1. LEARNING IN & FOR THE 21 ST CENTURY Revolutionary Learners, Academy20 - July 2011 Kappan, March 2011, p. 57 “See Sally blog. Blog, Sally, blog. Blog, blog, blog.”

2.  Hybrid concepts  Learning in − using the tools, media, context, social/cultural patterns  Learning for − seeking the knowledge & skills needed to thrive in the Information Age  Examples  Scenarios  How get both? Scenarios of learning in & for the 21 st century  Blogging about migration  Math video  Clicker ratings of leadership  E-filing migratory animal reports  MMORPG game design  Word processing oral histories In & For Stevan Kalmon Council on 21 st Century Learning July 2011

3.  Fun  More efficient  Connection to new forms & norms of communication  Cultural context (language, expectations)  Increasing power & scope of learning experiences Learning in − using the tools, media, context, social/cultural patterns Learning for − seeking the knowledge & skills needed to thrive in the Information Age Transitory engagement Substantive engagement Why Learning In? Stevan Kalmon Council on 21 st Century Learning July 2011

4. CDE − 21 st Century Skills & Abilities  Critical thinking & reasoning  Information literacy  Collaboration  Self-direction  Invention CDE − Postsecondary & Workforce Readiness  Application of literacies  Reasoning & argumentation  Problem identification & solving  Information management  Human relations  Analysis & interpretation Why these targets? Why Learning For? Stevan Kalmon Council on 21 st Century Learning July 2011

5.  Classroom culture  Goal setting & progress monitoring  Norms & community development  Assessment  Assessment for learning  Peer & self-assessment  Exhibitions of learnin g  20% project  Inquiry quest  Contests (science fair; History Day)  Community experience Learning For in the NCLB Classroom  Integrating with existing curriculum  “Flipping” the classroom  Information literacy  Collaboration  Reflection Stevan Kalmon Council on 21 st Century Learning July 2011

6.  Authentic Authentic  Multiple subjective measures Multiple subjective measures  Primarily formative Primarily formative Assessment for Learning For “Will this job be mainly true-and- false, multiple-choice, or essay questions?” Stevan Kalmon Council on 21 st Century Learning July 2011

7.  As the Future Catches You (2001), by Juan Enriquez  “Capturing the Value of ‘Generation Tech’ Employees,” by Marc Prensky, in strategy+business enews (6/30/04), www.strategy-business.com/press/enewsarticle/enews063004?pg=0  “Creating Sustainable Learning Communities for the 21st Century,” by Stephanie Pace Marshall. In The Organization of the Future (1997), F. Hesselbein, et al., ed.  Disrupting Class: How disruptive innovation will change the way the world learns (2008), by Clayton Christensen, et al.  Drive: The surprising truth about what motivates us, by Daniel Pink (2009)  “Framing Reform for the New Millennium: Leadership Capacity in Schools and Districts,” by Linda Lambert. In Canadian Journal of Educational Administration and Policy (April 12, 2000)  Grown Up Digital: How the net generation is changing your world (2009), by Don Tapscott  Guided Inquiry: Learning in the 21 st Century (2007), by Leslie Maniotes, et al.  How People Learn: Brain, Mind, Experience and School (2000), by National Research Council Leadership and the New Science (1999), by Margaret Wheatley  Learning for the 21st Century (2003) and The Mile Guide: Milestones for Improving Learning & Education, by Partnership for 21st Century Skills, www.21stcenturyskills.org/documents/  Map of Future Forces Affecting Education and 2020 Forecast: Creating the Future of Learning, by The Knowledge Works Foundation and the Institute for the Future, www.kwfdn.org/map/  The Power to Transform (2006), by Stephanie Pace Marshall  “Preparing Students for Work in a Computer-Filled Economy”, by Frank Levy & Richard Murnane, in Education Week (9/1/04), www.edweek.org/ew/index.html  Social Impact Games: Entertaining Games with Non-Entertainment Goals, www.socialimpactgames.com/  “Taking McLuhan and ‘Medium Theory’ Seriously: Technological Change and the Evolution of Education”, by Joshua Meyrowitz. In Technology and the Future of Schooling (1996), Stephen Kerr, ed.  The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom (1999), by James Stigler and James Hiebert  “Teaching and Learning in the Educational Communities of the Future,” by Margaret Riel. In Yearbook of the Association for Supervision and Curriculum Development (1998), Chris Dede, ed.  “What is Web 2.0 — Design Patterns and Business Models for the Next Generation of Software” (9/30/05), by Tim O’Reilly, www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html Recommended Reading Stevan Kalmon Council on 21 st Century Learning July 2011

8. From…  Summative institutional assessment  Learner as consumer  Broadcast, standardized learning  Emphasis on content  Hierarchical organization To…  Formative collegial assessment  Learner as prosumer  Interactive, personalized learning  Emphasis on skills, habits  Networked organization “Learning is a natural process of pursuing personally meaningful goals,… a process of discovering and constructing meaning from information and experience.” American Psychological Association, quoted in The Power to Transform, p.39 Stevan Kalmon Council on 21 st Century Learning May 2011 From Schooling to Learning

9. How We Learn 9 Industrial Theory — Behaviorism (1900-1960) (Learning = connections between stimuli & responses) Information Theory — Constructivism (1950-present) (Learning = building new knowledge based on what is already known)  Learning externally molded  Presented in ordered chunks  Knowledge acquired in hierarchical progression  Students motivated by rewards & punishments  Student behaviors calibrated based on normalized classifications  Learning internally developed  Acquired in context, based on existing frameworks  Knowledge assimilated through schema  Learner motivated intrinsically and through socialization  Learner supported through assessment and feedback Stevan Kalmon Council on 21 st Century Learning May 2011 National Research Council, How People Learn (2000), pp. 6-12 Linda Lambert, et al., The Constructivist Leader (2002), pp. 11-14

10. Routine Work done by people Routine Work done by machines Creative Work — Research Development Design Marketing/Sales Global Supply Chain Management The New Commission on the American Workforce, Tough Choices or Tough Times (December 2006) Projected distribution of global work In 5 years Prosperous Societies Unemployable Underclass Wealth of Nations: Rich/Poor Gap 1750 — 5 to 1 2000 — 390 to 1 2050 — 1,000 to 1 Juan Enriquez, As the Future Catches You (2001), p. 24 Digital Divide Stevan Kalmon Council on 21 st Century Learning July 2011

11. Use technology to access, manage, integrate and evaluate information, construct knowledge, and communicate with others Source: Partnership for 21st Century Skills www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120 Core Subjects & 21 st Century Themes Learning & Innovation Skills Life & Career Skills Information, Media, & Technology Skills Standards & Assessments Curriculum & Instruction Professional Development Learning Environments  Information Literacy  Media Literacy  ICT (Information, Communications, & Technology) Literacy  Flexibility & Adaptability  Initiative & Self-Direction  Social & Cross-Cultural Skills  Productivity & Accountability  Leadership & Responsibility  Creativity & Innovation  Critical Thinking & Problem Solving  Communication & Collaboration National Skills Standards Stevan Kalmon Council on 21 st Century Learning July 2011

12. American Association of School Librarians, Standards for the 21 st Century Learner, www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm Learners use skills, resources, and tools to: 1.Inquire, think critically, and gain knowledge. 2.Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3.Share knowledge and participate ethically and productively as members of our democratic society. 4.Pursue personal and aesthetic growth. Within each area:  Skills  Dispositions in Action  Responsibilities  Self-Assessment Strategies 21 st Century Learner Stevan Kalmon Council on 21 st Century Learning July 2011

13. DECLARATIVE Know about… PROCEDURAL Know how to.. Science92%8% Mathematics49%51% History98%2% Geography97%3% Language Arts 25% (primary) 50% (older) 75% 50% Source: McREL — www.mcrel.org/standards-benchmarks/docs/process.asp (accessed 1/12/08) Survey of standards across the nation “Industrial” Content Standards Stevan Kalmon Council on 21 st Century Learning July 2011

14. Selected Response Extended Written Response Performance Assessment Personal Communication Knowledge Mastery Can assess recall and application of facts and concepts Good for showing understanding of relationships among facts or concepts Time consuming; hard to identify specific knowledge gaps Time consuming Reasoning Proficiency Can assess some patterns of reasoning Can demonstrate complex reasoning Can infer reasoning through observation of problem-solving Can observe reasoning by asking students “think about” questions SkillsOnly to assess pre-requisite knowledge Can determine skills by observing performance Only when skill involves oral communication Ainsworth and Viegut, Common Formative Assessment (2006) Authentic Assessment Matching learning targets & assessments Stevan Kalmon Council on 21 st Century Learning July 2011

15. Assessment for learning: Where is the student on the journey to learning goals?  Determine strengths  Identify needs  Devise strategies  Provide feedback  Motivate Teacher &student in a learning community Informative Assessment Assessment of learning: How much have students learned at a point in time?  Rank  Sort  Certify competence  Grade  Assure accountability Teacher instructing student Stevan Kalmon Council on 21 st Century Learning Transformative Assessment (2008), by James Popham July 2011

16. Assessment Techniques  Rubric-based self-assessment  Assessment cards  Short-constructed response  Reading letters  Reflection at end of assignments  Reflection at end of class  Traffic light  Thumbs up/thumbs down  Handheld response systems (“clickers”)  Highlighting rubrics  Comparing work to exemplars  Logs or journals  Sorting work examples into categories of performance  Writer’s notebook  Conferencing Source: Research by C2D3 — Colorado Consortium for Data-Driven Decisionmaking Stevan Kalmon Council on 21 st Century Learning July 2011

17. Impact of Formative Assessment Fullan: “Highest Yield Reform” StudyStandard Deviation Gains* Bloom (1984)1.0 to 2.0 Black and William (1998).5 to 1.0 Meisels, et al. (2003).7 to 1.5 Rodriguez (2004).5 to 1.8 * Rivals one-on-one tutorial instruction ** Largest gains for low achievers *1.0 Standard Deviation Score Gain Equals:  35 Percentile Points  2-4 Grade Equivalents  100 SAT Score Points  5 ACT Composite Score Points Source: Research by C2D3 — Colorado Consortium for Data-Driven Decisionmaking Stevan Kalmon Council on 21 st Century Learning July 2011

18. Making Connections From Equipping Every Learner for the 21 st Century, Cisco (2008) http://www.cisco.com/web/about/citizenship/socio-economic/docs/GlobalEdWP.pdf

19. Media Use: Which & When From Equipping Every Learner for the 21 st Century, Cisco (2008) http://www.cisco.com/web/about/citizenship/socio-economic/docs/GlobalEdWP.pdf

20. Web 2.0 Artifacts “The web is about participation, not publishing.” Tim O’Reilly, “What is Web 2.0?”  Connection/Relationshi p  Distributed knowledge, leadership, & expertise  Creating/Prosuming Stevan Kalmon Council on 21 st Century Learning July 2011

21. Create - 6 AssimilationAdaptation Evaluate - 5 Synthesize - 4 Analyze - 3 Understand - 2 AcquisitionApplication * Remember - 1 1 – Possess knowledge in one discipline 2 – Apply knowledge in one discipline 3 – Apply knowledge across disciplines 4 – Apply knowledge to predictable real- world situations 5 – Apply knowledge to unpredictable real-world situations Relevance: Application Rigor : Cognitive Processing Adapted from “Rigor/Relevance Framework,” by Willard Daggett, www.leadered.com/rigor.html (accessed 7-13-08) * “New Bloom’s,” based on Anderson & Krathwohl, A Taxonomy for Learning, Teaching, and Assessing (2001) Rigor & Relevance Stevan Kalmon Council on 21 st Century Learning July 2011