HSSD 21 st Century Skills Curriculum Team PHASE 1 – BACKGROUND & DIRECTION

1. HSSD21st Century SkillsCurriculum TeamPHASE 1 – BACKGROUND & DIRECTION • Define purpose • Gather background information and build understanding • Develop Power Standard statements and benchmarks Settle less often. Expect great things.

2. “World View” Activity • How have things changed? • How will they continue to change?

3. Housekeeping Getting Ready to Think… • Parking lot • Lunch • Norms - TRIBES • Materials • Handouts/binder • E: drive • Ning www.hssd21.ning.com • We’re doing a lot of things well • This year • Purpose • Meeting dates: 1.27, 2.10, 3.3, 3.17, 4.14

4. TRIBES Agreements Attentive Listening Appreciation/No put downs Active Participation (Right to Pass) Mutual Respect

5. Curriculum Team Roles & Responsibilities • Professional colleague / developer • contribute your expertise in the discipline and in teaching to the improvement of our curricular plan • seek and integrate current best practice resources to the improvement process • Communicator / consensus-builder • Explain the progress of the curriculum team to stakeholders at your building • Reinforce the process with which decisions are made within the group • Bring feedback back to the curriculum team/school/grade level (all stakeholder groups)

6. QUESTIONS • What do we want students to know and be able to do? • This is the work of today and this year of curriculum development • How will we know that they know it / can do it? • This will come…assessments, “solutionist activities” etc.

7. Who Are These People? • Digital natives – the “native speakers” of the digital language of computers, video games and the internet • Ambitious, success-oriented entrepreneurs • Hyper-communicators • Expert multi-taskers * • Prefer to learn “just in time” • Process pictures, sounds, and video before text • Instant gratification and instant rewards • Gadget oriented *(or are they task-jumpers?; eSchool News Jan 18, 2009)

8. Where Are We Educators Coming From? • Digital Immigrant Teachers – not born into the digital world, but have become fascinated by and have adopted many aspects of the new technology • Prefer: • Slow and controlled release of information • Singular processing and limited tasking • Text before pictures, sounds and video • Information linearly, logically, and sequentially • Teach to the curriculum guide and standardized tests • Adapt to their environment by retaining their “accent” • Socialize differently and are just learning the “new language” • Prefer to teach “just-in-case” (it’s on the exam) • Require “time” to process and synthesize information

9. 21st Century Skillsby Bernie Trilling & Charles Fadel First, imagine (if it’s not already the case) that you have a child (in your life) whom you love and care about deeply, and this child is just starting preschool or kindergarten this year.

10. What will the world be like twenty or so years from now when your child has left school and is out in the world? • What skills will your child need to be successful in this world you have imagined? • Now think about your own life and the times when you were really learning, so much and so deeply, that you would call these the “peak learning experiences” of your life… • What were the conditions that made your peak learning experiences* so powerful?(*not necessarily school experience) • Draw a representation of the memory • Write no more than 3 phrases about the conditions • Share with 3 neighbors • What are the common themes to the conditions? (We will discuss as a large group) The Four Question Exercise

11. Please Introduce Your Neighbor…

12. Common Themes? • Challenging • Meaningful • Internal motivation • External support • Permission to fail and apply that as learning also

13. 1. What do we want students to know and be able to do?... • What are the 21st Century Skills? • What are the 21st Century Skills that are most suitable to us (HSSD)? • When should it be taught? • How should it be taught? • What resources and experiences must we provide learners? • How can we review and revise HSSD Life Long Learning Standards with a workable (report out district-wide), K-12, contemporary model? • How will we infuse these to activate the best learning experiences? • How will we communicate our design and plan to others? Gary’s social media count http://www.personalizemedia.com/garys-social-media-count/

14. The Questions Are More Important Than the Answers. Michael Wesch • “The Crisis of Significance and the Future of Education”; How are they different? What do we need to change? • Online Educa Berlin; International Conference on Technology Supported Learning & Training How can we create significance? How can we create connections? “How can we create students who can create meaningful connections?” (7:48) http://www.youtube.com/watch?v=LF-NCesqOuw

15. New Context Skills Required

16. Moving from 20th Century Classrooms to 21st Century Work Spaces Janis Jensen, Director, Office of Academic Standards, Kean University “Developing 21st Century Curriculum” staff development power point presentation

17. Framework for 21st Century Learning Core Subjects and 21st Century Themes Life and Career Skills Learning and Innovation Skills Information, Media and Technology Skills http://www.youtube.com/watch?v=xs_-77afyhk

18. Core Subjects English Reading/Lang Arts World Languages Arts Mathematics Economics Science Geography History Government Civics 21st Century Themes(21st Century Content) • Global Awareness • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Health Literacy

19. Learning and Innovation Skills Creativity and Innovation Skills (ISTE 1) Critical Thinking and Problem Solving Skills (ISTE 4) Communication and Collaboration Skills (ISTE 2) Information, Media & Technology Skills • Information Literacy (ISTE 3) • Media Literacy • ICT Literacy (Information, Communications, and Technology) ISTE 5 - Digital Citizenship ISTE 6 - Technology operations and concepts

20. Life and Career Skills Flexibility and Adaptability Initiative and Self Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

21. P21 Online MILE Assessment http://21stcenturyskills.org/index.php?option=com_wrapper&Itemid=95 • MILE = Milestones for Improving Learning & Education • DISCUSSION QUESTIONS: • In order to be a 21st century district, what do you think the critical factors are in the area of learning and teaching? • What barriers exist to moving ahead toward incorporating the 21st century skills into the curriculum?

22. Where do you think we will rank ourselves in our progress? • 21st Century • Transitional • Early • Learning & Teaching • Core subjects • 21st Century Content/Context • Learning Skills/Tools • Assessment / Pedagogy • Professional Development • Leading and Managing • Vision • Equity / Resources • Infrastructure • Knowledge and skills • Policymaking / Accountability • Partnering • Stakeholder groups: parents, community, business

23. Miniature Earth “If the world’s population were reduced to 100, it would look something like this… http://www.miniature-earth.com/

24. What Informs Our Work? • BOE policies • Strategic Planning initiatives • “solutionist” / innovation committee • “literacies” / education committee • Design for Learning plan overview • Tech assessment data analysis

25. Vision Mission Policies Strategic Plan Programs Goals Classroom Practices PLAN DO ACT CHECK

26. District Vision • The Howard-Suamico School District will excel in developing productive, responsible, civic-minded adults who prosper and serve. District Mission • The mission of the Howard-Suamico School District is to work together with families and community to ensure that our students have the knowledge and skills to succeed in a changing world.

27. BOE Ends Policies E-2 – HSSD ACADEMIC ACHIEVEMENT Students will demonstrate continuous improvement toward a high level of individual success in all required and elective academic/curricular areas using multiple measures of performance. Students will: a. Be prepared, regardless of career choice, to excel in rigorous post secondary academic study. b. Perform at proficient or advanced levels in English language arts, mathematics, science and social studies. c. Develop higher order critical thinking skills. d. Develop and exercise creativity in problem solving and self-expression. e. Develop the curiosity, self-discipline and self-awareness necessary for life-long learning. f. Develop technological proficiency. g. Meet achievable and appropriate goals through planning with teachers and parents.

28. E-3 - HSSD LIFE SKILLS Students will acquire the knowledge and skills necessary to make effective and responsible life choices in a changing world. Students will: 1. Demonstrate effective and comprehensive communication skills in a variety of situations. 2. Set and achieve personal goals. 3. Appreciate personal abilities and the abilities of others. 4. Demonstrate effective teamwork and leadership skills. 5. Understand the dynamics of change and possess coping, adaptability and resiliency skills. 6. Establish good health and wellness practices. 7. Manage their basic personal finances. 8. Interact effectively with people from different cultures and backgrounds. 9. Exercise self-control and discipline over personal actions. 10. Develop sound judgment, exercise integrity and honor commitments.

29. E-4 - HSSD CITIZENSHIP Students will be responsible citizens and productive participants in their school, community, country, and the world. Students will: • Understand, obtain the necessary skills, and exercise the rights and responsibilities of citizenship, including volunteerism. • Respect people, rights of others, authority and property. • Exercise responsible stewardship of natural resources. • Affect a positive impact on the global and national economy.

30. Strategic Planning Initiatives Goal #1: Action Plan – Education (Literacy) Strategic Objective: E-1. Students will achieve targeted reading growth and cohort groups will show continuous progress through the implementation of interventions and professional development. Key Measures: By June 10, 2012 school year: • One hundred percent of K-1 students will achieve targeted running record growth; • One hundred percent of second through ninth-grade students will achieve targeted reading MAP growth; • Based on proficiency levels, the achievement gap in reading for the SWD subgroup will decrease by 50 percent at each grade level each year in comparison to their regular education peers.

31. Goal #2: Action Plan – Education (Solutionist Activity) Strategic Objective: E-2. Students will solve real-world problems through the application and understanding of research, technological, interpersonal and collaborative skills (Solutionist Activity) • By June 15, 2012: One hundred percent of elementary, intermediate, middle, and high school students will participate and be evaluated in a “solutionist” activity at each grade level. • K = readiness skills • 1 = health, 2 = global, 3 = financial, 4 = civic • 5 = civic, 6 = health, 7 = global, 8 = financial • 9 = health, 10 = global, 11 = civic, 12 = financial

32. Goal #3: Action Plan – Education (Information & Media) Strategic Objective: E-3. Prepare students for success in a 21st century global learning society. Key Measures: By June 2012: • Ninety percent of students will be proficient on 21st century skills as measured by Learning.com assessments; • Ninety percent of administrators and teachers will be able to articulate a common vision for the integration of 21st century skills in the learning process; • One hundred percent of administrators will possess and actively model the skills identified for administrators by ISTE; • One hundred percent of administrators will lead a supportive environment while transforming teaching, learning and assessing using instructional media and technology in the promotion of 21st century skills; • 21st Century Information, Media and Technology (IMT) Skills will be infused in math, reading, science and social studies curricula and learning outcomes; • Eighty percent of educators will be at the 4th tier or move up a tier on the IMT Professional Development Matrix

33. Goal #7: Action Plan – Connection (Life & Career Skills) Strategic Objective: C-1. Students will demonstrate 21st Century Life and Career Skills (Initiative and Self-direction; Flexibility and Adaptability; Leadership and Responsibility; Social and Cross-Cultural; Productivity and Accountability; Communication and Collaboration). Key Measure: Beginning in 2011-2012, student attainment of 21st Century Life and Career Skills will be reported to parents on an annual basis.

34. Goal #4: innovation; financial (student growth; attract and retain) • Goal #5: fiscal innovation (fund strategic goals, increase revenue including open enrollment) • Goal #6: CMEO; customizable, modular education options • Goal #8: - IB

35. Design for Learning Planoverview • Why is it different? • 21st Century Skills • Ian Jukes • Tony Wagner • Clayton Christensen

36. 2009-2010 • Systems audit • Professional development • 21st Century Skills Curriculum Team • 21st Century Skills Assessments • Access, Reliability and Support

37. Professional Development • Four Tier System • Summer Offerings • Coaching • After School • Online Courses (see handout)

38. Learning.com

39. Dr. Tony Wagner; Seven Survival Skills for the New EconomyDisrupting Class • (video clip)

40. What Questions Do We Need to Ask Ourselves Now? • What are the experts saying? • Who is doing it already? What are their goals for 21st century learners?

41. Read- Aheads • Meet with the team that also read the article you read. Prepare to share 3-5 “most important points” with the large group (Choose a recorder, a summarizer, and a reporter)

42. What Knowledge Has The Most WorthYong Zhao; School Administrator February 2008 “Learning & Innovation”” Lauren Olsen, Anna Voigt, Heather Larson, Mary Swinford-Berns, Justin Nelson, Sue Sinclair, Mike Frieder

43. Yong Zhao “No Child Left Behind and Global Competitiveness” Mobile Learning Institute http://www.mobilelearninginstitute.org/21stcenturyeducation/films/film-yong-zhao.html

44. Cover the Material or Teach the Students to Think?Marion Brady; Educational Leadership February 2008 “Life & Career Skills” Lauren Swan, Jodi Prien, Patt Christie, Bryan Vandehei, Trent Noe, Chuck Templer, Amy LaPierre

45. Digital Education: Mapping InnovationAndy Hoffman, Education Week November 2008 “Technology” Keith Schroeder, Jennifer Wagner, Michelle Wick, Erica Kentop, Holli Ferguson, Travis Jiskra, Ryan Welnetz

46. Myths and Opportunities: Technology in the Classroom; Alan November http://www.mobilelearninginstitute.org/21stcenturyeducation/films/film-alan-november.html

47. Conditions of digital content that students, teachers, schools and districts will embrace: • Layered content: present material in a way that motivates to seek out further knowledge, then layer content so that retrieving it builds vital skills • Active learning environments: keep students engaged and learning , through games and social networks that reward project-based learning. Students in collaboration work more actively than students working alone, even when that collaboration is competitive. • Capitalize on technology’s strengths: automate some fundamental processes to integrate scaffolding, assessment and collaboration, etc. • Many ways to learn: multiple points of access encourage students to encounter new knowledge through the media that suit their learning best

48. What Will the World Be Like? • Ian Goldin: Navigating our global future (7:07) stem cell animation, etc.; uneven distribution, genetics, population change, http://www.ted.com/talks/ian_goldin_navigating_our_global_future.html

49. In other words… it’s not all about technology*.

50. Financial development • Biology and genetics • Environment • Security • Healthcare • Risk How do we manage this change?