Educational Leadership:Teaching for the 21st Century:21st Century Skills: The ... - The Diigo Meta page

• 17 Nov 09
  

  tlw835 W.

  21st century skills engagement collaboration

• 11 Nov 09
  

  randy hansen
• 

  Teresa Coffman
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
• 30 Oct 09
  

  Alma Row

  LMS

• 28 Oct 09
  

  A.T. Garcia

  To work, the 21st century skills movement will require keen attention to curriculum, teacher quality, and assessment.

  21st century learning 21stcentury education edtech

  • The need for mastery of different kinds of knowledge, ranging from facts to complex analysis? Not new either. In The Republic, Plato wrote about four distinct levels of intellect. Perhaps at the time, these were considered "3rd century BCE skills"?
  • Today we cannot afford a system in which receiving a high-quality education is akin to a game of bingo. If we are to have a more equitable and effective public education system, skills that have been the province of the few must become universal.
  • 2 more annotations...
  • • the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself.
    • the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.

      • 

        A.T. Garcia on 2009-10-28

        Bingo! That's the crux of "21st century skills". So many misinterpretations abound today.
• 20 Oct 09
  

  Mardy McGaw

  • To work, the 21st century skills movement will require keen attention to curriculum, teacher quality, and assessment.

    <script src="http://admin.brightcove.com/js/BrightcoveExperiences.js" language="JavaScript" type="text/javascript"></script>
  • The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
  • 2 more annotations...
  • • Skills and knowledge are not separate, however, but intertwined. In some cases, knowledge helps us recognize the underlying structure of a problem.
    • practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
• 12 Oct 09
  

  mnebel

  21stcenturylearning 21stcenturyskills 21stcentury article

• 

  Linda Wilson
  • experience is not the same thing as practice
  • Practice also requires feedback,
  • 5 more annotations...
  • • student-centered methods
    • teachers know about them and believe they're effective. And yet, teachers don't use them
    • simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air
    • call for greater collaboration among teachers. Indeed, this is one of the plan's greatest strengths; we waste a valuable resource when we don't give teachers time to share their expertise. But where will schools find the release time for such collaboration? Will they hire more teachers or increase class size? How will they provide the technology infrastructure that will enable teachers to collaborate with more than just the teacher down the hall? Who will build and maintain and edit the Web sites, wikis, and so forth?

      • 

        Linda Wilson on 2009-10-12

        many school systems have all of these things in place, yet teachers still don't collaborate
      • 

        A.T. Garcia on 2009-10-28

        Unfortunately, I have witnessed first-hand a misinterpretation around the term 'collaboration'. It does not mean a faculty meeting where staff are given free reign to "share" verbally in that one place at that one time. Total misunderstanding of 21stcskills.
    • there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics
• 09 Oct 09
  

  Julie Lindsay

  "To work, the 21st century skills movement will require keen attention to curriculum, teacher quality, and assessment."

  21stcenturyskills acrossmydesk 21stcenturylearning 21stcenturyclassroom education

• 05 Oct 09
  

  Maureen Tumenas

  21stcenturylearning 21stcentury change

• 01 Oct 09
  

  S Buhner

  21stcenturylearning article Leadership

• 30 Sep 09
  

  Melissa McEntee

  21stcenturylearning education technology leadership

• 28 Sep 09
  

  Naomi Mellendorf

  21stcenturylearning 21stcenturyskills reform

• 18 Sep 09
  

  Sharon Nagy-Johnson

  21stcenturylearning article reform 21stcentury

• 08 Sep 09
  

  Robin Seneta

  Good article for grad class.

  21stcenturylearning article GANNON

• 

  Kevin Crouch
  • These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
• 

  Shabbi Luthra

  Ed Leadership - Sept 2009
  Eduwonk blogger Andrew Rotherham and University of Virginia psychology professor Daniel Willingham argue that the much-ballyhooed “21st-century skills” are nothing new. Critical thinking, problem solving, collaboration, information literacy, global awareness, mastery of facts as well as complex analysis – all this has been taught by effective schools and teachers through the ages. What’s new, say the authors, is how critical these skills are to success in the years ahead – which means we have to teach them more intentionally and effectively to all students.

  21stcenturylearning

• 07 Sep 09
  

  Kathleen Buckley

  article 21stcentury

• 

  James Gates

  A very interesting article. Lots of good discussion points.

  21stcenturylearning reform

  • But in fact, the skills students need in the 21st century are not new.
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
  • 9 more annotations...
  • • This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
    • To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
    • What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
    • Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
    • Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
    • Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, & Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
    • Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
    • Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
    • Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
• 02 Sep 09
  

  Mrs. W

  21stcenturylearning 21stcenturyskills technology

• 01 Sep 09
  

  Sean Devine

  21st Century education

• 

  Jane Challinor

  novconf

• 

  Cheryl van Tilburg

  Dan Willingham & Andrew Rotherham (the EduWonk) discuss the 21st Century Skills movement.

  daniel willingham eduwonk andrew rotherham 21st Century Skills

• 

  mrschippy Janet Hayes

  21st Century Skills: The Challenges Ahead
  Andrew J. Rotherham and Daniel Willingham
  To work, the 21st century skills movement will require keen attention to curriculum, teacher quality, and assessment.
  

• 

  Alec Couros

  Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.

  reform classroom2.0 curriculum change schooling deschooling teaching learning schools

• 

  Ruben Garcia

  competencias digitales enseñanza rieb articulacion sej hdt revisar

  • People on all sides of this debate often speak of skills and knowledge as separate. They describe skills as akin to a function on a calculator: If your calculator can compute square roots, it can do so for any number; similarly, if a student has developed the ability to "think scientifically," he or she can do so with any content.
• 31 Aug 09
  

  Lainie Rowell

  article 21stcentury

• 30 Aug 09
  

  Tony Searl

  Leadership reform changes challenge assessment

• 

  Chuck Holland

  21stcenturylearning

  • The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
  • What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
  • 19 more annotations...
  • • these three elements must be implemented in concert
    • Skills and knowledge are not separate, however, but intertwined.
    • The importance of content in the development of thinking creates several challenges for the 21st century skills movement. The first is the temptation to emphasize advanced, conceptual thinking too early in training—an approach that has proven ineffective in numerous past reforms, such as the "New Math" of the 1960s (Loveless, 2002). Learning tends to follow a predictable path. When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
    • challenge
    • we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
    • devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
    • Outlining the skills in detail and merely urging that content be taught, too, is a recipe for failure. We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.

      • 

        Chuck Holland on 2009-08-31

        If they are going to be treated as equal they need to be assessed equally.
    • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
    • Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community.
    • Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods
    • student-centered methods acknowledge that these methods pose classroom management problems
    • Why don't teachers use the methods that they believe are most effective?
    • These methods also demand
    • knowledge
    • about a broad range of topics and are prepared to make in-the-moment decisions
    • call for greater collaboration among teachers.
    • These challenges raise thorny questions about whether the design of today's schools is compatible with the goals of the 21st century skills movement.

      • 

        Chuck Holland on 2009-08-30

        This is sure to be a difficult challange in a school already steeped in tradition. The structure of Charter schools might make these changes easier to implement.
    • professional development is a massive undertaking. Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
    • Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
• 28 Aug 09
  

  Cary H

  to_read

Public Stiky Notes

• 
  A.T. Garcia on 2009-10-28
  Bingo! That's the crux of "21st century skills". So many misinterpretations abound today.
• 
  Aeronia Poole on 2009-10-05
  Here, "teach the teacher", is of primary import.
• 
  Aeronia Poole on 2009-10-05
  Once again, "teach the teacher" is primary.
• 
  Chuck Holland on 2009-08-31
  If they are going to be treated as equal they need to be assessed equally.
• 
  A.T. Garcia on 2009-10-28
  Unfortunately, I have witnessed first-hand a misinterpretation around the term 'collaboration'. It does not mean a faculty meeting where staff are given free reign to "share" verbally in that one place at that one time. Total misunderstanding of 21stcskills.
• 
  Linda Wilson on 2009-10-12
  many school systems have all of these things in place, yet teachers still don't collaborate
• 
  Chuck Holland on 2009-08-30
  This is sure to be a difficult challange in a school already steeped in tradition. The structure of Charter schools might make these changes easier to implement.
• 
  Aeronia Poole on 2009-10-05
  How does one design a rubric?

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