Old lyme hs 52711 share

21st Century Skills

Change Is InThe Air

Key Concepts

Jonathan P. Costa

May 27th, 2011

EDUCATION CONNECTION

© JPC Sr. 2011

Truth Number OneThere is no escape…

The future of work and learning

processes/resources are

digital.

© EC/JC 2011

Yes, It’s Happened Before Our Eyes

© JPC Sr. 2011

Think About Exponential Growth

Since 1994 the number of web sites has grown from 5,000 to 250,000,000 (50,000 % increase)

Distinct content pages now number in the trillions…

Every day, Google handles about 6,200,000,000 page views and processes 20 petabytes of data.

275,000 words are typed every minute onto blogger

And then there is the newest internet monster Facebook...

© EC/JC 2011

Facebook as the New Internet

o In October 2007, FB had a mere 20 million US users.

oToday (as of 1/4/11) it has over 146 million US based users.

oThat accounts for 70% of all US based internet users.

© EC/JC 2011

The World is One Network

My youngest son is going to Brazil on a Rotary Exchange.

Before he was notified of his placement (Uberlandia) by Rotary officials, he had already spent two hours facebook chatting with the outbound student from that city who knew he was coming and the family he is being placed with and had located him on the network.

© EC/JC 2011

The World is One Information Sharing Network

1. Google2. Facebook3. YouTube4. Yahoo!5.

Windows Live (Microsoft search)

6. Baidu.com (A Chinese language search

engine)

7. Blogger.com8. Wikipedia9. QQ.COM

(A Chinese language IM program)

10. Twitter

© EC/JC 2011

The World’s Top 10 Traffic Sites

From Passive to Empowered

The cell phone has reached 90% of the market faster than any other device in the last 50 years.

Nearly half (47%) of US teens say their social life would end or be worsened without their cell phone, and nearly six in 10 (57%) credit their mobile device with improving their life

After having his wisdom teeth out in August, my youngest son had to be warned by the nurse that he may not remember what he was texting because of the impact of the anesthesia. © EC/JC 2011

The King Is Dead, LLTK

More content hours were uploaded to YouTube in 2010…

…than have been broadcast by the three major networks in their entire history.

http://www.youtube.com/create© EC/JC 2010

From Turn the Page to Hit The Button

In the second quarter of 2010, Amazon sold 180 Kindle Edition Books for every 100 hard-covers sold.

In the fourth quarter, Kindle editions outsold paperbacks as well.

Amazon has been selling books for 16 years and Kindle books for 3 years.

© EC/JC 2011

How Would You Answer?

What would an “open phone test” look like?

What would your district/school iPhone app have in it?

What happens when everyone can get anything from anywhere?

© EC/JC 2010

Truth Number TwoYou Can’t Learn Without Access

Adequate preparation

for a higher order thinking digital

environment requires one-one access by staff and students.

© EC/JC 2011

It Just Makes Sense

One cannot prepare students to master

skills and be information literate, independent, higher-order thinkers if they are not consistently

doing meaningful work with the tools that will

help define their success.

© EC/JC 2011

Truth Number ThreeFurther Print Investment is a Waste

Continued investment in a print-based

infrastructure and the lack of strategic

transitional planning for a complete move to digital are ultimately

counterproductive both educationally and

fiscally.© EC/JC 2011

A Definition of Waste

Waste is any action you take in an organization that does not move someone/something in the direction you want to go.

Aligned action is the key to organizational success… the more you invest in materials, strategies and systems that are counter to the creation of a 21st century learning environment, the longer the transition will take.

Every printed page is a waste.

© EC/JC 2011

The GoalTo prepare EVERY

student for learning, life and work in the

21st century.I believe achieving this goal is the

defining challenge of our time.

© EC/JC 2011

Change the Orientation to One to

One

Cost and Control Barriers

- Open Sources- Digital Resources- BYOD

Change the System’s

Focus

Traction and Focus

Barriers

- True North- Valued Measures- Alignment

Change the Culture

Risk and Policy

Barriers

- Positive Policy- Common Cause- Problem Solving

© EC/JC 2011

Prepare EVERY Student for Learning, Life, and Work in

the 21st Century.

The Open Pathways

TrackResults

&Data

Do

Plan

Change Leadership

The Resource Equation

You already have the money you need to start the move to one to one locked within

these three sources:

1.Open source savings.2.Reallocating print

resource savings.3.Using local hardware

assets.

© EC/JC 2011

Open Source SavingsFive Factors of Convergence

1.Open source energy.2.Moore’s Law

unabated. 3.Apple effect.4.Google effect.5.Growth of the cloud

and browser.

© EC/JC 2011

Putting It All Together

These are the factors that have come together over the last two years to make the new math of

one-to-one for everyone possible.

© EC/JC 2011

+ + =Affordable

1 to 1DeliveryModels.Low cost,

apps and open sourcematerials.

Low cost,i-net focusedNetbooks and

Devices.

No or low costcloud-based computing

software and storageoptions on a mass

basis.

© JPC Sr. 2008

They ARE Different

Adapted from Marc Prensky – “Digital Game Based Learning”

Digital Immigrants

Digital Interpreters Mostly textPaper basedInformation streamOne task at a timeFontsLogical orderOne conversationReward in the endSerious workDeliberation Legacy content

Digital Natives

Digital FluencyMostly mediaScreen basedInformation floodMulti-taskingGraphicsRandom accessNetworkedInstant gratificationGames and engagementTwitch speedFuture content

Essential Planning Questions

How do our goals for learning need to be adjusted to reflect the skills and attributes required for academic,

vocational, and personal success in a flat, digital, integrated, and highly collaborative/competitive world?

Aligning Goals for Learning With The Real World© JPC Sr. 2009

Rethinking Key - What You Teach

Time spent preparing to fight the last war is

wasted. In your discussions around goals for learning, make the focus on

what learners will need to be successful in a 2020 digital age, not

the skills we needed in an Industrial Age, print-based model.

© JPC Sr. 2009

Critical Skills and Attributes

© JPC Sr. 2010

21st Century Skills1. Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks.2. Work independently and collaboratively to solve problems and accomplish goals.3. Communicate information clearly and effectively using a variety of tools/media in varied contexts for a variety of purposes.4. Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.5. Effectively apply the analysis, synthesis, and evaluative processes that enable productive problem solving.6. Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.

© JPC Sr. 2010

How should we adjust our teaching and

delivery methods to both leverage the

power of Information Age technologies and

to meet a new generation of learners in their own learning

environment?

Essential Planning Questions

Leveraging Information Age Tools and Strategies

© JPC Sr. 2009

Rethinking Key - How You Teach

You cannot prepare students to master

skills and be literate, independent, higher-order thinkers if they

are not doing meaningful work with

the tools that will help define their

success.© JPC Sr. 2009

How must our methods of assessing

student learning evolve so that

we can meet the twin demands of

feedback and accountability in

a skill based world?

Essential Planning Questions

Feedback and Accountability in a Skill Based World© JPC Sr. 2009

Rethinking Key - How You Know

Traditional, print literacy assessment

practices can be very concrete and

narrowly focused. Assessing for

analysis, patterns, synthesis and

evaluation skills is more difficult – and

important.© JPC Sr. 2009

© JPC Sr. 2009

All Goals Are Not Created Equal

*Adapted from Wiggins and McTighe - ASCD - Understanding by Design

AppliedUnderstanding

WorkingKnowledge

WorthExposureWorth Covering

Worth Teaching

Worth Teaching Well (21st Century)

Preparing Students For a Knowledge Economy

Align Your Systems With Your Goals for Learning

Type of AssessmentRequired

Subject Area Responsibilities

Everyone’s Responsibility

© JPC Sr. 2009

Content(Declarative)

Facts

Content Skills

(Procedural)Discrete Skills

21st Cent. Skills(Contextual)

Applied Understandings

Type of Knowledge

Desired

Type of InstructionRequired

Lecture, video, films, assigned readings and

memory activities.

Classroom or textbook problems, experiments,

discussions, practice and repetition.

Complex projects,real time explorations,

authentic and technology supported applications.

Amount of Time

Required

Discrete units,spiraled and predictable.

Ongoing, systemic and without a finite

or predictable end.

Discrete units,spiraled and predictable.

Recall & recognitionbased quizzes, tests,

and activities. Multiplechoice, matching, etc.

(SAT/AP/Exams)

Checklists, analytic rubrics,

or other agreed upon skill standards

(AP/CMT/CAPT/Exams)

Holistic and, analytic rubrics,

or other agreed upon skill standards

(Portfolios, Exhibitions, Etc)

© JPC Sr. 2009

The Rules of Engagement

1.Each student has learning experiences at intermediate difficulty for that student.

2.Expectations for the student are high but achievable for that student.

3.Students make decisions about their own learning that lead them to be autonomous learners.

4.Students’ perspectives are valued.5.There is both a sense of community and

individuality.6.Instruction is tied to student interests

(and is culturally relevant).From Powerful Learning by Ron Brandt, ASCD, Alexandria, VA: ASCD

Engagement + Purpose = Learning

The Five Gallon Bucket

If you persist in the teach “just in case” you will

never fit this stuff in your bucket.

Teaching the ability to learn

“just in time” is the shift.© PI 2006

© PI 2001

Lecture 5%

Reading 10%

Audio/Visual 20%

Demonstration 30%

Group Discussion 50%

Practice by Doing 75%

Teaching and Doing 90%

Pyramid of Learning Average Rate of Information Retention

© PI 2001

Do the math; less really is more.

100% 15% 15%

66% 33% 21%

50% 66% 33%

X =

X =

X =

X =

% of the Effectiveness of NetCurriculum Teaching Strategy Learning

© JPC Sr. 2010

The Rules of Integration

1.Each student has significant choices within the RAFT so they can make decisions about their own learning that lead them to be autonomous/self-directed learners.

2.Each student must deal with a significant variety of source information, make/defend choices about what they use, and evaluate the importance of what they have found.

3.Each student has an opportunity to synthesize and construct a new product, service, or message based on the results of their work (authentic tasks).

Plug any technology into any of these steps.

Engagement + Purpose + Tool = Learning

© JPC Sr. 2007

Vary the R.A.F.T.R: role – what role is the student playing?

A: audience – who are they producing the work

for?

F: format – what format will the work be in?

T: topic – what topic will the work be on?

Newspaper reporter, scientist, editorial writer…

Students, your parents, an employer…

Obituary, cartoon, poem, editorial…

Step One: Goals

Pick something big and important – of broad consequence to the content area – usually found at the standards level.

Specific content will depend on the direction they go – it will include it and it must be correct – but there is some flexibility regarding what it will be.© JPC Sr. 2010

Goals/Objectives(What will they learn?)

List content and skill objectives here – what do you expect them to learn?

- Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns. - Evaluate the reliability of online resources.

Step Two: Assessment

How will you judge the effectiveness of the work – what assessment criteria/rubrics etc. They should know up front what standard they will be held to.

© JPC Sr. 2010

Assessment Evidence and Tasks

(How will you know?)

List the assessment guidelines that you will use – the specific rubrics or checklists or frames of reference that will be used to judge the work.

- NMHS Research Rubric- NMHS Persuasive Argument Rubric- Project Checklist

Step Three: Goals

Authentic is another way of saying “plausible real-work connection.”

The only R-A that does not work here is Student-Teacher.

First place for technology integration – certain roles, audiences, formats and topics would dictate certain technology.© JPC Sr. 2010

Authentic TaskRAFT

(Role, Audience, Format, Topic)

List the RAFT responses/framework here….R - OpenA - OpenF – Persuasive argumentT – Select between any two cultural debates with a Constitutional interpretation at stake.

Step Four: Info Gathering

What kind of information is needed to support the RAFT?

What technology is available to support it (“use digital and real-world….)?

The multiple sources point here is critical. The narrower your goal and RAFT, the harder this step is to design.

© JPC Sr. 2010

Information Gathering Task(What, where, and how

many?)

Describe the information gathering task at hand – include source types and expectations.Access at least 5 resources for each side of your historical issue – be sure to list.

- Source organization, author- Point of view- Key ideas- Supporting empirical evidence

Step Five: Criteria

What is the framework upon which you expect them to evaluate the value of the information they have collected?

Polling and communications tech works in this step.© JPC Sr. 2010

Evaluation Activity(What’s good and what’s not?)

Create an expectation that students will judge or rate the resources they collected based a set of criteria.

1. Can you determine the author’s name and is there a way to reach them or a representative of the site (such as a webmaster)? 2. Does the author provide a short biography of themselves detailing their academic and/or professional credentials and experience? 3. Does the web site disclose who it is sponsored by and say whether it is a commercial, informational, or personal web site? 4. Does the web site provide a way to verify that the information presented can be corroborated through a bibliography or links to other primary sources? 5. Can you determine the intended audience for the presented information? 6. Can you determine the intended purpose for the presented information? 7. Is there a statement that either takes or evades responsibility for the content on the site?

Step Six: Synthesis

What did you find and what does it mean? Paraphrase – in your own words.

Graphic organizers are great here… (Inspiration, Presi, etc.)

© JPC Sr. 2010

Information Synthesis

(What does it mean?)

Ask the students to generate a finding – a rephrasing or synthesis of what the research found.

- Create a graphic organizer that maps the research findings and connects it to a hypothesis or supportable opinion.

Synthesize and make

connections between

information and arguments

No evidence of synthesis and/or sourcing of information.

Limited sources of information utilized to form stance with evidence of synthesis in support a point of view.

Thoughtfully incorporates specific information from several sources into a synthesis that justifies a point of view.

Purposefully and thoughtfully incorporates specific information from a wide variety of sources in a synthesis that justifies a point of view.

No evidence of understanding for connections or patterns within the information.

Can identify superficial or obvious patterns within the information. May attempt more difficult connections with some errors.

Can identify multiple patterns – there is evidence of insight and complexity within the connections made.

Can identify and support complex and multiple patterns. There is insight and originality in the interpretation.

Step Seven: Communicate

Given the RAFT, what is the best way to communicate the findings given the technology at hand (“variety of tools for a variety of purposes)?

Many require a writing foundation for this stage.

© JPC Sr. 2010

Communication of

Findings(Tell us about what you

found?)

Ask the students to communicate what they have found.

- Pick a tool that works best given the raft and the technology that is available.

Step Eight: Respond and Reflect

Involve them in a meaningful way in the assessment of the project and process.

What did you learn – what went well – what do you think this is based on the standards we started with?

© JPC Sr. 2010

Respond/Reflection(What did you learn?)

Ask the students to reflect on what they learned, how the process went, or to apply the assessment standards themselves.

Based on your results, fill out the, NMHS Research Rubric, NMHS Persuasive Argument Rubric, and the Project Checklist. Be prepared to share your findings and defend your ratings in an assessment conference.

Reference Points/Resources

Online reference to most of the slides you saw today…

Jonathan P. Costa, Sr.

Director, School/Program Services

EDUCATION CONNECTIONcosta@educationconnection.org

860-567-0863

http://www.slideshare.net/jpcostasr

© JPC Sr. 2011