Pedagogy for Building 21st

Century SkillsWhy Collaboration is Part of Global Education

and How We Can Teach it.Katy Field- Providence Day School- Charlotte, NC

The Essential Questions:

How have globalization and the ICT revolution changed the social, emotional, intellectual, and practical needs of our students?

What are the most important things we need to teach our children in the 21st century?

How can pedagogy reinforce the development of particular skills and dispositions within our students?

The New Ideal

www.VerizonWireless.com/smallbusiness

http://www.youtube.com/watch?v=MUcpCB7Wls8 Suzie’s lemonade “stand” ideal ICT = the new tool, but what kind of a skill set

& dispositions does this girl have to have to make this ideal a reality?

The Business Guy

Tony Wagner (The Global Achievement Gap) Critical Thinking & Problem Solving Collaboration & Leadership Agility & Adaptability Innovation & Entrepreneurialism Effective Written & Oral Communication Accessing & Analyzing Information Curiosity & Imagination

The Cultural Guy

Richard Sennett (The Culture of the New Capitalism; The Corrosion of Character: The Personal Consequences Of Work In the New Capitalism) Sense of self eroding Lack of connectivity, community, and place Instability & inability to plan for long-term Lack of social bonds based on trust

The Cheerleaders

Ken Robinson http://www.youtube.com/watch?

v=zDZFcDGpL4U

Daniel Pink (A Whole New Mind) http://www.ted.com/talks/lang/eng/

dan_pink_on_motivation.html

Social Entrepreneurship

Chris Gergen (Life Entrepreneurs: Ordinary People Creating Extraordinary Lives)

Elements of an Entrepreneurial Mindset Discovering one’s core ID Awakening to opportunities Envisioning the Future Developing Goals & Strategies Building Healthy Support Systems Taking Action and Making a Difference Embracing Renewal & Reinvention

Leadership Skills of a Social Entrepreneur

Chris Gergen’s Social Innovation Leadership Competencies

Leader of Self

Collaborator

Innovator Change Maker

Critically Reflective

Empathetic Careful Observer

Passionate About Social Change

Learning Oriented

Good Listener

Integrative Thinker

Results Driven

Opportunistic

Persuasive Experimenter

Persistent

Self Aware Connector Resourceful Adaptive

Resilient Flexible Visionary Courageous

Optimistic

Bottom Line

We’re preparing for fluidity, horizontal movement, and constantly evolving jobs--not factories and life-long, hierarchical career structures

Web 2.0 socio-emotional division and niche building students have unprecedented access to see and hear different people, but lack the, safe/nurturing communities, informal arbiters, and natural consequences & conversations that induce learning socio-emotional skills & dispositions

Thus, our students need knowledge, skills, and character—and a change/action mindset

Providence Day School’s Version of 21st Century Performance Standards

Investigate and understand different worldviews, social needs, and the complexity of issues in our local, national, and global communities.

Work and communicate respectfully with different peoples, both in our school community and in the larger world around us.

Develop innovative, creative, and viable strategies to approach local, national, and global problems.

Identify and utilize resources responsibly

Act ethically and with personal integrity to pursue intentional, life-long stewardship.

Skills & Character Dispositions Inherent to PD’s 21st Century

Curricula

Creativity, Innovation, Critical Thinking, Problem Solving, Communication, Collaboration, Leadership, Entrepreneurship

Empathy, Open-Mindedness, Humility, Confidence, Courage, Patience, Self-Motivation, Integrity, Altruism, Respect, Perseverance, Responsibility Conscientiousness, Inclusiveness

How Do We Construct Learning?

Bloom’s Taxonomy Cognitive: mental skills (knowledge) Affective: feeling & emotional growth

(attitude) Psychomotor: manual of physical skills (skills)

http://en.wikipedia.org/wiki/Bloom's_Taxonomy

http://www.nwlink.com/~donclark/hrd/bloom.html

Bloom’s Cognitive Domain

21st Century Skills that = Higher Order Thinking within Bloom’s Cognitive Domain: Analysis, problem solving, critical thinking,

creativity, innovation

Bloom’s Affective Domain

Receiving: student pays attention

Responding: student reacts

Valuing: student attaches a value to a phenomenon

Organizing: student can compare, relate, elaborate on values

Characterizing: value influences students behavior

21st Century Dispositions that Fall within Bloom’s Affective Domain: Empathy, Open-Mindedness, Humility, Confidence, Courage, Patience, Self-Motivation, Integrity, Altruism, Respect, Perseverance, Responsibility, Conscientiousness, Inclusiveness

Bloom’s Psychomotor Domain

Perception: Observes & is able to detect non-verbal communication cues

Set: Reaction & readiness to act

Guided Response: Imitation, reproduction, & practice

Mechanism: Responses become habitual, easy ,& proficient

Complex Overt Response: Responses are automatic, subconscious

Adaptation: Rearranges or reorganizes actions to react with more complexity

Origination: Creating new patterns

21st Century Skills that Fall within Bloom’s Psychomotor Domain: Collaboration, Leadership, Entrepreneurialism, Adaptability

How can we Teach Psychomotor-esque “Soft” Skills?

Fishbowl Activities

Best Use: To introduce & practice the process of reflectivity

Structure: Inner circle is given a task to complete (often

with specific guidelines) Outer circle observes silently, taking notes in

a double column manner Roles reverse Debrief: what did 2nd group change? why?

Improvisation

Best Use: To prepare a group for collaborative work Teambuilding

Structure All improv is based on the theory of “Yes,

and…”

Teambuilding vs. Improv

All improv is inherently teambuilding, but not all teambuilding is inherently improv

Using teambuilding activities to complement improv Teambuilding share a bit about yourself,

learn a bit about others Journal Days (Miis, Song, Fire, Compass

Points)

The Paradigm Shift

Learning How to Learn

Teacher as Conductor, not Instructor

Student-Centered Learning (“Whoever does the work, does the learning”)

Final Thought

Work is Predicated on Creating a Nurturing Space The “aha!” moment must be followed with the “woo-hoo!”

moment (Video Logs for Research Essays & Campus Activism Project)

Argument for portfolio, informal assessment (grade for quality of reflectivity/follow up during process & final product)

Shift how you think about Grading & Lesson Planning (Differentiation in Disguise) Julia Trethaway & Ethan Cancell Personal emails & conversation model reflection, value the

individual’s voice Experiential learning works best if a student is already valued

and feels invested in the same goals

Contact Info

Katy.Field@providenceday.org