Pedagogy for Building 21 st Century Skills

1. Pedagogy for Building 21st Century Skills Why Collaboration is Part of Global Education and How We Can Teach it. Katy Field- Providence Day School- Charlotte, NC

2. The Essential Questions: • How have globalization and the ICT revolution changed the social, emotional, intellectual, and practical needs of our students? • What are the most important things we need to teach our children in the 21st century? • How can pedagogy reinforce the development of particular skills and dispositions within our students?

3. The New Ideal • www.VerizonWireless.com/smallbusiness • http://www.youtube.com/watch?v=MUcpCB7Wls8 • Suzie’s lemonade “stand” ideal • ICT = the new tool, but what kind of a skill set & dispositions does this girl have to have to make this ideal a reality?

4. The Business Guy • Tony Wagner (The Global Achievement Gap) • Critical Thinking & Problem Solving • Collaboration & Leadership • Agility & Adaptability • Innovation & Entrepreneurialism • Effective Written & Oral Communication • Accessing & Analyzing Information • Curiosity & Imagination

5. The Cultural Guy • Richard Sennett (The Culture of the New Capitalism; The Corrosion of Character: The Personal Consequences Of Work In the New Capitalism) • Sense of self eroding • Lack of connectivity, community, and place • Instability & inability to plan for long-term • Lack of social bonds based on trust

6. The Cheerleaders • Ken Robinson • http://www.youtube.com/watch?v=zDZFcDGpL4U • Daniel Pink (A Whole New Mind) • http://www.ted.com/talks/lang/eng/dan_pink_on_motivation.html

7. Social Entrepreneurship • Chris Gergen (Life Entrepreneurs: Ordinary People Creating Extraordinary Lives) • Elements of an Entrepreneurial Mindset • Discovering one’s core ID • Awakening to opportunities • Envisioning the Future • Developing Goals & Strategies • Building Healthy Support Systems • Taking Action and Making a Difference • Embracing Renewal & Reinvention

8. Leadership Skills of a Social Entrepreneur Chris Gergen’s Social Innovation Leadership Competencies

9. Bottom Line • We’re preparing for fluidity, horizontal movement, and constantly evolving jobs--not factories and life-long, hierarchical career structures • Web 2.0  socio-emotional division and niche building students have unprecedented access to see and hear different people, but lack the, safe/nurturing communities, informal arbiters, and natural consequences & conversations that induce learning socio-emotional skills & dispositions • Thus, our students need knowledge, skills, and character—anda change/action mindset

10. Providence Day School’s Version of 21st Century Performance Standards • Investigate and understand different worldviews, social needs, and the complexity of issues in our local, national, and global communities. • Work and communicate respectfully with different peoples, both in our school community and in the larger world around us. • Develop innovative, creative, and viable strategies to approach local, national, and global problems. • Identify and utilize resources responsibly • Act ethically and with personal integrity to pursue intentional, life-long stewardship.

11. Skills & Character Dispositions Inherent to PD’s 21st Century Curricula • Creativity, Innovation, Critical Thinking, Problem Solving, Communication, Collaboration, Leadership, Entrepreneurship • Empathy, Open-Mindedness, Humility, Confidence, Courage, Patience, Self-Motivation, Integrity, Altruism, Respect, Perseverance, Responsibility Conscientiousness, Inclusiveness

12. How Do We Construct Learning? • Bloom’s Taxonomy • Cognitive: mental skills (knowledge) • Affective: feeling & emotional growth (attitude) • Psychomotor: manual of physical skills (skills) http://en.wikipedia.org/wiki/Bloom's_Taxonomy http://www.nwlink.com/~donclark/hrd/bloom.html

13. Bloom’s Cognitive Domain • 21st Century Skills that = Higher Order Thinking within Bloom’s Cognitive Domain: • Analysis, problem solving, critical thinking, creativity, innovation

14. Bloom’s Affective Domain • Receiving: student pays attention • Responding: student reacts • Valuing: student attaches a value to a phenomenon • Organizing: student can compare, relate, elaborate on values • Characterizing: value influences students behavior • 21st Century Dispositions that Fall within Bloom’s Affective Domain: Empathy, Open-Mindedness, Humility, Confidence, Courage, Patience, Self-Motivation, Integrity, Altruism, Respect, Perseverance, Responsibility, Conscientiousness, Inclusiveness

15. Bloom’s Psychomotor Domain • Perception: Observes & is able to detect non-verbal communication cues • Set: Reaction & readiness to act • Guided Response: Imitation, reproduction, & practice • Mechanism: Responses become habitual, easy ,& proficient • Complex Overt Response: Responses are automatic, subconscious • Adaptation: Rearranges or reorganizes actions to react with more complexity • Origination: Creating new patterns • 21st Century Skills that Fall within Bloom’s Psychomotor Domain: • Collaboration, Leadership, Entrepreneurialism, Adaptability

16. How can we Teach Psychomotor-esque “Soft” Skills?

17. Fishbowl Activities • Best Use: To introduce & practice the process of reflectivity • Structure: • Inner circle is given a task to complete (often with specific guidelines) • Outer circle observes silently, taking notes in a double column manner • Roles reverse • Debrief: what did 2nd group change? why?

18. Improvisation • Best Use: • To prepare a group for collaborative work • Teambuilding • Structure • All improv is based on the theory of “Yes, and…”

19. Teambuilding vs. Improv • All improv is inherently teambuilding, but not all teambuilding is inherently improv • Using teambuilding activities to complement improv • Teambuilding share a bit about yourself, learn a bit about others • Journal Days (Miis, Song, Fire, Compass Points)

20. The Paradigm Shift • Learning How to Learn • Teacher as Conductor, not Instructor • Student-Centered Learning (“Whoever does the work, does the learning”)

21. Final Thought • Work is Predicated on Creating a Nurturing Space • The “aha!” moment must be followed with the “woo-hoo!” moment (Video Logs for Research Essays & Campus Activism Project) • Argument for portfolio, informal assessment (grade for quality of reflectivity/follow up during process & final product) • Shift how you think about Grading & Lesson Planning (Differentiation in Disguise) • Julia Trethaway & Ethan Cancell • Personal emails & conversation model reflection, value the individual’s voice • Experiential learning works best if a student is already valued and feels invested in the same goals

22. Contact Info • Katy.Field@providenceday.org