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Teaching and Learning in the 21st Century
Teaching and Learning 21st Century Skills
PowerPoint Slides at http://www.bobpearlman.org/learningand brain.htm
Bob Pearlman [email protected]
http://www.bobpearlman.org
Bob Pearlman [email protected]
http://www.bobpearlman.org
Learning and the Brain Post-Conference WorkshopSan Francisco, CA February 19, 2011
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Teaching and Learning in the 21st Century
Objectives
Gain a conceptual understanding of the best practices in 21st Century Learning: Project-Based Learning, Assessment, Technology, Learning Environments, and
what else do you need to know?
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Teaching and Learning in the 21st Century
Exercise #1:•Who are you?
•Where are you from?
•What do you do?
•What’s happening with 21st Century Learning in your locale?
•What are your need to knows?
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Teaching and Learning in the 21st Century
Partnership for 21st Century Skillshttp://www.21stcenturyskills.org
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Teaching and Learning in the 21st Century
21ST CENTURY SKILLS DEFINEDLEARNING & INNOVATION
Creativity & Innovation
Critical Thinking & Problem-solving
Communication & Collaboration
LIFE & CAREER
Flexibility & Adaptability
Initiative & Self-direction
Social & Cross-cultural Skills
Productivity & Accountability
Leadership & Responsibility
INFORMATION & TECHNOLOGY
Information Literacy
Media Literacy
ICT Literacy
Partnership for 21st Century Skills
http://www.21stcenturyskills.org
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The four “C”s
• Critical thinking and problem solving
• Communication
• Collaboration
• Creativity and innovationAs the three “R”s serve as an umbrella for other
subjects, the four “C”s do for other skills.
The three “R”s and the four “C”s
WE MUST FUSE THE THREE “R”s WITH THE FOUR “C”s.
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Teaching and Learning in the 21st Century
I. List your 5 most important 21st Century Skills:
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
5. __________________________________________________
II. In your table group, agree on your top 5 most important 21st Century Skills
III. In your table group, agree on your top 5 most important 21st Century Skills that can be assessed and for which students can be given active feedback.
Exercise #2: 21ST CENTURY SKILLS
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Teaching and Learning in the 21st Century
So what does learning look like where students get 21st Century Knowledge and Skills?
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Monkey Trial Project Overview
See Project-Based Learning, 21st Century Skills, and Assessment at Napa New Technology High School
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II. Key Practices:
1. _________________________
2. ________________________
3. ________________________
4. ________________________
5. ________________________
6. ________________________
7. ________________________
I. Skills:
1. _________________________
2. ________________________
3. ________________________
4. ________________________
5. ________________________
6. ________________________
7. ________________________
Exercise #3: Skills and Practices
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See Project-Based Learning, 21st Century Skills, and Assessment at Napa New Technology High School
Exercise # 4: 21st Century Skills Assessment I. List Skills that are assessed:
1. _________________________
2. ________________________
3. ________________________
4. ________________________
5. ________________________
6. ________________________
7. ________________________
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Project- and Problem-Based LearningKeys to 21st Century Learning
To learn collaboration, work in teams.
To learn critical thinking, take on complex problems.
To learn oral communication, present.
To learn written communication, write.
To learn technology, use technology.
To develop citizenship, take on civic and global issues.
To learn about careers, do internships.
To learn content, research and do all of the above.
Teachers start each unit by throwing students into a realistic or real-world project that both engages interest and generates a list of things the student need to know. Projects are designed to tackle complex problems, requiring critical thinking. The strategy for 21st Century Learning is simple:
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Each unit begins when students are presented with a complex, standards-based problem
Students form a team, develop a work contract and build a work plan
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Students get to work!
Students are provided an online briefcase specific to the project with information, resources, links and
assessment criteria that help guide them.
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Students Need To Know
Student questions and “need to knows” drive classroom lectures and activities. Sometimes for the whole class … sometime for just
one student
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Students experiment and apply learning
Students test their ideas and experiment to find solutions and breakthroughs while receiving ongoing
feedback from instructors.
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Students get back to work!
Students work and collaborate in a business-like environment, where they know their deliverables and
have the technology tools to do their jobs.
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Students prepare to present
Students work on building presentations to repre-sent their work and defend their solutions
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Students present their solutions!
Students present ideas through debates, skits, panels, presentations, etc… where their work is evaluated by peers,
teachers, parents, and community
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The project drives the curriculum by creating a need for the students to know the content. Students work more autonomously on real or realistic work that has high stakes. Evaluation is made more authentic with performance based measurements and is often conducted with the help of non-teachers.
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-- Project Management-- Teamwork -- Presentation-- Exhibition-- Assessment and Feedback
Projects
include:
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The Buck Institute for EducationNovato, California
www.bie.org
TRAINING DEVELOPMENT RESEARCH
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Getting to Self-direction
PBL instruction is not as linear as traditional instruction. How canwe organize our project materials for student access, action,
self-direction, and project management?
1. Provide students access to project materials
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The Project Briefcase allows teachers to put all project materials in one spot for easy student access and to share with other teachers.
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They include everything from the entry document that launches the project to the rubrics used to assess the student’s performance.
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2. Provide students with a project calendar, benchmarks and deadlines
Getting to Self-direction
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The Course Agenda helps keep complicated projects organized.
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Teachers enter activities for each day including links to resources and homework assignments.
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Getting to Self-Assessment
How can we help students become critical and engaged self-assessors of their own progress?
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New Tech HS
LEARNING OUTCOMES
• TECHNOLOGY LITERACY
• COLLABORATION
• CRITICAL THINKING
• ORAL COMMUNICATION
• Written Communication
• Career Preparation
• Citizenship and Ethics
• Curricular Literacy (Content Standards)
COMMUNICATION
CRITICAL THINKING & PROBLEM SOLVING
GLOBAL AWARENESS & CULTURAL COMPETENCE
INFORMATION AND TECHNOLOGY LITERACY
QUANTITATIVE LITERACY
SCIENTIFIC LITERACY
PERSONAL RESPONSIBILITY & DEVELOPMENT
1. Assess Students on what students value
INSTITUTIONAL LEARNING OUTCOMES
COLLECTIVE LEARNING OUTCOMES
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2. Let Students see their grades 24/7
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A REPORT CARD THAT MATTERS
When checking grades online, students see course grades and 21st Century skill assessments.
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3. Let students see the grading criteria (rubrics)
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Products
Presentations
ePortfolios
4. Have Students demonstrate their mastery
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The portfolios are as diverse as the student body but with similar layouts and organization to aid in evaluation by staff and community members.
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Key recommendations
Determine the school’s or district’s Learning Outcomes (21st Century Skills)
Embed the Learning Outcomes into projects
Design assessments to measure Outcomes
Students prove mastery of Learning Outcomes through Products, Presentations, and Portfolios
Provide students with just-in-time assessment feedback
Learning Outcomes
Projects
Assess 21st Century Skills
Skills-Based Grade Reports
Products Presentations
Portfolios
•Do it schoolwide and districtwide!
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Contact Information
Bob Pearlman21st Century School Development Consultant
www.bobpearlman.org
520-881-9965
PowerPoint Slides at www.bobpearlman.org/learningandbrain.htm