21 st Century Learning and Skills Baton Rouge, LA April 25, 2008 Jim Warford.

21st Century Learning and Skills

Baton Rouge, LAApril 25, 2008

Jim Warford

Lessons LearnedThe story of America’s public schools is NOT

a story of failure!

We educate more students today to a higher standard than ever before in our history!

But the world is changing even faster than we are.

Today’s students are wired differently!

My Story…

Mary Kay Jones

We educate more students today to a higher standard than ever before in our history!

But the world is changing even faster

than we are!

Faster than we imagine…

Faster than we Can imagine!!!

Computer Sales

Dell

Sony

Compaq

HP

IBM Think Pad

Apple

NEC

Gateway

Toshiba

Quanta

Wispron

Asustek

Compal

Inventec

Computer

Manufacturers

Mainland China

Companies

90 %

Cities with 1 Million PeopleCities with 1 Million People

United States Europe China (2006) China (2020)

9

36

100 +

160 +

U.S. Demographic U.S. Demographic Change…Change…

3.0 / 100

4.6 / 100

1.4 – 1.8 / 100

Start WorkingEnd WorkingLongevity

1900 2000 2100

47

62

77

21

62

1418

107

• Federal Budget 2006 Deficit

$1.3 trillion

$11, 434 per household

$516,348

$31,000 per year for 75 years

• Total per household

Source: USA Today

Changing schools

Is hard…

Do you sometimes feel

Stuck?

Changing TechnologyChanging Technology

• ProcessingProcessing

• CommunicationsCommunications

Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB

2004 iPod = 4 GB2004 iPod = 4 GB

2007 iPhone = 8 GB2007 iPhone = 8 GB

1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe

Nano TechnologyNano Technology

• Atom UpAtom Up

SPOT TechnologySPOT Technology

Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

The Result:

Today’s students areWIRED

differently.

Nathan’s Story…

Kuzmich, 2008 17

Highly Visual 21st Century Learners

Speed of processing Size of the brain devoted

to visual processing Association prior to

meaning

The Student’s Brain

No meaning without personal connection or emotion

The Media Generation – highly visual

The Big 4: Context Transfer Parts-to-Whole Inference

The Student’s

Brain

The “CNN Effect” and Your Classroom

The “CNN” screen and other media and technology are numbing students’ visual systems to subtle changes.

Advertisers know this and so do Hollywood filmmakers.

What does it mean in the classroom? Attention and motivation factors…

21st Century Learners

Digital Native LearnersDigital Native Learners

MultitaskingMultitasking Multimedia learningMultimedia learning Online social networkingOnline social networking Online info searchingOnline info searching Games, simulations &Games, simulations & creative expressions creative expressions

Boreded Ceiling Cat makinkgz Urf n stuffs

1 Oh hai. In teh beginnin Ceiling Cat maded teh skiez An da Urfs, but he did not eated dem.

2 Da Urfs no had shapez An haded dark face, An Ceiling Cat rode invisible bike over teh waterz.

3 At start, no has lyte. An Ceiling Cat sayz, i can haz lite? An lite wuz.

4 An Ceiling Cat sawed teh lite, to seez stuffs, An splitted teh lite from dark but taht wuz ok cuz kittehs can see in teh dark An not tripz over nethin.

5 An Ceiling Cat sayed light Day An dark no Day. It were FURST!!!1

http://www.lolcatbible.com/index.php?title=Genesis_1#1

It may look like gobbledegook, but streetwise teenagers would have no trouble understanding…

A new language is being developed by cell phone-addicted kids based on the predictive text of their treasured handsets…

Key words are replaced by the first alternative that comes up on a mobile phone using predictive text…

The new words are known as:

Netspeak, Textonyms, Adaptonyms or Cellodromes.

And are becoming part of regular teen conversation.

Lesson Learned:

Florida Virtual School

How dotoday’s students

feel about YOUR school?

Student Survey PercentagesStudent Survey Percentages

Survey Statement Total Male Female

I enjoy being at school 50.2 47.4 53.2

Teachers make school an exciting place to learn 33.0 32.9 32.6

School is boring 45.5 49.9 41.5

Teachers have fun at school 38.5 39.8 37.6

Learning can be fun 63.5 59.0 69.3



At school I am encouraged to be creative 58.8 56.4 61.3

My classes help me understand what is happening in my everyday life 39.8 39.3 40.9

I learn new things that are interesting to me at school 66.3 63.8 69.9



Students respect teachers 39.1 41.5 36.9

Teachers respect students 54.2 53.8 55.7

Students respect each other 29.4 31.8 27.3



Teachers care about me as an individual 51.0 50.1 52.7

Teachers care if I am absent from school 49.5 47.7 52.1



I put forth my best effort at school 66.9 60.3 74.6

Getting good grades is important to me 83.7 79.1 89.9

Student Survey PercentagesStudent Survey PercentagesSurvey Statement Male Female

I push myself to do better academically 70.8 81.5

Teachers think I can be successful 69.9 75.3

I am excited to tell my friends when I get good grades 47.5 65.1

I think about others’ feelings when I make decisions 59.6 73.3

School is boring 49.9 41.5

Getting good grades is important to me 79.1 89.9

I put forth my best effort at school 60.3 74.6

What reportwas released in

1983?

E-mail Web pages Google iPODs Laptops Digital cameras Doppler radar Cell Phones Debit cards

Blogs Wikis Tagging Text messaging MySpace Podcasts PDAs Genetic code

“As the Future Catches You”By

Juan Enriquez

Challenges:

•Technology

•Globalization

•Demographics

Are youWorried yet?

From Theory to Practice

Moving Rigor and Relevance

Into the Classroom

Based upon what works!

Model Schoolsand the Successful Practices Network

The Rigor/Relevance

Framework Is critical

For 21st Century Students

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world predictable 4. Application to real-world predictable situationssituations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low

Brain Researchis providing new support.

Latest ResearchLatest Research

Donald Roberts - Stanford Jordan Grafman – National Institute of

Neurological Disorders Hal Pashler – University of California Cheryl Grady – Rothman Research Center,

Toronto David Meyer – University of Michigan Claudia Knooz – Duke

Activating Learning

Learning takes place when multiple neurons fire from numerous places in the brain, and these new memories can be retrieved over a period of time.

Learning must be connected and relevant to be remembered.

We only remember things that have meaning for us. The Brain Responding to

Visual Stimuli

Image courtesy of R. Clay Reid

Use it or lose it,because…

Neurons that fire together,wire together!

You want your neural networks to look like a maple tree…not a palm tree.

Input to Brain

Front Back

Sight

Hearing

Input to Brain

Sight

Hearing

A

Input to Brain

Sight

Connections / Pathways

Hearing

C

Association Area

Sight


Prefrontal Cortex

Hearing

C

Association Area

B

D

Sight


Prefrontal Cortex

Hearing

Association Area

Rigor/Relevance Framework

KnowledgeKnowledge


High

Low

Low High

What we can do is take the best features of the American system—openness, INNOVATION, creativity, and flexibility—and enhance them so that we can create new industries, new technologies, and new jobs.

Source: Tough Choices Tough Times, National Center on Education and the Economy

United States

“A majority of U.S. voters agree that building students’ imaginations to equip young people with the ability to innovate is as important as teaching them the academic basics.”

Education Week, 1/08

Mark your calendars!

The 16th Annual Model Schools Conference

June 22-25, 2008Walt Disney World

Swan & Dolphin ResortOrlando, Florida

For more information and registration visit:

www.ModelSchoolsConference.com

http://www.modelschoolsconference.com/

Jim Warford

Phone (518) 399-2776

Fax (518) 399-7607

E-mail – [email protected]

www.LeaderEd.com

International Center for Leadership in Education, Inc.

21 st Century Learning and Skills Baton Rouge, LA April 25, 2008 Jim Warford.

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