Building Awareness of 21st Century Skills

Instructional Support Services: OCM BOCESPatrick Shaw, Lynn Radicello, Penny Williams, Jeff Craig, & Justine KolbJune 16, 2010

Welcome!

• Introduction

• Expectations

• Housekeeping

• Turn-Key Goals

3 Question Opener

• What are the two or three biggest changes in society in the last 25-30 years?

• List two or three skills that students need to address the changes in society you describe above.

• Looking at the skills you listed above, how intentional is your school in helping students develop those skills?

Turn-keyOrganizer

Reflection:

Jot down a couple notes about the activity and how you might use it in your setting.

Why?

• Why are you here today?

• Why is this discussion important?

• What information do we need to make a case for implementation of the “21st Century Skills for the Future”?

Pbworks.com

U-tube video

Vision of Students in 21st Century

College Readiness

For every 100 - 9th graders:

68 graduate on time;

Of those, 40 enroll directly in college;

Of those, 27 are still enrolled the following year;

Of those, 18 earn an associates degree within 3 years or a B.A. within 6 years.

82 Don’t Make It!Tough Choices or Tough Times

The Report of the New Commission on the Skills of the American Workforce – 12/14/2006

Reform and Invest in K-12

Education

President Obama will reform America’s public schools to deliver a 21st Century education that will prepare all children for success in the new global workplace. He will foster a race to the top in our nation’s schools, by promoting world-class academic standards and a curriculum that fosters critical thinking, problem solving, and the innovative use of knowledge to prepare students for college and career.

http://www.whitehouse.gov/issues/education, 2010

ACHIEVENational Governors Association

Education Organization

• 70% s’s do not comprehend complex reading materials

• 66% s’s cannot think analytically

• 65% s’s lack appropriate work & study habits

• 62% s’s write poorly

• 40% s’s who enter college must take remedial courses300 instructors who taught 1st year college

The global Achievement Gap, Tony Wagner

Career ReadinessSkills that are most important for

job success when hiring high school graduates

• Work Ethic 80%

• Collaboration 75%

• Good Communication 70%

• Social Responsibility 63%

• Critical Thinking &– Problem Solving 58%Learning-Centered Initiatives,

• Giselle Martin-Kniep, Ph. D.

Global ComparisonsOrganisation for Economic Co-

operation & Developoment

• PISA – 2003 developed a test of problem-solving skills with the 41 countries involved

• United States results for 15 year olds:– Overall score = behind 28 countries– ¼ of US students scored below level 1– Finland, Hong Kong, Japan & Korea = 30% scored

level 3 in problem-solving– United States = 12% scored level 3 in problem-solving– US Dept. of Education– National Center for Education Statistics

The Future

• India, China, Other Developing Countries producing large numbers of young people with top mathematics and analytical skills

• Result: Professionals available on the world market in a wide range of fields for a fraction of what U.S. professionals charge

• Tough Choices or Tough Times

• The Report of the New Commission on the Skills of the American Workforce 12/14/2006

The Global Achievement Gap

Tony Wagner

• 85% of current jobs & almost 90% of fastest-growing jobs now require postsecondary education.

The World is FlatThomas Friedman

• Global financial & economic ecosystem – highly interlinked system.

• Growing disparity in the world between rich & poor leads to social tensions, conflicts, extremism, & a less safe world for everyone.

The Perfect Learning Storm• 4 powerful forces are converging &

leading us toward new ways of learning for life in the 21st century:– Knowledge work– Thinking tools– Digital lifestyles– Learning research

•21st Century Skills: Learning for Life in Our Timesby Bernie Trilling & Charles Fadel

Knowledge Work

• Collaboration with team members

• Create and Innovate new products and services that solve real world problems

• Attract students to technical fields through corporations investing in schools.

•21st Century Skills: Learning for Life in Our Timesby Bernie Trilling & Charles Fadel

Thinking Tools• Computer microchips continue to double their

processing speed every eighteen months.• The density of data we can store doubles every

twelve months. • The amount of information we can transmit over

optical fibers doubles every nine months.

•21st Century Skills: Learning for Life in Our Timesby Bernie Trilling & Charles Fadel

Digital Lifestyles

• The mental tasks of knowledge work – accessing, searching, analyzing, storing, managing, creating, and communicating information and knowledge – are becoming easier and more efficient as our digital tools for thinking, learning, communicating, collaborating, and working become more powerful, integrated, connected, and easier to use.

•21st Century Skills: Learning for Life in Our Timesby Bernie Trilling & Charles Fadel

Learning Research

• Authentic learning

• Mental model building

• Internal motivation

• Multiple intelligences

• Social learning

•21st Century Skills: Learning for Life in Our Timesby Bernie Trilling & Charles Fadel

Catching Up or Leading the Way

We thus face a choice of what we want: a diversity of talents, of individuals who are passionate, curious, self-confident, and risk takers; or a nation of excellent test takers, outstanding performers on math and reading tests.

From Catching Up or Leading the Way, by Yong Zhao, 2009

Four Cs

• Critical thinking and problem solving

• Effective communication

• Collaboration and team building

• Creativity and innovation

…the 3 Rs are not enough!!!

America Management Association, 2010

Turn-keyOrganizer

Reflection:

Jot down a couple notes about the activity and how you might use it in your setting.

• Take a 15 Minute Break!

Moving Education

In Central New York

Establish Roots

Establish Roots

Establish Roots

What will your story be?

Take a few minutes a jot down what the “history books” will say about 2011 and

21st Century Skills in your district…

Turn-keyOrganizer

Reflection:

Jot down a couple notes about the activity and how you might use it in your setting.

21st Century Skills rainbow

Student Outcomes

Support Systems

Student Outcomes

Jigsaw Activity

• Look on the back of the “student outcomes” framework definition document for your colored dot.

• Gather with your colored dot group and read the part of the rainbow your colored dot corresponds to.

• Develop a visual and a short 3-5 minute explanation of your group’s section of the rainbow to present to the group.

• You have 30 minutes.• Poster paper, markers, & stickies are up front! Help

Yourselves!

Present your Visual!

• Each group will have 3-5 minutes to present their visual on their section of the rainbow.

• Please use the handout to take notes on other groups’ sections of the rainbow!

Turn to a partner...

• Answer the questions,– Is this an effective way to begin teaching the basics of the

rainbow?

– What could we do differently?

• Now share your answers with your table group.

Lunch! We will begin

the afternoon session at 1:00

Turn-keyOrganizer

Reflection:

Jot down a couple notes about the activity and how you might use it in your setting.

21st Century Skills in Action

• Let’s Read pg. 46 21st Century Skills: Learning for Life in our Times.

• Watch the video on the SARS project and keep in mind the question:

“How does the SARS project align to the skills of your team’s section of the rainbow?”

How does the SARS Project align with the skills in your section

of the Rainbow?Life & Career Skills Pg. 73-86Learning & Innovation Pg. 49-59.Information, Communication, & Technology Skills Pg. 61-71Core Subjects & 21st Century Themes Go to the SARS Website.

http://library.thinkquest.org/03oct/00738/

1. Read or “view & explore” your rainbow color’s assigned section.2. As a team answer the question, “How does the SARS project align to the skills

in your section of the rainbow?”3. Make sure you can all answer the question.4. Break into table groups that include at least one member from each section of

the rainbow. 5. Each person shares the answer to the question for your rainbow section.

Turn to a partner...

• Answer the questions,– Is this an effective way to recognize how a project can align

to the skills of the rainbow?

– What could we do differently?

• Now share your answers with your table group.

Turn-keyOrganizer

Reflection:

Jot down a couple notes about the activity and how you might use it in your setting.

What support(s) might you need in order to increase awareness in your district?

6 Steps to Implement21st Century Skills

Increasing AwarenessIt is important that all members of the

educational community understand and believe in a vision for 21st Century learning. An understanding of our changing world and the changing postsecondary landscape is critical. In this step, a variety of activities, strategies and collaboration can create the broad support needed for change.

You are

here

Assessing Your Current StateUse a variety of tools, including an on-line tool,

that will provide you with specific information about the implementation of 21st Century Skills in your schools and districts. Reach out to the educational and business community for their input. These data provide a starting point for districts.

Narrowing to a Manageable Number of Skills

Use the assessment data (from step 2) to identify and prioritize a manageable number of skills to begin with. Consider district initiatives to ensure alignment and coherence. Many districts customize the Framework for 21st Century Skills to be parallel with district instructional frameworks and long-term vision.

PlanningAll successful implementations begin with a

common set of definitions. Using a protocol developed by Allison Zmuda, stakeholders work collaboratively to define their identified, manageable handful of skills. Continua are collaboratively developed to describe the various levels of each prioritized skill. Gap analyses are conducted to illuminate necessary adjustments to programs and curricula.

ImplementationBased on their skill definitions, continua, and

gap analyses, districts identify the action steps for:• School Leadership• Professional Development• Curricula• Instructional practice• Assessments• Learning Environments• Partnerships• Instructional Technology

Evaluation and Continuous Improvement

Gathering more data to monitor progress is essential. Several tools are available to assist districts with this critical stage. Once progress is made with the implementation of your first manageable handful of skills, districts can attend to the next skills in their next handful.

Building Awareness of 21st Century Skills

Instructional Support Services: OCM BOCESPatrick Shaw, Lynn Radicello, Penny Williams, Jeff Craig, & Justine KolbJune 16, 2010