Learning in the 21st Century The 21st Century Classroom

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Learning in the 21st CenturyThe 21st Century
Classroom

• Worthington Schools 2020
• Creating Tomorrow for ALL Students
• 2008-2009

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VIDEO CLIP We Didnt Start the Fire
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• Background to the Past
• Background to the Future
• Background to the 21st Century Movement
• Profile of a 21st Century Learner
• Vision for 21st Century Learning
• Worthington Response to 21st Century Learning
• __________________________________
• The 21st Century Classroom

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• BACKGROUND TO THE PAST

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• We always overestimate the change that will
  occur in the next two years and underestimate the
  change that will occur in the next ten.
• Bill Gates, Business at The Speed of Thought
• (Viking, 1999)

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VIDEO CLIP Education Today and Tomorrow
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• WE WERE REALLY GOOD AT PREPARING STUDENTS FOR . .
  .

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• BACKGROUND TO THE FUTURE

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VIDEO CLIP

• TEAM LEARNING (Edutopia)

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• WILL WE BE GOOD AT PREPARING STUDENTS FOR . . .

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Conclusions

• Society is changing
• The skills and knowledge required for work and
  civic life in the 21st century are shifting
• Educational systems need to adapt to meet the
  needs of the digital natives in the 21st century

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• The 21st Century Classroom

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The Partnership for 21st Century
Skillswww.21stcenturyskills.org
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21st Century LearningSample DISTRICT Vision

• The intention of the Worthington Schools is to
  transform education for all students by creating
  a more rigorous and globally competitive
  educational system. All Worthington students will
  meet or exceed state and national education
  standards. The Worthington Schools will prepare
  students for higher learning and the world of
  work through the programs, services, and
  offerings of a thorough, efficient, safe, and
  nurturing education system. The Worthington
  schools will (1) ensure all students master the
  essential curriculum and beyond (2) close the
  achievement gap among subgroups of the student
  population and (3) develop competence in 21st
  century content, learning skills, and tools.

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Digital Natives

• What is the learning profile of 21st Century
  students?

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• Students 1 request regarding technology use at
  their schools
• Relax school rules about e-mail, IM, cell phone,
  and on-line use
• Favorite communications device (K-12)
• Cell phone (73 in grades 9-12 use a cell phone
  daily)
• Percentage of middle school students that have
  on-line friends from other schools, states, or
  countries
• 54

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• Digital natives . . .
• Are used to receiving information really fast
• Like to parallel process and multi-task
• Prefer graphics before their text
• Prefer random access (like hypertext)
• Function best when networked
• Thrive on instant gratification and frequent
  rewards
• Prefer games to serious work

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What Are They Missing?
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THE CONNECTED CLASSROOM Website

• http//www.cbsd.org/holicong/jendorman/

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20th CENTURY EDUCATIONVS.21st CENTURY EDUCATION
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Learning for a Creative Age

• Society
• Complex
• Unpredictable
• Network based
• Changing rapidly
• Horizontally integrated
• Open
• Information rich
• Out of control

• Learning Institutions
• Hierarchical
• Standardized
• Information sparse
• Bureaucratic pace
• Vertically integrated
• Based on knowledge transmission
• Centralized control
• Custodial

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Yesterday and TodayWhere Weve Been and Where
We Are GoingCurriculum

• What is taught
• Chapters covered and workbooks completed
• Academic context
• Textbook as resource
• Individual subjects
• Basics emphasized for all thinking skills
  emphasized for gifted

• What is learned
• Identification of what student should know and be
  able to do
• Life context
• Multiple resources
• Integrated subjects
• Basics and thinking skills emphasized for all

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Yesterday and TodayWhere Weve Been and Where
We Are GoingInstruction

• Teacher centered
• Organized around time
• Single teaching strategy
• Teach once
• Fixed groups
• Whole group instruction
• Passive learning

• Learner centered
• Organized for results
• Multiple teaching strategies
• Reteaching and enrichment
• Flexible groups
• Differentiated instruction
• Active learning

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Yesterday and TodayWhere Weve Been and Where
We Are GoingAssessment

• Bell curve
• One opportunity
• After Instruction
• Paper and pencil based
• Grades average
• Proving and accountability
• Focus on product

• Public and precise criteria
• Multiple opportunities
• Integrated with instruction
• Performance based
• Standard met or not met
• Diagnose and prescribe
• Focus on product and process

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Digital Society Alters the Roles and Mechanisms
of Teaching and Learning
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Designing a 21st Century Classroom

• Curriculum Design
• Project-based Learning
• Problem-based Learning
• Interdisciplinary
• Integrated

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• Thematic
• Research-oriented unit design
• Service Learning projects
• Standards - aligning to and exceeding State and
  National standards
• Technologies and Multimedia - utilize these 21st
  century tools as vehicles to implement your
  curriculum

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• Multiple Literacies needed for living and
  learning in the 21st century
• Classroom Strategies to develop Self-Directed,
  Independent and Interdependent Student Learning
• Global Classroom - use the Internet to create
  collaborative projects and conduct authentic
  research, nationally and internationally
• Student Motivation utilize these strategies to
  ensure that your students are engaged with the
  curriculum
• Classroom Organization and Management -
  structures to support the 21st century classroom

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• Addressing Diversity and Social Issues the
  Isms - Racism, Classism, Sexism, anti-Semitism
  and religious oppression, Linguicism, Ableism,
  Ageism
• Media Literacies introduction to use of multiple
  forms of media to motivate students, implement
  the curriculum and for assessment as students
  learn Media Analysis, Media Critique and Media
  Production skills!
• Multiple Intelligences
• Differentiated Instruction

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• Media Literacy - accessing, analyzing, critiquing
  and creating products in a variety of media.
• Classroom Climate
• Physical Environment
• High Expectations
• Emotional Climate

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• Cooperative and Collaborative Grouping
• Parental and Community Involvement - authentic
  involvement, truly contributing to the curriculum
  and instruction the learning process -  not the
  "please come to the school and run off these
  papers for me, or shelve these books, or cut out
  these items."  True, highly motivated and
  valuable participation.
• Themes - what kind of themes you can select, and
  how to incorporate everything, taking learning to
  greater levels.

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What Could a Future Curriculum Look Like?

• Learning would be structured mainly through
  projects. Some projects would be individual,
  while many would be group based.
• Problems and goals would not be completely
  predefined by the curriculum. Students would
  repeatedly practice identifying and solving
  problems, rather than having them placed before
  them.

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• Learning would take place in a range of contexts
  and use a range of methods. Projects would not
  all be research based or within a traditional
  classroom environment. Students would be involved
  in doing as much as in thinking or knowing.

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• Alongside more traditional, teacher-centered
  assessment, students work would be evaluated by
  field experts, peers, and parents. It would be
  evaluated for different kinds of skills and
  knowledge interpersonal, thinking strategies,
  self-organization, and depth of understanding.

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• Thinking and self-assessment would be embedded
  across the curriculum. Students would focus
  particularly on learning to make connections
  between different contexts the transfer and
  application of knowledge across different
  domains.
• Skills would be revisited and practiced over
  time, so that knowledge gained earlier in an
  educational career could be applied creatively to
  new problems.

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• Students would gain depth of understanding in a
  number of disciplines, or domains of knowledge,
  including traditional academic subjects. They
  would also learn explicitly how to combine
  interdisciplinary knowledge in completing a
  project goal.

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• If all the curriculum documents in the world were
  destroyed, what would be important for students
  to learn?

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The Challenge for Public Education

• We must transform all formal institutions of
  learning, from Prep through to Year 12, to ensure
  that we are preparing students for their future,
  not for our past. Schools that ignore the trends
  shaping tomorrow will cease to be relevant in the
  lives of their students and will disappear
  quickly.
• - Michael Phillips, Principal
• Ringwood Secondary School

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VIDEO CLIP Pay Attention