21 st Century Skills and Core Subjects

1. 21st Century Skills and Core Subjects March 6, 2010 – Session 1251 ASCD, San Antonio, TX Valerie Greenhill, Moderator Michael Blakeslee Charlie Fitzpatrick Dave Schroeter

2. Overview • Who is the Partnership? • What is the Framework for 21st Century Learning? • Current Initiatives • 21st Century Skills Maps

3. WE MUST FUSE THE THREE “R”s WITH THE FOUR “C”s.

4. P21 Members

5. P21 members are unanimous! The three “R”s aren’t enough in the 21st century.

6. Overview • Who is the Partnership? • What is the Framework for 21st Century Learning? • Current Initiatives • 21st Century Skills Maps

7. The four “C”s • Critical thinking and problem solving • Communication • Collaboration • Creativity and innovation As the three “R”s serve as an umbrella for other subjects, the four “C”s do for other skills.

8. The four “C”s are a student’s ticket up the economic ladder in the 21st century.

9. 20th Century Education Model

10. 21st Century Skills Framework The Framework for 21st Century Learning describes the skills, knowledge and expertise students must master to succeed in work and life.

11. Framework for 21st Century Learning

12. Overview • Who is the Partnership? • What is the Framework for 21st Century Learning? • Current Initiatives • 21st Century Skills Maps

13. P21 State Leadership Initiative Current State Partners • Arizona • Illinois • Iowa • Kansas • Louisiana • Maine • Massachusetts • Nevada • New Jersey • North Carolina • Ohio • South Dakota • West Virginia • Wisconsin

14. Overview • Who is the Partnership? • What is the Framework for 21st Century Learning? • Current Initiatives • 21st Century Skills Maps

15. 21st Century Skills Maps • Raise 21st Century Skills Awareness: • Social Studies (August 2008) • English (November 2008) • Science (June 2009) • Geography (June 2009) • Arts (2010)

16. Core Content Maps • The maps are designed to: • Raise awareness about the intersections between core subjects and 21st century skills • Provide examples of what it looks like to teach these skills in a core subject classroom • The audience for the maps: • Educators • Administrators • Policymakers

17. Arts Content Map Michael Blakeslee MENC mikeb@menc.org

18. Arts Content Map Who is involved in preparing the Map? • 6 professional education associations: • for music: MENC • for the visual arts: NAEA • for theatre: AATE and EdTA • for dance: NDA and NDEO • 155 individual and organizational respondents

19. Arts Content Map What is the potential benefit for students? • Clarifying to decision-makers the real stakes involved in supporting arts education in our schools • Giving school administrators a better grasp on the ways the arts work in the overall curriculum to educate the whole child • Helping teachers focus their practices, using the inherent qualities of the arts to engage students and build the skills they need for success

20. Arts Content Map Critical Thinking and Problem Solving Music students individually come up with different ways to interpret the same musical passage. Students then compare the various interpretations and determine which one best communicates the intent of the composer.

21. Arts Content Map Communication Students tell the same story three times, once with words only, once with physical movements only, and once with both.

22. Arts Content Map Collaboration Working together, students share the different responsibilities needed to produce a one-act play. They collaboratively assign specific roles as roles as costumer, set designer, actor, etc., and in these roles, analyze a script and agree on an interpretation that will bring the play to life.

23. Arts Content Map Creativity Students produce multiple sketches for an idea of their choice, related to themselves and the world around them, select and refine one idea from among their ideas to create a painting of the idea, and revise the painting during the creative process.

24. Arts Content Map Innovation After studying a particular composer’s work, students compose a theme and then create variations on that theme in the style of that composer. They notate their compositions using electronic software; orchestrate their compositions using a variety of sound sources (synthesized or acoustic); and publish their compositions in a class book for other students to check out, listen to, and perform.

25. Arts Content Map Information Literacy Students devise guiding questions and conduct interviews with local immigrants about the obstacles they faced in coming to the United States and their transition once they arrived. They transcribe the immigration stories an use these as a basis to write, edit, and perform original monologues based on their ethnographic research. Throughout the process, students reflect on the ethical implications of representation and identity inherent in the process.

26. Arts Content Map Media Literacy Students review a variety of political or commercial video messages to consider how particular types of music are used to elicit or manipulate emotional response, then create a soundtrack for a new video clip that supports its intended message.

27. Arts Content Map Information, Communication and Technology Literacy Students research, design, and create a multimedia presentation to be used as part of an original devised production about the civil rights movement including historical photos, graphic design, video, music, and sound effects.

28. Arts Content Map Initiative and Self-Direction Dance students create a yearlong plan for self-improvement in regard to their artistry, physical ability, and emotional and physical wellness over a period of time. They independently follow/monitor the plan using established benchmarks.

29. Arts Content Map Flexibility and Adaptability Students learn to accept responsibility and perform effectively in distinct roles: solo performer who makes all musical decisions, member in a small ensemble in which they collaborate on decision-making, and membership in a large ensemble in which the majority of global decisions are made by a conductor.

30. Arts Content Map Productivity and Accountability Students, with minimal supervision, prepare and deliver a performance, sharing responsibility for all aspects of a theatrical production: design, casting, production, budgeting, rehearsal scheduling, and reviewing each rehearsal and performance to enable continuous improvement.

31. Arts Content Map Social and Cross-cultural Skills Students create a lecture-demonstration on a dance of their own or another culture, and facilitate a discussion with the audience about what dance reveals about the culture.

32. Geography Content Map 21st Century SkillsGeography Charlie Fitzpatrick ESRI K-12 Education Mgr cfitzpatrick@esri.com

33. Geography Content Map • Geography is: • What’s where? • Why is it there? • So what? • Geographic lenses in P21 • Scholarship • Stewardship • Citizenship

34. Geography Content Map Find and evaluate data Integrate data of diverse content, format, and sources Use geospatial technology (geographic information system [GIS], global positioning system [GPS], remote sensing [RS]) to display or generate data, analyze it, and convert it into information Seek and explore relationships between things Use information to understand and address problems at a range of scales Use tools to facilitate communication Learn new tools, techniques, strategies, relationships, background info Collaborate

35. Geography Content Map

36. Geography Content Map JOBS! A/E/C Business Defense & Intelligence Education Government Health & Human Services Natural Resources Public Safety Transportation Utilities & Communication

37. Teaching Core Subjects Through 21st Century Themes Dave Schroeter Gale, Cengage Learning David.Schroeter@cengage.com

38. Core Subjects and21st Century Themes • English, reading or language arts • World languages • Arts • Mathematics • Economics • Science • Geography • History • Government and Civics • Global Awareness • Financial, economic, business and entrepreneurial literacy • Civic Literacy • Health Literacy • Environmental Literacy

39. The Old Man and the Storm

40. The Old Man and the Storm • 3 – 4 day lesson that introduces students to the American Government concept of Federalism • Uses the backdrop of post-hurricane Katrina New Orleans to introduce the subject • Capitalizes on the instructor’s personal connection to New Orleans • Uses primary source (video and text) throughout the lesson

41. Day 1 Sample • What fears did the citizens of New Orleans have about the Rebuilt City Commission? What eventually became of the commission? • What problems and hardships did Mr. Gettridge face in rebuilding his home? • What role did the federal government play in helping rebuild New Orleans? Why to some, may their efforts seem contradictory to their promises made shortly after the storm? • Explain how the Road Home Project worked for the residents of New Orleans. • How has “homesickness” impacted both the people the people displaced by Hurricane Katrina and those that have remained after the devastation?

42. Day 2 Sample Topics • Summarize the major problems associated with the Road Home Project. • What was the federal government’s rationale for not bailing out Entergy? In your opinion, what made them change their stance in the Fall of 2008 with their bailouts of the banks and auto industry? • How did the Stafford Act effect the rebuilding of the high school? How did the school come to symbolize the fight between the state and federal governments? • List some of the roadblocks that faced by the Road Home Project. • Why can we consider the homecoming for Mrs. Gettridge to be bittersweet? • Explain how Mr. Gettridge’s demeanor changed from the beginning of the documentary until the end?

43. Day 3 Sample Topics • In what way did the mainstream media distort the public’s perception of Hurricane Katrina? Who did the media focus their blame on? • In a September 2005 interview with Sen. Landrieu of LA, CNN focused one major question: Who are you angry at? Explain how each individual, or those associated with, were seen at fault for the hurricane. • President George W. Bush • Louisiana Governor Kathleen Blanco • New Orleans Mayor Ray Nagin • What were the issues and problems associated with the rebuilding of the largely black and poor Lower Ninth Ward in New Orleans? • In trying to understand blame for Katrina, the author concludes with valuable insight. “We are, or should be, masters of our existence, and we should never tolerate real or perceived lapses in that mastery.” Citing examples from the article, as well as your own thoughts, what is the significance of this quote?

44. 21st Century Learning • Core Content • Government and Civics • History • Economics • 21st Century Themes • Civic Literacy • Global Awareness • 21st Century Skills • Critical Thinking • Communication and Collaboration • Information Literacy • Media Literacy

45. Extreme Makeover – Home Edition

46. Extreme Makeover • 6th grade class broken into groups of 5 • Given the assignment of “remodeling” an existing home (carpet, paint, lights, etc…) • Group must assign a general contractor • Each team member “assigned a room” • Group given a defined budget • Must agree on color scheme, style, etc… • “Field trip” to Home Depot to cost out materials. • Must use Excel to outline budget

47. 21st Century Learning • Core Content • Mathematics • Economics • 21st Century Themes • Financial Literacy • 21st Century Skils • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration • ICT Literacy • Flexibility and Adaptability • Initiative and Self Direction • Productivity and Accountability • Leadership and Responsibility

48. Contact Us Valerie Greenhill vgreenhill@eluminategroup.com Twitter: val_green 177 North Church Ave. Suite 305 Tucson, AZ 85701 (520) 623-2466 www.21stcenturyskills.org