This document discusses strategies for preparing students for 21st century skills. Key points: - Schools should focus on preparing students for the modern workforce rather than solely college. Critical thinking, collaboration, and problem solving are emphasized. - Effective teaching uses multiple strategies to help students make connections and move information from working to long-term memory. These include experiential learning, visualizations, and opportunities for interaction. - 21st century skills include critical thinking, communication, collaboration, creativity, and learning self-reliance. Innovation requires both incremental and disruptive changes. Students need opportunities to develop these skills through practice on real-world projects.

3. Website
http://goo.gl/7YHs8J

4. Reality
• New Research on the brain
• No longer College Prep
• Now 21st Century Workforce Prep

9. Why

10. •Need to know how to deal with
difficulties, how to struggle and
how to be confused.
•The Growth mindset knows
how to capitalize on mistakes
and confront deficiencies.
•Struggle means you are
working towards something
important, something you are
passionate about.
•All of this leads to growing
neurons!

11. Experience
Comprehension
Elaboration
Application/intention

12. • Experience provides the new data that will be
used to construct new knowledge.
Comprehension provides the content
structure of the developing knowledge.
Elaboration emphasizes the organizational
component of comprehension by relating
similar previous experiences. Application
engages the brain in recall of the labeled and
sorted data.

14. The more ways something is
learned, the more memory
pathways are built.
Effective teaching uses strategies
to help students recognize
patterns and then make the
connections required to process
the new working memory so they
can travel into the brain’s longterm storage areas.

15. Prediction
Sketch the abstract
Experiential learning
Relational memory
Patterns
Graphic organizers
Personal meaning
Cross-curricular
Visualization
Opportunities to interact with the information
Repetition and consolidation

16. To take advantage of their engaged state of
mind, students should have the opportunities to
interact with the information they need to learn.
The goal is for them to actively discover,
interpret, analyze, process, practice and discuss
the information so it will move beyond working
memory and be processed in the frontal lobe
regions devoted to executive function.

17. Amygdala safe area
Formative assessment
Rubrics
Variety of assessment modalities
Metacognition

18. Seven Survival Skills for the 21st
Century
• Critical Thinking and Problem Solving
• Collaboration Across Networks and Leading by
Influence
• Agility and Adaptability
• Initiative and Entrepreneurialism
• Effective Oral and Written Communication
• Assessing and Analyzing Information
• Curiosity and Imagination

19. 21st Century Skills
Critical thinking and problem solving
Communications, information and media literacy
Collaboration, teamwork and leadership
Creativity and innovation
Career and learning self-reliance
Cross-cultural understanding

20. Innovation
• There are essentially two very different
kinds of innovation in both the for-profit
and nonprofit arenas: incremental
and disruptive. Incremental innovation
is about significantly improving existing
products, processes, or services.
Disruptive or transformative innovation,
on the other hand, is about creating a
new or fundamentally different product
or service that disrupts existing markets
and displaces formerly dominant
technologies.
• Play, Passion, Purpose

21. Innovation
•
“If we are
serious about preparing
students to be innovators, we have
some hard work ahead. Getting
students ready to tackle tomorrow’s
challenges means helping them
develop a new set of skills and fresh
ways of thinking that they won’t
acquire through textbook-driven
instruction. They need opportunities
to practice these new skills on rightsized projects, with supports in place
to scaffold learning. They need to
persist and learn from setbacks.”

22. World Class Learners by Yong Zhao
• Lady Gaga vs. Sausage
Making
• Empires die when they
homogenize

23. High Tech High
Habits of Mind
1. To think about
significance
2. Perspective: what is
the point of view
3. Evidence: how do
you know
4. Connection: how
does it apply
5. Supposition: what if
it were different
6. Others: persistence,
inquiry, voice,
audience
Met School
1. Communication: how
do I take in and express
an idea?
2. Empirical Reasoning:
How do I prove it?
3. Personal Qualities:
What do I bring to this
process?
4. Quantitative
Reasoning: how do I
measure, compare, or
represent it?
5. Social reasoning: what
are other people’s
perspectives on this?
Coalition of Essential
Schools
1. Learning to use
one’s mind well
2. Less I more, depth
over coverage
3. The same
intellectual goals
apply to all students
4. Personalization
5. Student as work,
teacher as coach
6. Demonstration of
mastery
7. A tone of decency
and trust throughout
the school
8. Commitment to the
entire school
9. Resources dedicated
to teaching and
learning
10. Democracy and
equity
Habits of Learning:
Francis W. Parker school
1.
2.
3.
4.
5.
6.
7.
8.
Inquiry
Expression
Critical thinking
Collaboration
Organization
Attentiveness
Involvement
reflection

27. Horizon Report 2010
The perceived value of innovation and creativity
is increasing. Innovation is valued at the highest
levels of business and must be embraced in
schools if students are to succeed beyond their
formal education. The ways we design learning
experiences must reflect the growing
importance of innovation and creativity as
professional skills.

28. Thom Markham “The 21st Century Dilemma”
It’s not the ‘A’ category—that’s Mastery or
Commended or a similar high-ranking indicator. The
breakthrough column goes beyond the A, rewarding
innovation, creativity, and something outside the
formal curriculum. It’s a ‘show me’ category.
Students like it, and so do teachers. It particularly
appeals to high-end students who feel current
offerings are drab, and to the middling student who
will not work just for a grade, but seeks the psychic
reward of creating something cool.

29. Questions for Reflection
• In our classrooms, how are we leveraging
what we know about how children learn and
how their brains work?
• How are we teaching our students to be
innovative?
• How are we training our students for lives of
purpose and service in the 21st century?
• What 21st century skills are we teaching in our
classrooms?

31. Digital and Media Literacy
Existing paradigms in technology education must be shifted towards a focus
on critical thinking and communication skills and away from “gee-whiz”
gaping over new technology tools. We must consider the balance between
protection and empowerment and respond seriously to the genuine risks
associated with media and digital technology. We must better understand
how digital and media literacy competencies are linked to print literacy skills
and develop robust new approaches to measure learning progression. We
must help people of all ages to learn skills that help them discriminate
between high-quality information, marketing hype, and silly or harmful junk.
We must raise the visibility and status of news and current events as
powerful, engaging resources for both K–12 and lifelong learning while we
acknowledge the challenges faced by journalism today and in the future.

39. • 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 multimedia
texts
• Attend to the ethical responsibilities required by
these complex environments

40. • Develop proficiency with the tools of technology
• Students in the 21st century should have experience with and develop
skills around technological tools used in the classroom and the world
around them. Through this they will learn about technology and learn
through technology. In addition, they must be able to select the most
appropriate tools to address particular needs.
– Do students use technology as a tool for communication, research, and
creation of new works?
– Do students evaluate and use digital tools and resources that match the work
they are doing?
– Do students find relevant and reliable sources that meet their needs?
– Do students take risks and try new things with tools available to them?
– Do students, independently and collaboratively, solve problems as they arise
in their work?
– Do students use a variety of tools correctly and efficiently?

41. •
•
Design and share information for global communities that have a variety of
purposes
Students in the 21st century must be aware of the global nature of our world and
be able to select, organize, and design information to be shared, understood, and
distributed beyond their classrooms.
•
–
–
–
–
–
–
–
Do students use inquiry to ask questions and solve problems?
Do students critically analyze a variety of information from a variety of sources?
Do students take responsibility for communicating their ideas in a variety of ways?
Do students choose tools to share information that match their need and audience?
Do students share and publish their work in a variety of ways?
Do students solve real problems and share results with real audiences?
Do students publish in ways that meet the needs of a particular, authentic audience?

42. Non-Negotiables
•
•
•
•
Reading
Writing
Close reading
Critical Thinking
What are we afraid we will lose if we move away
from the five-paragraph essay?

43. UbD

44. Working on problems that are the right level of
difficulty is rewarding, but working on problems
that are too easy or too difficult is unpleasant.
Working memory has limited space, so thinking
becomes increasingly difficult as working
memory gets crowded.

45. Even if someone doesn’t tell you
the answer to a problem, once
you’ve had too many hints you
lose the sense that you’ve solved
the problem, and getting the
answer doesn’t bring the same
mental snap of satisfaction.
Thinking occurs when you
combine information (from
environment and long-term
memory) in new ways. That
combining happens in working
memory.

46. Willingham Warning
“For material to be learned (that
is, to end up in long-term
memory), it must reside for
some period in the working
memory—that is, a student must
pay attention to it. Further, how
the student thinks of the
experience completely
determines what will end up in
long-term memory” (63).

47. We do not devote sufficient time to developing
questions.
Thus your memory is not a product of what you
want to remember or what you try to
remember; it’s a product of what
you think about.
Memory is the residue of thought.

48. The smart way to go is to distribute practice not
only across time but also across activities.

49. In sum, successful thinking relies on four factors;
information from the environment , facts in
long-term memory, procedures in long-term
memory, and the amount of space in working
memory. If any of these factors is inadequate,
thinking will likely fail.

50. 3-2-1 Bridge
•
•
•
•
3 words
2 questions
1 metaphor/simile
Bridge: Identify how your
new response connected to
or shifted from your initial
response.

51. Questions
goo.gl/HhIba9

52. Scarcity
• Focus Dividend
• Tunneling
• Bandwidth Tax

53. A Word on Collaboration
“All of these challenges require us to
recognize that although human beings are
individually powerful, we must act together
to achieve what we could not accomplish on
our own…The miracle of social networks in
the modern world is that they unite us with
other human beings and give us the capacity
to cooperate on a scale so much larger than
the one experienced in our ancient past”
(304).

54. A Word on Collaboration
“The great project of the twenty-first century—
understanding how the whole of humanity comes
to be greater than the sum of its parts—is just
beginning. Like an awakening child, the human
superorganism is becoming self-aware, and this will
surely help us to achieve our goals. But the greatest
gift of this awareness will be the sheer joy of selfdiscovery and the realization that to truly know
ourselves,
we must first understand how and why we are all
connected” (305).

55. Classroom Examples

56. Personal Interest Blogs

57. Personal Interest Blogs

58. Personal Interest Blogs

59. Googledocs

60. Tweeting History

63. What If Project

66. Creating Websites

69. Frederick Douglas Speeches

70. American Voices

71. Podcasting

72. Vlogs

73. Vlog Directions
Nonfiction
• What’s a vlog? Video + blog. A blog post in video form.
• Instructions: Create a three-to-five-minute vlog that
addresses your final thoughts on the topic you’ve been
blogging about. You may use PowerPoint or other tools or
other images and video in your presentation if you like, but all
that is needed for a great video is your beautiful face and
some good energy. You will post this video and respond to
each other's vlogs at a later date.

74. Presentation Skills

75. Hamlet Movies

76. Final Cut Pro

78. Flipped Classroom

79. Documentary as Close Reading
• Sergei Eisenstein was a Soviet filmmaker who
proposed that meaning results from the "collision"
of images and, in our case, sound and text. Using
the following formula, discuss how various
elements are edited and combined in Born into
Brothels and what effect the film maker hoped to
achieve.
• image+image+audio+text= possible meaning

80. RSA Video

81. RSA Video

82. Documentaries

84. Awakening Project

85. Awakening Directions

86. TED Talks

87. Prezi
• Complete your graphic organizer that shows the liminal process for
your selected character. Recall the tips and features used by
classmates in their Liminal Prezis. Specifically, continue to TINKER
with the DESIGN of the CONTENT of your prezi.
• Add a path that highlights each of the items you have included so
that your Liminal Prezi can be viewed as a show.
• You will be asked to review three of your peers' Prezis. Please offer
at least one comment on each of the Prezis you are given. That
comment should address on specific passage that referenced in the
path. Specifically, comment on how the design or appearance or
placement of that passage in the Liminal Graphic Organizer
communicates your classmate's understanding of the character.

88. Prezi

89. Prezi

90. Prezi

91. Infographic
Carlos Fuentes has an innovative style that is highly cinematic and has multiple focal points. This
can be seen throughout his novella, Aura.
Your challenge is to capture his work visually in an infographic. This is one example.
Using either http://visual.ly/ or http://www.easel.ly/, you will be creating an infographic for Aura.
Process:
Determine the purpose of your infographic: is it to tell the story, illustrate the importance of the
symbols, explain the uncanny, discuss the marvelous, or all of the above?
List the pertinent information your viewer/reader will need in order to understand the points you
are trying to communicate.
Brainstorm how this information can be communicated visually.
Sketch out how each piece of information relates to each other and how you will visually
represent those relationships.
Begin building Using either http://visual.ly/ or http://www.easel.ly/.
Test your infographic on someone who has not read the novella.
Write a page-long, double-spaced explanation of what you were trying to communicate, what
choices you made and why, what problems you may have encountered.
Evaluation:
Infographics will be evaluated on creativity, use of space, color and special relationships to other
elements. The detail and clarity of your message will be assessed.

92. Infographics

93. Easel.ly

94. Inforgraphics

95. Infographics

98. Visual Article Summaries

99. Graphic Novel

102. Photo Essays

105. Facebook Projects

107. Gaming

108. Global Action Project
Personal Passion
Global Issues
Documentary Filmmaking
Social Enterprise

110. Final Product

112. http://rubistar.4teachers.org/

113. Rubric

114. http://edorigami.wikispaces.com

115. Compass Points
• E= Excitements. What excites you about these
ideas? What is the upside?
• W= Worries. What do you find worrisome
about these ideas? What is the downside?
• N=Needs. What else do you need to know or
find out?
• S= Steps. What should your next steps be be
be when thinking about these ideas?

117. Step One: Explanation
Step Two: Application
Step Three: Synthesis
• Reflection
• Review
• Reteach
• Relevancy
• Record notes
• Recall for tomorrow

118. Managing Longer Blocks
5 Skills Teachers Need to Teach a Blocked Schedule
1) Planning
The ability to develop a pacing guide for the course in nine-week periods,
which includes weekly and daily planning
2) Variety
The ability to use several instructional strategies effectively
3) Vision
The skill to design and maintain an environment that allows for great
flexibility and creativity
4) Management
The desire and skill to be an effective classroom manager
5) Openness
The freedom to share the ownership of teaching and learning with the
students