West Virginia Gifted ConferenceWest Virginia Gifted Conference2008200820082008

Marianne Solomon, MA Gifted EducationMarianne Solomon, MA Gifted EducationExecutive Director Executive Director

Future Problem Solving Program InternationalFuture Problem Solving Program International

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A Teacher’s Job Is Never Done! A Teacher’s Job Is Never Done!

Resource Teacher; Brevard County, FLResource Teacher; Brevard County, FLResource Teacher; Brevard County, FL Resource Teacher; Brevard County, FL (75,000+):(75,000+):

–– Gifted Program Gifted Program gg–– Accelerated Programs (AP, IB) Accelerated Programs (AP, IB) –– Dual EnrollmentDual EnrollmentDual Enrollment Dual Enrollment –– Gifted Endorsement CoursesGifted Endorsement Courses–– AVID Program District DirectorAVID Program District Director –– 7 schools7 schools–– AVID Program District Director AVID Program District Director –– 7 schools7 schools–– Affiliate Director Florida Future Problem Affiliate Director Florida Future Problem

Solving ProgramSolving ProgramSolving ProgramSolving Program–– Etc., Etc., Etc.Etc., Etc., Etc.

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What I will include in today’s What I will include in today’s presentation:presentation:

6 Steps approach to viewing Gifted 6 Steps approach to viewing Gifted Education in the 21Education in the 21stst CenturyCenturyEducation in the 21Education in the 21stst CenturyCentury

Some thoughts about the future in your Some thoughts about the future in your gifted classroom!gifted classroom!

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44

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SixSix-- Step Process at Mission Heights Junior CollegeStep Process at Mission Heights Junior College

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Step 1 - Setting the StageStep 1 Setting the Stage

Gifted education addressed theGifted education addressed the individual’s strengths & needs

Regular ed teachers began utilizing gifted t t i f ll t d tstrategies for all students

2002 Pres. Bush implemented NCLB

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1978 1978 -- Let me out of here!! Let me out of here!! 2002 Accountability rears its ugly head 2002 Accountability rears its ugly head -- again!again!

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High Achieving Student in the Era of NCLB High Achieving Student in the Era of NCLB Forward by Chester E. Finn, Jr. & Michael J. Forward by Chester E. Finn, Jr. & Michael J. y ,y ,

PetrilliPetrilli

LowLow--achieving students (10% with theachieving students (10% with theLowLow achieving students (10% with the achieving students (10% with the lowest scores) made big strides.lowest scores) made big strides.

Performance of highPerformance of high--achieving students achieving students (10% ith th hi h t ) ll d(10% ith th hi h t ) ll d(10% with the highest scores) called (10% with the highest scores) called “languid” “languid” -- nothing happened/no change. nothing happened/no change.

Reported by Thomas B. Fordham InstituteReported by Thomas B. Fordham Institute

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How do teachers feel?How do teachers feel?How do teachers feel?How do teachers feel?

40% of teachers called the content &40% of teachers called the content &40% of teachers called the content & 40% of teachers called the content & curriculum of honors & accelerated curriculum of honors & accelerated classes “too often watered down & lackingclasses “too often watered down & lackingclasses too often watered down & lacking classes too often watered down & lacking rigor”rigor”Teachers responded that we mustTeachers responded that we mustTeachers responded that we must Teachers responded that we must challenge all students to fulfill their challenge all students to fulfill their potential rather than just focus on raisingpotential rather than just focus on raisingpotential, rather than just focus on raising potential, rather than just focus on raising the performance of students who have the performance of students who have been “left behind”been “left behind”been left behindbeen left behind

Fordham ReportFordham Report1010

Many kids in the KMany kids in the K--12 education system12 education systemMany kids in the KMany kids in the K 12 education system 12 education system are not being provided the skills they will are not being provided the skills they will need to succeed in the 21need to succeed in the 21stst centurycenturyneed to succeed in the 21need to succeed in the 21 century, century, according to a recent survey conducted by according to a recent survey conducted by

–– Harris InteractiveHarris Interactive®® on behalf of the on behalf of the American Society for Quality American Society for Quality (ASQ)(ASQ)(ASQ). (ASQ).

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Step 2 - ChallengesStep 2 Challenges

Education in the 21Education in the 21stst Century must beCentury must beEducation in the 21Education in the 21 Century must be Century must be different from the past because . . .different from the past because . . .

–– Students are differentStudents are differentW k l i diff tW k l i diff t–– Work place is differentWork place is different

–– Skills needed for success are differentSkills needed for success are different

Teachers must address these differences.Teachers must address these differences.

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Products of Their EnvironmentsProducts of Their EnvironmentsProducts of Their EnvironmentsProducts of Their EnvironmentsBaby Baby

BoomersBoomersGenerationGeneration

XXNet GenNet Gen

Th W bTh W bBoomersBoomers

TV TV titi

XX

Video gamesVideo games

The WebThe WebMobile Mobile devicesdevicesgenerationgeneration

TypewritersTypewritersMemosMemos

Video gamesVideo gamesComputersComputersEmailEmail

devicesdevicesIM IM -- Text Text MessagingMessagingaaOnline Online communitiescommunities

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The Net GenerationThe Net GenerationBorn in or after 1982Born in or after 1982Ctrl + Alt + Del is as basic as Ctrl + Alt + Del is as basic as ABCABCBusy with extracurricular Busy with extracurricular activitiesactivitiesFascination for new Fascination for new technologiestechnologiesComputers have always fit in Computers have always fit in Computers have always fit in Computers have always fit in their backpackstheir backpacksPhotographs have always Photographs have always b d i h b d i h been processed in an hour or been processed in an hour or lesslessBert and Ernie are old Bert and Ernie are old enough to be their parentsenough to be their parents

―Howe & Strauss, 2003―Howe & Strauss, 20031515

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“. . . Joseph “. . . Joseph RenzulliRenzulli & & SungheeSunghee Park foundPark foundthat 5% of the 3 250 gifted students theythat 5% of the 3 250 gifted students theythat 5% of the 3,250 gifted students theythat 5% of the 3,250 gifted students theyfollowed dropped out after 8followed dropped out after 8thth grade ...grade ...U t ld b f th hi hl i t lli tU t ld b f th hi hl i t lli tUntold numbers of other highly intelligentUntold numbers of other highly intelligentkids stay in school but tune out.”kids stay in school but tune out.”“When we ask exceptional children about“When we ask exceptional children abouttheir main obstacle, they almost always saytheir main obstacle, they almost always saytheir main obstacle, they almost always saytheir main obstacle, they almost always sayit’s their school it’s their school –– Jan Davidson, coJan Davidson, co--author ofauthor ofG i D i d H t St W ti OG i D i d H t St W ti OGenius Denied: How to Stop Wasting OurGenius Denied: How to Stop Wasting OurBrightest Young Minds.”Brightest Young Minds.”

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Neuroplasticity Neuroplasticity ––they are wired differentlythey are wired differentlythey are wired differentlythey are wired differently

The brain reorganizes The brain reorganizes itself throughout life: itself throughout life: itself throughout life: itself throughout life: neuroplasticity neuroplasticity

l hl hStimulation changes Stimulation changes brain structures; the brain structures; the brain changes and brain changes and brain changes and brain changes and organizes itself based on organizes itself based on the inputs it receives the inputs it receives pp

Different developmental Different developmental experiences impact how experiences impact how experiences impact how experiences impact how people thinkpeople think

―Prensky, 2001―Prensky, 20011818

2121stst Century LearningCentury Learning

20th Century 21st Century

1 – 2 Jobs 10 – 15 Jobs# ofJobs

FlexibilityAndMastery of

One FieldJobSkill

Adaptability

Integration of 21st

Century Skills into

One Field

SubjectMatter

Skill

TeachingSubject Matter

Mastery

MatterMastery

gModel

Integration of 21st

Century Skills intoSubjectAssessment Century Skills into

Subject Matter Mastery

MatterMastery

AssessmentModel

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Life and Careers of the 21Life and Careers of the 21stst

CCCentury are addressed by:Century are addressed by:

Creativity and InnovationCreativity and Innovation

T h d t d t l t l k tT h d t d t l t l k tTeachers and students learn to look at Teachers and students learn to look at situations from a variety of perspectives.situations from a variety of perspectives.

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Life and Careers of the 21Life and Careers of the 21stst

CCCentury are addressed by:Century are addressed by:

Critical ThinkingCritical Thinking

Students use analysis:Students use analysis:-- to gain an understanding of issues into gain an understanding of issues into gain an understanding of issues in to gain an understanding of issues in today’s world.today’s world.

to understand the significant aspectsto understand the significant aspects-- to understand the significant aspects to understand the significant aspects of complex situations set in the of complex situations set in the future.future.

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Life and Careers of the 21Life and Careers of the 21stst

CCCentury are addressed by:Century are addressed by:

Problem Solving SkillsProblem Solving Skills

Problem solving skills are used to work Problem solving skills are used to work through solutions and actions plans forthrough solutions and actions plans forthrough solutions and actions plans for through solutions and actions plans for those situations.those situations.

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Life and Careers of the 21Life and Careers of the 21stst

CCCentury are addressed by:Century are addressed by:

Communication and CollaborationCommunication and Collaboration

Clear and articulate Clear and articulate communicationcommunication is is d l d hil ll b ti id l d hil ll b ti i ttdeveloped while collaborating in developed while collaborating in teamsteamsboth both verballyverbally and in and in writingwriting..

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Next Challenge deals with our clients! Next Challenge deals with our clients!

Report shows . . .Report shows . . .

An overwhelming 96% of adults feel that An overwhelming 96% of adults feel that students today need to improve upon skillsstudents today need to improve upon skillsstudents today need to improve upon skills students today need to improve upon skills needed to succeed in the 21needed to succeed in the 21stst century. century.

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The survey finds that adults do NOT think KThe survey finds that adults do NOT think K--12 U.S. 12 U.S. schools are effectively teaching the following 21schools are effectively teaching the following 21ststy g gy g g

century skills: century skills:

Communications skills, e.g. listening and Communications skills, e.g. listening and speaking (49%) speaking (49%) ProblemProblem--solving and reasoning (48%) solving and reasoning (48%) Creativity, e.g. providing innovativeCreativity, e.g. providing innovativeCreativity, e.g. providing innovative Creativity, e.g. providing innovative solutions to everyday problems (48%) solutions to everyday problems (48%) Teamwork and collaboration (39%)Teamwork and collaboration (39%)Teamwork and collaboration (39%) Teamwork and collaboration (39%) Science and technology (36%) Science and technology (36%)

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“It’s evident that many Americans believe our “It’s evident that many Americans believe our schools must better prepare students to function schools must better prepare students to function and contribute in a highly competitive 21and contribute in a highly competitive 21stst

century world ” said Jay Marino chair of ASQ’scentury world ” said Jay Marino chair of ASQ’scentury world, said Jay Marino, chair of ASQ s century world, said Jay Marino, chair of ASQ s KK--12 Education Committee. “While No Child Left 12 Education Committee. “While No Child Left Behind has been striving to improve test scoresBehind has been striving to improve test scoresBehind has been striving to improve test scores, Behind has been striving to improve test scores, the survey suggests that what adults really the survey suggests that what adults really support are efforts to improve skills like problemsupport are efforts to improve skills like problem--solving and creativity which are not tracked on solving and creativity which are not tracked on these tests.” these tests.”

–– Marino is also assistant superintendent for the Cedar Rapids Marino is also assistant superintendent for the Cedar Rapids Community School District. Community School District. yy

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No Child Left BehindNo Child Left Behind -- Football VersionFootball VersionNo Child Left Behind No Child Left Behind Football Version Football Version

1 All teams m st make the state pla offs1 All teams m st make the state pla offs1. All teams must make the state playoffs 1. All teams must make the state playoffs and all MUST win the championship. If a and all MUST win the championship. If a team does not win the championship theyteam does not win the championship theyteam does not win the championship, they team does not win the championship, they will be on probation until they are the will be on probation until they are the champions and coaches will be heldchampions and coaches will be heldchampions, and coaches will be held champions, and coaches will be held accountable. If after two years they have accountable. If after two years they have not won the championship their footballsnot won the championship their footballsnot won the championship their footballs not won the championship their footballs and equipment will be taken away UNTIL and equipment will be taken away UNTIL they do win the championshipthey do win the championshipthey do win the championship. they do win the championship.

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2. All kids will be expected to have the same 2. All kids will be expected to have the same ds be e pec ed o a e e sa eds be e pec ed o a e e sa efootball skills at the same time, even if football skills at the same time, even if they do not have the same conditions or they do not have the same conditions or yyopportunities to practice on their own. NO opportunities to practice on their own. NO exceptions will be made for lack of interest exceptions will be made for lack of interest ppin football, a desire to perform athletically, in football, a desire to perform athletically, or genetic abilities or disabilities of or genetic abilities or disabilities of ggthemselves or their parents. ALL KIDS themselves or their parents. ALL KIDS WILL PLAY FOOTBALL AT A WILL PLAY FOOTBALL AT A PROFICIENT LEVEL! PROFICIENT LEVEL!

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3. Talented players will be asked to workout 3. Talented players will be asked to workout on their own, without instruction. This ison their own, without instruction. This ison their own, without instruction. This is on their own, without instruction. This is because the coaches will be using all their because the coaches will be using all their instructional time with the athletes whoinstructional time with the athletes whoinstructional time with the athletes who instructional time with the athletes who aren't interested in football, have limited aren't interested in football, have limited athletic ability or whose parents don't likeathletic ability or whose parents don't likeathletic ability or whose parents don t like athletic ability or whose parents don t like football. football.

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4. Games will be played year round, but statistics 4. Games will be played year round, but statistics will only be kept in the 4th, 8th, and 11th game. will only be kept in the 4th, 8th, and 11th game. This will create a New Age of Sports whereThis will create a New Age of Sports whereThis will create a New Age of Sports where This will create a New Age of Sports where every school is expected to have the same level every school is expected to have the same level of talent and all teams will reach the sameof talent and all teams will reach the sameof talent and all teams will reach the same of talent and all teams will reach the same minimum goals. If no child gets ahead, then no minimum goals. If no child gets ahead, then no child gets left behind. If parents do not like this child gets left behind. If parents do not like this ggnew law, they are encouraged to vote for new law, they are encouraged to vote for vouchers and support private schools that can vouchers and support private schools that can

t tht th thl t d t th ithl t d t th iscreen out the nonscreen out the non--athletes and prevent their athletes and prevent their children from having to go to school with bad children from having to go to school with bad football playersfootball playersfootball players.football players.

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Step 3 – Focus (UP)Step 3 Focus (UP)

Since No Child Left Behind curriculum hasSince No Child Left Behind curriculum hasnot addressed gifted students and noi ifi t h h d i th isignificant change has occurred in their

learning according to the Fordham Report,how might we as gifted educators addressthe needs of our students so that theythe needs of our students so that theybecome successful 21st Century citizens?

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Step 4 - SolutionsStep 4 Solutions

Realize that teachers don’t have to “teachRealize that teachers don t have to teach to the test.”

Wish on a star that the TEST will go away b l d b th tior be replaced by more authentic

assessment.

Pursue up-to-date models and methods pthat address the 21st Century students.

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Shifting NeedsShifting NeedsShifting Needs . . .Shifting Needs . . .

Schools set up to prepare students for a postSchools set up to prepare students for a post--Schools set up to prepare students for a postSchools set up to prepare students for a postWWII, industrial era must change now to one WWII, industrial era must change now to one that supports the informationthat supports the information--services economy.services economy.

Education system must change from one Education system must change from one focused on basic proficiency to one that focused on basic proficiency to one that encourages innovation, entrepreneurship, and encourages innovation, entrepreneurship, and promotes the use of critical thinking skillspromotes the use of critical thinking skillspromotes the use of critical thinking skills.promotes the use of critical thinking skills.

–– EducationEducation Week: New Skills Seen Essential for Global CompetitionWeek: New Skills Seen Essential for Global CompetitionEducation Education Week: New Skills Seen Essential for Global CompetitionWeek: New Skills Seen Essential for Global Competition

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New Skills Global CompetitionNew Skills Global CompetitionNew Skills … Global CompetitionNew Skills … Global CompetitionAmerican students need to learn a new set of skills, American students need to learn a new set of skills, ,,including innovation & cultural competency, in order to including innovation & cultural competency, in order to be competitive in a global economy.be competitive in a global economy.

Australian National FPS Finals:Australian National FPS Finals:–– Australian National FPS Finals:Australian National FPS Finals:Singapore - Hong Kong - Australia - New Zealand -South Africa

The US’ ability to create an education system thatThe US’ ability to create an education system thatThe US ability to create an education system that The US ability to create an education system that produces these betterproduces these better--prepared students is the “central prepared students is the “central economic competitiveness issue” facing the nation.economic competitiveness issue” facing the nation.

Report from Partnership for 21Report from Partnership for 21stst Century Skills Century Skills

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ConfratuteConfratute –– University of University of Connecticut Summer ProgramConnecticut Summer ProgramConnecticut Summer ProgramConnecticut Summer Program

July 13July 13--24, 200924, 2009

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Academic Competitions as Tools for Academic Competitions as Tools for Diff ti ti i Middl S h lDiff ti ti i Middl S h lDifferentiation in Middle SchoolDifferentiation in Middle School

Differentiating the curriculum has been a challenging Differentiating the curriculum has been a challenging

k f l h b i h bk f l h b i h btask for classroom teachers, but it has become even task for classroom teachers, but it has become even

more challenging after the No Child Left Behind Act more challenging after the No Child Left Behind Act

(2001), because the emphasis in programming and (2001), because the emphasis in programming and

funding in schools has shifted from realizing the funding in schools has shifted from realizing the

individual potential of every student to raising all individual potential of every student to raising all

students to the same level of minimum competency.students to the same level of minimum competency.students to the same level of minimum competency.students to the same level of minimum competency.

Gifted Child Today Gifted Child Today 3636

Differentiation in ProcessDifferentiation in ProcessDifferentiation in ProcessDifferentiation in Process

“Differentiation in process can take place in academic competitions in two principalin academic competitions in two principal ways. The first is the expectation of higher order thinking After acquiring ahigher order thinking. . . . After acquiring a working knowledge base, they collect, analyze synthesize apply and evaluateanalyze, synthesize, apply, and evaluate data.”

Gifted Child Today, Spring ‘08Gifted Child Today, Spring ‘08

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“The second way of differentiating“The second way of differentiatingThe second way of differentiatingThe second way of differentiatingin process is to give gifted studentsin process is to give gifted studentsthe opportunity to work on challengingthe opportunity to work on challengingthe opportunity to work on challengingthe opportunity to work on challengingtasks in groups with their intellectualtasks in groups with their intellectual

””peers.”peers.”

“For example, in the Future Problem Solving“For example, in the Future Problem Solvingcompetition, groups of students work oncompetition, groups of students work oncontemporary realcontemporary real--world problems.”world problems.”

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Step 5 - PlanStep 5 Plan

– SingaporeSingapore – Australia – New ZealandNew Zealand

All with a plan to increase excellence!All with a plan to increase excellence!

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Caulfield Grammar SchoolCaulfield Grammar School99thth Grade Required CourseGrade Required Course99 Grade Required CourseGrade Required Course

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A Whole New MindA Whole New Mindby Daniel H. Pinkby Daniel H. Pink

Describes a seismicDescribes a seismic –– though as yetthough as yetDescribes a seismic Describes a seismic though as yet though as yet undetected undetected –– shift now under way in much shift now under way in much of the advanced world We are movingof the advanced world We are movingof the advanced world. We are moving of the advanced world. We are moving from an economy & a society built on the from an economy & a society built on the logical linear computerlogical linear computer--like capabilities oflike capabilities oflogical, linear, computerlogical, linear, computer like capabilities of like capabilities of the Information Age to an economy & a the Information Age to an economy & a society built on the inventive empathicsociety built on the inventive empathicsociety built on the inventive, empathic, society built on the inventive, empathic, bigbig--picture capabilities of what’s rising in picture capabilities of what’s rising in its place the Conceptual Ageits place the Conceptual Ageits place, the Conceptual Age.its place, the Conceptual Age.

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Moving out of the age of the Moving out of the age of the “knowledge worker” due to . . .“knowledge worker” due to . . .

Material abundanceMaterial abundance

Globalization that is shipping whiteGlobalization that is shipping white--collar collar

work overseaswork overseas

P f l t h l i th t li i tiP f l t h l i th t li i tiPowerful technologies that are eliminating Powerful technologies that are eliminating

certain kinds of work altogethercertain kinds of work altogethercertain kinds of work altogethercertain kinds of work altogether

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Conceptual Age RequiresConceptual Age RequiresConceptual Age Requires Conceptual Age Requires

AA wholewhole new mind:new mind:A A whole whole new mind:new mind:

LL Directed Thinking indispensable but noDirected Thinking indispensable but no–– LL--Directed Thinking indispensable, but no Directed Thinking indispensable, but no longer enoughlonger enough

–– RR--Directed Thinking will be the key to Directed Thinking will be the key to professional achievement & personalprofessional achievement & personalprofessional achievement & personal professional achievement & personal satisfaction.satisfaction.

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LL--Directed ThinkingDirected ThinkingLL Directed ThinkingDirected Thinking

Characteristic of the left hemisphere of theCharacteristic of the left hemisphere of theCharacteristic of the left hemisphere of the Characteristic of the left hemisphere of the brain brain ––

Sequential literal functional textual &Sequential literal functional textual &–– Sequential, literal, functional, textual, & Sequential, literal, functional, textual, & analyticalanalytical

**Emphasized in our schools and in the testing**Emphasized in our schools and in the testingPSAT SAT ACT GMAT LSAT MCAT andPSAT SAT ACT GMAT LSAT MCAT andPSAT, SAT, ACT, GMAT, LSAT, MCAT, and PSAT, SAT, ACT, GMAT, LSAT, MCAT, and Competency TestingCompetency Testing

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RR--Directed ThinkingDirected ThinkingRR Directed ThinkingDirected Thinking

Characteristic of the right hemisphere ofCharacteristic of the right hemisphere ofCharacteristic of the right hemisphere of Characteristic of the right hemisphere of the brainthe brain

Simultaneous metaphorical aestheticSimultaneous metaphorical aesthetic–– Simultaneous, metaphorical, aesthetic, Simultaneous, metaphorical, aesthetic, contextual, & synthetic.contextual, & synthetic.

–– Underemphasized in the Information AgeUnderemphasized in the Information AgeUnderemphasized in the Information AgeUnderemphasized in the Information Age

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Left brain vs Right brainLeft brain vs Right brainLeft brain vs. Right brainLeft brain vs. Right brain

Is there really a difference?Is there really a difference?

What will it mean for students of today?What will it mean for students of today?

What will it mean for teachers of today?What will it mean for teachers of today?

4848

Now I’m really out of here!Now I’m really out of here!Now I m really out of here!Now I m really out of here!

4949

Step 6 - ReflectionStep 6 Reflection

Definition: Careful thought especially theDefinition: Careful thought, especially the process of reconstructing previous actions, events or decisionsevents, or decisions.

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What does this mean for What does this mean for ttteachers of 21teachers of 21stst Century?Century?

W t t h l bj tW t t h l bj tWe cannot teach only core subjects We cannot teach only core subjects

through memorization of rote facts.through memorization of rote facts.gg

We must redesign our classrooms so that We must redesign our classrooms so that

we address both left & right side of the we address both left & right side of the

brainbrainbrain.brain.5151

* The way students learn will* The way students learn will The way students learn will The way students learn will change:change:

L i i d i i lL i i d i i l1.1. Less rote memorization and more critical Less rote memorization and more critical thinking.thinking.

22 Less rote memorization and moreLess rote memorization and more2.2. Less rote memorization and more Less rote memorization and more creative thinking.creative thinking.

33 Students learn to apply knowledge aboutStudents learn to apply knowledge about3.3. Students learn to apply knowledge about Students learn to apply knowledge about one subject area to another subject area.one subject area to another subject area.

4.4. Students learn to apply knowledge to Students learn to apply knowledge to pp y gpp y gtheir real life challenges.their real life challenges.

5.5. Students become engaged in real life Students become engaged in real life learninglearninglearning.learning.

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“The illiterate of the 21st“The illiterate of the 21stThe illiterate of the 21st The illiterate of the 21st centurycentury will not be those will not be those who cannot read and write, who cannot read and write, but those who cannotbut those who cannot learnlearn

Alvin ToflerAlvin Tofler

but those who cannotbut those who cannot learn, learn, unlearn and relearn."unlearn and relearn."

Alvin ToflerAlvin Tofler

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Dan Pink, NAGC Keynote Speaker 2008Dan Pink, NAGC Keynote Speaker 2008A th fA th f A Wh l N Mi dA Wh l N Mi dAuthor of Author of A Whole New MindA Whole New Mind

“Lawyers. Accountants. Engineers. That's “Lawyers. Accountants. Engineers. That's

h t t d t bh t t d t bwhat our parents encouraged us to become what our parents encouraged us to become

when we grew up. Unfortunately,when we grew up. Unfortunately, thosethosewhen we grew up. Unfortunately,when we grew up. Unfortunately, those those

professions professions –– and the thinking styles they and the thinking styles they

embody embody –– might not be the path to the good might not be the path to the good

d i f l lif ”d i f l lif ”and meaningful life.”and meaningful life.”5454

Steel mill town outside of Steel mill town outside of Youngstown OhioYoungstown Ohio

Let me out of here! Let me out of here! (Education in the 1960’s)(Education in the 1960’s)( )( )

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What can you doWhat can you doWhat can you do What can you do to incorporate 21stto incorporate 21stto incorporate 21st to incorporate 21st Century learningCentury learningCentury learning Century learning

in your classroom in your classroom yyand school?and school?

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