1. Building Awareness of 21 st Century Skills Instructional Support Services: OCM BOCES Patrick Shaw, Lynn Radicello, Penny Williams, Jeff Craig, & Justine Kolb June 16, 2010

2. Welcome! Introduction Expectations Housekeeping Turn-Key Goals

3. 3 Question Opener What are the two or three biggest changes in society in the last 25-30 years? List two or three skills that students need to address the changes in society you describe above. Looking at the skills you listed above, how intentional is your school in helping students develop those skills?

4. Turn-key Organizer Reflection: Jot down a couple notes about the activity and how you might use it in your setting.

5. Why? Why are you here today? Why is this discussion important? What information do we need to make a case for implementation of the “21 st Century Skills for the Future”?

6. Pbworks.com U-tube video Vision of Students in 21 st Century

7. College Readiness For every 100 - 9 th graders: 68 graduate on time; Of those, 40 enroll directly in college; Of those, 27 are still enrolled the following year; Of those, 18 earn an associates degree within 3 years or a B.A. within 6 years. 82 Don’t Make It! Tough Choices or Tough Times The Report of the New Commission on the Skills of the American Workforce – 12/14/2006

8. Reform and Invest in K-12 Education President Obama will reform America’s public schools to deliver a 21st Century education that will prepare all children for success in the new global workplace. He will foster a race to the top in our nation’s schools, by promoting world-class academic standards and a curriculum that fosters critical thinking, problem solving, and the innovative use of knowledge to prepare students for college and career. http://www.whitehouse.gov/issues/education, 2010

9. ACHIEVE National Governors Association Education Organization 70% s’s do not comprehend complex reading materials 66% s’s cannot think analytically 65% s’s lack appropriate work & study habits 62% s’s write poorly 40% s’s who enter college must take remedial courses 300 instructors who taught 1 st year college The global Achievement Gap, Tony Wagner

10. Career Readiness Skills that are most important for job success when hiring high school graduates Work Ethic80% Collaboration75% Good Communication70% Social Responsibility63% Critical Thinking & –Problem Solving58% Learning-Centered Initiatives, Giselle Martin-Kniep, Ph. D.

11. Global Comparisons Organisation for Economic Co- operation & Developoment PISA – 2003 developed a test of problem-solving skills with the 41 countries involved United States results for 15 year olds: –Overall score = behind 28 countries –¼ of US students scored below level 1 –Finland, Hong Kong, Japan & Korea = 30% scored level 3 in problem-solving –United States = 12% scored level 3 in problem- solving –US Dept. of Education –National Center for Education Statistics

12. The Future India, China, Other Developing Countries producing large numbers of young people with top mathematics and analytical skills Result: Professionals available on the world market in a wide range of fields for a fraction of what U.S. professionals charge Tough Choices or Tough Times The Report of the New Commission on the Skills of the American Workforce 12/14/2006

13. The Global Achievement Gap Tony Wagner 85% of current jobs & almost 90% of fastest-growing jobs now require postsecondary education.

14. The World is Flat Thomas Friedman Global financial & economic ecosystem – highly interlinked system. Growing disparity in the world between rich & poor leads to social tensions, conflicts, extremism, & a less safe world for everyone.

15. The Perfect Learning Storm 4 powerful forces are converging & leading us toward new ways of learning for life in the 21 st century: –Knowledge work –Thinking tools –Digital lifestyles –Learning research 21st Century Skills: Learning for Life in Our Times by Bernie Trilling & Charles Fadel

16. Knowledge Work Collaboration with team members Create and Innovate new products and services that solve real world problems Attract students to technical fields through corporations investing in schools. 21st Century Skills: Learning for Life in Our Times by Bernie Trilling & Charles Fadel

17. Thinking Tools Computer microchips continue to double their processing speed every eighteen months. The density of data we can store doubles every twelve months. The amount of information we can transmit over optical fibers doubles every nine months. 21st Century Skills: Learning for Life in Our Times by Bernie Trilling & Charles Fadel

18. Digital Lifestyles The mental tasks of knowledge work – accessing, searching, analyzing, storing, managing, creating, and communicating information and knowledge – are becoming easier and more efficient as our digital tools for thinking, learning, communicating, collaborating, and working become more powerful, integrated, connected, and easier to use. 21st Century Skills: Learning for Life in Our Times by Bernie Trilling & Charles Fadel

19. Learning Research Authentic learning Mental model building Internal motivation Multiple intelligences Social learning 21st Century Skills: Learning for Life in Our Times by Bernie Trilling & Charles Fadel

20. Catching Up or Leading the Way We thus face a choice of what we want: a diversity of talents, of individuals who are passionate, curious, self-confident, and risk takers; or a nation of excellent test takers, outstanding performers on math and reading tests. From Catching Up or Leading the Way, by Yong Zhao, 2009

21. Four Cs Critical thinking and problem solving Effective communication Collaboration and team building Creativity and innovation …the 3 Rs are not enough!!! America Management Association, 2010

22. Turn-key Organizer Reflection: Jot down a couple notes about the activity and how you might use it in your setting.

23. Take a 15 Minute Break!

24. Moving Education In Central New York

25. Establish Roots

27. What will your story be? Take a few minutes a jot down what the “history books” will say about 2011 and 21 st Century Skills in your district…

28. Turn-key Organizer Reflection: Jot down a couple notes about the activity and how you might use it in your setting.

29. 21 st Century Skills rainbow

30. Student Outcomes

31. Support Systems

32. Student Outcomes

33. Jigsaw Activity Look on the back of the “student outcomes” framework definition document for your colored dot. Gather with your colored dot group and read the part of the rainbow your colored dot corresponds to. Develop a visual and a short 3-5 minute explanation of your group’s section of the rainbow to present to the group. You have 30 minutes. Poster paper, markers, & stickies are up front! Help Yourselves!

34. Present your Visual! Each group will have 3-5 minutes to present their visual on their section of the rainbow. Please use the handout to take notes on other groups’ sections of the rainbow!

35. Turn to a partner... Answer the questions, –Is this an effective way to begin teaching the basics of the rainbow? –What could we do differently? Now share your answers with your table group.

36. Lunch! We will begin the afternoon session at 1:00

37. Turn-key Organizer Reflection: Jot down a couple notes about the activity and how you might use it in your setting.

38. 21 st Century Skills in Action Let’s Read pg. 46 21 st Century Skills: Learning for Life in our Times. Watch the video on the SARS project and keep in mind the question: “How does the SARS project align to the skills of your team’s section of the rainbow?”

39. How does the SARS Project align with the skills in your section of the Rainbow? Life & Career Skills Pg. 73-86 Learning & Innovation Pg. 49-59. Information, Communication, & Technology Skills Pg. 61-71 Core Subjects & 21st Century Themes Go to the SARS Website. http://library.thinkquest.org/03oct/00738/ 1.Read or “view & explore” your rainbow color’s assigned section. 2.As a team answer the question, “How does the SARS project align to the skills in your section of the rainbow?” 3.Make sure you can all answer the question. 4.Break into table groups that include at least one member from each section of the rainbow. 5.Each person shares the answer to the question for your rainbow section.

40. Turn to a partner... Answer the questions, –Is this an effective way to recognize how a project can align to the skills of the rainbow? –What could we do differently? Now share your answers with your table group.

41. Turn-key Organizer Reflection: Jot down a couple notes about the activity and how you might use it in your setting.

42. What support(s) might you need in order to increase awareness in your district?

43. 6 Steps to Implement 21st Century Skills

44. Increasing Awareness It is important that all members of the educational community understand and believe in a vision for 21st Century learning. An understanding of our changing world and the changing postsecondary landscape is critical. In this step, a variety of activities, strategies and collaboration can create the broad support needed for change. You are here

45. Assessing Your Current State Use a variety of tools, including an on-line tool, that will provide you with specific information about the implementation of 21st Century Skills in your schools and districts. Reach out to the educational and business community for their input. These data provide a starting point for districts.

46. Narrowing to a Manageable Number of Skills Use the assessment data (from step 2) to identify and prioritize a manageable number of skills to begin with. Consider district initiatives to ensure alignment and coherence. Many districts customize the Framework for 21st Century Skills to be parallel with district instructional frameworks and long-term vision.

47. Planning All successful implementations begin with a common set of definitions. Using a protocol developed by Allison Zmuda, stakeholders work collaboratively to define their identified, manageable handful of skills. Continua are collaboratively developed to describe the various levels of each prioritized skill. Gap analyses are conducted to illuminate necessary adjustments to programs and curricula.

48. Implementation Based on their skill definitions, continua, and gap analyses, districts identify the action steps for: School Leadership Professional Development Curricula Instructional practice Assessments Learning Environments Partnerships Instructional Technology

49. Evaluation and Continuous Improvement Gathering more data to monitor progress is essential. Several tools are available to assist districts with this critical stage. Once progress is made with the implementation of your first manageable handful of skills, districts can attend to the next skills in their next handful.

50. Building Awareness of 21 st Century Skills Instructional Support Services: OCM BOCES Patrick Shaw, Lynn Radicello, Penny Williams, Jeff Craig, & Justine Kolb June 16, 2010