Housekeeping Paperless handouts
http://21stcenturylearning.wikispaces.com Sheryl Nussbaum-Beach
Co-Founder & CEO Powerful Learning Practice, LLC
http://plpnetwork.com [email protected] President 21 st Century
Collaborative, LLC http://21stcenturycollaborative.com
http://21stcenturylearning.wikispaces.com http://plpnetwork.com
[email protected] http://21stcenturycollaborative.com
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Native American Proverb He who learns from one who is learning,
drinks from a flowing river.. Sarah Brown Wessling, 2010 National
Teacher of the Year Describes her classroom as a place where the
teacher is the lead learner and the classroom walls are boundless.
Lead Learner
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What are you doing to contextualize and mobilize what you are
learning? How will you leverage, how will you enable your teachers
or your students to leverage- collective intelligence? Driving
Questions
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Direction-not intention-determines our destination. Andy
Stanley Are your daily choices taking you and your learners in the
direction you want to go? Principle of the Path
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By the year 2011 80% of all Fortune 500 companies will be using
immersive worlds Gartner Vice President Jackie Fenn Libraries 2.0
Management 2.0 Education 2.0 Warfare 2.0 Government 2.0 Vatican 2.0
Credit: Hugh MacLeod, gapingvoid Everything 2.0
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It is estimated that 1.5 exabytes of unique new information
will be generated worldwide this year. Thats estimated to be more
than in the previous 5,000 years. Knowledge Creation Talking in
small groups- How is your job as a leader changing? A quick
question: Beyond your cell phone, is there a cutting-edge
technology that you use routinely to accomplish your work? Name one
strategy that has worked for you personally in keeping up. Is your
job different now than it was 5-10 years ago? How so?
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Shifting FromShifting To Learning at schoolLearning
anytime/anywhere Teaching as a private eventTeaching as a public
collaborative practice Learning as passive participant Learning in
a participatory culture Learning as individuals Linear knowledge
Learning in a networked community Distributed knowledge
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Source: enGauge 21st Century Skills
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Shift in Learning = New Possibilities Shift from emphasis on
teaching To an emphasis on co-learning
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Rethinking Teaching and Learning 1. Multiliterate 2. Changing
Demographic 3. Active Content Creators 4. Collaboration and
Communication We are in the midst of seeing education transform
from a book-based, linear system to an web- based, divergent system
with profound implications for every aspect of teaching and
learning.
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Teacher 2.0 The Emergent 21 st Century Teacher Teacher 2.0
Source: Mark Treadwell - http://www.i-learnt.com
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Play the capacity to experiment with ones surroundings as a
form of problem- solving Performance the ability to adopt
alternative identities for the purpose of improvisation and
discovery Simulation the ability to interpret and construct dynamic
models of real-world processes Appropriation the ability to
meaningfully sample and remix media content Multitasking the
ability to scan ones environment and shift focus as needed to
salient details. Distributed Cognition the ability to interact
meaningfully with tools that expand mental capacities.
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Collective Intelligence the ability to pool knowledge and
compare notes with others toward a common goal Judgment the ability
to evaluate the reliability and credibility of different
information sources Transmedia Navigation the ability to follow the
flow of stories and information across multiple modalities
Networking the ability to search for, synthesize, and disseminate
information Negotiation the ability to travel across diverse
communities, discerning and respecting multiple perspectives, and
grasping and following alternative norms..
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Photo credit: Alec Couros What does it mean to be a connected
learner with a well developed network? What are the advantages or
drawbacks? How is it a game changer?
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Inclination toward being open minded Dedication to the ongoing
development of expertise Creation of a culture of collegiality-
believing that "None of us is as good as all of us" and that the
contributions of all can lead to improved individual practice
Willingness to be a co-learner, co- creator, and co-leader
Willingness to leaving one's comfort zone to experiment with new
strategies and taking on new responsibilities Dispositions and
Values Commitment to understanding gained through listening and
asking good questions related to practice Perseverance toward deep
thought by exploring ideas and concepts, rethinking, revising, and
continual repacking and unpacking, resisting urges to finish
prematurely Courage and initiative to engage in discussions on
difficult topics Alacrity to share and contribute Desire to be
transparent in thinking
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21 Education for Citizenship A capable and productive citizen
doesnt simply turn up for jury service. Rather, she is capable of
serving impartially on trials that may require learning unfamiliar
facts and concepts and new ways to communicate and reach decisions
with her fellow jurors. Jurors may be called on to decide complex
matters that require the verbal, reasoning, math, science, and
socialization skills that should be imparted in public schools.
Jurors today must determine questions of fact concerning DNA
evidence, statistical analyses, and convoluted financial fraud, to
name only three topics. Justice Leland DeGrasse, 2001
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22 Education for Future Economic Competitiveness When the world
becomes this flatwith so many distributed tools of innovation and
connectivity empowering individuals from anywhere to compete,
connect and collaboratethe most important competition is between
you and your own imagination, because energetic, innovative and
connected individuals can now act on their imaginations farther,
faster, deeper and cheaper than ever before. Those countries and
companies that empower their individuals to imagine and act quickly
on their imagination are going to thrive. These are oil wells that
dont run dry. Thomas Friedman, The New York Times, June 10,
2007
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23 The Focus of our Instructional Vision Strengthening student
work by examining and refining curriculum, assessment, and
classroom instruction Strengthening teacher practice by examining
and refining the feedback teachers receive Strengthening leadership
by becoming a connected leader who owns 21 st Century shift. The
Framework for Teaching - Charlotte Danielson
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25 http://21stcenturylearning.wikispaces.com
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What are the Common Core State Standards? Aligned with college
and work expectations Focused and coherent Include rigorous content
and application of knowledge through high- order skills Build upon
strengths and lessons of current state standards Internationally
benchmarked so that all students are prepared to succeed in our
global economy and society Based on evidence and research State led
coordinated by NGA Center and CCSSO
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Common Core State Standards Design Building on the strength of
current standards across many states, the CCSS are designed to be:
Focused, coherent, clear and rigorous Internationally benchmarked
Anchored in college and career readiness* Evidence and research
based Ready for first-year credit-bearing, postsecondary coursework
in mathematics and English without the need for remediation.
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Why is this important? Currently, every state has its own set
of academic standards, meaning public education students in each
state are learning to different levels All students must be
prepared to compete with not only their American peers in the next
state, but with students from around the world
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Design and Organization Content standards define what students
should understand and be able to do Clusters are groups of related
standards Domains are larger groups that progress across
grades
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Intentional Design Limitations What the Standards do NOT
define: How teachers should teach All that can or should be taught
The nature of advanced work beyond the core The interventions
needed for students well below grade level The full range of
support for English language learners and students with special
needs Everything needed to be college and career ready
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Current Standards Common Core ELA Standards Grades K-12 Reading
Writing Communication (includes Speaking and Listening) Language
Media & Tech
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CATEGORY: Expressions and Equations: M.8.B. Work with radicals
and integer exponents. Essential Questions What should I be able to
answer? What guides my thinking? How do I work with very large and
very small numbers? When am I going to use this? How is this idea
going to help me with my thinking? When is scientific notation used
and by whom, what careers? Assessment What will I be expected to
know, understand, and be able to do in order to demonstrate my
learning? Students will explain what they heard during the lesson
to another student, agree/disagree/discuss Exit Cards periodically
through the unit Homework check/board work Summative: Quiz of
individual skills, test when all are complete/My Math Textbook
Page- create a page with explanation and examples and problems on
each skill listed above Skills What skills do I need to have in
order to answer the essential questions? 1. Know and apply the
properties of integer exponents to generate equivalent numerical
expressions. 2. Use square root and cube root symbols to represent
solutions to equations of the form x 2 = p and x 3 = p, where p is
a positive rational number. Evaluate square roots of small perfect
squares and cube roots of small perfect cubes. Know that 2 is
irrational. 3. Use numbers expressed in the form of a single digit
times an integer power of 10 to estimate very large or very small
quantities, and to express how many times as much one is than the
other. 4. Perform operations with numbers expressed in scientific
notation, including problems where both decimal and scientific
notation are used. Use scientific notation and choose units of
appropriate size for measurements of very large or very small
quantities (e.g., use millimeters per year for seafloor spreading).
Interpret scientific notation that has been generated by
technology. Content What content do I need to know in order to
answer the essential questions? Mathematical representation to
solve problems Representation of mathematical situations using
algebraic symbols Understanding of the interconnection of
mathematical ideas Formative: Find Someone WhoReview- Integration
of Learning How does this learning connect to my other areas
(subjects) of learning? Science - examples-weights, distances,
measurement Economics example debt *Confer with science teacher
Tools for Learning Which tools will I use that will assist me in my
learning? Standard Specific tools and websites 4 Cs tools and
websites NETS tools and websites Which 21 st Century Skills are
woven into this standard? ___Critical Thinking/Problem Solving
___Collaboration ___Communications ___Creativity/Innovation What
level of rigor will I be using? (A, C)________ What level of
relevance will I be using?_________ (B,D)
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Only a few of the balls in the air above you... Assessment
National Tech Plan
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CCSS gives you a leg up! ITS WHAT WE DO ALREADY!! Start with
the standards Consider how each student can learn them Consider the
content, product & process Student choice Authentic Higher
Order Thinking Formative Assessment
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Real Question is this: Are we willing to change- to risk
change- to meet the needs of the precious folks we serve? Can you
accept that Change (with a big C) is sometimes a messy process and
that learning new things together is going to require some
tolerance for ambiguity.
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"The greatest danger in times of turbulence is not the
turbulence. It is to act with yesterday's logic." - Peter Drucker
http://pixdaus.com Steve Wheeler, University of Plymouth, 2010
