21st Century Learning

The best teaching emerges from this simple combination of a good

question and good text – in every subject.

Mike Schmoker

The real path to greatness, it turns out, requires simplicity and

diligence. It requires clarity, not instant Illumination. It demands each

of us to focus on what is vital-and eliminate all of the extraneous

distractions.

Jim

Collins

We have 12 years with our students and almost 1,000 instructional

hours per year. That’s enough to educate almost anyone, but not if

we continue to squander these hours, every day, on nonacademic

activities.

Allen Odden

Learning Outcome

You will understand the three

components to 21st century learning.

Three Components to 21st Century Learning

1. Intellectual/thinking skills - (e.g., argument,

problem solving, reconciling opposing views,

drawing one’s conclusions) DOK Levels

2. Identify Essential Standards-(common core

standards)

3. Authentic literacy – Purposeful reading, writing,

and discussion as the primary modes of learning

both content and thinking skills

Essential Question Of The Day

Knowing the three component to a

viable curriculum, what are ways that

you can implement them in your

classroom?

After seeing the short video what does Ted Robinson say are the

factors that break down our educational system? Do you agree or disagree

and Why?

Changing Education Paradigms

https://www.youtube.com/watch?v=zD

ZFcDGpL4U

After seeing the short video what does Ted Robinson say are the

factors that break down our educational system? Do you agree or disagree

and Why?

Intellectual/Thinking Skills

The Four Intellectual Standards(DOK)

1. Read to infer/interpret/draw conclusions

2. Support Arguments with evidence

3. Resolve conflicting views encountered

in source documents

4. Solve complex problems with no

obvious answer

Identifying Essential Standards

Less Is More

• The highest – achieving countries teach

fewer than half of the standards we teach to

(Schmidt, 2008)

• Singapore, Japan, and China teach to about

a third as many math and science standards

– about 15 per grade level compared to our

50 (Leinwand & Ginsburg, 2007)

Criteria for selecting Essential Standards

• Endurance – will the standard provide students with

knowledge and skills beyond a single test date?

• Leverage - Will the standard provide knowledge and

skills that are of value in multiple disciplines?

• Readiness for the next level – Will the standard

provide the students with essential knowledge and

skills that are necessary for their success in the

next grade level?

Authentic Literacy

Literacy as the Spine

Think of Literacy as the spine; it holds

everything together. The branches of learning

connect to it, meaning that all core content

teachers have a responsibility to teach literacy.

Vicki Philips and Carina Wong,

The Bill and Melinda Gates Foundation

Literacy in Science

• Close Reading - underlining and

annotation of the text

• Discussion of the text – Interactive

Lectures

• Writing of the text informed by close

reading, discussion and annotation

Close Reading

• Anticipatory Set

• Modeling

• Guided Practice

• Independent Practice

Anticipatory Set

• Before reading of text, always be sure to

teach any vocabulary that could impede

understanding

• Establish a purpose for the reading

• The main event: a question or prompt,

linked as often as possible to the

intellectual standards

Modeling

• Model higher order reading skills

• Preview text or textbook

• Read slow or pause for meaning and if

needed reread

• Underline and annotate

• Refer to illustrations

• Numbering paragraphs (to cite evidence)

Guided Practice

Release students to practice by themselves:

reading, note-taking, and annotation.

Always Check for Understanding:

a) Circulate as students underline, annotate, or take notes

b) Have students pair up and share

c) Call on random pairs to share their thoughts

d) Ask students to quick-write while you circulate

Independent Practice

• Allow students to read independently

, underline, annotate or take notes

• Independent Practice is also a good

time to work with students who

might require extra assistance

Discussion of the Text

Discussion and Debate of the Text

• Always cite the text when making an argument

• When disagreeing with another’s conclusions,

argument, or solutions, briefly restate what they

said, don’t interrupt, and be civil and respectful

• Be concise and stay on point

• Avoid distracting tics verbal tics (such; like; you

know)

Types of Discussion

• Whole class discussion

• Fishbowl

• Socratic discussion

• Four Corner Debate

• Individual and group presentations

Interactive Lectures

• The “Hook” , Essential Question,

• Chunk the material

• Formative assessment

• All students should respond multiple times

during lecture

• Check for understanding

Writing of the Text

Writing: Short Reponses

• One or two Paragraphs

• During lectures

• After discussion

• After reading

• To summarize notes

Writing: Formal Papers

• At least two (five Paragraphs essays)

• Mostly completed in class

• Provide outlines

• Go over samples of papers

• Rubric

• www.mikeschmoker.com (write more, Grade

Less)

Essential Question Of The Day

• Knowing the three component to a

viable curriculum, what are ways that

you can implement them in your

classroom?