Title: Preparing Students for the 21st Century: What the New North Carolina Professional Teaching Standards
1Preparing Students for the 21st Century What the
New North Carolina Professional Teaching
Standards Mean for Literacy Teachers, K-9
- NCRA, March 2008
- Kathy Fox, Barbara Honchell, Ann Potts, Debbie
Powell, Katie Schlichting, Jeanne Swafford, - and Brad Walker
2Who Are the 21st Century Learners?
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321st Century Teacher Standards
- In order to understand the New Vision of
Teaching, we must understand the expectations for
learners. - We recognize that we are calling on schools to
change dramatically, even as they face difficult
economic challenges and a vigorous discussion of
student achievement and assessment - 21st Century Partnership
- http//www.21stcenturyskills.org/
4Framework for 21st Century Learning
www.21stcenturyskills.org
5Teachers need to model the 21st Century skills if
they are to meet the Professional Standards
- STUDENTS
- Leadership Contextual learning
skills Risk Taking - Personal responsibility Information and media
- Collaboration skills literacy
skills - Ethics Personal
productivity - Social responsibility Creativity
- innovation skills Adaptability
- Accountability Critical-thinking
and problem- solving skills - Communication skills Self-direction
- Managing Complexity Curiosity
- Sound
Reasoning -
Inventive Thinking - People
skills -
- http//www.21
stcenturyskills.
- org/documents/framewo
rk - flyer_102607.pdf\
- TEACHERS
- DEMONSTRATE LEADERSHIP IN CLASSROOM, SCHOOL AND
PROFESSION -
- ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE
POPULATION OF STUDENTS -
- FACILITATE LEARNING FOR THEIR STUDENTS
- KNOW THE CONTENT THEY
- TEACH
- REFLECT ON THEIR
- PRACTICE
- http//www.ncptsc.org/Final
- 20Standards20Document.pdf
-
-
6 TEACHERS DEMONSTRATE LEADERSHIP
7Leading Through Empowerment
- Give power to
- Sanction
- Allow
- Authorize
- Make powerful
- Make more confident or assertive
8Empowering vs. Limiting
- LIFTING teaching children
- Seeing the big picture
- Supporting learning
- Kid-watching questions
- What do you think? Why?
- What do I know about my kids?
- What can my students do?
- Am I consistent with my beliefs?
- How am I impacting the dispositions of my
students? - Do I trust my students?
- How can I let go of more?
- Collaboration
- LIMITING teaching programs
- Tied to program implementation
- Mechanics of teaching
- Pacing guide questions
- How am I supposed to do this?
- Is this right?
- What lesson comes next?
- Am I doing it the right way?
- Are my students ready for the test?
- What???
- I prefer to work alone
- Isolation
9Empowering Others and Ourselves
- Immersion into a learning community
- Make curricular decisions based on what we know
about students and what we know about learning
and teaching - Trust ourselves, abilities, and gut feelings
- Trust our students as capable competent
- Dare to risk
- Dare to inquireexplore our craft
10A Helpful Checklist for Planning
- Why am I teaching this to these students? How
does this fulfill their needs? Am I meeting
their needs? - What is my big understanding or strategy I am
teaching? - How will this idea or strategy be used by these
children, today, tomorrow, and in the future? - Is my work impacting the dispositions of my
students? - How will my assessment planned for this lesson
inform me and my students about what they have
learned or need to learn next? - Who has the primary responsibility for learning
in this lesson? Do I trust myself and my
children? - How is my teaching consistent with my beliefs and
what I know about kids? - Debbie Powell Brad Walker, UNCW, 2008
11TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A
DIVERSE POPULATION OF STUDENTS
12Teachers embrace diversity in the school,
community and in the world.
-
- Knowledge of diverse cultures.
- Design lessons that counteract stereotypes.
- Incorporate and consider different points of view.
13Multicultural Curriculum Reform
http//www.intime.uni.edu/multiculture/curriculum/
approachs.htm
Level 4 Social Action Approach Students share
viewpoints on social issues and take actions to
help solve them.
Level 3 The Transformation Approach The
structure of the curriculum is changed, concepts
are viewed from the perspective of diverse ethnic
and cultural groups .
Level 2 The Additive Approach Content concepts
are added to the curriculum without changing the
structure.
Level 1 The Contributions Approach Focus on
heroes and holidays and discrete cultural
elements.
14 Level 4 Social Action Approach Students
share viewpoints on social issues and take
actions to help solve them.
- Enables students to pursue projects and
activities that allow them to make decisions. - To take personal, social and civic actions
related to the problems, concepts and issues
they have studied. -
Banks, J.A. (2008)
15How? Critical Literacy
- Students need to be proficient in four
interrelated dimensions of language use. -
- code breaker
-
- text participant
-
- text user
-
- and text analyst
- Freebody and Luke (1991)
16(No Transcript)
17- Critical literacy practices can explore
-
- Why am I/are we reading this text?
- Who benefits from the text?
- In whose interest is the text?
- What is the text about?
- What view of the world is the text presenting?
- What kind of knowledge is presented/not
- presented in the text?
- How do I feel about the text?
- How many interpretations of the text are
possible? - What kinds of social realities does the text
portray? - How does the text depict age, gender, culture?
-
Pitt, J. 1995
1821st Century Content
- Will the content of the 20th century be
sufficient for children - in the 21st century?
- Jeanne Swafford
19What do students need to learn to become
responsible, productive,informed 21st century
citizens?
- World is Changing
- Last 100 years
- 5 years ago information has doubled
- 2 years ago technical information has doubled
- 1 hour ago electronic information has doubled
- (Partnership for 21st Century Skills, 2007)
20Core Subjects
- English, reading, language arts
- Foreign Languages
- Arts
- Mathematics
- Economics
- Science
- Geography
- History
- Government Civics
21Problem
- So much to teach
- Try to cover too much information, which detracts
from learning core concepts - Recommendations
- Select key concepts teach in-depth
- Use interdisciplinary themes to link the core
content, not add more subjects to the curriculum
22Global Awareness
- Understand other nations and cultures
- Understand and address global issues
- Work collaboratively respectfully with others
- How?
- Communicate directly with children in classrooms
from across the world - Virtual tours
- Bring community into classroom and classroom into
community
23Financial, Economic, Business, Entrepreneurial
Literacy
- Make informed personal financial economic
choices - Understand role of the economy locally,
nationally, internationally - Use entrepreneurial skills to enhance workplace
productivity career options
- How?
- Problem-based learning
- Simulations
- In-class projects
- School or classroom community projects
24Civic literacy
- Understand governmental processes
- Become actively involved in community activities
- Take civic responsibilities seriously by
participating at local, state, national, global
levels - Understand that the impact of decisions by
citizenry has a ripple effect
- How?
- Simulations
- Interview candidates
- Involve students in online debates about issues
- Virtual elections
- Webquest
- Problem-based learning
- School government
25Health Wellness Literacy
- Understand how to access interpret information
services to stay healthy - Understand implement life style choices to stay
healthy - Use information to make informed decisions about
health-related issues - Understand the impact of healthy living on a
national international scale
- How?
- Develop a plan to advocate for healthy choices at
school - Bring in community experts
- Work with students from across the world to
investigate health wellness
26Teaching 21st Century Content
- Teach core content early so can build on
foundational understandings. - Teach for transfer by contextualizing learning
27TEACHERS FACILITATE LITERACY LEARNING
28Core Subjects (including reading and language
arts) are a Key to 21st Century Skills
- Voters indicate schools need to enhance
instruction in the following related areas - Reading Comprehension
- Problem Solving
- Written Communication
- Oral Communication
- Self-direction
- Public Opinion Strategies and Peter D. Hart
Associates - http//www.21stcenturyskills.org/index.php?option
com_contenttaskviewid369Itemid64
29Bruner states, We teach a subject .to take part
in the process of knowledge-getting. Knowing is a
process, not a product.Toward a Theory of
Instruction, 1966
- While discussing the process of reading and
writing Clay writes, When we direct our minds
attention to some object, or some problem, this
process can be called action taking. - Change Over Time in Childrens Literacy
Development, 2001
30An Intervention (such as Reading Recovery) or
Comprehensive Literacy Design based on Clays
Theory Includes Instruction Focused on the
Student Applying Problem Solving Processes to
- Monitor his own reading and writing
- Search for information from many sources
- Check information one source with another
- Discover new things
- Confirm ideas
- Self-correct to solve a problem
31Benefits of Early Development of Problem Solving
Processes
- We learn content best by constructing our own
understandings. - Each learner takes a different path to common
outcome i.e. literacy learning. - Learning that focuses on problem solving results
in the ability to transfer ways of thinking to
new settings.
32Clay (1991)indicates that use of language is the
first problem solving system to develop. Thus
expert thinking can and should be developed early
and used often.Becoming literate The
Construction of Inner Control
33TEACHERS FACILITATE LEARNING
34Teachers facilitate learning for their students.
- Understand learning and development of their
students - Plan instruction appropriate for their students
- Use a variety of instructional methods
- Integrate and utilize technology in their
instruction - Help students develop critical thinking and
problem-solving skills - Help students work in teams and develop
leadership qualities - Assist students in articulating thoughts and
ideas clearly and effectively - Use a variety of methods to assess what each
student has learned - NC Profession Teaching Standard IV
35Dispositions Skills for the 21st
CenturyKindergarteners of today are the class
of 2020 and will retire about 2070!
- Information and media literacy skills
- Information and communications technology
literacy - Critical-thinking and problem-solving skills
- Innovation skills
- Curiosity, Creativity, and Risk Taking
- Contextual learning skills
- Inventive Thinking
- Higher-Order Thinking and Sound Reasoning
- Leadership
- Personal responsibility
- Ethics
- Social responsibility
- Accountability
- People skills
- Adaptability, Managing
- Complexity, and Self-Direction
- Personal productivity
- Communication skills
- Collaboration skills
-
36One Small Step
- Service Learning Projects related to environment,
health, poverty, or global issues - Reflect on the skills necessary to effectively
plan and initiate such a project - Examine ways to bring in critical literacy
skills, opportunities for writing, opportunities
for children to develop and arguments supported
with evidence.
37Service Learning/Project Learning
- http//www.captainplanetfdn.org/aboutUs.html
- http//www.etc.cmu.edu/projects/currentprojects.ph
p - http//www.heartsandminds.org/links/greenkids.htm
- http//www.worldrevolution.org/Projects/Webguide/G
uideMain.asp - http//my-ecoach.com/online/webresourcelist.php?rl
id6499 - http//www.globalschoolnet.org/index.cfm
- http//www.kidsforsavingearth.org/programs.html
- http//www.ecomall.com/biz/kidslinks.htm
- http//www.nrdc.org/greensquad/intro/intro_1.asp
- http//teams.lacoe.edu/documentation/projects/proj
ects.htmlother
38TEACHERS REFLECT ON THEIR PRACTICE
- Kathy Fox Katie Schlichting
39Reflective Practice is about looking forward
rather than backward
- Schons (1983)
- Reflection in, on, and for practice
- Loughrans (1995)
- Reflective framework
- Davis (1996)
- Conversations
- Freese (1999)
- Shared definition, modeling, and video tapes
- Fox, Campbell Hargrove (2008)
- Reflection as a formative tool
40What weve learned about our students
- Teachers and students both state that
conversations and inner dialogue are their most
frequent forms of reflection - Teachers think these are most effective however,
students think writing is the most effective - Teachers and students both state they would like
to use more writing and conversation
41How can reflective practice change to accommodate
new literacies?
- Teacher Blogs-multiple audiences for discussing
practice - Electronic Portfolios-increased professional
writing - Critical Teaching Protocol-deeper level of
examination of practice - Increased level of professionalismvaluing
conversation
42End Result Reflection for practice
- Examining our teaching in terms of
- formative reflection
43MUST READS!
- Tough Choices or Tough Times by New Commissission
on Skills of the American Workforce, 2007.
http//www.skillscommission.org/pdf/exec_sum/Tough
Choices_EXECSUM.pdf - Tom Friedmans The World Is Flat, 2005, 2006,
2007 http//en.wikipedia.org/wiki/The_World_is_Fla
t for a summary - 21st Century Partnership, 2004.
http//www.21stcenturyskills.org/