Strategy+08

Strategy 8 Action Team Page
**We will integrate 21st Century Learning Skills into our articulated curriculum.** Participants Project Timeline @Focus Groups Research Findings [draft] Action Plan Brainstorming Action Plans [final]





Minutes, October 14 We analyzed our strategy, and brainstormed synonyms for the Key words: Entire community Administration, teachers, school board, parents, students Local businesses || Collaborate Home/school Communicate Weave Insert Mesh Intertwine Articulate Combine Join Marry Infused || Global Sustainable Citizen Collaboration Leadership Teamword Communication Tolerance Innovation Creative Thinking, problem solve, Flexibility Technological Competitive Supportive Out-of-the-box, Loyal Respectful, Expert, Confidence Ownership, Responsibility Self-regulated, Sense of self Self-efficacy Positive reinforcement Autonomous, Critical thinking, Don’t forget lunch Wellness Balance, Whole child focus, Empowerment, Accountability, Concept transferability || Plan Road map Promise Contract Understood – implicit and explicit Defined Nuts and bolts Fluid Spiral Builds Scaffolding Open Overt Student centered Whose curriculum? Choice Flexible Manipulative tools Experiential Kids tools Application to the world Empowering kids Love for learning Hands-on || We also answered the questions on the Strategy Analysis Forms, and agreed to fill in the following T-Chart before the October 25 meeting: -more collaborative learning and instruction -more self-directed learning -multiple perspectives and points of view -applied or experiential learning -supporting teachers to **integrate**, not add new -building learners who know how they learn Focus is on both content and process. Global awareness, understanding current dynamics and the basis for these dynamics 21st century skills are both taught to and used by students effectively. The strategy should be age appropriate and flexible, recognizing that different degrees and techniques may be necessary for different ages and different student's strengths. Student input mentoring of students Respect for other peoples ideas Understanding there is more than just their immediate community and what it means to be a global citizen Volunteering Problem solving More self reliance incorporating skills into content knowledge Thinking critically Engaging the learner Student's taking ownership of their education using digital tools New tools for communicating and sharing Multi-tasking, creativity and global education skills of lifelong learners students invested in their own learning independence skills || -creating a new curriculum. -technology as an end, (but maybe as a means) -change for the sake of change -new mandates that are not planned or researched well in advance Complete disregard for century 20 skills. state testing old textbooks, past literature old habits ||
 * We/ Our || Integrate || 21 C Skills || Articulated Curriculum ||
 * Hen Hud community
 * This strategy is about || This strategy is not about ||
 * -integrating 21 C skills into our existing curriculum.
 * collaboration and teamwork
 * problem solving
 * student centered learning
 * preparing students for the future
 * learning computer basics
 * traditional teaching and assessments (lecture, tests, etc)
 * teacher centered classrooms (where teachers make all the decisions)
 * preparing for state testing

October 25th Meeting (6:30-8:30)
 * 1) **What have other schools done in this area?**
 * 2) **What trends are evident in kids' use of 21st Century tools?**
 * 3) **How are 21st Century skills measured/assessed?**
 * 4) **What tools would we use for communicating and sharing?**
 * 5) **How do we take those skills and take it into the classroom?**
 * 6) **Have other schools created scope & sequence of 21st Century skills?**
 * 7) **What does student-centered learning look like?**
 * 8) **How can one assess colllaboration?**
 * 9) **What is the difference between collaboration and group work?**
 * 10) **What does problem-based learning look like?**
 * 11) **How do we become a global student?**
 * 12) **How does one mesh required curriculum with new and evolving knowledge?**
 * 13) **What does collaboration mean? How can it be taught?**
 * 14) **How can one balance the 21st Century skills so they can all be addressed?**
 * 15) **What global skills are necessary?**
 * 16) **How do you engage learners?**
 * 17) **How do we get students to become creative thinkers?**
 * 18) **What are the critical thinking skills necessary for future student success?**
 * 19) **How can we encourage global thinking?**
 * 20) **What techniques are used in other schools?**
 * 21) **How do 21st Century skills spiral from grade to grade?**
 * 22) **Are the 21st Century skills teaching style taught in teacher colleges today?**
 * 23) **How do others address the knowledge gap of teachers to teach this?**
 * 24) **How will 21st Century skills be explained to parents ( especially those who may not be tech savy)?**
 * 25) **How do you gauge the progress of what we are trying to accomplish?**
 * 26) **What professional development opportunities are "out there" for helping teachers integrate 21st Century skills into the curriculum?**
 * 27) **How well do our teachers understand 21st Century learning?**
 * 28) **How can we address the difference the 21st Century learner, the teacher, and the needed skills--what does the literature say?**
 * 29) **How do we assess the needs of students now (where we are) and along the way?**
 * 30) **How will the skill integration effect curriculum?**
 * 31) **How can we mentor students?**
 * 32) **How do we prepare the students for the future?**
 * 33) **How do we get students to take ownership of their learning?**
 * 34) **How do students take ownership of their education?**
 * 35) **How do we encourage a student to take ownership and be self-reliant?**
 * 36) **What elements of 21st century skills are already taught in our K-12 instructional program?**
 * 37) **How do we gauge the progress of what we are trying to accomplish?**
 * **Assessment:****﻿**
 * 1) How are 21st Century skills measures/assessed?
 * 2) How do we measure student growth/progress in this area?
 * **Professional Development:**
 * 1) What professional development opportunities exist currently?
 * 2) How well do teachers understand 21st Century learning?
 * **Standards:**
 * 1) What are the existing 21st Centruy standards (by grade or developmental age)?
 * 2) How do other schools incorporate 21st Century skills at each grade level?
 * **Scope of Skills/21st Century Skills Defined:**
 * 1) What are the critical skills necessary for student success?
 * 2) How do we apply these skills in the classroom?
 * **Communication/Community Support:**
 * 1) How have other schools explained 21st Century skills to parents and how did they build community and parent support?
 * **Students:**
 * 1) How do students take ownership of their learning?
 * 2) How do we encourage students to become self-reliant, creative, and engaged learners?

Introduction/cover page (Alice, Mathew, and Caroline) to address the background, etc.

Sally Simon Mathew Swerdloff || Alice Gottlieb || Brian Klimek Jesse Huang || Nina Levine || November 9, 2010 Meeting 6:30-8:30 AP Conference Room
 * Research Essential Questions:**
 * 1) **What did we find out?**
 * 2) **What implications does this information have for writing Action Plans?**
 * Research Questions || Researchers ||
 * # What are the existing 21st Century standards (by grade or developmental age)?
 * 1) How do other schools incorporate 21st Century skills at each grade level?
 * 2) How do students take ownership of their learning?
 * 3) How do we encourage students to become self-reliant, creative, and engaged learners? || Colleen Ruiz
 * 1. How have other schools explained 21st Century skills to parents and how did they build community and parent support? || Susan Leiman ||
 * # What professional development opportunities exist currently?
 * 1) How well do teachers understand 21st Century learning? || Charlotte Brown
 * # What are the critical skills necessary for student success?
 * 1) How do we apply these skills in the classroom? || Adrienne Szendro
 * # How are 21st Century skills measured/assessed?
 * 1) How do we measure student growth/progress in this area? || Caroline Almeida

*Next meeting is December 7, 6:30-8:30 HS AP Conference Room Standards research template

Action Team Research Template
Researcher: Susan Leiman Research Question: 1. How have other schools explained 21st Century skills to parents and how did they build community and parent support?
 * Sent out parent letters describing the future project for each grade level within the district
 * Every School within the district held a meeting for parents to give them information and address their concerns
 * As the program began, a collection of concerns were gathered and addressed in another information session for the parents
 * Accountability - Let parents know what you are doing to monitor changes you are introducing and how you will know if something is going wrong.
 * Communicate effectively - Speak and write in plain language and define terms when necessary. Use visual aids. Encourage the media to publish an article for the community including school newspaper.

Research Question:
====1. What are the existing 21st Century standards (by grade or developmental age)? ==== ====2. How do other schools incorporate 21st Century skills at each grade level? ====

Pursue personal and aesthetic growth.
==What Does 21st Century Curriculum & Instruction Look Like? == POSTED BY [|21ST CENTURY SKILLS OHIO] ON FEBRUARY 23, 2010 | 1 COMMENT 21st century curriculum & instruction… []

What are standards that incorporate 21st century skills?
====• Typically, 21st century skills standards are existing content standards that have been revised to include skills like critical thinking, problem solving and information and communications technology (ICT) literacy. ==== ====• Additionally, new standards for 21st century content areas such as global awareness, civic literacy, financial literacy and health awareness are needed. ====

Whatdo 21stcentury skills standards look like?
====In West Virginia, all 21st century skills gaps in standards and objectives were identified and addressed. Revisions to existing standards have been completed, and new standards have been proposed. For example, a proposed new standard for ICT literacy states: “The student will access, analyze manage, integrate, evaluate and create information in a variety of forms using appropriate technology skills and communicate that information in an appropriate oral, written and multimedia format.” ====

Technology
==== four different focuses: **media for inquiry ** (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), **media for communication ** (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), **<span style="font-family: Calibri,sans-serif;">media for construction ** (such as robotics, computer-aided design, and control systems), and **<span style="font-family: Calibri,sans-serif;">media for expression ** (such as interactive video, animation software, and music composition). ====

[]
==== Some technology literacy competencies that may be relevant in some situations include: (1) knowing the basic operation, terminology, and maintenance of equipment, (2) knowing how to use computer-assisted instructional programs, (3) having knowledge of the impact of technology on careers, society, and culture (as a direct instructional objective), and (4) computer programming ==== ==== __** List of skills categorized <span style="color: blue; font-family: 'Arial','sans-serif';">Ways of Thinking 1. Creativity and innovation 2. Critical thinking, problem solving, decision making 3. Learning to learn, Metacognition <span style="color: blue; font-family: 'Arial','sans-serif';">Ways of Working 4. Communication 5. Collaboration (teamwork) <span style="color: blue; font-family: 'Arial','sans-serif';">Tools for Working 6. Information literacy 7. ICT literacy <span style="color: blue; font-family: 'Arial','sans-serif';">Living in the World 8. Citizenship – local and global 9. Life and career 10. Personal & social responsibility – including cultural awareness and competence **__ ====

• Environmentally literate?
====<span style="background-color: white; font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 0pt 0.5in;">[] ====

Implications for Specific Action in Hendrick Hudson: We need to revise standards to include 21st century skills.
_ ** Action Team Research Template ** ** Strategy VIII **

** Researcher: ** Brian Klimek

** Research Question: ** “Scope of Skills” – What Did We Find Out?

** Sources Used: ** Took Business/Industry angle and researched corporate preparedness perspective. Started with various leaders in my HR Department at AXA Equitable and then went off on a number of source tangents within industry and online, leading into topics of Corporate Core Competencies, Emotional Intelligence, and how to teach 21st Century skills to adults versus children. More detail is located in Summary of Findings below.

** Summary of Findings: ** <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.25in; text-indent: -0.25in;">(1) Finance industry corporate perspective (GLOBAL): <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">a. Key Values: Team Spirit, Integrity, Innovation, Realism, Professionalism <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">b. Defining Roles: Who is leading? Where are resources coming from? Who are experts in subject matter? What are teams and how do they collaborate? Who supports who and in what fashion? <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">c. Key Drivers and Competencies: BUILD TO GROW (Shared Vision, Building Capability), SHARE TO SUCCEED (Collaboration, Communication), FOCUS ON CUSTOMERS (Market and Customer Knowledge, Service Excellence), CATALYZE HIGH PERFORMANCE (Team Leadership, Change Leadership), LEAD THROUGH ACTION (Performance Driven, Exhibit Values) <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.25in; text-indent: -0.25in;">(2) Emotional Intelligence (EI) Factor <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">a. EI as foundation for leadership and developing EI in youth and adolescents. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">b. The ability to recognize and understand emotions in yourself and others, and your ability to use this awareness to manage behaviors and relationships. This could be an underlying foundation or initiative surrounding this action plan. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">c. One’s EI, or EQ, is the foundation for a host of critical skills: time management, assertiveness, empathy, decision making, change tolerance, stress tolerance, presentation skills, social skills, communication, anger management, accountability, customer service, trust, flexibility. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">d. EQ accounts for 58% of performance in all jobs. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">e. Lots of additional material at [] <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.25in; text-indent: -0.25in;">(3) Teaching Skills at Various Levels <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">a. TONS of material and links on [|http://www.youthleadership.com] <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 1.25in; text-indent: -1.25in;">i. Site dedicated to providing current, creative, and dynamic youth leadership education information; and serving as a resource clearinghouse for individuals who work with youth leaders. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 1.25in; text-indent: -1.25in;">ii. The approach values creating opportunities for youth to learn leadership skills without having to be perfect leaders (after all, name a perfect adult leader!).

** Implications for Specific Action in Hendrick Hudson: ** <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.25in; text-indent: -0.25in;">(1) Define specific skill sets for each grade, creating a logical and reasonable progression <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.25in; text-indent: -0.25in;">(2) Define specific activities or projects that exhibits/requires understanding and use of one or more of the skills to be successful <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.25in; text-indent: -0.25in;">(3) Students will have varying levels of EI – Are there activities where we can bring out certain skills from students that already exhibit them? <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.25in; text-indent: -0.25in;">(4) Create courses or seminars that teach teachers about Emotional Intelligence and how it ties into teaching and learning 21st Century skills <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.25in; text-indent: -0.25in;">(5) This topic can be immensely ‘broad’ – perhaps we should determine focal points and design action plan around them (like teamwork, collaboration, leadership, problem solving, adaptability, tolerance).

Additions from Adrienne:

Action Team Research Template
 Researcher: Adrienne Atwell

Research Question: Confirm understanding of 21st century skills

Sources Used: Interviews with global companies and HR’s

Summary of Findings: __Leadership__
 * __Major Competencies:__**
 * Strategic thinking/ decision making: intelligent, informed, definitive, willing to take an informed stance
 * Ability to set clear direction- articulate goals and priorities
 * Personal integrity
 * Ability to appropriately influence behaviors
 * Enables and energizes others to achieve the highest standards
 * Strong collaborative skills
 * Takes responsibility for decisions and actions of team when in leadership position
 * Considers long term implications of decisions and actions taken

__Technical Competency__
 * Takes intelligent risks
 * Wide and deep knowledge of area of expertise
 * Ability to utilize technology efficiently and effectively to maximize results

__Business Knowledge:__
 * Strong financial understanding
 * Knows how to get things done
 * Solid understanding of business objectives

__External interactions__
 * Able to identify and penetrate new markets
 * Understands cultural differences and is able to work within different cultural settings effectively
 * Understands the global issues influencing markets around the world and the perspectives of individuals within those markets
 * Considers implications of decisions on global economy, markets and populations
 * Understands customer needs and how to meet those needs while meeting business objectives
 * Understands the competitive market and can respond to implications intelligently, creatively and innovatively

__Communications:__
 * Ability to articulate ideas in a concise manner
 * Listens to and understands what others are saying
 * Knows how to express ideas within a multicultural, diverse environment

__Teamwork:__
 * Establishes strong coalitions and networks both within and outside the organization
 * Ability to work with all levels and easily build new relationships
 * Ability to work as a team member effectively to accomplish mutually shared and agreed upon objectives (collaboration)

__Self Management:__
 * Takes responsibility for decisions and actions
 * Manages own work, performance and development
 * Responds to needs of clients and organization with sense of urgency

Implications for Specific Action in Hendrick Hudson: The skills identified are not surprisingly within the categories we have previously defined although “leadership” keeps coming up. Interestingly, the definition of the term leadership seems to be evolving to include collaboration, integrity and enabling others. there was also an emphasis on intelligent, informed decision making. Strategic thinking was also important.

Proposed Outline to organize topics:

CENTURY 21 SKILLS: Research Topics

A. 21st Cenury needs: How do we fare now?

1. Business needs vs skills graduates have- what are busnesses looking for? 2. How do we compare globally: where are we weak? Where are we strong?

B. How do we teach the skills?

1. What successful models are out there?

a. General models used by schools to support development of all skills:

1. Integration into curricula 2. Special programs b. Specifics by topic:

1. Critical thinking/ problem solving 2. Collaboration and team building 3. Effective communication 4. Innovation and creativity 5. Leadership 6. Global skills: language, sustainability, history, geography, economics, culture, world religions/ ethics, governments, communication and technology, science and energy, adapatability/ tolerance

2. What has been done successfully within our district that can be shared?

Action Team Research Template
Researcher: Sally Simon Research Question: How do students take ownership of their learning? How do we encourage students to become self-reliant, creative, and engaged learners Sources Used: (#1 & #2 are ASCD articles) 1) [|http://www.ascd.org/publications/educational-leadership/nov08/vol66/num03/Footprints-in-the-Digital-Age.aspx]  [|2] ) [|http://www.ascd.org/publications/educational-leadership/nov08/vol66/num03/It's-All-About-Relationships.aspx] [|3] ) What 21st Century Learning should look like: [|http://www.ed.gov/technology/netp-2010/what-21st-century-learning-should-look-like]  [|4] ) Teacher Feedback and Student Self Efficacy: [|http://ascd.typepad.com/blog/2010/03/assessment-literacy-is-selfefficacy.html] [|5] ) Book—Engaging Teens in Their Own Learning: 8 Keys to Success: []  6) HABITS OF MIND: [] 7) An example of Habits of Mind in HS. : [|http://www.chsvt.org/wdp/Habits_of_Mind_Curriculum_VT_WDP.pdf]  [|8] ) http://jo-online.vsb.bc.ca/bondi/?p=317

Summary of Findings: Problem-Based Learning (as a teaching strategy) came up over and over in the research…then there are specifics…. *Article #1—Students must be adept at social networking/collaboration using technology/Web 2.0/blogs etc. Article #2—is about relationship building. “Authentic learning relationships build participation.” Also, students needs to be known and appreciated for who they are and feel cared for in order to get them to participate. (NOTE: the article is based on education in England) Article #3—What 21st Century classes look like = differentiated to the learner, Education that goes from a common core to individualized learning. Personalized learning = student motivation. Article #4—is about assessments and student efficacy. Ongoing assessments that students have a say about—not a test as an end point, for example. Student set goals and checkpoints. Learning as fluid. Teachers give feedback, but students use that feedback to create goals and plans for themselves. Article #5—is a section from a book about engaging teens in learning. Active learning—cooperative learning experiences. Article #6 & 7--are about Habits of Mind—the website/organization says—“Our Vision = To create a more thought-full, cooperative, compassionate generation of people who are skillful in resolving social, environmental, economic, and political world problems”—sounds like 21st century to me. Article #8—Just a good article—read it.

Implications for Specific Action in Hendrick Hudson: 1) Find out more about Problem Based Learning as a Teaching Strategy 2) Explore how social networking, global collaboration, blogs, etc =can be used more in the educational arena 3) Revisit the individual learning goals strategy—does it meet the needs of also being a 21st century learner? How can goal setting, etc. be incorporated into school in an efficient way? 4) How can assessments incorporate the student and student choice and be used in more of an on-going way—student portfolios? Online? 5) Find out more about Habits of Mind and how/if they correspond to 21st century learning. NOTE: I find some of these implications to be pedagogical = teaching strategies, student goal setting, assessments, and some to be more about the “child” than academics—i.e. Habits of Mind= teaching the whole child not just content—this may be a paradigm shift. Technology is also a big part in the process for the students we teach (Digital Natives) and future jobs.

11/21/10

Action Team Research Template
Researcher: Charlotte Brown Research Question: What professional development opportunities exist currently? Sources Used: 1. www.novemberlearning.com : a consulting company which offers workshops, consultations on 21st Century skills. Highlights are: · annual conference on Building Learning Communities. This year’s is in July 2011 in Boston. Cost will be about $700 (not including hotel or transportation) · podcasts of interviews with experts are available on website · publications such as //Empowering Students with Technology// and //Web Literacy for Educators// · online courses lasting 4-6 hours ($21 each) · articles such as //Students as Contributors: the Digital Learning Format, Teaching Zack to Think,// and //Creating a New Culture of Teaching and Learning// · information literacy resources · NL offers tailor-made workshops and mini-conferences for districts

2. www.21stcenturyschools.com : is an independent company (cited in the Heidi Hayes Jacobs book) that promotes itself as an agent of change. It offers: · online courses on a variety of topics such as sustainability, 21st century curriculum, differentiated instruction and service learning to name a few ($90-$200) · will offer workshops to groups on various 21st century competencies · has essay on “What is 21st century education?” on website ( http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm )

3. Howard Gardner’s latest book, __Five Minds of the Future__, in which he discusses the five minds (the disciplined mind, the synthesizing mind, the creating mind, the respectful mind, and the ethical mind) leaders will seek. Dr. Gardner is known for his theory of multiple intelligences, which has been an influence in teaching and learning for the past 25-30 years.

4. www.p21.org The Partnership for 21st Century Skills, a national organization that promotes 21st century readiness for each child. The organization was founded in 2002 by the US Department of Education, various corporations and several individuals. It offers various tools in the form of online resources, publications, guest speakers and workshops to reinforce the 3 R’s, which “include: English, reading or language arts; mathematics; science; foreign languages; civics; government; economics; arts; history; and geography” and the four C’s, which include “critical thinking and problem solving; communication, collaboration; and creativity and innovation.” The HHHD district could have two people trained who would then in turn train teachers within the district. The cost is $5000 which includes access to all the organizations resources.

5. Various websites of colleges with graduate programs in education: reviewed Pace, Mercy, Teachers College and found courses in literacy, adolescent education, “Education in Today’s Schools”. The course descriptions were vague and guess that the courses are modified and tweaked as times change. I’m not sure these types of courses are the best options. 6. NCTE (national Council of Teachers of English, www.ncte.org ): The organization includes English language instructors from K to Higher Ed. It offers webinars, e-workshops and resource kits on 21st century literacies, media literacy, and other areas. In addition, it runs an annual conference, which offers sessions for English instructors of all levels of education as well as a summer institute for teachers. (The 2011 institute will be on //Teachers, Students and Families Together: Nurturing Literate Communities//.) A webinar is $129 for non-members and $79 for members. One of NCTE’s resource kits is the Pathways program, which focuses on 21st century literacies and adolescent literacy. http://www.ncte.org/library/NCTEFiles/Pathways/21stPathwaysOverview.pdf 7. National Council of Mathematics Teachers (NCTM- http://www.nctm.org ). the organization offers: · Annual national conference and regional conferences · Resources for math teachers · Various articles and journals for math instructors

8. http://www.intel.com/education/elements/ : offers free online professional development in areas such as //Collaboration in the Digital Classroom//, //Assessment in21st Century Classrooms//, or //Project-based Approaches//.

9. Westchester/Putnam Boces? 10. Other districts in the area?

Summary of Findings:

Implications for Specific Action in Hendrick Hudson:

** Problem Based Learning ** ** What is it? **  · ** Project-based learning **, or PBL, is the use of in-depth and rigorous classroom projects to facilitate learning and assess student competence. Students use technology and inquiry to respond to a complex issue, problem or challenge. PBL focuses on student-centered inquiry and group learning with the teacher acting as a facilitator. · Self assessment and reflection against learning goals allow students to take ownership of their learning, in partnership with their teacher. ** What does it look like ** ** in school? **  · Open ended problems that students solve cooperatively using already mastered skills and “on demand” skills that they discover they need and often find access to themselves**.** · ** IT IS NOT PROJECT BASED LEARNING ** ** How is problem-based learning different from project-based learning? **  Project-Based Learning: __Teacher A__ has her class design and build a city by the end of the semester. The task is defined for them at the beginning with the inquiry bounded. They discuss and explore various aspects of cities, architecture, sewer and other systems etc. Students identify what they believe are the most effective ways to build their city within the boundaries they are given in order to complete their project. Problem-Based Learning: __Teacher B__ has a city designed and built by students as her final outcome the students may not know what that outcome is. The inquiry is very open allowing the students to discover aspects that may not have been apparent. She introduces various scenarios/problems to her students throughout the semester. Each scenario deals with a different aspect of the city. An example would be sewage systems. Given a scenario related to sewage, students identify the FACTS, brainstorm IDEAS about what the problem really is and what they think about the situation. The LEARNING NEEDS they identify for themselves may take them into: How various systems work, alternative sewage systems, environmental issues, the role that soil plays in waste disposal, the impact on the water supply, waste disposal legislation, debates about the pros and cons of public/private operations, water contamination and/or purification etc. generating new FACTS, refining IDEAS and generating new LEARNING NEEDS. The next scenario/problem may take them in-depth into different aspects of water purification systems, building on the knowledge they gained in the previous scenario/problem. At the end of the semester, the city is built, and in-depth research has been done on each piece of the city’s infrastructure. ** What is needed? ** Teacher willingness and training/professional development

** Social Networking ** · Web 2.0, Facebook, etc. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators. · Collaborative online course work for students to interact with their teacher, each other and mentors. Examples: Moodle, Skype Teacher training and the availability technologically like Web 2.o, Moodle, Skype, etc. & Teacher training/professional development
 * What is it? **
 * What does it look like in school? **
 * What is needed? **

** Habits of Mind ** <span style="background: white; font-family: 'Times New Roman','serif'; font-size: 16pt; line-height: 16.8pt; margin: 0in 0in 8.55pt;">Habits of Mind are dispositions that are skillfully and mindfully employed by characteristically intelligent, successful people when they are confronted with problems, the solution to which are not immediately apparent. <span style="background: white; font-family: 'Times New Roman','serif'; font-size: 16pt; line-height: 16.8pt; margin: 0in 0in 8.55pt;">The Habits of Mind as identified are:\Persisting <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Thinking and Communicating with Clarity and Precision <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Managing Impulsivity <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Gathering Data Through all Senses <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Listening with Understanding and Empathy <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Creating, imagining and Innovation <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Thinking Flexibly <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Responding with Wonderment and Awe <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Thinking about Thinking (Metacognition) <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Taking Responsible Risks <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Striving for Accuracy <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Finding Humor <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Questioning and Posing Problems <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Thinking Interdependently <span style="background: white; line-height: 16.8pt; margin: 0in 0in 0pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Applying Past Knowledge to New Situations <span style="background: white; line-height: 16.8pt; margin: 0in 0in 8.55pt 209.15pt; tabstops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Remaining Open to Continuous Learning Teacher incorporate Habits of Mind in various ways. (The Institute http://www.instituteforhabitsofmind.com/for Habits of Mind ) has many practical resources for teachers**.** Teacher training and professional development
 * What is it? **
 * What does it look like in school? **
 * What is Needed? **

Submitted by Sally Simon 12/07/10

From Jesse Huang- research in support of current skills even more important this century for fucus group on what are skills and how are they taught: study skills{

Soft skills: Leadership skills Learning skills Expertise in various displine: Collaboration Adapt changes Communication Innovation

· Time Management · Good Study Habits · The Ability to Set Attainable Goals · Concentration · Good Note-Taking · Completion of Assignments · Review of Daily Notes · Organizational Skills · Motivation. · Commitment

** Effective Study skills are about more than understanding ** ** The value of a schedule ** ** A schedule saves time ** ** Making every hour count ** ** When to study ** ** Studying for lecture courses ** ** Studying for recitation courses ** ** Making and revising a schedule ** ** The Process of Study ** ** How to use your time ** ** Where to study ** ** Strategies ** ** Thinking skills ** ** The SQ3R method ** The SQ3R method has been a proven way to sharpen study skills. SQ3R stands for Survey, Question, Read, Recite, Review. Take a moment now and write SQ3R down. It is a good slogan to commit to memory to carry out an effective study strategy. ** Reading ** ** Getting the Main Idea ** ** Extracting Important Details ** ** Don't Read Aloud to Yourself ** ** Taking Notes ** ** Where to Keep Notes ** ** Outlining Textbooks ** ** Taking Lecture Notes ** ** Surveying, Questioning, Listening ** ** Reviewing and Revising ** ** Research Notes ** ** Taking Examinations ** ** Objective Examinations ** ** Surveying ** ** Knowing the Ground Rules ** ** Answering Easy Questions First ** ** Picking out Key Words ** ** Reading Multiple-Choice Questions ** ** Reading Other Types of Questions ** ** Essay Examinations ** ** Writing Themes and Reports ** ** Reviewing the Topic ** ** Using Correct Punctuation and Grammar ** ** Gathering Materials Before You Write ** ** Preparing an Outline and Writing the Paper ** Once you have your topic, have gathered and organized your materials, it is time to outline your paper. Put your outline on paper! Don't make the mistake of trying to keep everything in your head. Make your outline in the form of main headings or ideas with sub-headings fleshing out the flow of the paper. Using the outline as a guide begin writing begin by asking yourself what the paper is going to say and what conclusions you want to reach. Doing this ahead of time will help keep you focused and prevent you from straying from the purpose of the paper. Making up the outline as you go along almost always results in a less than satisfactory product. Writing is important in hih school and is a key to success in college and in many professions. Become a good writer by writing, revising, and reviewing your work. Don't be afraid to ask other students to critique your work. Try to write in your own natural style, be aware that most good writers go through many revisions, and be prepared to do the same. Writing and test-taking are the end results of developing good study skills. There is no magic formula for success. If you follow the suggestions in this guide, apply them and think about them, you'll have taken a giant step toward becoming a successful student. ** Power Studying Tips for College Students ** The following tips have proven to be extremely powerful guides for organizing, thinking, studying, and learning in college. They represent the best advice of successful college students. They can also work for high school students. ** Study Space ** Tip: Your study space should be as quiet and comfortable as possible. Avoid studying in noisy places such as cafeterias, recreation rooms, or lounges. Tip: When studying, keep a waste basket handy. Tip: Have a consistent place for everything, and above all, keep it there! Tip: Have everything needed for studying handy beforehand. Don't waste valuable time looking for books, notes, of other information. After you have assembled the items you need, put them where you can reach them easily. ** Study Habits ** Tip: Begin studying no less than 30-90 minutes after a meal. Tip: Never study within 30 minutes of going to sleep. Tip: Prioritize! Make a list of what you intend to study, prioritize the list, and stick to it! Tip: If possible, study no more than 30-40 minutes at a stretch. Many students retain more by studying for short periods with breaks in between. It all depends on what you're trying to study, but generally, after a period of study, take a break. Tip: Take study breaks away from your desk or wherever you are studying. Let the break be a time to think about other things. Use some break time to reflect, not constantly review what you have just studied. ** The Classroom ** Tip: Distractions in the classroom are deadly. To help avoid distractions, sit near the front of the class. You're less likely to miss something important, and there are far less distractions at the front than any other location. Tip: Think! Thinking is one of the most important things you can do in class. If you just sit there passively, and not think, class can be deadly. Think about what the teacher is saying BEFORE writing down anything. Writing down each word is a WASTE OF TIME. Reorganize in your mind what the teacher says, and then write it down. This way you will be connecting the teacher's words with HOW you think. If you do this, your notes will make a lot more sense later on. Tip: Pay attention to the course outline or syllabus. Generally, important points and materials are referenced here and repeated. Don't be afraid to ask the teacher if there is something you don't understand. Most teachers will be glad to clarify for you. ** Preparing for Class ** Tip: Efficient students do not underline! Underlining is not a productive way to emphasize textbook material. It's best to use a highlighter. Tip: Read the table of contents of your texts carefully. If the textbooks have chapter summaries, read them first! If you don't understand the material from the summaries, go back and highlight. Take notes on what you have highlighted and review your notes. Tip: Break study material into short segments of length dependent on its difficulty. Remember, concise notes are more powerful than copious notes. Think about the material! Then take notes on what you don't know or are not sure of. ** Test Taking ** Tip: For essay examinations, try the "memory dump" technique. If permitted, write down everything you've memorized - facts, names, dates, ideas, events, and so on BEFORE you do anything else. Sometimes reading through the essay questions can distract you from what you've studied. The "memory dump" technique requires that you write down everything possible BEFORE you begin writing essay answers. This way, you are less likely to forget something important. ** A Final Word ** The study skills presented here depend on one thing, and that is your willingness to WANT to improve and do well in school. If you really don't want to make the effort and sacrifice, no amount of suggestions, ideas, or outlines can help much. You are the one who is responsible for your education, and effective study skills can help you. To that end, one last word of advice -- work smart, not hard.

Skills:

Reading Writing Summarize comprehension Inference Problem solving

Math Sciences: physics, chemistry, biology

Time management Prioritization Presentation skills

Information

Collaboration globally

Soft skills: Leadership skills Adaptability / flexibity Collaboration Negotiation skills

What is college looking for?


 * From Focus Group: Skills- what are they, how do we teach them? Adrienne Atwell, Brian Klimek, Jesse Huang**


 * Researchers: Adrienne Atwell, Brian Klimek, Jesse Huang **

Research Status: · Confirm understanding of 21st century skills · Narrow Scope of “Skills”: Grouped into competencies, skills and knowledge · Implications for writing action plans · Begin to explore “how to teach Century 21 skills

Sources Used: Business/Industry angle: Interviews with global companies and HR experts. Online and text research on 21st century skills, Corporate Core Competencies, Emotional Intelligence, and teaching 21st century skills at various levels. Asia Society Century 21, Singapore math, UN Global Classroom, H Jacobs’s book and other Century 21 sites.

Summary of Findings:

To develop an understanding of “Century 21 Skills” and to focus future efforts, we have researched a broad base of skills often associated with this term. In addition to research through internet sources and other literature, the team interviewed various business leaders to learn what qualities and capabilities companies are seeking in highly qualified candidates. We narrowed the scope of skills by delineating three areas: Competencies, skills and content (knowledge basis). The skills and content will prepare students with the core competencies necessary for this century. We have established the following as a menu we think appropriate for integration into Hendrick Hudson’s curriculum.

A. Major Competencies to consider for HH-based action plans:

(1) Leadership: - Strategic thinking/decision making: intelligent, informed, definitive, willing to take an informed stance - Ability to set clear direction-articulate goals and priorities - Personal integrity - Ability to appropriately influence behaviors - Enables and energizes others to achieve the highest standards - Considers long term implications of decisions and actions taken - Takes responsibility for decisions and actions

(2) Globally Innovative / Locally Focused Mindset: - Able to identify and penetrate new markets - Understands cultural differences and is able to work within different cultural settings effectively - Understands the global issues influencing markets around the world and the perspectives of individuals within those markets - Considers implications of decisions on global economy, populations and the environment - Understands customer needs and how to meet those needs while meeting business objectives - Understands the competitive market and can respond to implications intelligently, creatively and innovatively

(3) Communication: - Ability to articulate ideas in a concise manner, both verbally and in writing - Listens to and understands what others are saying - Knows how to express ideas within a multicultural, diverse environment

(4) Teamwork and Collaboration: - Establishes strong coalitions and networks both within and outside the organization - Ability to work with all levels and easily builds new relationships - Ability to work as a team member effectively to accomplish mutually shared and agreed upon objectives (collaboration)

Summary: Major differences in 21st century comparing to the previous 20th century: - The world becomes flat. The economy, finance, manufacturing, service and labor force are globally intertwined and globally integrated. Successful individuals have to understand what is happening around global in order to understand what happen locally, they have to seek out global opportunities and to become competitive in the global landscape. - Technology connects the globe in a second and in a click. With the technology, we work with people in the other countries, we chat with people in other countries, we hear news around the globe. We travel globally, do business globally and compete in the global landscape.

B. Skills: The skills students will need to achieve Competencies

1) Problem solving/ critical thinking: Students will be faced with faster paced/ new dilemmas and an abundance of information and knowledge that needs to be sorted, filtered and acted upon.

2) Emotional Intelligence: The ability to recognize and understand emotions in yourself and others, and your ability to use this awareness to manage behaviors and relationships.

3) Verbal/ written communication, particularly through new media

4) Creativity/ Innovation: Students who memorize and solely learn by rote, and are disciplined when breaking the rules don’t have the opportunity to create and innovate. Conformity is often a value amongst teens but stifles “out of the box” thinking. Students need to add creativity and innovation and learn when boundaries do matter.

5) Global skills: - Global thinking: Ability to understand global forces and apply the interconnectivity of these forces to one’s situation. (Broad/ Big Picture thinking and decision making).  - global mindset: aware of culture diversities, languages, developments and necessity of gathering news around the globe.  - multi-lingual

6) Technological fluency: Become early technology adopters, use the technology to improve personal efficiency, proficiency in latest technologies.

7) Ethics: being a global citizen to ensure sustainable economies and countries.

C. Content: Furthering the student’s knowledge base to develop competencies: “Although the United States has led the world in high school and college attendance for much of the 20th century, other countries are now catching up and even surpassing us in high school and graduation rates, and in Math and Science achievement”. (Jacobs, Curriculum 21, 2010, pg 98)

1) Math:/ Economic Literacy, engineering sciences 2) Science/ Engineering: Climate Literacy, Biotechnology (DNA), resource and environmental sustainability 3) Social Studies viewed broadly: History, geography, culture, religions, languages (aim for multi-lingual), political systems,, social sustainability, and how these drive and influence world events. ”The pervasive lack of knowledge of foreign cultures and languages threatens the security of the United States as well as its ability to compete in the global market place and produce an informed citizenry” (National Academy of Sciences) 4) English/ Communications: Add verbal skills to visual stimulation- presenting affectively through mass media, communicating verbally through mass media and filtering the multiple messages received. Additionally- communication across disciplines verbally and in writing will be increasingly important (science/ biology, math and economics, engineering)

Next Steps: (Potential ideas for implementation phase)

A. How do we teach the skills? :Some ideas:

<span style="font-size: 11pt; margin-left: 0.5in; tabstops: list .5in left 1.0in list 1.25in; text-indent: -0.25in;">1) Projects: Model UN/ Global classroom project, school to school peer based collaborative models (iEarn, Netaid, Brick Project), <span style="font-size: 11pt; margin-left: 0.5in; tabstops: list .5in left 1.0in list 1.25in; text-indent: -0.25in;">2) Technology: use video conferencing, scype, emailing, etc… to communicate with one another and students of other regions. Complete literacy is necessary with all communication technologies, students can teach the others and the teacher. Research using data analysis., “Visual Learning Magnet” <span style="font-size: 11pt; margin-left: 0.5in; tabstops: list .5in left 1.0in list 1.25in; text-indent: -0.25in;">3) Alliances/liaison: Asia Society, virtual exchanges with other nations <span style="font-size: 11pt; margin-left: 0.5in; tabstops: list .5in left 1.0in list 1.25in; text-indent: -0.25in;">4) Skill/ subject matter integration integration: maps in the English room, climate literacy applied to geography, communications to science, language study to social studies, etc… <span style="font-size: 11pt; margin-left: 0.5in; tabstops: list .5in left 1.0in list 1.25in; text-indent: -0.25in;">5) Application to the real world experience: How are engineers building the tallest buildings? What are LEED standards and who uses them? How has economics driven actions of countries? How can economics be used to solve global crises (Such as Grameen Bank), What caused the great depression? What caused the great recession? What have we done to change these? Why is Britain so interested in stopping and adapting to climate change? How are other countries affected by climate change? How do communication advances affect politics, world affairs? How are results of the DNA project benefiting mankind? What are the ethical dilemmas? Bring in speakers, use field trips and student research in each of the subjects to understand real world application. <span style="font-size: 11pt; margin-left: 0.5in; tabstops: list .5in left 1.0in list 1.25in; text-indent: -0.25in;">6) Simulations: Like model UN, model congress, mock news station <span style="font-size: 11pt; margin-left: 0.5in; tabstops: list .5in left 1.0in list 1.25in; text-indent: -0.25in;">7) Singapore Math: Backing into math- we have a problem, figure out how to solve it. Independent/ student directed learning: teacher presents a problem or task, students work together or independently to problem solve and increase knowledge base, teacher provides direction, correction and insight. Student findings are shared.  8) Exploration of “Google Earth” in conjunction with English books, history, or languages 9) Home and Careers- use “crowd sourcing” to develop products and markets collaboratively and including the consumer 10) Use Social networking to create ”collective intelligence” 11) Research and collect data and analyze. Discern from meaningful and verifiable data and other data. 12) Student exchange programs 13) Apprentice type programs in local and broader community 14) Establish technology labs: - media labs to create news or special reports and broad cast news online. - online hosting labs: to host for all creative ideas from kids.

<span style="font-size: 11pt; margin-left: -0.25in; tab-stops: list 1.0in; tabstops: list 1.0in; text-indent: 0.25in;">B. Bringing it into the curriculum: 1) Teacher focus groups identify what we can remove from current curriculum, where opportunities are within the current curriculum, opportunities for integration, where and how the curriculum can be changed, additional resources needed. 2) Start with one unit/ one change and share 3) Share with other districts 4) Teacher “continuing ed”

Implications for Specific Action in Hendrick Hudson:

§ Tailoring teaching to meet learning styles and needs of both boys and girls § “learning to learn”: helping students maximize learning potential
 * All of the above “competencies” should be considered in efforts to improve critical thinking and problem solving ability
 * Key aspect in teaching skills is defining roles [ Who is leading? Where are resources coming from? Who are experts in subject matter? What are teams and how do they collaborate? Who supports whom and in what fashion?]
 * How to integrate into curriculum?
 * Consideration of Emotional Intelligence [ This could be an underlying foundation or initiative surrounding this action plan.]
 * Define specific skill sets for each grade, creating a logical and reasonable progression
 * Define specific activities or projects that exhibits/requires understanding and use of one or more of the skills to be successful
 * Create courses or seminars that teach teachers about these skill sets and methods of enhancing their programs to influence advancement of the skill sets in students
 * How do we measure success?
 * We must maintain and apply certain core aspects of education which will be even more important when applied to Century 21 skills:
 * Much of this is not new- it is simply good teaching

Submitted by Brian, Jesse and Adrienne 12/12/2010