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Treasure Mountain Share
This document discusses the need to prepare students for the 21st century by shifting to a more digital, collaborative, and skills-based model of learning. It advocates moving from a single source, textbook-based model to one that incorporates multiple perspectives through crowd-sourcing. Key strategies proposed include ensuring all students have individual digital devices, moving from just-in-case learning to just-in-time learning by giving students open access to information, and assessing students based on applied understandings rather than solely on recall of facts. The goal is to develop students' 21st century skills like collaboration, critical thinking, and problem solving in order to prepare them for further learning, life and work in today's evolving digital
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Treasure Mountain Share
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- 2. The Mission To prepare EVERYstudent for learning, life, and work in the 21st century. © Corwin Press - 2011
- 3. Our world haschanged… 1. It is flat. 2. It is digital. 3. It is constantly evolving. 4. It is increasingly unforgiving to those who are unskilled. http://digitallearningforallnow.com © Corwin Press - 2011
- 4. Job one is to getto 1:1 © Corwin Press - 2011
- 5. Equity Concerns Until everyone can havethe same thing, no one can have anything. Equitably deficient. © Corwin Press - 2011
- 6. Equity Equation A device gapis less objectionable than an access gap. © Corwin Press - 2011
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- 8. Impact on learning… You must (eventually) getout of the textbook business.
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- 11. Impact on learning… We mustteach learners how to avoid the echo chamber and empower them as thinkers.
- 12. Shifting from SingleSource to Crowd Source New School Old School “Read the part of chapter 6 on the Boston Massacre and be prepared to answer questions.” 1. 2. 3. 4. Team One find 5 historical narratives by different authors Team Two find 5 primary source documents from the trial Team Three find 5 British history references and opinions Team Four find 5 contemporaneous editorials.
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- 14. Less & More Less just incase, more just in time.
- 15. Impact on Learning What wouldan “open phone test” look like? What happens when everyone can get anything from anywhere? © Corwin Press - 2011
- 16. Preparing Students Fora Knowledge Economy Subject Area Responsibilities Type of Knowledge Desired Type of Instruction Required Content (Declarative) Facts Lecture, video, films, assigned readings and memory activities. Type of Assessment Required Recall & recognition based quizzes, tests, and activities. Multiple choice, matching, etc. (SAT/AP/Exams) Amount of Time Required Discrete units, spiraled and predictable. Content Skills (Procedural) Discrete Skills Classroom or textbook problems, experiments, discussions, practice and repetition. Checklists, analytic rubrics, or other agreed upon skill standards (AP/CMT/CAPT/Exams) Discrete units, spiraled and predictable. Align Your Systems With Your Goals for Learning Everyone’s Responsibility 21st Cent. Skills (Contextual) Applied Understandings Complex projects, real time explorations, authentic and relevant skill applications. Holistic and, analytic rubrics, or other agreed upon standards of rigor (Portfolios, Exhibitions, Etc) Ongoing, systemic and without a finite or predictable end.
- 17. The Impact on LearningEquation Degree of Student Engagement times Order of Conceptual Difficulty plus Content Fluency/Accuracy equals Instructional Value © Corwin Press - 2011
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- 19. Student Skills Questions, Objections,and Reflections Professional Skills
Editor's Notes
- #3 This is the defining challenge of our times in public school.
- #5 With that accomplished, all else is possible.Without it, your future is your print-based past.
- #6 The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.
- #7 What is worse?