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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 [email protected]
860-567-0863
http://www.slideshare.net/jpcostasr
© JPC Sr. 2011
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