21st Century Skills and Core Subjects

1
21st Century Skills and Core Subjects
March 6, 2010 Session 1251 ASCD, San Antonio, TX
Valerie Greenhill, Moderator Michael
Blakeslee Charlie Fitzpatrick Dave Schroeter
2
Overview

• Who is the Partnership?
• What is the Framework for 21st Century Learning?
• Current Initiatives
• 21st Century Skills Maps

3
WE MUST FUSE THE THREE Rs WITH THE FOUR Cs.
4
P21 Members
5
P21 members are unanimous! The three Rs arent
enough in the 21st century.
6
Overview

• Who is the Partnership?
• What is the Framework for 21st Century Learning?
• Current Initiatives
• 21st Century Skills Maps

7

• The four Cs
• Critical thinking and problem solving
• Communication
• Collaboration
• Creativity and innovation

As the three Rs serve as an umbrella for other
subjects, the four Cs do for other skills.
8
The four Cs are a students ticket up the
economic ladder in the 21st century.
9
20th Century Education Model
10
21st Century Skills Framework
The Framework for 21st Century Learning describes
the skills, knowledge and expertise students must
master to succeed in work and life.
11
Framework for 21st Century Learning
12
Overview

• Who is the Partnership?
• What is the Framework for 21st Century Learning?
• Current Initiatives
• 21st Century Skills Maps

13
P21 State Leadership Initiative
Current State Partners

• Arizona
• Illinois
• Iowa
• Kansas
• Louisiana
• Maine
• Massachusetts
• Nevada
• New Jersey
• North Carolina
• Ohio
• South Dakota
• West Virginia
• Wisconsin

14
Overview

• Who is the Partnership?
• What is the Framework for 21st Century Learning?
• Current Initiatives
• 21st Century Skills Maps

15
21st Century Skills Maps

• Raise 21st Century Skills Awareness
• Social Studies (August 2008)
• English (November 2008)
• Science (June 2009)
• Geography (June 2009)
• Arts (2010)

16
Core Content Maps

• The maps are designed to
• Raise awareness about the intersections between
  core subjects and 21st century skills
• Provide examples of what it looks like to teach
  these skills in a core subject classroom
• The audience for the maps
• Educators
• Administrators
• Policymakers

17

• Arts Content Map

Michael Blakeslee MENC mikeb_at_menc.org
18
Arts Content Map
Who is involved in preparing the Map?

• 6 professional education associations
• for music MENC
• for the visual arts NAEA
• for theatre AATE and EdTA
• for dance NDA and NDEO
• 155 individual and organizational respondents

19
Arts Content Map
What is the potential benefit for students?

• Clarifying to decision-makers the real stakes
  involved in supporting arts education in our
  schools
• Giving school administrators a better grasp on
  the ways the arts work in the overall curriculum
  to educate the whole child
• Helping teachers focus their practices, using
  the inherent qualities of the arts to engage
  students and build the skills they need for
  success

20
Arts Content Map
Critical Thinking and Problem Solving
Music students individually come up with
different ways to interpret the same musical
passage.
Students then compare the various interpretations
and determine which one best communicates the
intent of the composer.
21
Arts Content Map
Communication
Students tell the same story three times, once
with words only, once with physical movements
only, and once with both.
22
Arts Content Map
Collaboration
Working together, students share the different
responsibilities needed to produce a one-act
play. They collaboratively assign specific roles
as
roles as costumer, set designer, actor, etc., and
in these roles, analyze a script and agree on an
interpretation that will bring the play to life.
23
Arts Content Map
Creativity
Students produce multiple sketches for an idea of
their choice, related to themselves and the world
around them, select and
refine one idea from among their ideas to create
a painting of the idea, and revise the painting
during the creative process.
24
Arts Content Map
Innovation
After studying a particular composers work,
students compose a theme and then create
variations on that theme in the style of that
composer. They notate their compositions
using electronic software orchestrate their
compositions using a variety of sound sources
(synthesized or acoustic) and publish their
compositions in a class book for other students
to check out, listen to, and perform.
25
Arts Content Map
Information Literacy
Students devise guiding questions and conduct
interviews with local immigrants about the
obstacles they faced in coming to the United
States and their transition once they arrived.
They transcribe the immigration stories an use
these as a basis to write, edit, and perform
original monologues
based on their ethnographic research. Throughout
the process, students reflect on the ethical
implications of representation and identity
inherent in the process.
26
Arts Content Map
Media Literacy
Students review a variety of political or
commercial video messages to consider how
particular types of music are used to elicit or
manipulate emotional response, then create a
soundtrack for a new video clip that supports its
intended message.
27
Arts Content Map
Information, Communication and Technology Literacy
Students research, design, and create a
multimedia presentation to be used as part of
an original devised production about the civil
rights movement including historical photos,
graphic design, video, music, and sound effects.
28
Arts Content Map
Initiative and Self-Direction
Dance students create a yearlong plan for
self-improvement in regard to their artistry,
physical ability, and emotional and physical
wellness over a period of time. They
independently follow/monitor the plan using
established benchmarks.
29
Arts Content Map
Flexibility and Adaptability
Students learn to accept responsibility and
perform effectively in distinct roles solo
performer who makes all musical decisions,
member in a small ensemble in which they
collaborate on decision-making, and membership in
a large ensemble in which the majority of global
decisions are made by a conductor.
30
Arts Content Map
Productivity and Accountability
Students, with minimal supervision, prepare and
deliver a performance, sharing responsibility for
all aspects of a theatrical production
design, casting, production, budgeting, rehearsal
scheduling, and reviewing each rehearsal and
performance to enable continuous improvement.
31
Arts Content Map
Social and Cross-cultural Skills
Students create a lecture-demonstration on a
dance of their own or another culture, and
facilitate a discussion with the audience about
what dance reveals about the culture.
32
Geography Content Map
21st Century SkillsGeography
Charlie Fitzpatrick ESRI K-12 Education
Mgr cfitzpatrick_at_esri.com
33
Geography Content Map

• Geography is
• Whats where?
• Why is it there?
• So what?
• Geographic lenses in P21
• Scholarship
• Stewardship
• Citizenship

34
Geography Content Map

1. Find and evaluate data
2. Integrate data of diverse content, format, and
   sources
3. Use geospatial technology (geographic information
   system GIS, global positioning system GPS,
   remote sensing RS) to display or generate data,
   analyze it, and convert it into information
4. Seek and explore relationships between things
5. Use information to understand and address
   problems at a range of scales
6. Use tools to facilitate communication
7. Learn new tools, techniques, strategies,
   relationships, background info
8. Collaborate

35
Geography Content Map
36
Geography Content Map
JOBS!
A/E/C Business Defense Intelligence Education Go
vernment
Health Human Services Natural Resources Public
Safety Transportation Utilities Communication
37
Teaching Core Subjects Through 21st Century Themes
Dave Schroeter Gale, Cengage Learning David.Schroe
ter_at_cengage.com
38
Core Subjects and21st Century Themes

• English, reading or language arts
• World languages
• Arts
• Mathematics
• Economics
• Science
• Geography
• History
• Government and Civics

• Global Awareness
• Financial, economic, business and entrepreneurial
  literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy

39
The Old Man and the Storm
40
The Old Man and the Storm

• 3 4 day lesson that introduces students to the
  American Government concept of Federalism
• Uses the backdrop of post-hurricane Katrina New
  Orleans to introduce the subject
• Capitalizes on the instructors personal
  connection to New Orleans
• Uses primary source (video and text) throughout
  the lesson

41
Day 1 Sample

• What fears did the citizens of New Orleans have
  about the Rebuilt City Commission? What
  eventually became of the commission?
• What problems and hardships did Mr. Gettridge
  face in rebuilding his home?
• What role did the federal government play in
  helping rebuild New Orleans? Why to some, may
  their efforts seem contradictory to their
  promises made shortly after the storm?
• Explain how the Road Home Project worked for the
  residents of New Orleans.
• How has homesickness impacted both the people
  the people displaced by Hurricane Katrina and
  those that have remained after the devastation?

42
Day 2 Sample Topics

• Summarize the major problems associated with the
  Road Home Project.
• What was the federal governments rationale for
  not bailing out Entergy? In your opinion, what
  made them change their stance in the Fall of 2008
  with their bailouts of the banks and auto
  industry?
• How did the Stafford Act effect the rebuilding of
  the high school? How did the school come to
  symbolize the fight between the state and federal
  governments?
• List some of the roadblocks that faced by the
  Road Home Project.
• Why can we consider the homecoming for Mrs.
  Gettridge to be bittersweet?
• Explain how Mr. Gettridges demeanor changed from
  the beginning of the documentary until the end?

43
Day 3 Sample Topics

• In what way did the mainstream media distort the
  publics perception of Hurricane Katrina? Who did
  the media focus their blame on?
• In a September 2005 interview with Sen. Landrieu
  of LA, CNN focused one major question Who are
  you angry at? Explain how each individual, or
  those associated with, were seen at fault for the
  hurricane.
• President George W. Bush
• Louisiana Governor Kathleen Blanco
• New Orleans Mayor Ray Nagin
• What were the issues and problems associated with
  the rebuilding of the largely black and poor
  Lower Ninth Ward in New Orleans?
• In trying to understand blame for Katrina, the
  author concludes with valuable insight. We are,
  or should be, masters of our existence, and we
  should never tolerate real or perceived lapses in
  that mastery. Citing examples from the article,
  as well as your own thoughts, what is the
  significance of this quote?

44
21st Century Learning

• Core Content
• Government and Civics
• History
• Economics
• 21st Century Themes
• Civic Literacy
• Global Awareness
• 21st Century Skills
• Critical Thinking
• Communication and Collaboration
• Information Literacy
• Media Literacy

45
Extreme Makeover Home Edition
46
Extreme Makeover

• 6th grade class broken into groups of 5
• Given the assignment of remodeling an existing
  home (carpet, paint, lights, etc)
• Group must assign a general contractor
• Each team member assigned a room
• Group given a defined budget
• Must agree on color scheme, style, etc
• Field trip to Home Depot to cost out materials.
• Must use Excel to outline budget

47
21st Century Learning

• Core Content
• Mathematics
• Economics
• 21st Century Themes
• Financial Literacy
• 21st Century Skils
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
• ICT Literacy
• Flexibility and Adaptability
• Initiative and Self Direction
• Productivity and Accountability
• Leadership and Responsibility

48
Contact Us
Valerie Greenhill vgreenhill_at_eluminategroup.com T
witter val_green
177 North Church Ave. Suite 305 Tucson, AZ
85701 [phone]
www.21stcenturyskills.org