n Hcr a 21 Stcentury Literacy

8/8/2019 n Hcr a 21 Stcentury Literacy

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21st Century Literacy SkillsTeachers Can Make a

Difference!

Dr. Debbie Powell

University of North Carolina Wilmington


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Our Childrens Future

Kindergartners today are the class of 2021

Children born today will retire in 2063-

2080 What will the world be like then?

http://www.youtube.com/watch?v=c1KEFgD6Dtg


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The World Has Changed

We have moved into a

more demanding

cognitive age, compelling

people to become better

at absorbing, processing

and combining

information.

Can we learn to

change with it?

Who might our kindergarten children

be working with on an on-the-job

project in 2025?


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Fastest Growing Cities

Cit Ma or Statistics


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Today cities with the largest

populations1. Tokyo, Japan - 28,025,0002. Mexico City, Mexico - 18,131,0003. Mumbai, India - 18,042,0004. So Paulo, Brazil - 17, 711,0005. New York City, USA - 16,626,0006. Shanghai, China - 14,173,0007. Lagos, Nigeria - 13,488,000

8. Los Angeles, USA - 13,129,0009. Calcutta, India - 12,900,00010. Buenos Aires, Argentina - 12,431,000

http://www.worldatlas.com/citypops.htm


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How will this change in 2025?

1. Tokyo, Japan 36.4 million

2. Mumbai, India 26.4

3. Delhi, India 22.4

4. Dhaka, Bangladesh 22

5. Sao Paulo, Brazil 18.3

6. Mexico City, Mexico 21

7. New York City, 20.6

8. Calcutta India, 20.6 mil

9. Shanghai, China 19.4

10. Karachi, Pakistan 19.1

The World Resource

Institute predicts 33

mega cities--those with

populations exceeding8 million--by 2025.

That's up from 21 in

1990, not to mention

two in 1950 (London

and New York). All butsix of the 33 will be in

the developing world.

Tom Van Riper , 2008http://www.forbes.com/2008/03/19/cities-population-

pollution-innovation08-cx_tvr_0319futurecities.html


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The two chief forces reshaping

our world are the changingdemographics and the

technological changes.


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From: Internet World Stats


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Two Paradigms for Globalization

The globalization paradigm leads people to see economicdevelopment as a form of foreign policy, as a grandcompetition between nations and civilizations. Theseabstractions, called the Chinese or the Indians, aredoing this or that.

The cognitive age paradigm emphasizes psychology,culture and pedagogy the specific processes that fosterlearning. It emphasizes that different societies are beingstressed in similar ways by increased demands on human

capital. If you understand that you are living at thebeginning of a cognitive age, youre focusing on the realsource of prosperity and understand that your anxiety isnot being caused by a foreigner.

Brooks, 2008


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Globalization Is an Integral Part of

This GenerationBecause of globalizationthe ongoing

process of intensifying economic, social,

and cultural exchanges across the

planetyoung people the world over need

more innovative thinking skills, cultural

awareness, higher-order cognitive skills,

and sophisticated communication andcollaboration skills than ever before.


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The illiterate of the 21st Century

will not be those who cannotread and write

But those who cannot learn,unlearn and re-learn

Alvin Toffler


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The Transformation

If the world in the 21st Century is going to be

more demanding of our young people, then we

must urge them to higher and higher standards,

more and more qualifications and a dispositionfor learning throughout life.

We recognize that we are calling on schools to

change dramatically, even as they face difficulteconomic challenges and a vigorous discussion

of student achievement and assessment21st Century Partnership


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Schools built on the Industrial Model

wont work in the 21st Century

Time on Task

Standardization ofteaching, learning &assessment

Transmission of knowledge

Over-emphasis on control

Building learning from thepart to the whole

Lack of attention todiversity, individualdifferences, socialization,and collaboration

Narrow view ofeffectiveness and efficiency


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Teachers Need a New Pedagogical

DNAhttp://www.youtube.com/watch?v=l72UFXqa

8ZU


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What Skills are 21st Century?According to 21st Century Partnership Learning Framework:

Critical-thinking and problem-solving skills

Communication and collaboration skills

Creativity and innovation skills

Information and communications technology

literacy

Contextual learningskills

Information & media

literacy skills


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Life and Career Skills

Leadership

Personal responsibility

Ethics

People skills

Adaptability

Self-direction

Accountability Social responsibility

Personal productivity


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Information Literacy Accessing information efficiently and effectively,

evaluating information critically and competently andusing information accurately and creatively for theissue or problem at hand:

5 years ago: information has doubled 2 years ago: technical information has doubled

1 hour ago: electronic information has doubled(Partnership for 21st Century Skills, 2007)

According to the English Language WordClock,we had 997,752 words in our language as of7:30 pm 10/12/08; by April 2009 we will have 1million. Thats about 12 new words a day!

http://www.languagemonitor.com/


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Media or Critical Literacy

Understanding how media messages areconstructed, for what purposes and using whichtools, characteristics and conventions.

Examining how individuals interpret messagesdifferently, how values and points of view areincluded or excluded and how media can influencebeliefs and behaviors.

Possessing a fundamental understanding of theethical/legal issues surrounding the access anduse of information


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According to James Banks

We need a Social Action Approach

Where students share viewpointson social issues and take actions to

help solve them.


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Content of 21st Century

Core Curriculum +

Global awareness

Financial, economic, business andentrepreneurial literacy

Civic Literacy

Environmental awareness


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This Isnt an Add-O

n CurriculumThis:

Is a whole new way of thinkinga new

Pedagogical DNA

Requires modeling in the classroom,

what we expect of our learners

Requires empowerment of teachersrather than limiting them as is called for

in the leadership standard of the new

NC 21st

Century Teacher Standards


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The 1st step is for schools to

restructure curriculum & pedagogy!

Place student engagement

at the center of the curriculum.


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A Day in a 21st Century Classroom

Content Forms the Context for Literacy and MathematicsAbout 6 units a year built around the NC Standards

Inquiry predominate mode of instruction

Organized around a big idea or significant content

Incorporates 21st Century content, skills and dispositions

At least once a year, children are involved in a service learning

project or a real community problem

Reading and Writing Workshop

includes Shared, Guided and Independent Reading and Writing, Word

Study/Spelling, Rich Discussion, Mini Lessons for the Whole Class that

Connect Reading & Writing and Teach Strategies

Mathematics Workshop


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Integrating the Child with their

Social & Physical World throughSchool Experiences

CHILD WORLD

Rather than leaving out science and social

studies to improve reading, we begin with science

and social studies to engage our learners andimprove reading and math!

SCHOOL

EXPERIENCES


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What Literacy Teachers Can Do

Right Away

Recognize the importance of teaching

science and social studies as a rich

context forinnovative thinking skills,

cultural awareness, higher-order cognitive

skills, and sophisticated communication

and collaboration skills and reorganize

their curriculum to put these subjects as apriority.


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What Happens to the Air Pressure?

As you go higher in altitude, air pressure decreases steadily.Air pressure is the force put on a given area by the weight of

the air above it. Air is a mixture of gases. It is made mostly of

molecules of nitrogen and oxygen. Molecules are the smallest

pieces that a substance can be broken into without changing

what the substance is.

The molecules have mass. They are attracted to the Earth by

gravity, so they have weight. Normal air pressure is greatest at

sea level. There the column of air extending above the surface

to the top of the atmosphere is tallest. Sea level air pressure isabout 1.04 kilograms per square centimeter (14.7 pounds per

square inch). As you go higher in the altitude, the height of the

column above you becomes shorter. Therefore the weight of

that column---or air pressurebecomes less.


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Molecules are closer together, or more dense, at sealevel than higher in the atmosphere. Denser airweighs more than an equal volume of less dense air

and pushes down harder. That is why air pressure ishigher at sea level than high in the atmosphere.

Air pressure depends on the weight of its moleculespressing down on a given area. Molecules are closer

together, or more dense, at sea level than higher inthe atmosphere. Denser air weighs more than anequal volume of less dense air and pushes downharder. That is why air pressure is higher at sea levelthan high in the atmosphere.

From: McGraw-Hill. Science. Level 5. pp. D11-12.


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Comprehension Questions

As you travel in a plane to a higher altitude, whathappens to the air pressure?

(The pressure lowers.)

What is air made of?

(It would be correct to say that air is made up ofmolecules, a mixture of gases, or mostly nitrogen andoxygen)

What are molecules?

(Molecules are the smallest pieces that a substance canbe broken into without changing what the substance is.)

What is the air pressure at sea level?

(Sea level air pressure is 14.7 pounds per square inch.)


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How well did you answer the

comprehension questions about air

pressure?

Extremely well Moderately well Not well

1 2 3 4 5


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What Happens to the Air Pressure?

Air pressure is the force put on a given area by theweight of the air above it.

The molecules have mass. They are attracted to the

Earth by gravity, so they have weight. Normal air

pressure is greatest at sea level. There the column of

air extending above the surface to the top of the

atmosphere is tallest. Sea level air pressure is about

14.7 pounds per square inch. As you go higher in the

altitude, the height of the column above you becomesshorter. Therefore the weight of that column---or air

pressurebecomes less.


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Conceptual Understanding

comes BEFOREComprehension

We cant just read about concepts, but it alsoisnt enough to just do hands-on. We needboth.

Vocabulary is the label for the concept. Thehands-on builds the schema for reading.


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On-Going Assessment

Asking yourself, What do these children

already know?

Are they able to ask thoughtfulquestions?

How do they use their skills to find out?

Are they able to draw accurateconclusions from their data?

How do they apply their new knowledge?


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Incorporate Inquiryto allow students to construct

conceptual understandings and solve problems

What is Inquiry? The term inquiry is used in

all subject areas at all levels of education.

It is a method of problem solving based onreflective, rational thinking. The learners

use their own knowledge as well as

outside resources and experiences toinquire and discover acceptable, rational

solutions of their own.Adapted from Sheila Wineman


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We often think of

inquiry as giving kids

freedom to explore.


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But Inquiry is a GradualRelease

ofR

esponsibility

CHILD

The teachers role shifts from center stage to setting up

the learning situations and facilitating learning.


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Finally, involve children with service-learning

projects that can connect them to schools

around the globe

Schools can adopt like-minded sister

schools in other nations. Students in different parts of the world can

work together on special units, developed

and sustained using the Internet, thatfocus on global topics of mutual interest

and relevance.


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Connect to the world! Connect to

adults reading the same books!Connect to penpals!

http://www.epals.com/


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AMajorShift away from Teacher-

Centered to Child-Centered

Constructivist Theory

AMajorShift from Individualism to

CollaborationSocial Learning Theory

A Shift from Skills only to Connecting

Children to ourWorld

Global Awareness

Civic Literacy

Environmental Literacy

Critical Literacy

Technology and Media Literacy

Financial and Economic Literacy

Information Literacy


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Theres so much to LEARN andwhen children have a reason to

engage, the small things we are

beating our heads against thewall to teach will come so much

easier!


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http://people.uncw.edu/powelld/

Debbie Powell [email protected]


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Checklist for Self-Monitoring your Teaching Why am I teaching this to these students? How does it

fulfill their needs? (How does it lead to achieving thestandards in the NCSCS and the 21st Century Skills?)

What is my big understanding or strategy I am teaching?(What are my standard(s) and objective?)

How will this idea or strategy be used by these children,today, tomorrow and in the future?

Is my work impacting the dispositions of my students?

How will my assessment planned for this lesson informme, my students, and their parents about what they have

learned or need to learn next? Who has the primary responsibility for learning in this

lesson? Do I have trust in myself and my children?

How is my teaching consistent with my beliefs and what Iknow about kids?

Brad Walker & Debbie Powell

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n Hcr a 21 Stcentury Literacy