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From Present to Future: Teaching and Learning in the 21st Century

Facilitated by:Giselle Martin-Kniep

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 Essential Question

Can teaching in the 21st century address 21st century learning

needs?

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Agenda9:00 Update on teachers work around self-regulation, strategic

learning and 21st century outcomesFeedback from Day 2

9:30 Mini-session: Brain rewards and threats and their implication for teaching and learning

10:15 Break10:30 Refinement of 21st century outcomes and identification of

indicators 12:00 Lunch 1:00 Design work for existing or new outcomes2:15 Posting on chart paper2:30 Warm and cool feedback2:45 End of day reflection and next steps

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Brain Rewards and Threats (SCARF)

Five domains of human social experience that provide an organizing principle for the brain

and are its motivational circuitries (Rock 2009).

The brain considers them as important as life and death, approaching them as highly

threatening or rewarding.

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Status

Refers to the ascribed position in which we place ourselves relative to others in our different communities. Recent studies have revealed that there is a positive relationship between our status and our dopamine receptors. This suggests that people who have higher status have a greater ability to experience pleasure

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Questions that can activate status as a reward

• What do you know, do well or care about that could help your peers, teachers, or someone else in the school?

• How can you share or use your passions and interests to help others?

• How can your work help someone else learn or do something?

• In what ways could you share what you care about with others?

• Who can you support or help?

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Certainty

Certainty refers to the ability to predict the future based on previous experiences and

patterns. Having access to new information, in and of itself, is highly connected to certainty

and rewarding to the brain.

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Questions that increase certainty• What can we do to increase our sense of certainty about

our values and commitments (at home or at school)?• What are some non-negotiables we want to abide to (in

school, at home)?• Who can students depend on for advice? Support? How can

support be more accessible to others?• In what contexts do individuals and group members feel

safe?• How do we increase the sense of safety for everyone?• How can we manage information flow and exchanges to

promote certainty?• How can we create a bridge between the sense of certainty

students feel at home and at school?

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Autonomy

Autonomy is the ability to have and make choices, and in a sense, to have the illusion of control. It is highly connected to our sense of

efficacy.

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Questions that increase autonomy as a reward

• In what contexts could students have greater choice about what they learn or do, how they learn it or do it, and how they demonstrate their learning attainment?

• What culminating projects or experiences would increase students’ choice and control over their work and presentations?

• How can classroom routines incorporate more and clearer options for students to exercise?

• How could students be encouraged to have greater control over how they spend time in class? At home?

• How can the student evaluation process incorporate greater attention to goal setting and strategic planning?

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Relatedness

Relatedness has to do with whether we consider others friends or foes, and about who is in our

in group and who is in our out group. The degree to which relatedness is a reward in

school depends very much on the size and the culture of the school.

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Questions that activate relatedness• Who has a sense of community in our school?• What do we celebrate? When do we celebrate? How can

we structure formal and informal opportunities to celebrate what we care about or value?

• What opportunities could we create for students and others to learn more about each other’s interests, passions and work?

• How might we increase our ability to work together towards shared goals and interests?

• In what ways and to what ends do we encourage collaboration?

• What can we collaborate on which might increase our regard for each other’s expertise?

• How do we minimize cliques?

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Fairness

Fairness is the perception of equitable exchange and has to do with our feeling that we are

treated justly and equitably.

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Questions that activate fairness• What social justice agendas do we want to promote?• How do we help everyone understand the distinction between fair

and equitable?• What school initiatives, programs or activities can we incorporate

with explicit opportunities for students and others to do good deeds?

• What appeals processes could we implement to promote fair treatment or a more equitable allocation of resources?

• How might we increase the transparency of our standards and expectations?

• How can we ensure a greater constancy in teacher or parent expectations?

• In what ways could we engage staff, student or parent input in the development, review, or evaluation of policies or in the identification of standards?

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Consider the brain rewards and threats

Develop an action plan for your school or classroom that maximizes

rewards and minimizes threats

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Action plan components throughApril 23, 2010

• What will you do?• When will you do it?• How will you do it? (i.e., individually, in

groups, as a self-contained activity, embedded in another action, etc.)

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Outcome Refinement1. Review one of the assigned lists of student or teacher

outcomes we have generated. 2. Read through one of the following sets of resources

highlighting key words or phrases as you read. 3. Re-read our own the list of assigned outcomes and add 2-

3 additional outcomes to our list based on your review. 4. Write those outcomes on newsprint so that everyone can

see them.

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Sample Outcomes• Develop as focused listeners and confident speakers• Develop their reading and writing abilities• Use a variety of problem-solving approaches to address

issues and problems at the local, national, and global levels• Recognize and uphold their responsibilities and rights as

citizens • Use critical thinking skills and strategies to engage with a

variety of texts and media• Use reflection and meta-cognitive skills to make sense of

their own thinking and to regulate their emotions and actions

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How well are schools addressing teacher and student knowledge,

skills, and dispositions required in the 21st century?

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DirectionsIn new groups of 3 people, use the set of colored dots to determine the extent to which schools are providing students with the opportunities to acquire needed knowledge, skills and dispositions in the 21st century.

Green: Very much a part of what schools do and what students

experience on a regular basis. These are our student learning assets.

Yellow: Inconsistently addressed by schools (in selected grades or subjects and/or in scattered units of study or learning experiences

Red: Not addressed explicitly in the curriculum, instruction or assessment

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Design Session

1. Use one of the design planners to draft a unit or extended lesson and assessment that supports one or more student knowledge, skills and disposition outcomes.

2. Post your design on chart paper for the peer review.

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Warm feedback• Endorses or values without praising• Is non-judgmental and specific to the work• Provides the perspectives/points of view and beliefs of the

reviewers• Focuses on importance, relevance, connections, usefulness,

applicability, and possibilitiesExamples:“You can also address ______ with that....”“This could also be combined with _____...”“This might allow your students to understand

_____....”“If you included _______, you could also ______...”

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Cool feedback

• No negative judgments• Focuses on questions and confusions• Helps uncover the perspective/point of view and

beliefs of the author• Elicits clarification by promoting thinking

Examples:“I wonder if you might…”“I don’t understand....”“Why did you....?”“Could _____ have a negative effect on_____?”

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End of Day Reflection