Transcript Client Name: 32-Point Bold

21st Century Knowledge and Skills:
Reinventing the School Experience
Bob Pearlman
[email protected]
http://www.bobpearlman.org
ISAS Head’s Meeting
Fort Worth, Texas
November 3, 2003
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Released
Monday,
July 7,
At NECC
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What if we
asked the kids?
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School I'd Like competition
The Guardian Newspaper
http://education.guardian.co.uk/schools/story/0,5500,501374,00.html
High Schools are
“Institutions of today run on the
principles of yesterday”
-- 15-year old British girl, 1967
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School I'd Like competition
The Guardian Newspaper
http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

The school we'd like is (2000):

A beautiful school with glass dome roofs to let in the light, uncluttered
classrooms and brightly coloured walls.

A safe school with swipe cards for the school gate, anti-bully alarms, first
aid classes, and someone to talk to about our problems.

A listening school with children on the governing body, class
representatives and the chance to vote for the teachers.

A flexible school without rigid timetables or exams, without compulsory
homework, without a one-size-fits-all curriculum, so we can follow our own
interests and spend more time on what we enjoy.
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The School that I’d Like, 2000

A relevant school where we learn through experience, experiments
and exploration, with trips to historic sites and teachers who have
practical experience of what they teach.

A respectful school where we are not treated as empty vessels to
be filled with information, where teachers treat us as individuals,
where children and adults can talk freely to each other, and our
opinion matters.

A school without walls so we can go outside to learn, with animals
to look after and wild gardens to explore.

A school for everybody with boys and girls from all backgrounds
and abilities, with no grading, so we don't compete against each
other, but just do our best.
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“If I Could Make a School”
by student Pooja Agarwal, (Learning and Leading with Technology,
November 2001), Student Technology Leadership Symposium, June
23-24, 2001, held in conjunction with NECC, by the International
Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook
•Institute problem-based, discovery-based, and inquiry-based
curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences
•Build relationships and “animated mutual learning” between adults
and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their
work.
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The School that I’d Like
Safe
Experience
Respect
Real
Personal
Workspace
Interests
Tools
World
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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly
different from today?
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The First Recession of the New Millennium
Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and
Telecommunications sectors go bust
Fall, 2001 to present – The Blue Chips
drop 50%
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What region or
regions will be best
poised to grow during
the next recovery?
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Internet Cluster Regions – U.S.
Seattle —
“Silicon Forest”
Chicago
“Silicon City”
New York —
“Silicon Alley”
San Francisco
“Multimedia
Gulch”
Washington, D.C.
“Silicon Dominion”
Silicon Valley
Research
Triangle
“Silicon Triangle”
Los Angeles
“Digital Coast”
Austin —
“Silicon Hills”
Boston
“Route 128”
Atlanta
“Capital of the
New South”
Miami
“Silicon Beach”
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Houston
 4th
largest city in U.S.
 10th
biggest Consolidated Metropolitan
Statistical Area (CMSA) in U.S.
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Global Internet Cluster Regions
Canada
“Silicon Valley North”
United Kingdom
“Silicon Kingdom”
Scandinavia
“Wireless Valley”
Japan
“Bit Valley”
Germany
“Silicon Saxony”
China/Hong Kong
“Cyber Port”
France
“Telecom Valley”
Israel
“Silicon wadi”
India
Singapore
“Intelligent Island”
United States
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Silicon Valley, 2000
40% of
workforce
in 7
high-tech
clusters
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Silicon Valley, 1970
VALLEY OF HEART’S DELIGHT
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1992-2001 The longest expansion in US History
•H1-B visas
•The rise of Bangalore
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USA Work and Travel Program
Czech students pose at a fast food
restaurant in Fremont, Ohio
Concession operator at an amusement park
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What’s the connection
between economic
success and student
success?
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The Old Formula:
Education => Student Success
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So what do kids
need to know and
be able to do?
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SCANS Workplace Know-How (1991)
Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time,
money, materials, and workers;
•Interpersonal Skills -- negotiating, exercising leadership, working with
diversity, teaching others new skills, serving clients and customers, and
participating as a team member;
•Information Skills -- using computers to process information and
acquiring and evaluating, organizing and maintaining, and interpreting and
communicating information;
•Systems Skills -- understanding systems, monitoring and correcting
system performance, and improving and designing systems; and
•Technology utilization skills -- selecting technology, applying
technology to a task, and maintaining and troubleshooting technology.
Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S.
Department of Labor
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SCANS Workplace Know-How (1991)
The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing
arithmetic and mathematical concepts;
•Thinking Skills -- reasoning, making decisions, thinking creatively,
solving problems, seeing things in the mind's eye, and knowing how to learn;
and
•Personal Qualities -- responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty.
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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department
of Labor
A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S.
Congress
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Preparing Students for the 21st Century, 1996, American Association of School Administrators
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)
•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills and Networking
•No one asks about your formal education
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Released
Monday,
July 7,
At NECC
www.21stcenturyskills.org
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How do students
get these skills?
Do students want
to get these
skills?
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Summary of findings
 The
workforce gap in Silicon Valley, comprised of unfilled positions, outside
recruits and commuters, has increased by over 25% since 1997 and cost
business more than $6 billion a year in 2000.
 High
access does not appear to translate into high awareness of or motivation
to pursue technology careers.
 Motivation
to pursue technology careers is less among females than males.
 Social
networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers
 There
are fewer technology related networking opportunities for Hispanics
and African Americans than for Asians and Whites.
“Social networks that can bridge across geography, race and class are key to success in
the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring
that provide information about what skills are necessary and a vision of how acquiring
them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?
Awareness
Interest
Motivation
Preparation
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Strategies that Make a Difference
 Engagement
 Hands-on
 Adult
connections
 Internships
 Real
World immersion
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The New Formula:
Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks
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There is a big difference between a successful school and a
school of successful students!
•Academics, technology access, and
career information are the foundation,
but they are not enough
•Equally important is student
motivation stimulated by experience,
adult and real world immersion, and an
expanding social network
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Design
Criteria
Kids Needs:
•Safe
•Respect
•Personal
•Interests
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•Experience
•Real World
•Workspace
•Tools
•Personalization
•Common Learning Goals
Design
Principles
•Adult World Immersion
•Performance-Based Student
Work & Assessment
Program, Facility, Transitions, Exhibitions,
Advisories, Technology, Projects, Portfolios,
Internships, Size and Teams
Design
Elements
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Stages of Educational Technology Implementation
Target Tech 1 -Ubiquitous
Target Tech 2 -Early Network
Effects
Target Tech 3 -Significant
Network Effects
Target Tech 4 -Replication and
Dissemination
Large numbers of Computers for both teachers
and students. Use in most classes and
subjects on a daily basis.
2 to 1 or less
100% or more;
Direct connectivity
and Adequate
Bandwidth
1 to 1
Widespread use of common platforms like
student lessons and administrative
applications. Common network folders.
1 to 1
100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access
Managed e-Learning Environment. Schoolwide
Intranet for all programs and access from
home for students and parents. Integration
across courses and common development of
student’s 21st century skills.
1 to 1
100% or more;
Direct
connectivity,
Adequate
Bandwidth, Home
Access, Web
Hosting
Mature managed e-Learning Environment.
School instructional and communication
resources available 24/7 to students, teachers,
and parents. Ready for replication to and use
by other schools.
http://www.bobpearlman.org/BestPractices/Stages.htm
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Reinvent the School Experience!
Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology
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Bob Pearlman
[email protected]
http://www.bobpearlman.org
"New Ingredient for Student Success: Social Networks"
http://www.bobpearlman.org/Articles/Student_Success.htm
“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
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