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Meeting the needs of 21st century learners

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Meeting the needs of 21st century learners Collaborative Conference on Student Achievement – PowerPoint PPT presentation

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Title: Meeting the needs of 21st century learners


1
Meeting the needs of 21st century learners
  • Collaborative Conference on Student Achievement

2
Opening Activity Awareness
  • Think of the most difficult task you would ask
    your students to complete this year.
  • On the activity sheet, write down five students
    you believe would easily succeed in the task and
    five students you believe would struggle.

3
Todays Agenda
  • Introduction
  • High Expectations
  • Awareness
  • Student Needs
  • Reflection

4
Todays Objectives
  • Understand the core beliefs of high expectations
    for all students
  • Gain an awareness of possible disparities and
    biases
  • Learn about student needs for the 21st Century

5
Participant Expectations
  • Be Responsible
  • Return promptly from breaks
  • Be an active participant
  • Use electronic devices appropriately
  • Be Respectful
  • Maintain cell phone etiquette
  • Listen attentively to others
  • Limit sidebars and stay on topic
  • Be Kind
  • Enter discussions with an open mind
  • Respond appropriately to others ideas
  • Honor confidentiality

6
Attention Signal
  • Please make note of time limits and watch your
    clocks!
  • Trainer will raise his/her hand.
  • Finish your thought/comment.
  • Participants will raise a hand and wait quietly.

7
Safety Assumptions
  • You are all high-quality educators.
  • We want all students to succeed.
  • All ideas will be heard without judgment.
  • Confidentiality will be honored.
  • We are not here to fix you.
  • Others?

8
Meeting the needs of 21st century learners
  • High Expectations for All Students

9
Basketball Activity
  • Break into pairs and choose one person to be the
    teacher and the other will be the student.
  • Teachers instruct students on throwing the ball
    into a basket. All of the students will stand
    behind the same line to throw.
  • Follow the instructions on the activity sheet
    when modifying the task.
  • Collaborate with fellow teachers as needed.
  • If time allows, switch roles.

10
High Expectations
  • Definition
  • The belief that any student, regardless of
    characteristics or circumstances, can and will
    succeed in a rigorous learning environment.

11
Meeting the needs of 21st century learners
  • Core Beliefs Poll

12
Core Beliefs Poll
  • Walk around the room, reading the core belief
    statements on the chart paper around the room.
  • Select an answer that best describes your
    opinion.
  • Put a dot next to that answer.

13
Core Belief We have the tools to close the
achievement gap.
  • Standard Course Of Study
  • Collaboration
  • Formative Assessments
  • High-yield teaching strategies
  • Remediation
  • Enrichment
  • Student/Teacher Interactions

14
Core Belief Quality teachers outweigh student
barriers
  • the fundamental finding from the Education
    Trust studies is that however important
    demographic variables may appear in their
    association with student achievement, teaching
    quality is the most dominant factor in
    determining student success. (Reeves, 2000)

15
Core Belief District and school leadership
create the climate that supports high
expectations
  • Research has consistently shown that principals
    are the key to an effective school (Seyfarth,
    1999 Sergiovanni, 2001)
  • Principals who focus on developing a culture of
    adult learning, positive relationships among
    teachers, and a relentless focus on instruction
    were shown to play a key role in increasing
    achievement in difficult circumstances (Newmann,
    2000)

16
Core Belief It is the responsibility of everyone
in our school to remove barriers to learning.
  • It is important to make the necessary
    adjustments in the school environment to
    neutralize predictable problems for these young
    people. To do that, educators have to be
    cognizant of how they arrived at the school door
    and do whatever is necessary to minimize the
    obstacles that their worlds or the school places
    in their path
  • Dr. Mary Montle Bacon,
  • Working with Students from a Culture of Poverty

17
Core Belief It is the responsibility of everyone
in our school to remove barriers to learning.
  • Achievement is influenced by four factors.
  • Educators have the ability to influence three of
    the four factors.
  • We spend the most time trying to change the one
    on which we have the least influence.
  • -Dave Tilly, Keynote Address NC Leadership Forum,
    November 2008

18
Core Belief We can move beyond personal biases
towards groups or individuals
  • The most effective teachers are those who know
    themselves, are willing to reflect inward to
    determine causes of problems in classroom, and
    ultimately change behavior/practice/lessons after
    reflection. (Farr, 2010)
  • It is entirely possible to change behavior
    towards students so that students-regardless of
    the teachers level of expectation for
    them-receive the same behavior in terms of
    affective tone and quality of interactions.
    (Marzano, 2007)

19
Core Belief High Expectations are conveyed not
only through words but through actions
  • Student performance is linked to teacher/student
    interactions.
  • We all have biases that result in subtle
    differences in the way we behave towards certain
    students.
  • Expectations are conveyed through body language
    and voice tone without self-awareness.
  • These behaviors influence student performance,
    and result in our beliefs being realized.

20
Core Belief Student success is the
responsibility of the teacher
  • The quality of a teacher in the classroom is the
    single most important factor in determining how
    well a child learns. (Vandervoot, et al., 2004)
  • Quantitative analysis indicate that measures of
    teacher preparation and certification are by far
    the strongest correlates of student achievement
    in reading and mathematics before and after
    controlling for student poverty and language
    studies. (Hammond, 2000)

21
Core Belief A students life circumstances
and/or characteristics do not predict his/her
ability to learn
  • schools that are highly effective produce
    results that almost entirely overcome the effects
    of student backgrounds. (Marzano What Works in
    Schools, 2003, page 7)
  • While environmental factors can alter rate of
    learning they do not affect the ability to
    learn. (Susan Levine, Professor of Psychology at
    the University of North Carolina, Chapel Hill)

22
Core Beliefs Reflection Activity
  • Using the activity sheet, take a moment to
    consider your feelings and thoughts about each of
    the core beliefs.
  • After youve completed the reflection sheet, if
    you are comfortable doing so, talk with the
    person next to you and share some of your
    thoughts.

23
Meeting the needs of 21st century learners
  • Awareness

24
Awareness Activity
  • On your own
  • Refer to the list of students you created at the
    beginning of this session.
  • Identify characteristic of each student (e.g.
    race, sex, socio-economic, etc.).
  • In small groups
  • Discuss common characteristics of the perceived
    high achievers and perceived low achievers.
  • Do you have similar groupings to others or
    different ones?

25
Awareness Honesty
  • People may not always say what is on their minds
    when it comes to sensitive topics.
  • Some people are either unwilling or unable to
    honestly express their thoughts.
  • Unwilling people deceive others, while unable
    people deceive themselves.
  • This deception is attributed to the types of
    associations sensitive topics have.

26
Awareness Honesty
  • Our experiences either indirectly or directly
    impact how we think about certain groups.
  • We are unaware of how indirect or implicit
    associations can impact our behavior toward
    certain groups.
  • The Implicit Association Test (IAT) helps us
    recognize how indirect associations have impacted
    our thinking.

27
Awareness How do expectations affect learning?
  • Communication consists of
  • Text
  • Tone
  • Body Language
  • Which of these do you think is the largest
    component of communication?

7
38
55
28
Expectations/Performance Cycle
climate
29
Awareness Breaking the Cycle
  • Identify your expectation levels for students.
  • Accept that you are interacting differently with
    students who you perceive as low performing.
  • Focus on changing your behaviors through specific
    instructional strategies.
  • Collect data to ensure that your interactions are
    changing.
  • Does my differential treatment suggest that I am
    a terrible teacher? The answer is no if, once
    I recognize my differential treatment, I take
    corrective measures.
  • The Self-Fulfilling Prophecy. Robert T. Tauber

30
Meeting the needs of 21st century learners
  • What do modern students need for the future?

31
Thoughts about 21st Century Learning
  • Oh, sure, Id love for my kids to have a class
    set of Ipod Touches.
  • Our students may not have computers at home.
  • Im not comfortable letting them handle the
    equipment.
  • My school doesnt have the money to buy paper,
    let alone computers.

32
What do students really need?
  • The Five Cs

33
Collaboration What is it and why is it
important?
  • Think of all the times during the day that your
    job requires you to work with other adults.
  • Think about other jobs that require the workers
    to collaborate.
  • Can you think of any job that does not require
    collaboration?
  • Find a partner and discuss how people collaborate
    in a social network.

34
Collaboration What does it look like in a 21st
Century Classroom?
  • Reciprocal teaching (teachers enabling students
    to learn and use self-learning)
  • Feedback accepted from all (specific response to
    student work)
  • Student self-verbalization or self-questioning
  • Use of meta-cognition strategies
  • Problem-based learning

35
Activity
  • What are we already doing to encourage
    collaboration?
  • What could we do better?

36
School Example
  • Brentwood Elementary School, Raleigh, NC
  • Lake Myra Elementary School, Wendell, NC
  • Fred A. Smith Elementary School, Raleigh, NC
  • Wilburn Elementary School, Raleigh, NC

37
Communication What is it and why is it important?
  • In order to collaborate, students need to be able
    to communicate ideas coherently and
    diplomatically.
  • At the very least, a person needs to be able to
    communicate with a boss or superior in order to
    be successful.
  • Communication is through oral, written, drawn,
    and can be conveyed through tone and body
    language.
  • Find a new partner and talk about what helps you
    present your ideas to others effectively.

38
Communication What does it look like in a 21st
Century Classroom?
  • Using video production to assess learning
  • Translating material into text messages
  • Creating graphic novels about lessons
  • Hand-draw story boards about concepts learned
  • Climate that encourages everyone to give and
    receive feedback
  • Learning to address a global audience
  • Theres a fallacy that kids arent reading and
    writing anymore, says Bruce. They are, but they
    just are reading and writing differently than
    what weve traditionally done in schools. . . . A
    21st-century approach doesnt say that print
    writing is bad. Its not competing literacies
    its complementary literacy.

39
Activity
  • What are we already doing ?
  • What could we do better?

40
School Example
  • Brentwood Elementary School, Raleigh, NC
  • Lake Myra Elementary School, Wendell, NC Book
    Club
  • Old Providence Elementary School, Charlotte, NC

41
Critical Thinking What is it and why is it
important?
  • This is also called problem solving.
  • While we cant predict what type of job the
    students of today will have, we can prepare them
    by teaching critical thinking and problem
    solving.
  • A boss gives a work team a new machine or
    software or program or project and tells the team
    to figure out how to use it or complete it. Is
    this a realistic scenario?
  • Turn to the person next to you and talk about how
    you use critical thinking in your job.

42
Critical Thinking What does it look like in a
21st Century Classroom?
  • Problem-solving in conventional and innovative
    ways
  • Identifying and asking significant questions
    which lead to better solutions 
  • Use of various types of reasoning (inductive,
    deductive, etc.)
  • Analysis of the interaction of parts of a whole
    to produce overall outcomes in complex systems
  • Effective evaluation of evidence, arguments,
    claims and beliefs
  •  Synthesized connections between information and
    arguments
  • Solid interpretation of information and
    conclusions drawn on the best analysis
  • Critical reflection on learning experiences and
    processes

43
Activity
  • What are we already doing ?
  • What could we do better?

44
School Example
  • Brentwood Elementary School, Raleigh, NC
  • Centennial Campus Middle School, Raleigh, NC
  • Lake Myra Elementary School, Wendell, NC
  • Old Providence Elementary School, Charlotte, NC

45
Creativity What is it and why is it important?
  • Most people assume that creativity has something
    to do with the fine arts.
  • In order to build new systems or programs or
    products, thinking must be done outside the box.
  • Think of a teacher you had who encouraged this
    type of creativity.
  • Find a partner and tell what that teacher did to
    encourage creativity.

46
Creativity What does it look like in a 21st
Century Classroom?
  • Originality and inventiveness in work
  • Developing, implementing and communicating new
    ideas to others
  • Openness and responsiveness to new and diverse
    perspectives
  • Acting on creative ideas to make a tangible and
    useful contribution
  • Understanding and application of Gardners
    Learning Styles

47
Activity
  • What are we already doing ?
  • What could we do better?

48
School Example
  • Brentwood Elementary School, Raleigh, NC
  • Lake Myra Elementary, Wendell, NC
  • Old Providence Elementary, Charlotte, NC
  • Wilburn Elementary School, Raleigh, NC

49
Caring What is it and why is it important?
  • People work best in environments in which they
    feel safe.
  • Safety ensures that risks can be taken.
  • Classrooms should have a climate of democracy, in
    which all people feel valued.
  • Most students do not necessarily remember every
    lesson taught, but they will remember the
    relationships between the people at the school.
  • Take a minute to write about a teacher that you
    had who you felt truly cared about the students.
    What did that teacher do to convey regard?

50
Caring What does it look like in a 21st Century
Classroom?
  • Equitable
  • Organized
  • Nurturing
  • Cultural responsiveness
  • Clearly defined expectations that are taught
    directly
  • System in place to recognize positive behavior
  • Instructive, not punitive, classroom management
  • Student-driven and teacher facilitated

51
Activity
  • What are we already doing ?
  • What could we do better?

52
School Example
  • Brentwood Elementary School, Raleigh, NC
  • Lake Myra Elementary School, Wendell, NC
  • Old Providence Elementary School, Charlotte, NC
  • Vance Elementary School, Raleigh, NC

53
Video
54
Reflection
  • What needs to happen to encourage a 21st Century
    learning environment at your school?

55
Resources
  • http//edu.blogs.com/edublogs/2012/01/collaboratio
    n-1-collaboration-is-the-key-influence-in-the-qual
    ity-of-teaching.html
  • http//lornacollier.com/TheShiftto21stCentury
    Literacies.pdf
  • http//www.edutopia.org/blog/creativity-in-classro
    om-trisha-riche
  • http//davidwarlick.com/wordpress/?page_id2
  • www.p21.org
  • https//implicit.harvard.edu/implicit/demo/

56
Special Thanks
  • Kathy Bauer, Third Grade Teacher, Old Providence
    Elementary School, Charlotte, NC
  • Candace Buchanan, Second Grade Teacher, Fred A.
    Smith Elementary School, Raleigh, NC
  • Katie Bush, Second Grade Teacher, Fred A. Smith
    Elementary School, Raleigh, NC
  • Matthew Carlyle, Kindergarten teacher, Brentwood
    Elementary School, Raleigh, NC
  • Amy Dressel, Dance Specialist, Centennial Campus
    Middle School, Raleigh, NC
  • Rachel Fruend, Fifth Grade Teacher, Vance
    Elementary School, Raleigh, NC
  • Christina Palmer, Fourth Grade Teacher, Lake Myra
    Elementary School, Wendell, NC
  • Melissa Purtee, Art Specialist, Wilburn
    Elementary School, Raleigh, NC
  • Sandylee Singletary, Seventh Grade Language Arts
    Teacher, Centennial Campus Middle School,
    Raleigh, NC

57
Contact Information
  • laura.winter_at_dpi.nc.gov
  • 919-302-9334
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