n hcr a 21 stcentury literacy
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21st Century Literacy SkillsTeachers Can Make a
Difference!
Dr. Debbie Powell
University of North Carolina Wilmington
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Our Childrens Future
Kindergartners today are the class of 2021
Children born today will retire in 2063-
2080 What will the world be like then?
http://www.youtube.com/watch?v=c1KEFgD6Dtg
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The World Has Changed
We have moved into a
more demanding
cognitive age, compelling
people to become better
at absorbing, processing
and combining
information.
Can we learn to
change with it?
Who might our kindergarten children
be working with on an on-the-job
project in 2025?
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Fastest Growing Cities
Cit Ma or Statistics
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Today cities with the largest
populations1. Tokyo, Japan - 28,025,0002. Mexico City, Mexico - 18,131,0003. Mumbai, India - 18,042,0004. So Paulo, Brazil - 17, 711,0005. New York City, USA - 16,626,0006. Shanghai, China - 14,173,0007. Lagos, Nigeria - 13,488,000
8. Los Angeles, USA - 13,129,0009. Calcutta, India - 12,900,00010. Buenos Aires, Argentina - 12,431,000
http://www.worldatlas.com/citypops.htm
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How will this change in 2025?
1. Tokyo, Japan 36.4 million
2. Mumbai, India 26.4
3. Delhi, India 22.4
4. Dhaka, Bangladesh 22
5. Sao Paulo, Brazil 18.3
6. Mexico City, Mexico 21
7. New York City, 20.6
8. Calcutta India, 20.6 mil
9. Shanghai, China 19.4
10. Karachi, Pakistan 19.1
The World Resource
Institute predicts 33
mega cities--those with
populations exceeding8 million--by 2025.
That's up from 21 in
1990, not to mention
two in 1950 (London
and New York). All butsix of the 33 will be in
the developing world.
Tom Van Riper , 2008http://www.forbes.com/2008/03/19/cities-population-
pollution-innovation08-cx_tvr_0319futurecities.html
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The two chief forces reshaping
our world are the changingdemographics and the
technological changes.
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From: Internet World Stats
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Two Paradigms for Globalization
The globalization paradigm leads people to see economicdevelopment as a form of foreign policy, as a grandcompetition between nations and civilizations. Theseabstractions, called the Chinese or the Indians, aredoing this or that.
The cognitive age paradigm emphasizes psychology,culture and pedagogy the specific processes that fosterlearning. It emphasizes that different societies are beingstressed in similar ways by increased demands on human
capital. If you understand that you are living at thebeginning of a cognitive age, youre focusing on the realsource of prosperity and understand that your anxiety isnot being caused by a foreigner.
Brooks, 2008
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Globalization Is an Integral Part of
This GenerationBecause of globalizationthe ongoing
process of intensifying economic, social,
and cultural exchanges across the
planetyoung people the world over need
more innovative thinking skills, cultural
awareness, higher-order cognitive skills,
and sophisticated communication andcollaboration skills than ever before.
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The illiterate of the 21st Century
will not be those who cannotread and write
But those who cannot learn,unlearn and re-learn
Alvin Toffler
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The Transformation
If the world in the 21st Century is going to be
more demanding of our young people, then we
must urge them to higher and higher standards,
more and more qualifications and a dispositionfor learning throughout life.
We recognize that we are calling on schools to
change dramatically, even as they face difficulteconomic challenges and a vigorous discussion
of student achievement and assessment21st Century Partnership
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Schools built on the Industrial Model
wont work in the 21st Century
Time on Task
Standardization ofteaching, learning &assessment
Transmission of knowledge
Over-emphasis on control
Building learning from thepart to the whole
Lack of attention todiversity, individualdifferences, socialization,and collaboration
Narrow view ofeffectiveness and efficiency
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Teachers Need a New Pedagogical
DNAhttp://www.youtube.com/watch?v=l72UFXqa
8ZU
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What Skills are 21st Century?According to 21st Century Partnership Learning Framework:
Critical-thinking and problem-solving skills
Communication and collaboration skills
Creativity and innovation skills
Information and communications technology
literacy
Contextual learningskills
Information & media
literacy skills
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Life and Career Skills
Leadership
Personal responsibility
Ethics
People skills
Adaptability
Self-direction
Accountability Social responsibility
Personal productivity
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Information Literacy Accessing information efficiently and effectively,
evaluating information critically and competently andusing information accurately and creatively for theissue or problem at hand:
5 years ago: information has doubled 2 years ago: technical information has doubled
1 hour ago: electronic information has doubled(Partnership for 21st Century Skills, 2007)
According to the English Language WordClock,we had 997,752 words in our language as of7:30 pm 10/12/08; by April 2009 we will have 1million. Thats about 12 new words a day!
http://www.languagemonitor.com/
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Media or Critical Literacy
Understanding how media messages areconstructed, for what purposes and using whichtools, characteristics and conventions.
Examining how individuals interpret messagesdifferently, how values and points of view areincluded or excluded and how media can influencebeliefs and behaviors.
Possessing a fundamental understanding of theethical/legal issues surrounding the access anduse of information
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According to James Banks
We need a Social Action Approach
Where students share viewpointson social issues and take actions to
help solve them.
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Content of 21st Century
Core Curriculum +
Global awareness
Financial, economic, business andentrepreneurial literacy
Civic Literacy
Environmental awareness
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This Isnt an Add-O
n CurriculumThis:
Is a whole new way of thinkinga new
Pedagogical DNA
Requires modeling in the classroom,
what we expect of our learners
Requires empowerment of teachersrather than limiting them as is called for
in the leadership standard of the new
NC 21st
Century Teacher Standards
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The 1st step is for schools to
restructure curriculum & pedagogy!
Place student engagement
at the center of the curriculum.
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A Day in a 21st Century Classroom
Content Forms the Context for Literacy and MathematicsAbout 6 units a year built around the NC Standards
Inquiry predominate mode of instruction
Organized around a big idea or significant content
Incorporates 21st Century content, skills and dispositions
At least once a year, children are involved in a service learning
project or a real community problem
Reading and Writing Workshop
includes Shared, Guided and Independent Reading and Writing, Word
Study/Spelling, Rich Discussion, Mini Lessons for the Whole Class that
Connect Reading & Writing and Teach Strategies
Mathematics Workshop
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Integrating the Child with their
Social & Physical World throughSchool Experiences
CHILD WORLD
Rather than leaving out science and social
studies to improve reading, we begin with science
and social studies to engage our learners andimprove reading and math!
SCHOOL
EXPERIENCES
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What Literacy Teachers Can Do
Right Away
Recognize the importance of teaching
science and social studies as a rich
context forinnovative thinking skills,
cultural awareness, higher-order cognitive
skills, and sophisticated communication
and collaboration skills and reorganize
their curriculum to put these subjects as apriority.
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What Happens to the Air Pressure?
As you go higher in altitude, air pressure decreases steadily.Air pressure is the force put on a given area by the weight of
the air above it. Air is a mixture of gases. It is made mostly of
molecules of nitrogen and oxygen. Molecules are the smallest
pieces that a substance can be broken into without changing
what the substance is.
The molecules have mass. They are attracted to the Earth by
gravity, so they have weight. Normal air pressure is greatest at
sea level. There the column of air extending above the surface
to the top of the atmosphere is tallest. Sea level air pressure isabout 1.04 kilograms per square centimeter (14.7 pounds per
square inch). As you go higher in the altitude, the height of the
column above you becomes shorter. Therefore the weight of
that column---or air pressurebecomes less.
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Molecules are closer together, or more dense, at sealevel than higher in the atmosphere. Denser airweighs more than an equal volume of less dense air
and pushes down harder. That is why air pressure ishigher at sea level than high in the atmosphere.
Air pressure depends on the weight of its moleculespressing down on a given area. Molecules are closer
together, or more dense, at sea level than higher inthe atmosphere. Denser air weighs more than anequal volume of less dense air and pushes downharder. That is why air pressure is higher at sea levelthan high in the atmosphere.
From: McGraw-Hill. Science. Level 5. pp. D11-12.
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Comprehension Questions
As you travel in a plane to a higher altitude, whathappens to the air pressure?
(The pressure lowers.)
What is air made of?
(It would be correct to say that air is made up ofmolecules, a mixture of gases, or mostly nitrogen andoxygen)
What are molecules?
(Molecules are the smallest pieces that a substance canbe broken into without changing what the substance is.)
What is the air pressure at sea level?
(Sea level air pressure is 14.7 pounds per square inch.)
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How well did you answer the
comprehension questions about air
pressure?
Extremely well Moderately well Not well
1 2 3 4 5
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What Happens to the Air Pressure?
Air pressure is the force put on a given area by theweight of the air above it.
The molecules have mass. They are attracted to the
Earth by gravity, so they have weight. Normal air
pressure is greatest at sea level. There the column of
air extending above the surface to the top of the
atmosphere is tallest. Sea level air pressure is about
14.7 pounds per square inch. As you go higher in the
altitude, the height of the column above you becomesshorter. Therefore the weight of that column---or air
pressurebecomes less.
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Conceptual Understanding
comes BEFOREComprehension
We cant just read about concepts, but it alsoisnt enough to just do hands-on. We needboth.
Vocabulary is the label for the concept. Thehands-on builds the schema for reading.
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On-Going Assessment
Asking yourself, What do these children
already know?
Are they able to ask thoughtfulquestions?
How do they use their skills to find out?
Are they able to draw accurateconclusions from their data?
How do they apply their new knowledge?
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Incorporate Inquiryto allow students to construct
conceptual understandings and solve problems
What is Inquiry? The term inquiry is used in
all subject areas at all levels of education.
It is a method of problem solving based onreflective, rational thinking. The learners
use their own knowledge as well as
outside resources and experiences toinquire and discover acceptable, rational
solutions of their own.Adapted from Sheila Wineman
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We often think of
inquiry as giving kids
freedom to explore.
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But Inquiry is a GradualRelease
ofR
esponsibility
CHILD
The teachers role shifts from center stage to setting up
the learning situations and facilitating learning.
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Finally, involve children with service-learning
projects that can connect them to schools
around the globe
Schools can adopt like-minded sister
schools in other nations. Students in different parts of the world can
work together on special units, developed
and sustained using the Internet, thatfocus on global topics of mutual interest
and relevance.
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Connect to the world! Connect to
adults reading the same books!Connect to penpals!
http://www.epals.com/
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AMajorShift away from Teacher-
Centered to Child-Centered
Constructivist Theory
AMajorShift from Individualism to
CollaborationSocial Learning Theory
A Shift from Skills only to Connecting
Children to ourWorld
Global Awareness
Civic Literacy
Environmental Literacy
Critical Literacy
Technology and Media Literacy
Financial and Economic Literacy
Information Literacy
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Theres so much to LEARN andwhen children have a reason to
engage, the small things we are
beating our heads against thewall to teach will come so much
easier!
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http://people.uncw.edu/powelld/
Debbie Powell [email protected]
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Checklist for Self-Monitoring your Teaching Why am I teaching this to these students? How does it
fulfill their needs? (How does it lead to achieving thestandards in the NCSCS and the 21st Century Skills?)
What is my big understanding or strategy I am teaching?(What are my standard(s) and objective?)
How will this idea or strategy be used by these children,today, tomorrow and in the future?
Is my work impacting the dispositions of my students?
How will my assessment planned for this lesson informme, my students, and their parents about what they have
learned or need to learn next? Who has the primary responsibility for learning in this
lesson? Do I have trust in myself and my children?
How is my teaching consistent with my beliefs and what Iknow about kids?
Brad Walker & Debbie Powell