Presentation on theme: "Gallery of Lost Students"— Presentation transcript:
1Gallery of Lost Students Take a paper plate and draw the face of a lost student you know.Give your student a fictitious name.Add your student to the Gallery of Lost Students.
2Understanding 21st Century Learners Jan S. Zuehlke, Ph.D.
3Are children’s brains different today? A newborns brain makes connections at an incredible pace as the child absorbs its environment. The richer the envornment, the more connections that are made.Think about the differences between what children of the 50’s, the 70’s, and the 90’s.Children have become accustomed to rapid sensory and emotional changes in their environment.Sensory preferences of students today arevisual 46%kinesthetic tactile 35%auditory 19%There are numerous learning style surveys that are available so that you can identify your learning style.
4Kids are different today. This is a great quote from Hawkins and Graham’s book written in 1994 about how kids are different today. Just read the quote on the next few slides or have participants read it to themselves.Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
5Not because of their clothes or their secret codes or their music. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
6They are different because of some basic physiological phenomena. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
7Kids react while the older generation reflects. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
8They are random while we are sequential They are random while we are sequential. They are holistic while we are linear.Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
9Their predominant sense is motion and touch whereas ours is hearing and seeing. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
10As learners, they experience while we intellectualize. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
11The concern is that schools will not or cannot adjust to these differences in time. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
12The concern is that we are using the excuse that kids don’t want to learn when, in fact, they do. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
13They just must learn differently. The question is: what are we doing differently to help the X Box generation learn in the way that is comfortable for them, not for us.Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
14How has the world changed in the last 150 years?
15“It’s hard to imagine any way in which it hasn’t changed “It’s hard to imagine any way in which it hasn’t changed. Children know more about what’s going on in the world today than their teachers, often because of the media environment they grow up in. They’re immersed in a media environment of all kinds of stuff that was unheard of 150 years ago, and yet if you look at school today versus 100 years ago, they are more similar than dissimilar.”Peter Senge, Massachusetts Institute of Technology
18Six Critical Elements for 21st Century Learners Emphasize core subjectsEmphasize learning skillsUse 21st century tools to develop learning skillsTeach and learn in a 21st century contextTeach and learn 21st century contentUse 21st century assessments that measure 21st century skillsPartnership for 21st Century Skills. Learning for the 21st Century.
19Three Key Learning Skills Information and Communication SkillsThinking and Problem-Solving SillsInterpersonal and Self- Directional SkillsPartnership for 21st Century Skills. Learning for the 21st Century.
20Financial, Economic, and Business Literacy 21st Century ContentGlobal AwarenessFinancial, Economic, and Business LiteracyCivic LiteracyPartnership for 21st Century Skills. Learning for the 21st Century.
21What implication does this have on teaching social studies in the 21st century?
22Why is it Important to Teach Social Studies? Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy.National Council of Social Studies
24Culture is about a person’s whole way of life. Culture is learned behavior, not something you are born with.You learn how to act, feel, and think, as well as how to behave.You also learn culture through language.Culture is powerful because it shapes you and who you are.Cultures can be the same or they can be different.
25Culture Bag Assignment Thinking about who you are and yourculture, create a bag to bring to class toshare with your fellow classmates. You canuse a clear baggie or create your ownspecial bag. Put pictures or artifacts in thebag that represent you and your culture.
26What country dressed you today? Find someone you don’t know and introduce yourself.Look at the label in one article of clothing you wore today.What country made this garment?Talk to your new friend about the country.
27“Coathanger Concepts” Objective: To help students build “folders” or concepts to have a place to “hang” the facts as they progress through the grades.
28Pick a Concept from the TEKS FreedomDemocracyCitizenshipAgricultureTransportationSystemsImmigrationInventions
29Materials Needed: Wire Coathangers Construction Paper Markers Scissors Glue Yarn Old Magazines
30Directions:Select a concept from the TEKS and brainstorm it’s meaning.Define the concept (in “kid” language).Find some examples/non-examples of the concept.State the historical significance of the conceptState the general significance or overall importance of the concept
31Put the information about your concept on construction paper cut outs and attach to a coathanger to make a mobile. Display from the ceiling in the classroom.
32Concept Historical General Definition Examples/ Non-examples SignificanceSignificance
34Interactive Student Notebook Preview (Hook)*allows students to reflect upon or experience something that connects directly to the content or thought process that will be addressed in the right side notes*is engaging, interesting, and thought-provoking*is open-ended*is quick (3 to 4 minutes), does not have to be completely finished.Processing (Sinker)*cannot be completed successfully unless the information from the right side notes is used*requires thinking beyond the recall level*is engaging, challenging, and interesting*can be completed after classNotes (Line)*students create or contribute to the content of the notes*notes are organized in ways that make them engaging and easy to understand*model for students how to think graphically or use outlines*the note-taking itself involves processing informationAvoid:*having students copy notes off the overhead, board, or out of the textbook*giving students a page to paste in as right side notes when there is no students involvement with the pageAdapted from History Alive!
35HOOK-LINE-SINKERThe “Hook” is an activity that taps students’ prior knowledge.The “Line” consists of class notes or other information given to the students by the teacher.The “Sinker” is any activity or performance assessment that allows students to process what they have learned.
36Resources for Teaching in the 21st Century History AliveMini-SocietyProject CRISSThinking Maps
37Check the statements that apply to you. How Do You Learn?Check the statements that apply to you.Adapted from The 4MAT System, About Learning
38Are you a Type One Learner? They learn by feeling their experiences.They take time to reflect and ponder their experience.They learn primarily in dialogue, by listening and sharing ideas.They excel in viewing ideas from many perspectives.They have highly developed imaginations.They thrive on lots of reflecting time, especially when pondering new ideas.They tackle problems by reflecting alone and then brainstorming with others.Their favorite question is “Why?”Adapted from The 4MAT System, About Learning
39Adapted from The 4MAT System, About Learning Are you a Type Two Learner?They learn by thinking through experiences, judging the accuracy of what they encounter, examining details and specifics.They take the time to reflect and ponder on what they experience.They excel in traditional learning environments and are thorough and industrious.They look for structure.They thrive on stimulating lectures and readings.They are systematic.They tackle problems with logic and analysis.Their favorite question is “What?”Adapted from The 4MAT System, About Learning
40Adapted from The 4MAT System, About Learning Are you a Type Three Learner?They learn by thinking through their experiences, judging the usefulness of what they encounter.They take the time to figure out what can be done with what they learn.They excel at down-to-earth problem solving, often tinkering to make things work.They seek to get to the heart of things.They work for deadlines and “keep to the plan.”They like to be considered competent.They tackle problems quickly, often without consulting others.Their favorite question is “How does this work?”Adapted from The 4MAT System, About Learning
41Adapted from The 4MAT System, About Learning Are you a Type Four Learner?They learn from their perceptions and the results of their experiences. They are open to all manner of sensory input.They consider the possibilities of what they learn.They learn primarily through self-discovery.They excel at synthesizing.They are flexible and flourish in challenging situations.They thrive on chaotic situations.They tackle problems with their intuition.Their favorite question is “What If?”Adapted from The 4MAT System, About Learning
42Why? What? How? So What? What If? So What?What If?Why?What?How?Before you show this slide, have participants take a blank piece of paper and draw a circle. Then have them divide it into fourths. Begin at 12:00 and in the first quadrant from 12:00-3:00 put the question, Why? From 3:00-6:00 put the question What? From 6:00-9:00 put the question How? And from 9:00-12:00 put the question So What or What If?Explain that these four questions should be asked about every lesson being taught. We need to always be able to answer the question “why is this important to know” to students or we need to question ourselves if it’s worth their learning it. Have participants think about their own learning experiences and the things that they never really understood why they needed to know them.Show the slide and then present the next four slides that contain questions about each quadrant.
43Adapted from The 4MAT System, About Learning HookSINKERSo What?What If?Why?What?How?LineAdapted from The 4MAT System, About Learning