Brian Davis Speech

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

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Brian Davis Speech

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