21 Century Learning

downtownbeeMechanics

Nov 18, 2013 (3 years and 6 months ago)

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21
st

Century Learning


If you were building a new school, and were
able to involve enthusiastic kids, experienced
teachers, committed parents, an interested
business community, an inspired
administration and a supportive school board,
what might you
create
? What could be
new
?
What could be
different
? What would be
better
?


1. Core Subjects (the 3 Rs) and 21st Century
Themes


2. Learning and Innovation Skills


Creativity and Innovation


Critical Thinking and Problem Solving


Communication and Collaboration


3. Information, Media and Technology Skills


Information Literacy


Media Literacy


ICT Literacy


4. Life and Career Skills


…hails from a tradition of pedagogy which asserts that
students learn best by experiencing and
solving real
-
world problems
.


(
Barron & Darling
-
Hammond, 2008(12)
;
Thomas, 2000(13)
):



students learning knowledge to tackle
realistic
problems

as they would be solved in the real world


increased
student control

over his or her learning


teachers serving as
coaches and facilitators of
inquiry

and reflection


students (usually, but not always) working in
pairs or
groups



PBL increases long
-
term retention of
content, helps students
perform as well as or
better than traditional learners in high
-
stakes tests, improves problem
-
solving and
collaboration skills, and improves students'
attitudes towards learning

(
Strobel

& van Barneveld,
2009(14)
;
Walker & Leary, 2009(15)
)
. PBL can also provide an
effective model for whole
-
school reform.
(
National Clearinghouse for Comprehensive School Reform, 2004(16)
;
Newmann

&
Wehlage
, 1995(17)
).



A realistic problem or project



Structured group work



Multi
-
faceted assessment



Teacher participation in staff
development and a professional
learning network



Interdisciplinary Teams



Proposed one to one tablet initiative



Strong core curriculum that has
interdisciplinary connections



Block scheduling



Proposed Integrated Digital Literacy Course


One IDT teacher for each house


(4 interdisciplinary teams)



Teachers will integrate planned technology
instruction

in the context of interdisciplinary
projects.



Teachers will work with core and encore classes
in whole class, small group and individualized
instruction.



There will be an
online component as well.



BIG IDEA:

information is changing at exponential rates


doubling every 5 years . Consequently, we are never going to
teach kids in the 21
st

century everything they need to know.


Integrating
digital literacy skills

teaches students how
to learn, synthesize, and evaluate the information that
is readily available in a digital world.



Research shows that tech integration
deepens and
enhances the learning process.



The Common Core Standards
call for students to
develop digital media and technology skills.






PBL and tech integration make a perfect
marriage


you can’t have one without the
other.




IT assisted PBL allows students to create,
communicate, and collaborate in ways that
will revolutionize the way they learn.




Utilizes “Engineering Now!” pilot
curriculum developed by Boston MOS
(Engineering is Elementary designers)



Two days per cycle



Opportunities for interdisciplinary
projects


Engineering design challenges must demonstrate how
engineers
help

people, animals, or society.




Projects must be set in a large,
real
-
world context
to show
where and how engineering information and tasks might be
relevant.




Engineering role models
must be of both sexes, from a
variety of races and ethnicities, and have different
abilities/disabilities and a wide range of hobbies and
interests.




Design challenges must be truly
open
-
ended

with more than
one correct answer.



Challenges must be amenable to
evaluation

by
both qualitative and quantitative measures.




Failure must be treated as a necessary
and
inherent part of engineering that invites
subsequent
improvements

in designs.




Steps in the process should be explicitly
organized to
build student skills progressively
,
without making the process formulaic
.


Utilizes clips from “Design Squad Nation”:


http://www.youtube.com/watch?v=BXZjKhB
aaNI&list=SP8954EC33654535E6


Presents lessons as problems or
investigations to be solved


Utilizes design and build process


Supplies are common, low cost materials





Bio
-
Engineering


8 days


Construction


8 days


Manufacturing


8 days


Aerospace Engineering


8 days


Energy


8 days


Agriculture


8 days


Lego Robotics


12 days



Every other day course (three days per six day
cycle)


Purpose: Provide a foundation for learning a
foreign language by creating a course that
maximizes “comprehensible input.”


“Total Physical Response and Storytelling”


Research based and evaluated approach for
teaching classroom foreign language
-

best for
introduction


The goal is to allow students to learn a second
language in much the same manner as we learn
our first

through the senses and
comprehensible sensory input.


Increases total time in target language with
gestures and repetition
so students have
greater comprehension and retention


Students learn details of a
story

(background
information) in both the past and the present
tenses from the beginning using
high
frequency words
.




Use first language to quickly check
comprehension, all else is in
target
language
.




3 Pillars of TPRS are comprehension, aural
repetition and interest
.





The emphasis of the TPRS method is listening
and speaking


comprehensible input
.


It is superior to most other introductory
methods because the methodology
lessens
students inhibition
, or affective resistance,
to attempting to communicate.


Rosetta Stone concentrates more on
vocabulary and word recognition


Traditional WL courses will focus more
attention on grammar, sentence structure
and writing


WL I will be offered in 7
th

grade as an elective
course


There will probably be on
-
going curricular re
-
design based on student progress through
Rosetta Stone and Introductory courses


TPRS methodology will researched for
further integration into higher level WL
courses


3 day per Cycle Course


No longer two disconnected 2 day/quarterly
courses


Instructional time for PE is increased by not
having students change


Utilizing
LifeSkills

pilot curriculum in the
Health component


Emphasizing physical exercise/healthy
choices connection


Every other day course has potential for
interdisciplinary connections


Will allow for time extensions based on
student learning


Best practice and research will inform
equipment purchase

21st Century Learning
-

Myths and
Opportunities