A New Vision for
st
21 Century Education
Modified from Partnership for 21st Century Skills
Pioneer Central School
Staff Development Day
February 15, 2008
Pat Hoffman
Lori Walczyk
21st Century Learning
Incorporating real life experiences and
technology in order
to better prepare my students for the 21st
century…..
Learning Goals:
1.
2.
3.
Identify 21st century skills and those
desired by employers
Identify what the CDOS standards involve
What can I incorporate into my next unit
to integrate these skills?
Big Idea……
Knowledge isn’t a product;
it’s a process….”
Essential Questions
• On a scale of 1-10, where are we now with
regard to 21st century skills? Where do we want
to be?
• What are the skills needed for students to be
successful in the 21st century?
• Do/How do our curriculum maps and/or teaching
goals align with 21st Century demands?
• What implications do the CDOS standards have
on 21st Century learning and what can I do in my
next unit to develop these skills?
Method of reflection
• On any sheet of paper, create an appointment
sheet: Appointment 1 ___, Appointment 2 ___, Appointment 3 ___
• As you enter, introduce yourselves to a person
using the following guidelines:
– Schedule meeting #1 with someone from a content
area much different that your own
– Schedule meeting #2 with someone from a similar
content area
– Schedule meeting #3 with someone you’ve never met
Establishing general knowledge…….
Schools are designed for an industrial
age that is no longer functional in our
current global economy.
Ken Kay Video
Overview
“This is about the big public
conversation the nation is not
having about education…
whether an entire generation of
kids will fail to make the grade
in the global economy …….”
How to Build a Student for the
21st Century, TIME Magazine,
December 18, 2006
Who is the Partnership?
21st Century Skills Framework
20th Century Education Model
21st Century Skills Framework
21st Century Skills Framework
Core Subjects
- English
- Government
- Reading or Language Arts
- Economics
- Mathematics
- Arts
- Science
- History
- Foreign Languages
- Geography
- Civics
21st Century Skills Framework
Thinking and Learning Skills
• Critical Thinking & Problem Solving Skills
Literacy and Critical thinking initiative- Mosaic of thought , Ellen Keene
• Creativity & Innovation Skills
New Bloom’s taxonomy
• Communication & Information Skills
Web 2.0, social networking
• Collaboration Skills
Professional learning communities at all levels
21st Century Skills Framework
ICT Literacy
Information and communications technology
(ICT) literacy is the ability to use technology to
accomplish thinking and learning skills:
• Critical Thinking & Problem Solving
Skills
• Creativity & Innovation Skills
• Communication & Information Skills
• Collaboration Skills
21st Century Skills Framework
Life Skills
•
•
•
•
•
•
•
•
•
Leadership
Ethics
Accountability
Adaptability
Personal Productivity
Personal Responsibility
People Skills
Self Direction
Social Responsibility
21st Century Skills Framework
21st Century Content
• Global Awareness
• Financial, Economic, Business and
Entrepreneurship Literacy
• Civic Literacy
• Health & Wellness Awareness
According to Ken Kay, why are
st
21 century skills important?
(appointment #1 partner)
Why are 21st Century Skills important?
• Student experience has changed outside of
school.
• Global interdependence has made such skills
imperative
• The workplace has evolved….. And continues
to
• We need many more of our students to
become effective 21st Century Citizens with
lifelong learning skills.
In your seating groups….
Read, think, and reflect using template provided
Discussion template.doc
1. How to Bring Our Schools Out of the 20th
Century - TIME.htm
2. ASCD Becoming Citizens of the World.htm
3. Future Proofing Students- Preparing
Students to Succeed in the Global
Workforce.pdf
4. a_classroom_without_walls- soft skills.pdf
5. The Blogvangelist - technology.doc
6. p21up_MILE_Guide_Chart.pdf
Report out/Group share
Why 21st Century Skills?
Workforce Survey:
“Are They Really Ready to
Work?
Released October 2, 2006, by The Conference Board, Corporate
Voices for Working Families, Partnership for 21st Century Skills,
and the Society for Human Resource Management.
Why 21st Century Skills?
• What skills are most important for job
success when hiring a High School graduate?
Work Ethic
Collaboration
80%
75%
Good Communication
70%
Social Responsibility
63%
Critical Thinking & Problem Solving
58%
Why 21st Century Skills?
• Of the High School Students that you
recently hired, what were their deficiencies?
Written Communication
81%
Leadership
73%
Work Ethic
70%
Critical Thinking & Problem Solving 70%
Self-Direction
58%
Why 21st Century Skills?
• What skills and content areas will be
growing in importance in the next five years?
Critical Thinking
78%
I.T.
Health & Wellness
Collaboration
Innovation
77%
76%
74%
74%
Personal Financial Responsibility
72%
TOP 10 List
Job Skills New York Employers Wanted……
11 years ago!!
•
•
•
•
•
•
•
•
•
•
Integrity/Honesty
Participates as a team member
Personal appearance/hygiene
Listening
Social
Responsibility
Self-esteem
Writing
Speaking
Serves Customers/Clients
1996
TOP TEN
from the New York State Association of Employment and Training Professionals Survey
 Can
be trusted, ethical
 Works cooperatively with others
 Personal appearance and hygiene
 Listening skills -receives, interprets & responds appropriately
 Demonstrates understanding & adaptability in group settings
 Displays effort and perseverance
 Believes in own self-worth & maintains a positive attitude
 Written skills - complete and accurate
 Communication skills
 Exhibits appropriate behavior in workplace
Look familiar?
• What have we done with these
recommendations?
Traits of a Successful Worker
source: School to Work: A Student Handbook
•
•
•
•
•
Responsible
Confident
Sociable
Self-managing
Honest/Ethical
Sound familiar?
SCANS Skills
US Department of Labor and Education formed
Secretaries Commission on Achieving Necessary Skills
PURPOSE: to study kinds of competencies needed for today’s workplace
The Five Competencies
•
•
•
•
•
Resources
Interpersonal
Information
Systems
Technology
The 3 Foundation Skills
• Basic Skills
• Personal Skills
• Thinking Qualities
Source:
What Work Requires of Schools: A
SCANS Report for America 2000
Did you know………..?
• 68% of Middle School students reported that
they had little or no prior information that would
help them select proper courses before entering
high school.
• Only 28% of high school students believe the
content of their learning in high school is
relevant to their future.
• Only 39% of high school students believe their
current studies will have an impact on a
successful life.
• 90% of this year’s kindergarten class will find
themselves in jobs we know nothing about
today.
FACT:
By the year 2000 and beyond:
• 60% of the jobs will require technical
skills
• 9 out of 10 jobs will require education
beyond high school
• Only 12 % of the jobs will require low
skills
• 70% of the skilled workforce is retiring
in the next 10 years.
Employer Expectations
are Increasing
1993
1989
1985
1981
•Come to
Work
•Problem
Solving
•Process
Improvement
•Team
Involvement
•Problem
Solving
•Process
Improvement
•Safety
Ownership
•Team Meetings
•customer
Surveys
•Problem
Solving
•Process
Improvement
•Safety
Ownership
•Team Meetings
•Customer
Surveys
•Multiple Skills
•Peer Training
•Peer
Interviewing
1997
•Problem
Solving
•Process
Improvement
•Safety
Ownership
•Team Meetings
•Customer
Surveys
•Multiple Skills
•Peer Review
•Peer Hiring
•Peer training
Does Instruction Include Soft skills?
•
•
•
•
•
Active learning
Project-based/problem oriented curriculum
Collaboration
Critical thinking
Communication skills
Focus Group Results: Recent H.S. Grads
Summary of What They Needed for College
Deb Dinoto from GCC and Marty Mazur from
Pioneer Credit
•Writing skills
•Study skills and time management
•Research skills
•Study group experience
• Responsibility, independence, self-discipline,
time management, communication skills
• Opportunity to explore and discuss various
careers (not just in night programs or 1 time per year)
What would our graduates say?
Appointment #2
• Given this……. What are the implications
for my instruction?
Here is 1 model………..
http://www.edutopia.org/east-technologylab-video
Project-based, problem based learning video (8 min.)
Reflective Questions
• Is there room for this type of project-based
learning in my curriculum?
(Appointment #3)
CAREER DEVELOPMENT
AND
OCCUPATIONAL STUDIES
LEARNING STANDARDS
(CDOS)
CDOS STANDARD 1
Career Development
Students will be knowledgeable about
the world of work, explore career
options, and relate personal skills,
aptitudes, and abilities to future career
decisions
CDOS STANDARD 2
Integrated Learning
Students will demonstrate how
academic knowledge and skills are
applied in the workplace and other
settings
CDOS STANDARD 3 a
Universal Foundation Skills
Students will demonstrate mastery of
the foundation skills and competencies
essential for success in the workplace
Technology
Managing
Resources
Ma naging Informa tion
• A cqui r es/ Eval uat es
I nf or m ati on
• Aware of types
of technology
• Selects and
Applies
Technology
• Understands
effect of
technology on
society
Understands how to use:
•
•
• I nt er pr et s/C om m uni cat es •
I nf or m ati on
•
•
• U ses com pu ter s t o
• O rg ani zes/ M ain tai ns
I nf or m ati on
Time
Money
Materials
Facilities
Human Resources
pr oc ess
Interpers onal Skills
• Teaches Others to Learn New Skills
• Listens to O ther Opi ni ons
• Exer cises Leadership
• Pr esents Facts to Support Arguments
Sy s tem s
• Un der st ands How
syst em s Oper at e
• Eva luat es & Mo dif i es
O rg aniza ti on Syst em s
FOUNDATION
SKILLS
• Un der st ands Af fe ct of
Sys tem on
per f or m ance of an
O rg aniza ti on
• Works as a Member of a Team
• Works with Diver sity
Personal Qualities
Thinking Skills
• Can R ead
• Can Wr it e
Ba sic
Sk il ls
• Li ste ns
Ef f ecti vel y
• Spe aksC lear l y
• Per f or m
s
m ath em
a ti cal
f unct ion s
State Education Department VESID/OWPCE
• Uses Decision
Making Skills
• Uses Problem
Solving Skills
• Applies logic and
reasoning skills
• Evaluates Facts
• Applies Skills in New
Ways
•
•
•
•
•
Demonstrates
Ability to Plan and
Monitor Progress
Responsible
Behavior
Application of Skills
Positive Interaction
Logic and
Reasoning Skills
CDOS STANDARD 3 b
Career Majors
Students who choose a career major will
acquire the career-specific technical
knowledge/skills necessary to progress
toward gainful employment, career
advancement, and success in postsecondary
programs
Questions That Students Will Be Able to Answer
knowledge
application
1.
CAREER DEVELOPMENT
self-knowledge:
2.
INTEGRATED LEARNING
 “Who am I?”
“What am I learning?”
 “Where am I going?”
“Why am I learning it?”
career exploration:
career plan:
“How do I get there?
“How can I use it?”
3a.
UNIVERSAL FOUNDATION
SKILLS (i.e., SCANS)
“What do I need to know?”
“What skills are important to me?
skills
CDOS: A Teaching Strategy
knowledge
application
Content
Context
Learning Environment
Career Development
Experiential Activities
and/or
Work Simulations
Academic Concepts
Field Trips
Foundation Skills
Identified and Developed
in the Application Process
skills
Meeting the Standards
is NOT an issue of
WHAT we teach students
but HOW we teach students.
Monroe 1 BOCES and the Rochester Regional Transition Coordination Site
I developed a unit with activities that are successful in helping
kids make the connections between literature/reading/writing and
their “real ” lives. Besides bridging these two worlds, this unit
prepares students for the Regents comprehensive examination in
English and the workplace.
Charlene B. Hahn, Cohoes High School, Cohoes, NY
Closing the Gap--Teacher to Teacher, Instructional Units from
High School English Teachers, Installment II
“My worry, academic-wise, is - Am I
understanding this? Just because you can
get an A in every class doesn’t mean that
you’ve learned anything. If you don’t learn
anything, that’s just a waste of time for you
and the teacher.”
- 10th grade boy
The Ambitious Generation, Barbara Schneider and David Stevenson, Association for Supervision and Curriculum Development
Just because learners use
a skill doesn’t mean they recognize
what skills they’re using!
They need time set aside
regularly to reflect about and
label the skills they are using.
Monroe 1 BOCES and the Rochester Regional Transition Coordination Site
Career Development Components
Proportions by Development Level
Awareness
Exploration
Planning
K-1
G2-3
G4 +
Int.
Comm.
Adult
0
20
40
60
80
100
120
What can teachers do to
support career planning?
• Be a role model.
• Work to plan and
implement career
development at your
school.
• Visit workplaces.
• Demonstrate relevance
with real world
applications.
SO NOW WHAT?
1. Choose 1 or more people to work with in
a professional learning community to
reflect on your curriculum map(s).
2. Using the CDOS standards handout,
identify:
a) some areas you are already addressing
the CDOS standards
b) areas in your next unit(s) that require
minor adjustments to incorporate
the
standards, make changes as time
So now what……..?
• Establish consensus among community
stakeholders
• Self-assess where we are
• Address professional development
accordingly
• Collaborate: community-based groups and
business community
• Embed 21st Century Skills in Curriculum
maps (CDOS)
Resources/Tools for your reference
www.nysed.gov
http://eservices.nysed.gov/vls/pdf/CDOSStandards.pdf
NYSED standards
http://eservices.nysed.gov/vls/levelSelection.do?title=Level%20Selection&contentID=2
Lesson plans, etc attached to standards
www.21stcenturyskills.org
Other examples of project- based, problem-based learning to view:
http://www.edutopia.org/node/2958
community involvement in project outcome
http://www.edutopia.org/community
on-line learning community
Career Plan Development
This is what it looks like K-12 :
http://www.albany.edu/twoyear/careerplan/plans.html
www.nycareerzone.org
https://access.bridges.com/
Link to CHOICES/bridges
Examples of learning plans
integrating the standards
Come Visit Me
You are a representative from the Bureau of Tourism and Travel
from your selected European Country. You have been asked to present
to your first group of customers. Your job is to convince them to spend
their next vacation in your country.
Your task is to persuade the audience that your country is most
worth their money and time to visit. Your thorough descriptions of the
following will help the audience make their decision:
geographical features climate & weather for their visit
food & dress
customs, traditions, & holidays
important cities
products produced and sold
historical sights
background information on the country
In addition they will need to know how far their American dollar will go.
You will create a computer generated presentation which includes all
of the above information. To attract your customers you may want to
dress as a native and bring prompts that will attract people to your
country and spend their money to improve your economy.
• You are having your favorite friends over for
your birthday party. They are expecting to
have tasty treats. But your mother has just
read a book on nutrition and has told you that
you can’t serve anything with a lot of sugar,
salt, unsaturated fat, artificial sweeteners or
perservatives.”
• Plan a menu that will make your friends as
happy as possible and still meet your
mother’s expectations.
• Use the USDA Food Pyramid guidelines and
the Nutrition Facts on food labels to support
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