the learning criteria to support 21 st century learners
TRANSCRIPT
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The Learning Criteria to Support 21st Century Learners
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Change Model
• International Center for Leadership in Education
WHY
WHY
Prepare students for their future
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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.
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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
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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
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Out of every 100 ninth graders….
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65 will graduate from high school
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39 will enter college
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26 are still enrolled in the sophomore year
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15 will graduate from college
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Many involved in “school re-invention work” would argue that change is the most talked about and least acted upon concept in
education today.
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Change Model
• International Center for Leadership in Education
WHY
WHY
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Digital Learners
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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
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Change Model
• International Center for Leadership in Education
WHY
WHY
W H A TW H A T
Rigor, Relevance,
Relationships for ALL
Students
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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
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Rigor, Relevance and Relationships
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R X R X R = LCWRS
Relationships X Relevance X Rigor =
Life, College, Work Ready Students
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You can’t teach kids you don’t know….
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RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
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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.
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• 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
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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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%.
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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%)
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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)
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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
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Education is a chalkboard worldEducation is a chalkboard world
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21st Century Skills
Why Rigor and Relevance?
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• Agricultural Age… Farmers
• Industrial Age… Factory Worker
• Informational Age… Knowledge Worker
• Conceptual Age… Creator / Empathizer
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Three reasons for this…
• Abundance
• Asia
• Automation
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#1 Abundance
• Malls, Target, PetsMart, Best Buy,
• Homes, Cars
• Self Storage
• Trash …. USA spends more on trash bags than 90 countries spend on everything
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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”
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#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
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2007 – World Economic Leaders
1. United States
2. Japan
3. England
4. Germany
Source: Goldman Sacks
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2040 – World Economic Leaders
1. China2. India3. United States4. Mexico5. Russia6. Brazil7. Germany8. England
Source: Goldman Sacks
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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.
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#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
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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.
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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.
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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
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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?
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The Learning Criteria
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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
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How do you want learning evaluated?
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The Learning Criteria helps you put into action what you
believe about learning.
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Evaluation Systems
Many of our systems are incomplete because we over measure some things and not measure enough of others.
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Success Beyond the Test
• Core Academics
• Stretch Learning
• Student Engagement
• Personal Skill Development
Rigor
Relevance
Relationships
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Criteria
• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
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Core Academics
• State Achievement Test Results
• SAT/ACT Results
• Grade Point Average
• Full Schedule in Four Core Subjects
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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)
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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
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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)
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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
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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)
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Personal Skill Development
• Internships/Shadowing Opportunities
• Service Learning Opportunities
• Career Planning Activities
• Soft Skills Curriculum
• JROTC
• Portfolio
• Research Project
• Quadrant D Activities
• FAFSA
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Core Stretch LearnerEngagement
Personal Skill Development
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Core
StretchLearner EngagementPersonal Skill Development
Dimensions of the Learning Criteria
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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.
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The Learning Criteria to Support 21st Century Learners ©
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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?
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International Center for Leadership in Education, Inc.
1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail –
[email protected] - http://www.leadered.com/McNultyPP.shtml