The Learning Criteria to Support 21st Century Learners

Change Model

• International Center for Leadership in Education

WHY

WHY

Prepare students for their future

The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.

We’ve created false proxies for learning…

• Finishing a course or textbook has come to mean achievement

• Listening to lecture has come to mean understanding

• Getting a high score on a standardized test has come to mean proficiency

Learning should have its roots in..

• Meaning, not just memory

• Engagement, not simply transmission

• Inquiry, not only compliance

• Exploration, not just acquisition

• Personalization, not simply uniformity

• Collaboration, not only competition

• Trust, not fear

Out of every 100 ninth graders….

65 will graduate from high school

39 will enter college

26 are still enrolled in the sophomore year

15 will graduate from college

Many involved in “school re-invention work” would argue that change is the most talked about and least acted upon concept in

education today.

Change Model

• International Center for Leadership in Education

WHY

WHY

Digital Learners

Digital Immigrants & Digital Natives

Conventional Speed Twitch Speed

Step by Step Random Access

Linear Processing Parallel Processing

Text First Graphics First

Work Orient Play Oriented

Stand-Alone Connected

Change Model

• International Center for Leadership in Education

WHY

WHY

W H A TW H A T

Rigor, Relevance,

Relationships for ALL

Students

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

Rigor, Relevance and Relationships

R X R X R = LCWRS

Relationships X Relevance X Rigor =

Life, College, Work Ready Students

You can’t teach kids you don’t know….

RIGOR

RELEVANCE

AA BB

DDCC

Increasing Rigor/RelevanceIncreasing Rigor/Relevance

High

HighLow

Low

Remember this…..

Using only achievement data as the total focus of your plan to improve learning is a mistake. The inclusion of culture/climate data, sometimes referred to as “soft data,” helps build sustainable long term results.

• Basic Knowledge/Skills

• English Language (spoken)

• Reading Comprehension • (in English)• Writing in English • (grammar, spelling, etc.)• Mathematics

• Science

• Government/Economics

• Humanities/Arts

• Foreign Languages

• History/Geography

“Are They Really Ready To Work?”

Applied Skills

•Critical Thinking/Problem Solving

•Oral Communication

•Written Communication

•Teamwork/Collaboration

•Diversity

•Information Technology Application

•Leadership

•Creativity/Innovation

•Lifelong Learning/Self Direction

•Professionalism/Work Ethic

•Ethics/Social Responsibility

Job Outlook 2002, National Association of Colleges and Employers (NACE)

21st Century Work Force Literacy: The Knowledge Economy

As much as 80% of all literacy tasks at work require document and quantitative information, text, media, and responses to nonfiction prose text.

Who in your school is responsible for teaching document, quantitative and technological literacy?

Where is it assessed in your curriculum?

1982 study showed that high schools spend only 2% of instructional time on this type of literacy.

There is an increase, largely due to Internet use; however, such instruction is still under 20%.

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

What We Spend Time Doing Gets Done…

Schools now focus on:1. Learning Literacy (learning to read,

write, speak and listen)2. Literacy Learning (using literacy skills

to learn content)

We need to spend time, much more time, on:3. Literacy to Do (using documents and

electronic sources to take action, create, and problem solve)

Taking Action with Text, Media and Writing Prose Literacy

Editorials News stories Brochures Instructional materials

Document Literacy Job applications Payroll forms Transportation

schedules Maps Tables Drug or food labels

Quantitative Literacy Checkbook balancing Tip calculation Order form completion Interest calculations Benefit and nutrition

comparison calculations Advertisement comparing prices

and other data

Technological Literacy Filing taxes online Travel arrangements Photo management Document assembly and

creation “Personal digital libraries” of

music and other media

Education is a chalkboard worldEducation is a chalkboard world

21st Century Skills

Why Rigor and Relevance?

• Agricultural Age… Farmers

• Industrial Age… Factory Worker

• Informational Age… Knowledge Worker

• Conceptual Age… Creator / Empathizer

Three reasons for this…

• Abundance

• Asia

• Automation

#1 Abundance

• Malls, Target, PetsMart, Best Buy,

• Homes, Cars

• Self Storage

• Trash …. USA spends more on trash bags than 90 countries spend on everything

Abundance has produced an ironic result…

Lessened the significance of things because you can get it anywhere.

(no longer enough to create a product that’s reasonably priced and functional)

Products must be more R – Directed

beautiful, unique, meaningful, “aesthetic imperative”

#2 ASIA

• Knowledge workers new competition.. India, Philippines, China

• Programmers 70k – 80k are paid what a Taco Bell worker makes

• Chip designers 7k in USA …..1K in India• Aerospace Engineers USA 6K… $650 in

Russia• Accountant USA 5K… $300 in Philippines

2007 – World Economic Leaders

1. United States

2. Japan

3. England

4. Germany

Source: Goldman Sacks

2040 – World Economic Leaders

1. China2. India3. United States4. Mexico5. Russia6. Brazil7. Germany8. England

Source: Goldman Sacks

16th Spain 17th Netherlands 18th France 19th Britain 20th USA 21st ???—no one country will ever

again be the dominant focus of the entire century.

#3 Automation

• Last century machines proved they could replace human backs

• This century new technologies are proving they can replace human “left brains”

• Any job that depends on routines is at risk.

• Automation is changing even doctors work.

• Outsource.com

Left hemisphere is sequential, logical and analytical. The Left powered the

Information Age. Still necessary, but no longer sufficient.

Right hemisphere is non linear, intuitive and holistic. The Right qualities of

inventiveness, empathy, joyfulness and meaning will power the Conceptual Age.

High Concept / High Touch• GM’s top leader… I see us being in the

art business.• MBA’s becoming the blue collar workers

for the conceptual age.• Graphic designers have increased ten

fold in the last decade.• Since 1970, 30% more people are

earning a living as writers.• More Americans today work in art,

entertainment and design than as lawyers, accountants and auditors.

21st Century SkillsLearning & Innovation Skills– Creativity & Innovation– Critical Thinking &

Problem-solving– Communication &

Collaboration

Information, Media & Technology Skills– Information Literacy– Media Literacy– ICT Literacy

Life & Career Skills

– Flexibility & Adaptability

– Initiative & Self-direction

– Social & Cross-cultural Skills

– Productivity & Accountability

– Leadership & Responsibility

www.21stcenturyskills.org

Three Question Exercise

1. What will the world be like 20 years from now?

2. What skills will your child need to be successful in that world?

3. What would learning look like if it was designed around your answers?

The Learning Criteria

Change Model

• International Center for Leadership in Education

WHY

WHY

W H A TW H A T

Where are you?

Where do you want to go?

W H

E R

E

W H

E R

E

Learning Criteria for 21st Century

Learners

How do you want learning evaluated?

The Learning Criteria helps you put into action what you

believe about learning.

Evaluation Systems

Many of our systems are incomplete because we over measure some things and not measure enough of others.

Success Beyond the Test

• Core Academics

• Stretch Learning

• Student Engagement

• Personal Skill Development

Rigor

Relevance

Relationships

Criteria

• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

Core Academics

• State Achievement Test Results

• SAT/ACT Results

• Grade Point Average

• Full Schedule in Four Core Subjects

Criteria

• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

Stretch Learning

• Advanced Placement (AP) Results• IB Participation• CTE Program Participation• 3 or More Years in a 2nd Language Course• Specialized Certification• National Education Organization• College-Sponsored HS Course Credits• 3 or More Science Lab Courses• Special Education Declassification• Specialized Art and Music• Advanced Diploma Sequence Options• Growth in Lexile Reading Measure

Criteria

• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

Learner Engagement

• On Schedule to Graduate with Cohort Group

• Attendance Rate

• Tardiness Rate

• Submits Homework Assignments on Time

• Community Service

• No Discipline Referrals

• Participation in Extracurricular Activities

• Participation in Interscholastic Sports

Criteria

• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

Personal Skill Development

• Internships/Shadowing Opportunities

• Service Learning Opportunities

• Career Planning Activities

• Soft Skills Curriculum

• JROTC

• Portfolio

• Research Project

• Quadrant D Activities

• FAFSA

Core Stretch LearnerEngagement

Personal Skill Development

Core

StretchLearner EngagementPersonal Skill Development

Dimensions of the Learning Criteria

Learning Criteria to Support Rigor, Relevance & Relationships

• Every school has its own DNA.

• School success is measurable beyond the tests.

• Data must drive school improvement initiatives.

• School growth and continuous improvement is an ongoing, collaborative process.

International Center for Leadership in Education, Inc.

The Learning Criteria to Support 21st Century Learners ©

Answering the Hard Questions

1.What is the core learning that you will stand behind for each and every student?2. How do you insure that you are stretching

each and every learner?3. How do you know your students are

motivated, committed and engaged in their learning?4. What evidence supports the development of positive behaviors and attitudes, and how do you measure personal, social, service and leadership skills?

International Center for Leadership in Education, Inc.

1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail –

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