Characteristics of 21st Century Teachingsscpstudyabroadjapan.weebly.com/uploads/4/8/0/4/... · • Use formative assessment to monitor student progress • Have students self-assess

Characteris*cs of 21st Century Teaching 5/28/16

Victoria Costa, [email protected] 1

CHARACTERISTICS OF 21ST CENTURY TEACHING

Vikki Costa, Professor California State University, Fullerton

Relevant Reform Elements in Japan Education

• High School Education Reform •  Allow students to equip themselves with skills to proactively

pursue their studies in line with their own individual dreams and goals with the sort of learning and guidelines for self conduct that will allow them to become shapers of society and the state.

•  Revise high school curriculum guidelines not from the perspective of “what can we teach?” but rather from “what kinds of skills do people need to learn?”

• University Education Reform •  Equip students with the needed skills to go out into the

unpredictable society of the future and find solutions for problems that have no immediate answers.

Excerpted from Plan for Implementing High School and University Articulation Reforms, Central Council of Education, MEXT, 2014

WHAT ARE CHARACTERISTICS OF 21ST CENTURY TEACHING?

CONTENT • What are new

theories, issues, and problems in your subject area?

• What knowledge and skills in your subject area help solve 21st century problems?

BEFORE

AFTER

EXAMPLES: Partition Theory in Mathematics, Ebola Virus Disease, Chimamanda Ngozi Adichie, Half of a Yellow Sun (2006)



•  Current - The content should be current – up-to-date knowledge, including tools and strategies for generating and using new knowledge.

•  Relevant - The content should have significant and demonstrable bearing on professional and personal uses.

•  Application/Skill Oriented - The content should be focused on application of the field to solving current problems.

•  Connected - The content should be connected to other disciplines.

3 Eras of Education

1.  Internet 2.  Preparation of

knowledge workers 3.  Life-long learning 4.  Digital texts/tools 5.  Knowledge is

kinetic

1.  Automobile 2.  Preparation for

mobility, industry 3.  Advanced literacy 4.  Substantial books

and print materials 5.  Knowledge is static

1.  Horse and carriage 2.  Preparation for

local jobs, farming 3.  Basic literacy 4.  Few books and

print materials 5.  Knowledge is static

AGRARIAN AGE INFORMATION AGE INDUSTRIAL AGE

21st Century Knowledge WHAT DOES IT MEAN TO CREATE? WHAT DEFINES “ORIGINAL”?

CONSTRUCT Create

from raw materials

REMIX Rearrange the original

MASHUP Fuse

disparate elements PROBLEM SOLVING

AND CREATIVITY



Recommendations for Improving Content

• Update content materials for currency and application to addressing 21st century problems.

• Create assignments that require students to use multimedia to REMIX and MASHUP knowledge.

• Link learning back to a course question – reiterate relevancy to personal/professional life and society. • How does chemistry impact my personal life and

society? • How do chemists change reaction rates to improve our

quality of life?

CONTENT •  What are new theories,

issues, and problems in your subject area?

•  What knowledge and skills in your subject area help solve 21st century problems?

BEFORE

• What new content will you incorporate into your teaching so that students are prepared to use the knowledge and skills for to solve 21st century problems?

AFTER

COMMUNICATION •  How do you

and your students communicate in the classroom?

BEFORE

AFTER

•  Comprehensible - Instruction should be delivered via comprehensible input and output.

•  Developmental - Language level should be appropriate to the proficiency of the majority of students in the classroom.

•  Comprehensive - There should be a significant amount of student talk! Communication should occur via all four language domains - writing, reading, listening, and speaking.

•  Global - Communication should be situated within the global context and facilitated digitally.



Teacher Communication

•  Vary the speed & tone of your voice •  Project your voice •  Pause •  Repeat, transition, and summarize

VERBAL

•  Maintain eye contact •  Use movement and the entire room •  Project excitement and energy

NONVERBAL

•  Purposeful use of board vs slides •  Videos, images, animations, interactives •  Audio clips •  Artifacts •  Handouts

MULTIMEDIA

Continuum of Student Communication

Teacher Modeling

• Teachers model behaviors, skills, and strategies. • Teachers use questions to activate students' background knowledge. • Teachers model through think/read alouds, shared readings, lectures,

etc. • After modeling, students reflect on learning through independent

writing or sharing.

Guided

Instruction Independent

Tasks

• Teachers use questions, prompts, and cues- to help students complete tasks.

• Students ask questions—of the teacher and peers—to clarify understanding, provide feedback to a partner, and reflect on learning.

• Students work independently on tasks but use talk to support task mastery.

Collaborative Tasks

•  Students work together with teacher monitoring. •  Students discuss tasks or ideas and question one another, negotiate

meaning, clarify their own understanding, and make their ideas comprehensible to their partners. Students practice use of academic language.

Adapted from Why Talk is Important in Classrooms

STUD

ENT TA

LK IN

CR

EASES

• Use verbal, nonverbal, and multimedia to convey your message.

• Plan lessons that integrate purposeful academic talk, reading, and writing,

•  Increase the amount of time students are communicating with each other and with you. •  Require students to discuss with each other for at least 10

minutes every hour •  Require students to write more (quick-write, 1-minute paper). •  Require students to critique each other’s products – grade on

the critique itself

Recommendations for Improving Communication COMMUNICATION

•  How do you and your students communicate in the classroom?

BEFORE

•  How will you increase the amount of student talk in your classroom?

AFTER



LEARNING • What 21st

century skills can be taught through your subject?

BEFORE

AFTER

•  Active - Students should be active in the instructional process.

•  Collaborative - Learning should be conducted by two or more students working together.

•  4Cs-Focused - Learning should focus on the use and development of creativity, communication, collaboration, and critical thinking skills (and other 21st century skills).

•  Personalized - Learning should be tailored to the learner in order to meet their learning needs and aspirations.

Flexibility and Adaptability Initiative and Self-Direction

Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Creativity and Innovation Critical Thinking and Problem Solving

Communication and Collaboration

Information Literacy Media Literacy

ICT Literacy

Global Awareness Financial, Economic, Business Literacy

Civic Literacy Health Literacy

Environmental Literacy

Partnership for 21st Century Skills

NOTE: Not all students are digital natives, and all need to develop their "academic" digital skills.

21st Century Skills Where are the 4 Cs in your teaching?

Where do students do these things in your course? What could you add to help your students do more?

Critical Thinking - analysis and evaluation in order to form a judgment or solve a problem

Creativity - the use of the imagination or original ideas to make new things

Communication - means of conveying information and connecting with others

Collaboration - the act of working with someone to create or produce something



•  Enhance learning through collaborative problem solving

•  Group students in pairs, triads, and quartets for collaborative activities

•  Focus on 4Cs and application of content to current concerns

•  Use engineering design process, case studies, SWOT analysis, action plan

•  Have students physically rank or organize items and manipulate objects

•  Give students choice a text

Recommendations for Improving Learning LEARNING

•  What 21st century skills can be taught through your subject?

BEFORE

•  How will you help students acquire these skills?

AFTER

ASSESSMENT •  How do

you you assess student learning?

BEFORE

AFTER

•  Informative - Assessment activities should inform teacher and students of individual and collective progress.

•  Summative - Assessment activities should also provide information about mastery of the content via evaluation of knowledge, skills, products, and processes.

•  Aligned- Assessment should be aligned with content, learning, communication, and milieu.

•  Varied - Multiple assessment strategies should be employed.



Assessment should INFORM Ensure a GREAT Product

Assignment Directions

Assignment Rubric or Scoring Guide

Assignment Example

Assignment Checklist

- general information on what the assignment includes

- detailed information about how the assignment will be evaluated

- example of previous student work

- list students can use to check off completed items and identify what remains to be done

Assessment is FORMATIVE and SUMMATIVE

Assessment should be ALIGNED

• Use formative assessment to monitor student progress

• Have students self-assess and peer-assess

• Use checklists, scoring guides, and rubrics to help students complete products (essays, reports, presentations)

Recommendations for Improving Assessment



ASSESSMENT •  How do you

assess student learning?

BEFORE

•  How will you use assessment to increase student success?

AFTER

MILIEU •  What three

words best describe your classroom learning evnironment and culture?

BEFORE

AFTER

•  Innovative - Learning should include traditional, online, and blended opportunities.

•  Ubiquitous - Learning should extend outside of the physical environment and be accessible from anywhere at anytime.

•  Digital - Teaching and learning should make extensive use of digital resources and tools to access, analyze, and synthesize knowledge.

•  Green - Learning should be situated within the concept of sustainability.

The 21st Century Classroom is INNOVATIVE

TRADITIONAL ONLINE

BLENDED FLIPPED

•  Learning should be more convenient and accessible.

•  Learning should be personalized.

•  Learners should learn during their peak learning times and at their own speed.

•  Learners should assess their own progress and focus on the content they need.

•  Learners should interact more with the instructor and get immediate feedback.

•  Learners should be expected to acquire current data and facts fast online because Internet links provide more resources.

•  Learners should interact with the world.

21st Century Teaching - INNOVATIVE



Your classroom layout makes a big difference!

21st Century Teaching - DIGITAL and GLOBAL Businesses and classrooms should allow for global scope and interactions. Businesses acquire, use, and integrate talent from around the world - the classroom should mirror that model.

Classrooms should model global environment that prepares students for careers and lifelong learning where they connect with collaborators anytime, anywhere, asynchronously or synchronously. Communication and collaboration are key skills that must be practiced in the classroom.

21st Century Teaching - UBIQUITOUS EVERYONE, ANYTIME, ANYPLACE, ANYWAY 21st Century Teaching - GREEN

Classroom milieu should reflect and promote social and ecological responsibility.



• Add online activities and make instructional materials accessible online

• Model use of digital tools and use for instructional purposes

• Require students to use digital tools

• Use PBL to promote innovation, especially for sustainability and green issues

Recommendations for Improving Milieu MILIEU • What three words

best describe your classroom learning environment and culture?

BEFORE

•  How will you make your classroom milieu more innovative, ubiquitous and digital?

AFTER

Final Thought and Questions • Teachers make a positive impact on our students, our communities, our society, and our world.

• How will we continue to . . . •  Update our content, •  Increase student communication, •  Enhance collaborative learning, •  Expand informative assessment, and •  Reimagine an innovative milieu

to support student learning, enhance our teaching, and positively impact the future?

References •  Burstein, D (2013). Fast Future: How the Millennial Generation Is Shaping Our World. Beacon Press.

•  Duncan, D., Hoekstra, A., & Wilcox, B. (2012). Digital devices, distraction, and student Performance: does in-class cell phone use reduce learning? Astronomy Education Review, 11, 010108-1..

•  Draves, W. and Coates, J. (2007). Nineshift: Work, Life, and Education in the 21st Century. Learning Resources Network (LERN).

•  Partnership for 21st Century Skills. (n.d.). Framework for 21st Century Learning. In Partnership for 21st Century Skills. Retrieved April 11, 2013, from http://www.p21.org/overview.

•  Pew Research Center (2010). Millenials: A Portrait of Generation Next. Retrieved April 11, 2013 from http://www.pewresearch.org/millennials.

•  Tapscott, D. (2008). Grown Up Digital: How the Net Generation is Changing Your World. McGraw-Hill.

•  Tindell, D. & Bohlander, R. (2011). The use and abuse of cell phones and text messaging in the classroom: A survey of college students. College Teaching.,60, pgs. 1-9.

Documents

Characteristics of 21st Century Teachingsscpstudyabroadjapan.weebly.com/uploads/4/8/0/4/... · • Use formative assessment to monitor student progress • Have students self-assess