how do we engage kids? by understanding their digital world due to globalization, driven by modern...
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How Do We Engage Kids? By Understanding their Digital World
Due to Globalization, driven by modern
communications and other advances, workers in
virtually every sector must now face competitors
who live just a mouse-click away in Ireland,
Finland, China, India, or dozens of other nations
whose economies are growing.
This has been aptly referred to as the Death of Distance.
Source: Executive Summary, Rising Above the Gathering Storm, NAEIM
Work Harder to Get Smarter:
We need to change our thinking and our language from an ability model
to an effort model.
SouthernRegionalEducationBoard
The New Middle Summary• Jobs in the new middle require good
collaborators, leveragers, adapters, synthesizers, model builders, localizers, and personalizes; and these approaches require you to be able to learn how to learn, to bring curiosity and passion to your work, to play well with others, and to nurture your right brain skills.
What does this mean specifically for educators’ instructional practices?
Source: Thomas Friedman, The World is Flat
PD Learning in a Digital World
• Gaming – is a social activity: they are often played in groups; kids engage in teaching each other how to play; kids have developed their own learning cultures; multimedia content and interaction have led to kids building learning communities around games
SOURCE: Digital-Mediated Experiences and Kids’ Informal Learning, Peter Lynn, UC Berkeley
PD Learning in a Digital World
• Social Relationships- organized by mobile phone, the Internet, kids are creating and sustaining new private social worlds through the use of messaging and blogging
SOURCE: Digital-Mediated Experiences and Kids’ Informal Learning, Peter Lynn, UC Berkeley
PD Learning in a Digital World
• Creativity - The encouragement of innovative participation in extending design and experience, or teaching cognitive skills through software and media design activities. Digital environments are enhancing the expression of kids’ imagination in a variety of new and unexpected ways.
SOURCE: Digital-Mediated Experiences and Kids’ Informal Learning, Peter Lynn, UC Berkeley
PD Learning in a Digital World
• Digital Divides – kids use instant messaging to reach out to peers to find support in doing homework and getting advice about problems from them. Place or social context may be very important in shaping disadvantaged kids’ experience of digital media, particularly access to public learning places outside of school.
SOURCE: Digital-Mediated Experiences and Kids’ Informal Learning, Peter Lynn, UC Berkeley
Key Practice:
Program of Study
HSTW
Have students complete a challenging program of study with an upgraded academic core and a concentration.
HSTW Recommended Academic Core for All Students
• Four credits in college-prep/honors EnglishStudents read 8-10 books a yearStudents write weeklyStudents complete at least one major research paper
• Four mathematics credits – Algebra I, geometry, Algebra II and above
• Three lab-based science credits at the college-prep level; four credits with a block schedule
• Three credits of social studies; four credits with a block schedule
• Mathematics and Science in the Senior Year
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Recommended ConcentrationsHSTW
• Mathematics and science concentration – four credits in each field, with at least one at the Advanced Placement level
• Humanities concentration – four credits each in college-prep level language arts and social studies, with at least one at the college level and four additional credits from foreign language, fine arts, journalism, debate, music, etc.
• Career/technical concentration – four credits in a planned sequence of courses within a broad career field – pre-engineering, health/medical science, etc.
12 Tips for Teachers in Preparing Students for the 21st Century
• Focus on scientific, mathematical, and technological literacies
• Focus on importance of information literacies
• Encourage cultural literacy and global awareness
• Assign group activities to advance teaming, collaboration, and interpersonal skills
• Present students with multifaceted, open ended activities to teach adaptability and the ability to manage complexity
• Allow curiosity, creativity, and risk taking in the classroom
• Push lessons one step further to reach higher-order thinking and to develop sound reasoning
SOURCE: North Central Regional Educational Laboratory enGauge 21st Century Skills
12 Tips for Teachers in Preparing Students for the 21st Century
• Make personal and society responsibility non-negotiable
• Communicate interactively with students, their parents, and colleagues. Use dialogue—not monologues
• Help students construct deadlines and work plans for activities so that they increase their ability to prioritize, plan, and manage for results
• Use real-world tools -- spreadsheets, calculators, personal organizers—effectively and model that use for students
• Have students combine use of real-world tools with skill development to create relevant, high-quality products
SOURCE: North Central Regional Educational Laboratory enGauge 21st Century Skills
21st Century Content
Information and Communication Skills– Analyzing, accessing, managing,
integrating, evaluating and creating information in a variety of forms and media. Understanding the role of media in society
– Understanding, managing and creating effective oral, written and multimedia communication in a variety of forms and contexts
SOURCE: Learning for the 21st Century: Partnership for 21st Century Skills
21st Century ContentThinking and Problem-Solving Skills
– Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems
– Ability to frame, analyze and solve problems
– Developing, implementing and communicating new ideas to others, staying open and responsive to new and diverse perspectives
SOURCE: Learning for the 21st Century: Partnership for 21st Century Skills
21st Century Content
Interpersonal and Self-Directional Skills– Teamwork and
leadership– Self-Direction– Accountability and
Adaptability– Social Responsibility
SOURCE: Learning for the 21st Century: Partnership for 21st Century Skills
The Right Brain Stuff: Moving from the information age to the conceptual age
• The left hemisphere handles sequence, literalness, and analysis
• The right hemisphere takes care of context, emotional expression, and synthesis
• Technology and other countries can and will do left brain work cheaper
• In the U.S. We must do right brain work better
Source: Thomas Friedman, The World is Flat
Left to Right Brain Workforce
Occupation Left Brain Right Brain
Computer Programming
Does basic coding
Can design entire systems
Banking Transaction based
Masters of the art of the deal
Accountants Basic book keeping/taxes
Serve as life planners
Source: Thomas Friedman, The World is Flat
HSTWKey Practice:Career/Technical Studies
Provide more students access to intellectually challenging career/technical studies in high-demand fields that emphasize the higher-level mathematics, science, literacy and problem-solving skills needed in the workplace and in further education.
School leaders need to: • Develop standards, conditions and agreements for
awarding postsecondary credit to high school students.• Require senior projects with academic, technical and
performance standards.• Provide students opportunities to work toward a
recognized employer certification.
Purpose of High School Career/technical Studies
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• Prepare students for work and further study
• Advance technical literacy
– Understand technical concepts
– Read and comprehend technical materials
• Advance technical numeracy
– Apply mathematics problems within chosen field
– Solve problems and think critically
Strategies to Strengthen C/T Courses
• Design Course Syllabi for every C/T course• Emphasize literacy, numeracy, science and
technology in all C/T classrooms through rigorous assignments, projects and homework.
• Create C/T assessments (interim and end-of course) that reflect industry standards and require use of literacy and numeracy skills
• Get input from local business and industry partners to strengthen applications of career/tech content.
• Require career-focused senior project
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HSTWDifferent Ways to Organize High School Career/technical Studies
• Using a career major concept• Organizing the high school into small learning
communities around career-based themes• Organizing the high school around broad career
pathways• Planning programs of academic and
career/technical studies that are linked to postsecondary studies
HSTW
Enable students and their parents to choose
from programs that integrate challenging high
schools studies and work-based learning and
are planned by educators, employers and
students.
Key Practice:Work-based Learning
What Makes a Quality WBL Program?
Each student has:
• Classroom and work-site assignments that are correlated to career field
• Work-site experiences connected to career goals
• A work-site mentor
HSTW
Work-based Learning OpportunitiesHSTW
• Job Shadowing
• Service Learning
• Co-op
• Internships
• Youth Apprenticeship
Quality WBL Programs Have High Expectations for Students
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They require students to:• Attend a regular class and/or
seminar• Plan experiences with work-site
employer and teacher• Keep a journal of experiences• Develop a career portfolio
HSTW Transition Goals
• Have all students leave high school with postsecondary credit or having met standards for postsecondary studies to avoid remedial courses.
• Work in the middle grades to increase annually the percentages of students entering high school prepared to succeed in college-preparatory courses.
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HSTW
Five Focus Teams (included in overall school improvement team):
1. Curriculum leadership team2. Professional development leadership
team3. Guidance and public information
leadership team4. Transitions leadership team5. Evaluation leadership team
Organizing Teams for Continuous Planning and Implementation
Successful 21st Century Professional Development Programs:
• Ensure teachers understand the importance of 21st Century skills and how to integrate them into daily instruction
• Enable collaboration among all participants• Allow teachers, principals, and students to
construct their own learning communities• Tap expertise within a school or district through
team teaching, mentoring and coaching• Support educators in their role of facilitators of
learning• Use 21st Century tools
SOURCE: Learning for the 21st Century: Partnership for 21st Century Skills
Contact Information
Don Washburn, Curriculum Consultant and
High Schools That Work Consultant
South Central Ohio ESC
411 Court Street Room 107
Phone (740) 354-0263
Email [email protected]