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?
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