21 st Century Skills

1. 21st Century Skills Dawn Samples LLSOF July 2010

2. What are 21st Century Skills? What do our students need to be able to know and do? want

3. Here is what LSDO learners say…

4. http://www.p21.org

5. 21st Century SkillsRethinking How StudentsLearn This anthology introduces the Framework for 21st Century Learning from the Partnership for 21st Century Skills as a way to reenvision learning and prepare students for a rapidly evolving global and technological world. This dynamic new framework promotes innovation through critical thinking, problem solving, collaboration, and technology integration, while building on mastery of core content and background knowledge.

6. Core Subjects Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include: English, reading or language artsWorld languagesArts Mathematics Economics Science Geography History Government and Civics

7. What would you see in a 21st century classroom?

8. In the 21st Century classroom… Teacher facilitating learning Teacher modeling learning Teacher releasing learning to the learner Learners utilizing technology in various ways Connections to multiple content areas Self-directed learning Organization of information for communication Collaboration (teachers and students) Cooperative learning Performance assessments www.p21.org

9. Cont’d Authentic Assessments Cultural connections to diverse cultures and practices Resolving conflicts collaboratively Shift in how instruction is delivered to a 21st century environment Active learning Fluency in multiple media Learners expressing themselves through non-linear, associational webs of representations Personalized learning experiences co-designed by teachers and students Sharing, thinking, co-creating Dede & Darling-Hammond

10. How might we effectively infuse these outcomes into an already over-crowded curriculum? Which current educational practices and school structures are likely to support the attainment of 21st century outcomes, and which may inhibit? McTighe & Seif

11. Schooling by Design Organizer 5 Essential questions linked to 5 interrelated components: Mission of schooling Principles of learning Curriculum and assessment system Instructional programs and practices Systemic support factors Wiggins & McTighe

12. Let’s reflect on what we know so far… When considering the following slides ask yourselves this: What are we doing right? What areas need to change? What do we need to continue? McTighe & Seif

13. MISSION OF SCHOOLING:Does the school or district mission include 21st Century outcomes? McTighe & Seif

14. Principles of Learning:What principles of learning should guide educational practices in the 21st century? McTighe & Seif

15. Research-based principles of learning Learning is purposeful and contextual. Experts organize or chunk their knowledge around transferable core concepts (“big ideas”) that guide their thinking about the domain and help them integrate new knowledge Different types of thinking (classification, categorization, inferential reasoning, analysis, synthesis, and metacognition) mediate and enhance learning. Learners reveal and demonstrate their understanding when they can apply, transfer, and adapt their learning to new and novel situations and problems. McTighe & Seif, Figure 7.2

16. Research-based principles of learning New learning is built on prior knowledge. Learners use their experiences and background knowledge to actively contruct meaning about themselves and the world around them. Learning is social. Attitudes and values mediate learning by filtering experiences and perceptions. Learning is nonlinear; it develops and deepens over time. Models of excellence and ongoing feedback enhance learning and performance. Effectively accommodating a learner’s preferred learning style, prior to knowledge, and interests enhances learning. McTighe & Seif, Figure 7.2

17. A Curriculum and Assessment System:How will we design a coherent curriculum and assessment system to integrate 21st century outcomes? McTighe & Seif

18. Three Guidelines for ImplementationWhat principles of learning should guide educational practices in the 21st century? Guideline One: Focus on “Big Ideas” in Core Subjects and 21st Century Skills Guideline Two: Assess Valued Outcomes in Appropriate Ways Guideline Three: Map the Curriculum Backward Jay McTighe & Elliott Seif

19. SO…How do we do this?? The adoption of learning principles that emphasize deep understanding of subject matter and transfer of learning; “backward design” of curriculum and assessment, a focus on “big ideas” and essential questions, open-ended, performance and cornerstone assessments at all school levels and areas imply the need for major change in our day-to-day teaching behaviors, n’est-ce pas? Adapted from McTighe & Seif

20. Instructional Programs and PracticesHow should we teach to achieve 21st century outcomes? Indicator One: Interactive Strategies Actively Engage Students in Developing Understanding of Big Ideas and the Application of 21st Century Skills Indicator Two: 21st Century Skills Are Explicitly Taught and Applied in the Academic Areas McTighe & Seif

21. Instructional Programs and PracticesHow should we teach to achieve 21st century outcomes? Indicator Three: Students Have Multiple Opportunities to Transfer Learning to New Situations Indicator Four: Teachers Use Ongoing Assessments to Monitor Students’ Level of Understanding of Ideas and Skills, and Adjust and Pace and Level of Instruction Accordingly McTighe & Seif

22. Instructional Programs and PracticesHow should we teach to achieve 21st century outcomes? Indicator Five: Teachers Establish a Classroom Culture and Climate That Values Student Participation; Respects Student Ideas, Questions, and Contributions; and Encourages Students to Generate Ideas, Questions, and Conjectures McTighe & Seif

23. Systemic Support:What policies, school structures, and resource allocations are needed to support the development of 21st century outcomes? McTighe & Seif

24. Framework for 21st Century Learning:Summary of Key Points Mission Statement Learning Principles Curriculum Assessment Instruction Systemic Factors Jay McTighe & Elliott Seif

25. How might teachers respond and join their learners in the 21st century mindset? Focus on 3 ways to respond to the challenges Consider functions rather than tools Revising technology policies Developing students’ minds through intentional instruction Fisher & Frey

26. How do we prepare learners for mastery of 21st century skills? Gradual Release of Responsibility Focus Lessons Guided Instruction Collaborative Tasks Independent Learning Fisher & Frey

27. Humans need to communicate, share, store and create. As a species, we’ve engaged in these functions for centuries. There’s really nothing new about them. What is new are the forms, or tools, that students use to meet these needs. Fisher & Frey

28. Focus areas and skills in the 21st Century Core

29. Think, Pair, Share… Read your assigned slide and jot down how your curriculum units at your level (age appropriate) might address some of the targeted 21st century skills. With your partner discuss how you be able to integrate opportunities for your students to practice these skills into your classroom. Choose one of you to report back to the group. Explain what topic you had to discuss and what your reflections are as a pair.

30. Global Awareness • Using 21st century skills to understand and address global issues • Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts • Understanding other nations and cultures, including the use of non-English languages

31. Civic Literacy • Participating effectively in civic life through knowing how to stay informed and understanding governmental processes • Exercising the rights and obligations of citizenship at local, state, national and global levels • Understanding the local and global implications of civic decisions

32. Health Literacy • Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that are health enhancing • Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction • Using available information to make appropriate health-related decisions • Establishing and monitoring personal and family health goals • Understanding national and international public health and safety issues

33. Environmental Literacy • Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems • Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population growth, population development, resource consumption rate, etc.) • Investigate and analyze environmental issues, and make accurate conclusions about effective solutions • Take individual and collective action towards addressing environmental challenges (e.g., participating in global actions, designing solutions that inspire action on environmental issues)

34. Flexibility & Adaptability • Adapt to Change • Adapt to varied roles, jobs responsibilities, schedules and contexts •  Work effectively in a climate of ambiguity and changing priorities • Be Flexible • Incorporate feedback effectively • Deal positively with praise, setbacks and criticism • Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments

35. Initiative & Self-Direction • Manage Goals and Time • Set goals with tangible and intangible success criteria • Balance tactical (short-term) and strategic (long-term) goals • Utilize time and manage workload efficiently • Work Independently • Monitor, define, prioritize and complete tasks without direct oversight • Be Self-directed Learners • Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise • Demonstrate initiative to advance skill levels towards a professional level • Demonstrate commitment to learning as a lifelong process • Reflect critically on past experiences in order to inform future progress

36. Social & Cross-Cultural Skills • Interact Effectively with Others • Know when it is appropriate to listen and when to speak • Conduct themselves in a respectable, professional manner • Work Effectively in Diverse Teams • Respect cultural differences and work effectively with people from a range of social and cultural backgrounds • Respond open-mindedly to different ideas and values • Leverage social and cultural differences to create new ideas and increase both innovation and quality of work

37. Productivity & Accountability • Manage Projects • Set and meet goals, even in the face of obstacles and competing pressure • Prioritize, plan and manage work to achieve the intended result • Produce Results • Demonstrate additional attributes associated with producing high quality products including the abilities to: • Work positively and ethically • Manage time and projects effectively • Multi-task

38. Produce Results cont’d • Participate actively, as well as be reliable and punctual • Present oneself professionally and with proper etiquette • Collaborate and cooperate effectively with teams • Respect and appreciate team diversity • Be accountable for results

39. Leadership & Responsibility • Guide and Lead Others • Use interpersonal and problem-solving skills to influence and guide others toward a goal • Leverage strengths of others to accomplish a common goal • Inspire others to reach their very best via example and selflessness • Demonstrate integrity and ethical behavior in using influence and power • Be Responsible to Others • Act responsibly with the interests of the larger community in mind

40. Communication & Collaboration • Communicate Clearly • Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) • Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact • Communicate effectively in diverse environments (including multi-lingual)

41. Collaborate with Others • Demonstrate ability to work effectively and respectfully with diverse teams • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member

42. Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills.

43. Possible Presentation Sessions Instructional Fair in Oct. Aug. 13 a.m. WL whole group mtg. Fall/spring PD for Elem or Second. SLT Instructional Ser vices Staff mtg. SOF District Task Force School Staff mtg. KITELL PD mtg PTA mtg. Other??