brian davis speech
TRANSCRIPT
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7/31/2019 Brian Davis Speech
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InterInterInterInter----Institutional Teacher Education Council of West MichiganInstitutional Teacher Education Council of West MichiganInstitutional Teacher Education Council of West MichiganInstitutional Teacher Education Council of West Michigan
October 15, 2010October 15, 2010October 15, 2010October 15, 2010
Students Wired Up orTuned Out?
What digital footprint will youand your student teachers leavein your classrooms this year?
Our Challenges
Shifts in knowledge and skills society valuesShifts in knowledge and skills society valuesShifts in knowledge and skills society valuesShifts in knowledge and skills society values
Development of new methods of teachingDevelopment of new methods of teachingDevelopment of new methods of teachingDevelopment of new methods of teaching
and learningand learningand learningand learning
Changes in the characteristics of learnersChanges in the characteristics of learnersChanges in the characteristics of learnersChanges in the characteristics of learners
How we assess learnersHow we assess learnersHow we assess learnersHow we assess learners
How are you preparing the teachers ofHow are you preparing the teachers ofHow are you preparing the teachers ofHow are you preparing the teachers of
tomorrow to assist these learners?tomorrow to assist these learners?tomorrow to assist these learners?tomorrow to assist these learners?
Emerging information technologies areEmerging information technologies areEmerging information technologies areEmerging information technologies are
reshaping each of thesereshaping each of thesereshaping each of thesereshaping each of theseand changing howand changing howand changing howand changing how
we learn and know.we learn and know.we learn and know.we learn and know.
Information scarce
Students need to
memorize, follow
instructions
Learning not related to
other content areas
Students work in a closed
environment
National citizenship
Information abundant
Students learn to create and
problem-solve
Content integrated with other
subjects, real world
Students work across multiple
boundaries
Global citizenship
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Between 1960 and 2000, the percentage of
Americans 25 or older with a high schooldiploma has doubled.
Between 1987 and 2006, SAT scores have
increased for every subgroup.
More students are taking more rigorous
courses than ever before.
Black, Latino, and low SES students are, onBlack, Latino, and low SES students are, onBlack, Latino, and low SES students are, onBlack, Latino, and low SES students are, on
average, 2 years behind white students of theaverage, 2 years behind white students of theaverage, 2 years behind white students of theaverage, 2 years behind white students of the
same age in academic achievement. Minoritysame age in academic achievement. Minoritysame age in academic achievement. Minoritysame age in academic achievement. Minority
majority by 2023.majority by 2023.majority by 2023.majority by 2023.
1.3 Million students dropped out in 2009, or1.3 Million students dropped out in 2009, or1.3 Million students dropped out in 2009, or1.3 Million students dropped out in 2009, or
7,150 students each day, one student every 257,150 students each day, one student every 257,150 students each day, one student every 257,150 students each day, one student every 25
seconds.seconds.seconds.seconds.
Student achievement in the U.S. lags behindStudent achievement in the U.S. lags behindStudent achievement in the U.S. lags behindStudent achievement in the U.S. lags behind
other industrialized nations.other industrialized nations.other industrialized nations.other industrialized nations.
The KThe KThe KThe K----12 system is not preparing students for12 system is not preparing students for12 system is not preparing students for12 system is not preparing students for
success in postsuccess in postsuccess in postsuccess in post----secondary education.secondar education.secondar education.secondary education.
U.S. high school graduation rate has droppedU.S. high school graduation rate has droppedU.S. high school graduation rate has droppedU.S. high school graduation rate has dropped
from 1from 1from 1from 1stststst to 18to 18to 18to 18thththth out of 24 industrialized nations.out of 24 industrialized nations.out of 24 industrialized nations.out of 24 industrialized nations.
In 1995, U.S. ranked 1In 1995, U.S. ranked 1In 1995, U.S. ranked 1In 1995, U.S. ranked 1stststst in percentage of youngin percentage of youngin percentage of youngin percentage of young
adults with a college degree. By 2006 droppedadults with a college degree. By 2006 droppedadults with a college degree. By 2006 droppedadults with a college degree. By 2006 dropped
to 14to 14to 14to 14thththth....
Out of 30 countries, U.S. 15 yearOut of 30 countries, U.S. 15 yearOut of 30 countries, U.S. 15 yearOut of 30 countries, U.S. 15 year----olds rankedolds rankedolds rankedolds ranked
25252525thththth in math, 21in math, 21in math, 21in math, 21stststst in science, 15in science, 15in science, 15in science, 15thththth in reading,in reading,in reading,in reading,
and 24and 24and 24and 24thththth in problem solving on the most recentin problem solving on the most recentin problem solving on the most recentin problem solving on the most recent
PISA exam.PISA exam.PISA exam.PISA exam.
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1/3 of American students entering higher1/3 of American students entering higher1/3 of American students entering higher1/3 of American students entering higher
education are assigned to remedial courses.education are assigned to remedial courses.education are assigned to remedial courses.education are assigned to remedial courses.Almost 80% have a G.P.A. of 3.0 or higher.Almost 80% have a G.P.A. of 3.0 or higher.Almost 80% have a G.P.A. of 3.0 or higher.Almost 80% have a G.P.A. of 3.0 or higher.
Only 12% of students assigned to remedialOnly 12% of students assigned to remedialOnly 12% of students assigned to remedialOnly 12% of students assigned to remedial
reading in college earn a bachelorreading in college earn a bachelorreading in college earn a bachelorreading in college earn a bachelors degree.s degree.s degree.s degree.
Approximately 30% of college freshman do notApproximately 30% of college freshman do notApproximately 30% of college freshman do notApproximately 30% of college freshman do not
return to their school for their sophomore year.return to their school for their sophomore year.return to their school for their sophomore year.return to their school for their sophomore year.
The U.S. has one of the highest college dropThe U.S. has one of the highest college dropThe U.S. has one of the highest college dropThe U.S. has one of the highest college drop
out rates in the world.out rates in the world.out rates in the world.out rates in the world.
--ACT (2008)
Are They Really Ready to Work? Employersperspectives on the basic knowledge and applied skills of new
entrants to the 21st century U.S. workforce, Partnership for 21st Century Skills, 2006
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Schools will need to be able to educate a more diverse studentSchools will need to be able to educate a more diverse studentSchools will need to be able to educate a more diverse studentSchools will need to be able to educate a more diverse student
population.population.population.population.
Schools will need to prepare students to interact in a moreSchools will need to prepare students to interact in a moreSchools will need to prepare students to interact in a moreSchools will need to prepare students to interact in a more
diverse society and collaborate in a more diverse workdiverse society and collaborate in a more diverse workdiverse society and collaborate in a more diverse workdiverse society and collaborate in a more diverse work
environment.environment.environment.environment.
More diverse U.S. society, which will be reflected in theMore diverse U.S. society, which will be reflected in theMore diverse U.S. society, which will be reflected in theMore diverse U.S. society, which will be reflected in the
workplace, but also.workplace, but also.workplace, but also.workplace, but also.
International collaboration, global work teams.International collaboration, global work teams.International collaboration, global work teams.International collaboration, global work teams.
TodayTodayTodayTodays youths youths youths youth----Kids are wired differently!Kids are wired differently!Kids are wired differently!Kids are wired differently!
Digital learnersDigital learnersDigital learnersDigital learners
MultimediaMultimediaMultimediaMultimedia
Find and manipulate dataFind and manipulate dataFind and manipulate dataFind and manipulate data Analyze data and imagesAnalyze data and imagesAnalyze data and imagesAnalyze data and images
PrePrePrePre----frontal cortex can process information 4frontal cortex can process information 4frontal cortex can process information 4frontal cortex can process information 4----6666times faster than adultstimes faster than adultstimes faster than adultstimes faster than adults
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http://www.youtube.com/watch?v=HvA9lA7_5
FE
We will have more power in 1 device than whatWe will have more power in 1 device than whatWe will have more power in 1 device than whatWe will have more power in 1 device than what
we had in the last 35 years!!!we had in the last 35 years!!!we had in the last 35 years!!!we had in the last 35 years!!!
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We are preparing students for a world
fundamentally different than the world schoolswere designed to prepare students for
AND
a world we were not prepared for.
We need to ask the Dr. Phil ultimate
question So hows that working for you?
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and
summarize it
in one page.
She is not daunted by this.
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So20th century!
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Any timeAny timeAny timeAny time
Any placeAny placeAny placeAny place
Any pathAny pathAny pathAny path
Any paceAny paceAny paceAny pace
The data for computer-based learning suggests that by 2019,
about 50% of high school courses will be delivered online.
Harvard Study using virtual assessments that are mapping theHarvard Study using virtual assessments that are mapping theHarvard Study using virtual assessments that are mapping theHarvard Study using virtual assessments that are mapping the
cognition of learners. (NSES Model of Inquiry)cognition of learners. (NSES Model of Inquiry)cognition of learners. (NSES Model of Inquiry)cognition of learners. (NSES Model of Inquiry)
Students take on the identity of a scientist, complete quests foStudents take on the identity of a scientist, complete quests foStudents take on the identity of a scientist, complete quests foStudents take on the identity of a scientist, complete quests forrrr
90 minutes with four phases: orientation, problem90 minutes with four phases: orientation, problem90 minutes with four phases: orientation, problem90 minutes with four phases: orientation, problem
identification, experimentation, completing explanationsidentification, experimentation, completing explanationsidentification, experimentation, completing explanationsidentification, experimentation, completing explanations
Where students wentWhere students wentWhere students wentWhere students went
With whom they communicated and what they saidWith whom they communicated and what they saidWith whom they communicated and what they saidWith whom they communicated and what they said
What artifacts they activatedWhat artifacts they activatedWhat artifacts they activatedWhat artifacts they activated
What databases they viewedWhat databases they viewedWhat databases they viewedWhat databases they viewed
What data they gathered using virtual scientific instrumentsWhat data they gathered using virtual scientific instrumentsWhat data they gathered using virtual scientific instrumentsWhat data they gathered using virtual scientific instruments
What screenshots and notations they placed in teamWhat screenshots and notations they placed in teamWhat screenshots and notations they placed in teamWhat screenshots and notations they placed in team----basedbasedbasedbased
virtual notebooksvirtual notebooksvirtual notebooksvirtual notebooks
http://virtualassessments.org/http://virtualassessments.org/http://virtualassessments.org/http://virtualassessments.org/
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Can not be about learning, it has to be aboutCan not be about learning, it has to be aboutCan not be about learning, it has to be aboutCan not be about learning, it has to be about
unlearningunlearningunlearningunlearning Role of Professional Learning CommunitiesRole of Professional Learning CommunitiesRole of Professional Learning CommunitiesRole of Professional Learning Communities
1.1.1.1. What is it our students must learn as a result ofWhat is it our students must learn as a result ofWhat is it our students must learn as a result ofWhat is it our students must learn as a result of
this course, this grade level, this unit?this course, this grade level, this unit?this course, this grade level, this unit?this course, this grade level, this unit?
2.2.2.2. How will we know our students are learning?How will we know our students are learning?How will we know our students are learning?How will we know our students are learning?
What evidence will we gather to assess theirWhat evidence will we gather to assess theirWhat evidence will we gather to assess theirWhat evidence will we gather to assess their
learning?learning?learning?learning?
3.3.3.3. How will we respond when they donHow will we respond when they donHow will we respond when they donHow will we respond when they dont learn?t learn?t learn?t learn?
4.4.4.4. How can we extend and enrich the learning forHow can we extend and enrich the learning forHow can we extend and enrich the learning forHow can we extend and enrich the learning for
those who are already proficient?those who are already proficient?those who are already proficient?those who are already proficient?
Will your students be:Will your students be:Will your students be:Will your students be:
More curious leaving school or your classroom than whenMore curious leaving school or your classroom than whenMore curious leaving school or your classroom than whenMore curious leaving school or your classroom than when
they arrived?they arrived?they arrived?they arrived?
Adept at learning?Adept at learning?Adept at learning?Adept at learning?
Informed consumers?Informed consumers?Informed consumers?Informed consumers?
Thinkers and analyzers?Thinkers and analyzers?Thinkers and analyzers?Thinkers and analyzers?
ProblemProblemProblemProblem----solvers?solvers?solvers?solvers?
Producers with their own voice?Producers with their own voice?Producers with their own voice?Producers with their own voice?
Collaborators?Collaborators?Collaborators?Collaborators?
Will your studentWill your studentWill your studentWill your student----teachers be ready to teachteachers be ready to teachteachers be ready to teachteachers be ready to teach
these learners and what will they take awaythese learners and what will they take awaythese learners and what will they take awaythese learners and what will they take awayfrom working under your supervision?from working under your supervision?from working under your supervision?from working under your supervision?
We must fuse the three RWe must fuse the three RWe must fuse the three RWe must fuse the three Rs with the four Cs with the four Cs with the four Cs with the four Cssss
Critical ThinkingCritical ThinkingCritical ThinkingCritical Thinking
Communication SkillsCommunication SkillsCommunication SkillsCommunication Skills
Collaboration/Team BuildingCollaboration/Team BuildingCollaboration/Team BuildingCollaboration/Team Building
Creativity and InnovationCreativity and InnovationCreativity and InnovationCreativity and Innovation
www.P21.orgwww.P21.orgwww.P21.orgwww.P21.org
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Educators are a revenue source not anEducators are a revenue source not anEducators are a revenue source not anEducators are a revenue source not an
expense source. We can significantly impactexpense source. We can significantly impactexpense source. We can significantly impactexpense source. We can significantly impact
the dropthe dropthe dropthe drop----out rates and the expenses related toout rates and the expenses related toout rates and the expenses related toout rates and the expenses related to
this.this.this.this.
I influence the results of myI influence the results of myI influence the results of myI influence the results of my
students, and the results arestudents, and the results arestudents, and the results arestudents, and the results are
important to me. (The notion ofimportant to me. (The notion ofimportant to me. (The notion ofimportant to me. (The notion of
efficacy.) I care about how myefficacy.) I care about how myefficacy.) I care about how myefficacy.) I care about how my
students perform and the onlystudents perform and the onlystudents perform and the onlystudents perform and the only
difference is the result of the workdifference is the result of the workdifference is the result of the workdifference is the result of the work
that I did. Data has to have a facethat I did. Data has to have a facethat I did. Data has to have a facethat I did. Data has to have a face
and a nameand a nameand a nameand a nameit has to beit has to beit has to beit has to be
connected to a student.connected to a student.connected to a student.connected to a student.
For taking on not only the responsibility ofFor taking on not only the responsibility ofFor taking on not only the responsibility ofFor taking on not only the responsibility of
educating the next generation of students buteducating the next generation of students buteducating the next generation of students buteducating the next generation of students but
Taking on the responsibility of preparing theTaking on the responsibility of preparing theTaking on the responsibility of preparing theTaking on the responsibility of preparing the
future generation of teachers.future generation of teachers.future generation of teachers.future generation of teachers.
Both are an awesome responsibility.Both are an awesome responsibility.Both are an awesome responsibility.Both are an awesome responsibility.
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We need to stop seeing ourselves as teachersWe need to stop seeing ourselves as teachersWe need to stop seeing ourselves as teachersWe need to stop seeing ourselves as teachers
and start seeing ourselves as learners.and start seeing ourselves as learners.and start seeing ourselves as learners.and start seeing ourselves as learners. Our value for schools is no longer content, itOur value for schools is no longer content, itOur value for schools is no longer content, itOur value for schools is no longer content, it
must be about learning in a 21must be about learning in a 21must be about learning in a 21must be about learning in a 21stststst Century.Century.Century.Century.
If we think that schools are a place whereIf we think that schools are a place whereIf we think that schools are a place whereIf we think that schools are a place where
people will come for content, we are missingpeople will come for content, we are missingpeople will come for content, we are missingpeople will come for content, we are missing
the point and will no longer be needed.the point and will no longer be needed.the point and will no longer be needed.the point and will no longer be needed.
Is technology part of your learning culture?Is technology part of your learning culture?Is technology part of your learning culture?Is technology part of your learning culture?
As cooperating teachers, how will you useAs cooperating teachers, how will you useAs cooperating teachers, how will you useAs cooperating teachers, how will you use
technology to collaborate with each other?technology to collaborate with each other?technology to collaborate with each other?technology to collaborate with each other?
How will you use technology to interface withHow will you use technology to interface withHow will you use technology to interface withHow will you use technology to interface with
your student teachers?your student teachers?your student teachers?your student teachers?
How will you collaborate with your learners?How will you collaborate with your learners?How will you collaborate with your learners?How will you collaborate with your learners?
The illiterate of the 21The illiterate of the 21The illiterate of the 21The illiterate of the 21stststst Century are not thoseCentury are not thoseCentury are not thoseCentury are not those
who cannot read or write, but those whowho cannot read or write, but those whowho cannot read or write, but those whowho cannot read or write, but those who
cannot learn, unlearn, and relearn.cannot learn, unlearn, and relearn.cannot learn, unlearn, and relearn.cannot learn, unlearn, and relearn.
----Alvin TofflerAlvin TofflerAlvin TofflerAlvin Toffler
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Do not confine your children to your ownDo not confine your children to your ownDo not confine your children to your ownDo not confine your children to your own
learning, since they were born in another time.learning, since they were born in another time.learning, since they were born in another time.learning, since they were born in another time.
----Chinese ProverbChinese ProverbChinese ProverbChinese Proverb