support formative assessment by actively involving students in understanding goals and criteria, self-assessment, giving and receiving feedback, and setting goals for improvement.
The document discusses a report on online learning from Project Tomorrow's Speak Up initiative. Key findings from the report include that students are interested in taking online classes, especially in core subjects like math and English, to get extra help, take classes not otherwise offered, or work at their own pace. Most teachers support students taking online classes and believe technology enhances learning, while parents strongly support online learning options. Expanding online learning opportunities could help engage and support diverse student needs. Significant barriers to online learning include lack of funding and need for professional development.
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)cflynn34
The document discusses the Partnership for 21st Century Skills and its framework for assessing 21st century skills. It describes the partnership as a unique collaboration between business, education, and policymakers to support 21st century readiness. It outlines the framework's emphasis on core subjects, themes, and skills like critical thinking, communication, and technology literacy. It also summarizes experiences with formative and summative assessments in Maine and North Carolina that aim to authentically evaluate these skills.
ACSA Technology Leadership Group Position Paperdvodicka
This document provides recommendations from the Association of California School Administrators' Technology Leadership Group on promoting effective technology integration into teaching and learning. It recommends that teachers permit collaborative projects and provide meaningful feedback on challenge-based learning. It recommends site leaders provide resources and training to support challenge-based learning and customized learning experiences. It recommends district leaders revisit age-based grouping, promote new communication tools, and support online access and learning experiences. It recommends state leaders revise standards and assessments to reflect digital-age skills and support flexible learning models. The overall goal is to better prepare students for the 21st century by transforming classrooms from information centers to places where students can develop skills like creative and adaptive thinking.
Project Tomorrow is a nonprofit organization that conducts the annual Speak Up survey to understand K-12 students', teachers', parents', and school leaders' views on technology, 21st century skills, and online learning. The 2007 survey included over 300,000 students, 25,000 teachers, and 3,200 school leaders. Key findings from school leaders included that the majority see technology as important to achieving schools' core missions and enhancing student achievement, but challenges include funding, professional development, and infrastructure costs. School leaders said the tools with the most potential to increase student achievement are 1:1 laptop programs, digital equipment, and interactive whiteboards.
The Convergence Academies program aims to increase student engagement and achievement by integrating students' interests and informal learning experiences into the classroom using a "connected learning" approach. This is accomplished through Digital Ateliers that provide creative spaces for exploration with digital media and mentors, as well as redesigning instruction to incorporate more hands-on and interest-driven activities. An evaluation found that the program motivates students and improves attendance, GPAs, and 21st century skills among participants.
Thank you for the thoughtful discussion. Collaborating and sharing perspectives is so important for progress. While challenges remain, focusing on students' needs and empowering educators gives me hope that learning will continue to evolve in positive ways.
The document discusses the skills needed for students in the 21st century. It notes that today's students will be retiring in 2067 and need to be prepared for a world with many emerging issues. 21st century skills like collaboration, problem solving and technology literacy are important for students to communicate and create change globally. It provides examples of how schools are integrating these skills through project-based learning, technology use and community involvement.
What are the formative benefits of e portfolioskatrina1980
This document discusses the formative benefits of eportfolios. It begins by introducing formative assessment and how eportfolios can support this approach. It then discusses how the New Zealand curriculum, formative assessment, and eportfolios are related. The research methodology is explained as a case study of two primary school classes implementing eportfolios. Key findings from teacher and student perspectives are that eportfolios help students know what they are learning, know the next steps, and reflect on their learning. The conclusion is that eportfolios support formative assessment by actively involving students in understanding goals and criteria, self-assessment, giving and receiving feedback, and setting goals for improvement.
The document discusses a report on online learning from Project Tomorrow's Speak Up initiative. Key findings from the report include that students are interested in taking online classes, especially in core subjects like math and English, to get extra help, take classes not otherwise offered, or work at their own pace. Most teachers support students taking online classes and believe technology enhances learning, while parents strongly support online learning options. Expanding online learning opportunities could help engage and support diverse student needs. Significant barriers to online learning include lack of funding and need for professional development.
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)cflynn34
The document discusses the Partnership for 21st Century Skills and its framework for assessing 21st century skills. It describes the partnership as a unique collaboration between business, education, and policymakers to support 21st century readiness. It outlines the framework's emphasis on core subjects, themes, and skills like critical thinking, communication, and technology literacy. It also summarizes experiences with formative and summative assessments in Maine and North Carolina that aim to authentically evaluate these skills.
ACSA Technology Leadership Group Position Paperdvodicka
This document provides recommendations from the Association of California School Administrators' Technology Leadership Group on promoting effective technology integration into teaching and learning. It recommends that teachers permit collaborative projects and provide meaningful feedback on challenge-based learning. It recommends site leaders provide resources and training to support challenge-based learning and customized learning experiences. It recommends district leaders revisit age-based grouping, promote new communication tools, and support online access and learning experiences. It recommends state leaders revise standards and assessments to reflect digital-age skills and support flexible learning models. The overall goal is to better prepare students for the 21st century by transforming classrooms from information centers to places where students can develop skills like creative and adaptive thinking.
Project Tomorrow is a nonprofit organization that conducts the annual Speak Up survey to understand K-12 students', teachers', parents', and school leaders' views on technology, 21st century skills, and online learning. The 2007 survey included over 300,000 students, 25,000 teachers, and 3,200 school leaders. Key findings from school leaders included that the majority see technology as important to achieving schools' core missions and enhancing student achievement, but challenges include funding, professional development, and infrastructure costs. School leaders said the tools with the most potential to increase student achievement are 1:1 laptop programs, digital equipment, and interactive whiteboards.
The Convergence Academies program aims to increase student engagement and achievement by integrating students' interests and informal learning experiences into the classroom using a "connected learning" approach. This is accomplished through Digital Ateliers that provide creative spaces for exploration with digital media and mentors, as well as redesigning instruction to incorporate more hands-on and interest-driven activities. An evaluation found that the program motivates students and improves attendance, GPAs, and 21st century skills among participants.
The document discusses how digital learning can contribute to deeper learning by allowing for personalized skill building through adaptive learning, facilitating project-based learning through online networks and tools, and providing enhanced access to quality courses and teachers through online and blended learning. Deeper learning involves skills like critical thinking, problem solving, collaboration, and learning how to learn. Digital learning is seen as key to bringing deeper learning experiences to scale for all students.
This document discusses the history and development of e-learning and online professional development for educators. It traces the origins of distance education back to the 18th century and highlights universities like the University of London that began offering distance learning degrees in the 1800s. The development of the internet allowed for the rise of the first fully online university in 1996. Research found that online professional development can improve student outcomes when delivered as a coordinated series over time. Challenges in developing online professional development included ensuring it meets individual needs as well as providing collaboration and active learning opportunities for teachers.
The document discusses the implementation of the Iowa Core Curriculum. It provides an overview of the core curriculum and expectations for schools and districts to align their content, instruction, and assessments. It also discusses the role of teacher librarians in supporting the core curriculum through resources, instruction, and ensuring students develop essential research and information literacy skills.
"Towards digital thinking and practices: Experiences of Sri Lankan teachers and students" - Presentation made at the ICDE Virtual Global Conference Week 2021 - 28.10.2021
The document discusses the need for 21st century curriculum in schools. It defines 21st century skills as including core subjects, thinking skills, technology skills, and life skills. Schools need to implement these skills through technology and professional development to prepare students for a changing world and future careers. Organizations are promoting the integration of 21st century skills and providing resources to help teachers bring technology into the classroom.
21st Century Skills - Institute Day 2009Andrew Kohl
The document discusses the need for 21st century learning skills to prepare students for modern life and work. It outlines the key skill areas needed, including core subjects, learning and innovation skills (creativity, critical thinking, communication), information and technology skills, and life/career skills (flexibility, initiative, social skills, accountability, leadership). Support systems must align standards, assessments, curriculum, instruction, professional development and learning environments to develop these 21st century skills.
The document is a presentation by educators in Reading, Massachusetts proposing ways to incorporate 21st century skills into the curriculum. It discusses resources and infrastructure needed like technology access. It recommends teaching skills like problem solving, collaboration, and global awareness through real-world projects. Assessment should be ongoing, formative, and demonstrate both subject mastery and 21st century skills. Partnerships with parents, businesses, and higher education can help achieve these goals.
Project based learning (PBL) provides students with an authentic learning experience that focuses on solving real-world challenges. It allows for varied solutions, connection across disciplines, and development of 21st century skills. PBL gives students the opportunity to apply their knowledge by creating a solution or product, rather than just learning about a topic. Teachers can assess students on both the process of working through a project and the quality of the final solution or product. Resources are provided to help teachers design effective PBL projects and assessments.
Strategies for Teaching 21st Century Skills to Tomorrow's College StudentsCSULibrary
OELMA Conference 2010: Today’s first year college students arrive on campus underprepared for the academic demands that await them. Despite the dedicated efforts of high school librarians, research continues to illustrate that students lack basic information literacy skills crucial to their academic success in higher education. In this session high school and academic librarians will explore this issue with participants to identify key deficits in students’ 21st Century Skills.
The presenters will share their insights on college professors’ expectations and offer best practices for educating tomorrow’s college students. Presenters will provide ideas for lesson plans and assessment; actual college assignments will be shared.
This document discusses the history and development of e-learning and online professional development for teachers. It traces the origins of distance education back to newspaper advertisements for shorthand classes in 1728. The University of London began offering distance learning degrees in 1858. Fully online education began in 1996 with the founding of Jones International University. The document outlines benefits of e-learning such as flexibility, convenience, and increased opportunities for professional development. It also discusses research that shows online learning communities can help reduce teacher isolation.
This document discusses 21st century curriculum and assessment. It argues that curriculum needs to incorporate more technology and focus on skills rather than content alone. Assessment also needs to move from assessing learning to assessing for learning, using more innovative methods. As an example, it describes an immersive virtual assessment that could be used to authentically assess science inquiry skills. In this assessment, students would make choices to investigate a new frog species, with their actions being continuously evaluated to develop a model of their science inquiry abilities. Resources on using iPads in the classroom are also provided.
Provides basic background on 21st Century Framework and practical information that NC principals can use to support thier schools in moving forward with introducing and understanding 21st Century skills and resources. Modified from the NSBA Conference.
This technology plan aims to advance the school's digital connections by increasing access to technology, improving technology integration, and involving the entire community. It proposes becoming a 1:1 district to ensure all students and staff have daily device access. Teachers will receive training on technologies like Google Classroom and opportunities to revise curriculum incorporating technology. The goals are to use technology to individualize instruction, foster student engagement and responsibility, and cultivate global collaboration. Reaching these goals will require securing funding, phased device distribution, ongoing professional development, and input from administrators, teachers, parents, and students.
This technology plan aims to advance digital connections in the school by becoming a 1:1 district where all staff and students have daily access to devices. It recognizes that U.S. education needs improvement in areas like multiculturalism, well-rounded students, and overreliance on standardized testing. Research shows technology can boost achievement through individualized learning, authentic experiences, engagement, and responsibility. The plan outlines goals for keyboarding skills, digital citizenship, and online learning modules by grade. It proposes obtaining funding, distributing devices over years, curriculum revision with technology, and staff training in Google and ISTE standards.
This document summarizes a JTC event from May 2013 focused on inclusive education and the role of technology. It discusses creating universally designed learning environments and flexible pathways for students through innovative uses of technology. School jurisdictions agreed to implement a research project exploring assistive technology and inclusive practices. The purpose is to better understand how to support learner participation and achievement for diverse students through technology and pedagogy. A developmental evaluation approach will be used to understand contexts and iteratively inform the initiative.
21st century curriculum standard and current curriculum research practice ap...Joseph Mwanzo
The document discusses 21st century education and skills. It outlines key indicators for educational attainment in Kenya such as learner outcomes, quality of education institutions, and readiness for school. It also discusses the framework for 21st century learning which describes skills like critical thinking, communication, collaboration and creativity. The four C's and 21st century skills like flexibility, leadership and social skills are emphasized. The document contrasts old and new learners, noting new learners are more visual, hands-on, tech-savvy and collaborative. It advocates for learner-centric and competency-based approaches using problem-based and cooperative learning linked to the real world.
This document summarizes the research of an expert community of practice focused on using technology to support learning for young students in grades ECS to 4. It outlines the goals of cultivating and documenting engaged teaching and learning practices using technology. It discusses relevant research in areas like learning sciences, challenges for teaching, technologies role in young learners' lives, and knowledge building. The research plan involves a mixed methods case study over two years to understand how technology impacts student engagement, agency, competencies and shifts teaching practices. The purpose is to identify promising practices and innovations enabled by technology.
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
Partnership for 21st Century Skills: Preparation for College, Career and Citi...MichelleHerczog
The document discusses the Partnership for 21st Century Skills and its mission to develop skills needed for college, careers, and citizenship. It outlines a framework with 4Cs skills of critical thinking, communication, collaboration, and creativity along with themes of global awareness, financial literacy, and more. The partnership aims to embed these skills into standards, assessments, curriculum and professional development to better prepare students.
The Rennie Center for Education Research & Policy will present findings from their recent research report, A New Era of School Reform: Preparing All Students for Success in College, Career and Life, that highlights the strategies Massachusetts superintendents, charter school leaders, principals and teachers are using to incorporate 21st century skills into teaching and learning in order to better prepare their students for postsecondary success. Presenters will provide examples that illustrate what the integration of 21st century skills looks like at the district, school and classroom levels.
The document discusses the need to prepare students for the 21st century through new standards focused on developing skills like critical thinking, problem solving, collaboration, and global awareness. These standards differ from traditional standards in focusing on real-world application of knowledge and digital literacy. The common core and next generation science standards incorporate skills like analyzing data, considering multiple perspectives, and effective communication. Schools must redesign curriculum and professional development to teach these skills through project-based and personalized learning.
This is the PowerPoint presentation used by Terri Fredericka and Jillian Maruskin in their breakout session: Preparing 21st Century Ohio Learners for Success: The 12-13 Initiative at the OHIONET Annual Meeting 2009.
The document discusses how digital learning can contribute to deeper learning by allowing for personalized skill building through adaptive learning, facilitating project-based learning through online networks and tools, and providing enhanced access to quality courses and teachers through online and blended learning. Deeper learning involves skills like critical thinking, problem solving, collaboration, and learning how to learn. Digital learning is seen as key to bringing deeper learning experiences to scale for all students.
This document discusses the history and development of e-learning and online professional development for educators. It traces the origins of distance education back to the 18th century and highlights universities like the University of London that began offering distance learning degrees in the 1800s. The development of the internet allowed for the rise of the first fully online university in 1996. Research found that online professional development can improve student outcomes when delivered as a coordinated series over time. Challenges in developing online professional development included ensuring it meets individual needs as well as providing collaboration and active learning opportunities for teachers.
The document discusses the implementation of the Iowa Core Curriculum. It provides an overview of the core curriculum and expectations for schools and districts to align their content, instruction, and assessments. It also discusses the role of teacher librarians in supporting the core curriculum through resources, instruction, and ensuring students develop essential research and information literacy skills.
"Towards digital thinking and practices: Experiences of Sri Lankan teachers and students" - Presentation made at the ICDE Virtual Global Conference Week 2021 - 28.10.2021
The document discusses the need for 21st century curriculum in schools. It defines 21st century skills as including core subjects, thinking skills, technology skills, and life skills. Schools need to implement these skills through technology and professional development to prepare students for a changing world and future careers. Organizations are promoting the integration of 21st century skills and providing resources to help teachers bring technology into the classroom.
21st Century Skills - Institute Day 2009Andrew Kohl
The document discusses the need for 21st century learning skills to prepare students for modern life and work. It outlines the key skill areas needed, including core subjects, learning and innovation skills (creativity, critical thinking, communication), information and technology skills, and life/career skills (flexibility, initiative, social skills, accountability, leadership). Support systems must align standards, assessments, curriculum, instruction, professional development and learning environments to develop these 21st century skills.
The document is a presentation by educators in Reading, Massachusetts proposing ways to incorporate 21st century skills into the curriculum. It discusses resources and infrastructure needed like technology access. It recommends teaching skills like problem solving, collaboration, and global awareness through real-world projects. Assessment should be ongoing, formative, and demonstrate both subject mastery and 21st century skills. Partnerships with parents, businesses, and higher education can help achieve these goals.
Project based learning (PBL) provides students with an authentic learning experience that focuses on solving real-world challenges. It allows for varied solutions, connection across disciplines, and development of 21st century skills. PBL gives students the opportunity to apply their knowledge by creating a solution or product, rather than just learning about a topic. Teachers can assess students on both the process of working through a project and the quality of the final solution or product. Resources are provided to help teachers design effective PBL projects and assessments.
Strategies for Teaching 21st Century Skills to Tomorrow's College StudentsCSULibrary
OELMA Conference 2010: Today’s first year college students arrive on campus underprepared for the academic demands that await them. Despite the dedicated efforts of high school librarians, research continues to illustrate that students lack basic information literacy skills crucial to their academic success in higher education. In this session high school and academic librarians will explore this issue with participants to identify key deficits in students’ 21st Century Skills.
The presenters will share their insights on college professors’ expectations and offer best practices for educating tomorrow’s college students. Presenters will provide ideas for lesson plans and assessment; actual college assignments will be shared.
This document discusses the history and development of e-learning and online professional development for teachers. It traces the origins of distance education back to newspaper advertisements for shorthand classes in 1728. The University of London began offering distance learning degrees in 1858. Fully online education began in 1996 with the founding of Jones International University. The document outlines benefits of e-learning such as flexibility, convenience, and increased opportunities for professional development. It also discusses research that shows online learning communities can help reduce teacher isolation.
This document discusses 21st century curriculum and assessment. It argues that curriculum needs to incorporate more technology and focus on skills rather than content alone. Assessment also needs to move from assessing learning to assessing for learning, using more innovative methods. As an example, it describes an immersive virtual assessment that could be used to authentically assess science inquiry skills. In this assessment, students would make choices to investigate a new frog species, with their actions being continuously evaluated to develop a model of their science inquiry abilities. Resources on using iPads in the classroom are also provided.
Provides basic background on 21st Century Framework and practical information that NC principals can use to support thier schools in moving forward with introducing and understanding 21st Century skills and resources. Modified from the NSBA Conference.
This technology plan aims to advance the school's digital connections by increasing access to technology, improving technology integration, and involving the entire community. It proposes becoming a 1:1 district to ensure all students and staff have daily device access. Teachers will receive training on technologies like Google Classroom and opportunities to revise curriculum incorporating technology. The goals are to use technology to individualize instruction, foster student engagement and responsibility, and cultivate global collaboration. Reaching these goals will require securing funding, phased device distribution, ongoing professional development, and input from administrators, teachers, parents, and students.
This technology plan aims to advance digital connections in the school by becoming a 1:1 district where all staff and students have daily access to devices. It recognizes that U.S. education needs improvement in areas like multiculturalism, well-rounded students, and overreliance on standardized testing. Research shows technology can boost achievement through individualized learning, authentic experiences, engagement, and responsibility. The plan outlines goals for keyboarding skills, digital citizenship, and online learning modules by grade. It proposes obtaining funding, distributing devices over years, curriculum revision with technology, and staff training in Google and ISTE standards.
This document summarizes a JTC event from May 2013 focused on inclusive education and the role of technology. It discusses creating universally designed learning environments and flexible pathways for students through innovative uses of technology. School jurisdictions agreed to implement a research project exploring assistive technology and inclusive practices. The purpose is to better understand how to support learner participation and achievement for diverse students through technology and pedagogy. A developmental evaluation approach will be used to understand contexts and iteratively inform the initiative.
21st century curriculum standard and current curriculum research practice ap...Joseph Mwanzo
The document discusses 21st century education and skills. It outlines key indicators for educational attainment in Kenya such as learner outcomes, quality of education institutions, and readiness for school. It also discusses the framework for 21st century learning which describes skills like critical thinking, communication, collaboration and creativity. The four C's and 21st century skills like flexibility, leadership and social skills are emphasized. The document contrasts old and new learners, noting new learners are more visual, hands-on, tech-savvy and collaborative. It advocates for learner-centric and competency-based approaches using problem-based and cooperative learning linked to the real world.
This document summarizes the research of an expert community of practice focused on using technology to support learning for young students in grades ECS to 4. It outlines the goals of cultivating and documenting engaged teaching and learning practices using technology. It discusses relevant research in areas like learning sciences, challenges for teaching, technologies role in young learners' lives, and knowledge building. The research plan involves a mixed methods case study over two years to understand how technology impacts student engagement, agency, competencies and shifts teaching practices. The purpose is to identify promising practices and innovations enabled by technology.
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
Partnership for 21st Century Skills: Preparation for College, Career and Citi...MichelleHerczog
The document discusses the Partnership for 21st Century Skills and its mission to develop skills needed for college, careers, and citizenship. It outlines a framework with 4Cs skills of critical thinking, communication, collaboration, and creativity along with themes of global awareness, financial literacy, and more. The partnership aims to embed these skills into standards, assessments, curriculum and professional development to better prepare students.
The Rennie Center for Education Research & Policy will present findings from their recent research report, A New Era of School Reform: Preparing All Students for Success in College, Career and Life, that highlights the strategies Massachusetts superintendents, charter school leaders, principals and teachers are using to incorporate 21st century skills into teaching and learning in order to better prepare their students for postsecondary success. Presenters will provide examples that illustrate what the integration of 21st century skills looks like at the district, school and classroom levels.
The document discusses the need to prepare students for the 21st century through new standards focused on developing skills like critical thinking, problem solving, collaboration, and global awareness. These standards differ from traditional standards in focusing on real-world application of knowledge and digital literacy. The common core and next generation science standards incorporate skills like analyzing data, considering multiple perspectives, and effective communication. Schools must redesign curriculum and professional development to teach these skills through project-based and personalized learning.
This is the PowerPoint presentation used by Terri Fredericka and Jillian Maruskin in their breakout session: Preparing 21st Century Ohio Learners for Success: The 12-13 Initiative at the OHIONET Annual Meeting 2009.
The document discusses the need for schools to adapt to the 21st century by embracing new technologies, collaborative learning models, and focusing on developing students' creative and innovative skills. It provides statistics about the growth of information and changing job market. It also outlines characteristics of communities, professional learning communities, and the benefits teachers experienced from participating in a professional learning program focused on 21st century skills.
This document outlines an agenda for a Pre-Service Teacher Institute occurring from July 12-23, 2010. It discusses introducing teachers to 21st century skills and using technology to support student-centered, hands-on learning. Breakout sessions will address how to engage students with technology, support standards-based instruction, and use real-world data and skills to deepen understanding.
The document is a presentation by educators in Reading, Massachusetts proposing ways to incorporate 21st century skills into the curriculum. It discusses resources and infrastructure needed like technology access. It recommends teaching skills like problem solving, collaboration, and global awareness through real-world projects. Assessment should be ongoing, formative, and use technology to track student progress toward learning goals. Partnerships with parents, businesses, and higher education are important to help students succeed in a globalized world.
The document discusses skills and approaches needed for 21st century learning, including critical thinking, collaboration, adapting to change, effective communication, analyzing information, and being curious. It also discusses using technology in teaching, focusing on how it can support learning rather than just being added on. Key ideas are designing curriculum, honoring creativity, repurposing technology for innovation, and seeing oneself as a curriculum designer.
Higher education has dramatically evolved from traditional pedagogical models to current methods using computer technology that supports knowledge delivery and knowledge acquisition. The evolving technology has provided an opportunity to improve teaching skills and increase student’s learning capabilities. E-Learning is one example of evolving technology used in higher education.
What are Educational Standards . . . and what do they have to do with 21st ce...Johan Koren
Educational standards help teachers ensure students have the necessary skills and knowledge to be successful by providing clear goals for learning. Standards provide a roadmap for teachers, parents, and students by setting expectations without dictating how teachers should teach. They highlight the knowledge and abilities students should master. Kentucky has adopted standards for core subjects as well as for teachers and technology to prepare students with 21st century skills like critical thinking, communication, collaboration, and creativity. These skills are advocated for by organizations like the Partnership for 21st Century Skills to help students succeed in a global, digital world.
This document discusses trends in online learning and best practices for online teaching. It notes that online learning is growing rapidly and will disrupt traditional education systems. Quality online learning is interactive, collaborative, and inquiry-based. Effective online teachers promote learner autonomy, active participation, collaboration, and authentic assessment of 21st century skills. They use technologies and strategies like multimedia, reflection tools, collaborative projects, and feedback to support students' engagement and success in online environments.
The document discusses the need for 21st century skills in education. It summarizes a survey of business managers that found critical thinking, communication, collaboration, and creativity to be highly important skills. It advocates fusing traditional academic subjects ("the three R's" of reading, writing, and arithmetic) with 21st century skills ("the four C's" of critical thinking, communication, collaboration, and creativity) to ensure students are prepared for the future. It provides examples of school districts that have successfully implemented a focus on 21st century skills in their curriculum, instruction, assessments, and professional development.
21st Century Learner and the Iowa Core Curriculumtwaterman
The document discusses how 21st century skills and tools can help transform classrooms to engage modern students and align with the Iowa Core Curriculum. It defines characteristics of 21st century learners and the skills they need, such as critical thinking, collaboration, and digital literacy. Examples are given of how Web 2.0 tools, mobile learning, and revising Bloom's Taxonomy can support developing these skills. The Iowa Core Curriculum and standards from groups like ISTE are also highlighted as frameworks to integrate 21st century skills into teaching and assessment.
Discover Key Data Points from Project Tomorrow Report on Social LearningJulie Evans
The webinar discussed key findings from Project Tomorrow's Speak Up research on social learning. It highlighted students' vision for more digitally-rich, un-tethered, and social-based learning. While students see value in social learning tools, administrators and parents still have concerns around safety, privacy, and ensuring academic use. New technologies will need to address these concerns while providing features students want for collaborating with classmates and personalizing learning.
The document discusses 21st century skills and classroom settings. It notes that 21st century skills will include critical thinking, collaboration, adaptability, communication, and accessing information. It contrasts a traditional, teacher-centered classroom with an environmental studies classroom that uses real-life, project-based learning. It predicts that in the future, classrooms will use more multimedia, blogs, wikis, interactive whiteboards, and student-centered, project-based, integrated curricula to develop students' critical thinking and problem solving abilities. Teachers will empower students and guide self-directed learning, while students will create and share multimedia content, participate in online networks, and inspire higher motivation and achievement through collaboration.
This document discusses education reform and 21st century skills. It references several reports and studies from education organizations, policymakers, the business sector, and progressive educators published between 1991 and 2012. It discusses how meaningful assignments focus on relevant content, require effort and thought, and provide students an audience. Questions are provided to help design assignments that have students go beyond just summarizing information and make connections to their own lives. The document advocates collaboratively designing rigorous learning experiences to help students build knowledge and skills.
How do we set standards and assess 21st century skillsAggie14
This document discusses challenges in assessing 21st century skills like collaboration, creativity, and problem-solving. It acknowledges that there is no consensus on which skills should be taught or measured. It proposes beginning with skills that are agreed upon, incorporating them into teaching basic subjects, and using project-based and formative assessments. Summative assessments can still have a place, like PISA which measures reading, math, and science literacy in an international context.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
1. 21st Century Teaching and LearningPresented by Partnership for 21st Century Skills PD Affiliates:Mary Lou LeyNaomi HarmChris Rogers Wisconsin Department of Public Instruction ARRA EETT Grant Meetings Jan 5, 2010 Jan 11, 2010
2. 21st Century Learning ProjectHelping Schools Develop a Culture of Professionalism A research based framework of collaborative partnerships
9. Today’s Agenda Overview of 21st Century Skills Discussion Back channel chat for today Resources and Tools from P21 Explore 21st Century Teaching and Learning Environments and Tools Reflection on 21st Century Skill emphasis in your ARRA grant Other tools resources
10. 21st Century Teaching and Learning What is 21st century learning? What does it look like in teaching? What does it look like for students? How do you make it happen? (Change of Practice)
11. Back Channel Chat to Stay Connected During Today’s Meeting: http://todaysmeet.com/ARRAmeeting
13. What do Teachers Think 21st Century Skills Are? Teachers are vague and refer to 21st Century Skills as: “technology” and “problem solving” “outside” their content
14. What are they? Which skills are the most important for Students? P21 Mile Guide Rather than identify or list 21st C Skills (a low level task) you will discuss how important specific skills are for students, evaluate/rank importance and justify ranking Intel Visual Ranking Activity 21st Century Skills?
18. Visual Ranking Tool 21st Century Skills Ranking Form teams of 2 or 3 participants Discuss the 21st Century Skills Listed and determine the order from most important to least important in your classroom for your students Add comments explaining your ranking for the top 3 most important skills and the 3 least important skills. Save your work. Compare your ranking with other team rankings and review their comments. Reconvene in 15 minutes
20. 1/3/2010 Naomi Harm ~ Innovative Educator Consulting Understanding of 21st Century Skills and Outcomes Business and education leaders agree: mastery of core subjects and 21st century skills are essential for success in life and work. The highest ranked skills for students entering the workforce: applied skills that enable workers to use the knowledge and basic skills they have acquired. The most desirable skills: work ethic, collaboration, social responsibility, and critical thinking and problem-solving. Employers also see creativity and innovation as being increasingly important in the future. CloseCasner-Lotto, J. & Brenner, M.W. (2006) http://ali.apple.com/acot2
21. Technology’s Potential Learning increases when technology enables us to tap outside experts, visualize and analyze data, link to real-world contexts, and take advantage of opportunities for feedback, reflection, and analysis(Bransford, Brown & Cocking, 2000).
23. The Case for 21st Century Learning Our current educational landscape: US is falling behind on international comparison of educational performance (2003 PISA) US ranks 24th out of 29 countries-Mathematics Problem solving US tied with Spain, Portugal, and Italy and ahead of only Greece, Turkey, and Mexico Ken Kay CEO Partnership for 21st Century Skills
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25. What do these scores mean? Level 1 -6 At Level 1 students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are obvious and follow immediately from the given stimuli.
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27. In the United States NAEP assessed over 21,000 12 grade students in reading and math in 2005 The average reading score for 12th graders fell 6 points from1992 to 2005 The % of students in grade 12 at or above Proficient decreased from 40% (1992) to 35% (2005) In 2005 in Mathematics 61% of 12th graders were at or above Basic level. (23% were at/above Proficient)
28. US graduates taking more courses HS graduates (2.7 million) in 2005 earned an average of 26.8 credits – more than any previous class They earned more credits in “core” academics They earned more credits in fine arts, foreign languages, and technology The % of grads who took at least a standard curriculum rose from 40% (1990) to 68% (2005)
29. What’s different? The U.S. texts, she said, are much thicker and more cluttered than the ones her students use. “It’s impossible when you have 1,100 pages of math that you get the message,” she said. Principal- the highest-scoring school in the world
30. Response to TIMMS Schmidt, University of Michigan Ann Arbor,“a mile wide and an inch deep” “It’s basically, you cover everything, everywhere, because somehow, somebody will learn something somewhere,”
31. For the first time our children will be less educated than the generation before them. Stats from Fed meeting DC
35. Key 21st Century Skills Initiatives 1. Standards Review Process: Partnership for 21st Century Skills and American Diploma Project 2. WI Summit
36. Wisconsin Summit on 21st Century Skills WI adopted the Partnership for 21st Century Skills’ Framework for 21st Century Learning in January 2007 State business and education leaders convened a Summit on 21st Century Skills to ensure that students develop the knowledge and skills needed for the 21st century workforce. Through small group discussions, leaders of business and commerce, community organizations, and government agencies defined their expectations for Wisconsin’s PK-16 education system.
38. P21 Resources The MILE Guide Self-Assessment Tool (visual mapping and self-assessment tool) Implementation Guiding Recommendations (promising practices to implement a 21st century skills model for learning) P21 Framework (expectations and supports for 21st century student outcomes) Route 21 21st Century Skills Maps ICT Literacy Maps
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40. Where is your district on the continuumof 21st century skills integration? MILE Guide Self-Assessment tool http://21stcenturyskills.org/documents/mile_guide_tool_091101.pdf
41. MILE Guide Implementation Guiding Recommendations (brief, user-friendly recommendations for each of the P21 support systems) Pgs 19-28. Models and Snapshots of best practices (example: http://www.edutopia.org/engineering-success#
42. Assessment: How Will You Assess 21st Century Skills in your Program & Classroom Identify components of project where a change in the application of 21st Century Skills should occur. Self Assessments of 21st Century Skills and NETS P21 Assessment Guidelines Promising Practices in Formative Assessments Biology example
47. The 4 Cs of 21st Century Literacy Connect/Communicate Collaborate Create Contribute
48. 21st Century Teaching & Learning Environments & Tools The 21 Things http://21things.weebly.com Cool Tools for Schools http://cooltoolsforschools.wikispaces.com Go 2 Web 2.0 http://www.go2web20.net Innovative Educator 2.0 http://blog.innovativeeducator.us 1/3/2010 Naomi Harm ~ Innovative Educator Consulting
49. 1/3/2010 Naomi Harm ~ Innovative Educator Consulting Six Design Principles of the 21st Century Classroom Understanding of 21st Century Skills and Outcomes Relevant and Applied Curriculum Informative Assessment Culture of Innovation and Creativity Social and Emotional Connections with Students Ubiquitous Access to Technology http://ali.apple.com/acot2
50. 1/3/2010 Naomi Harm ~ Innovative Educator Consulting Relevant and Applied Curriculum Curriculum must support active, authentic, and engaged learning, leveraging technology innovations that profoundly affect our daily lives. Collaboration and community Authenticity and relevance Real-world tools, resources, and methodologies Rich continuum of teaching and learning strategies Standard alligned content with a 21st century context Creates linkages to the outside world http://ali.apple.com/acot2
51. 1/3/2010 Naomi Harm ~ Innovative Educator Consulting Informative Assessment Assessments must facilitate individual group learning, and empower students to gauge their own progress. Informative assessment guides and facilitates learning. Make instructional and curricular changes intended to yield immediate benefits to students. Students can maintain their work as demonstrations of their learning. Teachers can use evidence of current progress to adjust, adapt, or supplement the learning experience Serves as a GPS, helping all to see the current position relative to the destination, while judiciously avoiding judgments. http://ali.apple.com/acot2
52. Curriculum, assessment, standard aligned units & high quality professional development Intel Education- http://www.intel.com/education/K12/index.htm Thinkfinity- http://thinkfinity.org Thinkquest- http://www.thinkquest.org/en Curriki = http://www.curriki.org 1/3/2010 Naomi Harm ~ Innovative Educator Consulting
54. Identify the 21st century communication and or collaboration methods, tools, or web resources in your ARRA project
55. Training 21 Thingshttp://21things.weebly.com/ Intel: Thinking With Technology Essentials Project Based Learning Thinkfinity Microsoft Peer Coaching Critical Friends Reflection Discussions
56. Curriculum, assessment, standard aligned units & high quality professional development Intel Education- http://www.intel.com/education/K12/index.htm Thinkfinity- http://thinkfinity.org Thinkquest- http://www.thinkquest.org/en Curriki – http://www.curriki.org 1/6/2010 21st Century Learning Project
57. How will you assess your participants use of 21st Century Skills in their classroom? Teacher / District Assessments like the 21st Century Skills Quiz P21 Assessment Rubrics Portfolios or logs of use and reflection on the impact of web 2.0 tools and 21st Century Learning Contexts NETS Assessments ICOT (ISTE Classroom Observation Tool) Formative Assessments/ Observations Self Assessments Critical Friends Discussions
a research based framework that will support your school in building capacity to become a 21st Century Professional Learning Community. Using collaborative partnerships we are able to embed professional development that will enhance technology integration leading to increased student achievement.
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NOTE: Jurisdictions are ordered by the percentage of students scoring 669.30 or above on a scale from 0 to 1000. Students with a score of 420.07 or lower appear on the left side of the percentage distribution. These students performed at proficiency level 1 or below. At Level 1 students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are obvious and follow immediately from the given stimuli. The Program for International Student Assessment (PISA) has defined six levels of proficiency based on specific student proficiencies. These specific student proficiencies remain the same across all PISA assessments; however, the score point threshold for students who demonstrate these specific student proficiencies may vary slightly from assessment to assessment. Because OECD proficiency levels are anchored by specific student proficiencies (i.e., by items not scores), the percentage distribution by level can be reported. Apparent differences may not be statistically significant.SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2006.
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What’s in the MILE Guide?THE MILE GUIDE INCLUDES:The MILE Guide Self-Assessment ToolA visual mapping and self-assessment tool that allows districts to 1) plot where they aretoday on the spectrum of 21st century skills integration, and 2) chart a course for moreeffective integration of 21st century skills into their systems of learning.Implementation Guiding RecommendationsAdapted from the P21 State Implementation Guides, theserecommendations include promising practices to illustrate howdistricts can implement a 21st century skills model for learning.P21 FrameworkThe most up-to-date P21 Framework that spells out expectationsfor 21st century student outcomes and the necessary supportsystems at the state and local levels.Online MILE GuideA streamlined version of the MILE GuideSelf-Assessment Tool will be available online atwww.21stcenturyskills.org/mileguide/.
10 minLook at the targets for the Early, Transitional and 21st Century levels. How are you or will you assess these in your projects/schools?What challenges face you – wiki page
What components of your project emphasize complex thinking, collaboration, constructivist - project based learning, transformational uses of technology?