PREPARING STUDENTS FOR THE 21ST CENTURY Learning and the Brain Conference November 2011
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Transcript PREPARING STUDENTS FOR THE 21ST CENTURY Learning and the Brain Conference November 2011
PREPARING STUDENTS FOR THE
21ST CENTURY
Learning and the Brain Conference
November 2011
THE GLOBAL ACHIEVEMENT GAP
BY TONY WAGNER
INNOVATION EDUCATION FELLOW
TECHNOLOGY &
ENTREPRENEURSHIP CENTER AT
HARVARD
“Teaching, Learning, and
Leading in the 21st
Century”
THE NEW EDUCATIONAL CHALLENGES
NEW SKILLS for Work, Continuous Learning, and
Citizenship in a “Knowledge Society” for ALL STUDENTS
Convergence of skills needed for careers, college,
citizenship
Students lack skills relegated to marginal employment
and citizenship
The “NET GENERATION” is differently motivated to learn
Boredom is the leading cause of low achievement and
student drop out
The NEW PROBLEM: How to create an “Innovation
Nation?”
We cannot save or spend our way out of this crisis.
The only people whose jobs cannot be automated or offshored in a “hyper connected” world are the innovators
HOW DO WE STACK UP TO THE
COMPETITION?
Results of the 2009 PISA Test:
PISA (Program for International Student
Assessment) is an international study which
began in the year 2000. It aims to evaluate
education systems worldwide by testing the skills
and knowledge of 15-year-old students in
participating countries/economies. Since the year
2000 over 70 countries and economies have
participated in PISA.
THE SEVEN SURVIVAL SKILLS FOR CAREERS,
COLLEGE, AND CITIZENSHIP
1.
2.
3.
4.
5.
6.
7.
Critical Thinking and Problem-Solving
Collaboration Across Networks and Leading by
Influence
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessibility and Analyzing Information
Curiosity and Innovation
IDEAS TO NOTE ABOUT THE SEVEN
SURVIVAL SKILLS
Failure needs to be viewed as a prize. There is no
innovation without trial and error. We penalize
our students when they fail.
With no trust and respect, there is no learning.
We must ask the right questions. It is not about
the answers.
With the Internet, knowledge is FREE.
Textbooks are dinosaurs.
We need more innovation
We need to teach students to write with voice.
Our High School graduation rate is only 70% as a
nation. Students are not college and career ready
when they graduate.
WHAT IS THE “GLOBAL ACHIEVEMENT
GAP”?
The Global Achievement Gap is the gap between
what even our best schools are
teaching and testing
Versus
The skills ALL students will need for careers,
college, and citizenship in the 21st century
What gets tested gets taught:
Having the wrong metric is worse than
having none at all
HOW DO WE STACK UP TO THE
COMPETITION?
2009 Program for Student Assessment (PISA)
Test:
Reading – 15th out of 65 countries
Science – 23rd out of 65 countries
Math – 32nd out of 65 countries
College Completion
1995 – US College completion rate was number 1 in
the world
2005 – US College completion rate was 12th in the
world.
One out of 2 students who starts college never
completes a degree
WHAT MOTIVATES THE “NET”
GENERATION?
Accustomed to instant gratification and “always
on” connection
Use the web for 1)extending friendships,
2)interest-driven, self-directed learning, and 3)as
a tool for self-expression
Constantly connected, creating, and multitasking
in a multimedia world – everywhere except in
school
Less fear and respect for authority – accustomed
to learning from peers; want coaching, but only
from adults who don’t “talk down” to them
Want to make a difference and do interesting /
worthwhile work
THE CULTURE OF LEARNING
VS
THE CULTURE OF INNOVATION
Individual
Achievement vs. Collaboration
Specialization vs. Multi-disciplinary
Learning
Risk Avoidance vs. Trial and Error
Consuming vs. Creating
Extrinsic vs. Intrinsic Motivation
Play, Passion, and Purpose
IMPLICATIONS FOR “REINVENTION”
From an Information-based Learning System
Focus on “timeless learning” (academic content
that has persisted over time)
To a Transformational-based Learning System
Focused on using content to master the
competencies of “Just-in-Time Learning”
(What do you do with what you know?)
REDEFINING RIGOR: “HABITS OF MIND”
LEARNING TO ASK THE RIGHT QUESTIONS
Weighing Evidence
Awareness of Varying Viewpoints
Is there a pattern? How are things connected? Where
have we seen this before?
Speculating on Possibilities / Conjecture
What viewpoints are we hearing? Who is the author, and
what are his or her intentions? How might it look with a
different history?
Seeing Connections / Cause and Effect
How do we know what is true and false? What is the
evidence, and is it credible?
What if? Supposing that? Can we imagine alternatives?
Assessing Value – Both Socially and Personally
What difference does it make? Who cares? So what?
“EVIDENCE-DRIVEN” CONTINUOUS IMPROVEMENT:
SOME QUESTIONS FOR TEACHERS AND
ADMINISTRATORS TO CONSIDER
What skills are you teaching, and how are you
assessing them?
What is the school doing to systematically
improve instruction, and how do you know it’s
working? Are you a better teacher than 2 years
ago – if so, in what ways, and how do you know?
How well are your students prepared for college,
careers, and citizenship, and how do you know?
Is you school “adding value”? How do you know?
REDEFINING EDUCATIONAL EXCELLENCE:
ACCOUNTABILITY
1. Hold Ourselves Accountable to What Matters
Most
Track cohort graduation rate and how well
students do once they are in college
Use The College and Work Readiness
Assessment to assess analytic reasoning, critical
thinking, problem-solving, and writing
Videotape focus groups with recent grads and
survey students
REDEFINING EDUCATIONAL EXCELLENCE:
ACADEMICS
2. Doing the New Work: teaching & assessing the
skills that matter most
Develop strategies for teaching and assessing the
3C’s: Critical & Creative Thinking,
Communication, and Collaboration – in every
class and at all grade levels
Pilot interdisciplinary courses around essential
questions and capstone projects. Consider
starting a charter-like “lab” school.
Require all students to have digital portfolios,
work internships, and service learning projects.
REDEFINING EDUCATIONAL EXCELLENCE:
COLLABORATION AND TRANSPARENCY
3. Doing the New Work in NEW WAYS
“Isolation is the enemy of improvement and
innovation” (No pacing charts)
Every student has an adult advocate
Every teacher on teams for collaborative inquiry
– looking at student and teacher work
Videotaping teaching and supervision (lesson
study vs. evaluation)
Peer-reviewed digital portfolios for teachers and
administrators
DR. HELEN J. NEVILLE
UNIVERSITY OF OREGON
“Training Brains:
Improving Behavior,
Cognition, and
Neural Mechanisms
of Attention in Lower
SES Children”
EXPERIENCE SHAPES HUMAN BRAIN
DEVELOPMENT AND FUNCTION
Brain systems are modified throughout life.
The most plastic neural systems are vulnerable
among individuals from lower SES backgrounds.
Early environmental enrichment in the form of
interventions can protect and enhance the plastic
and thus potentially vulnerable neurocognitive
systems in children with, or at risk for,
developmental deficits.
VULNERABILITY
Adults with lower language proficiency are
syntax vulnerable
Adults from lower SES backgrounds are syntax
vulnerable
Attention in children from lower SES
backgrounds are attention vulnerable.
PARENT TRAINING IS NEEDED
Identify known risk factors for children
Stress
Language
Behavioral control / emotional regulation
Identified evidence-based strategies / approaches
for targeting each risk factor
Examined literature for existing programs using
these strategies / approaches
PARENT TRAINING: KEY COMPONENTS
Provide high levels of positive reinforcement and
specific praise
Use consistent discipline with clear expectations
and natural consequences
Use language differently to encourage highquality interactions
Provide frequent opportunities for children to
Choose, Think, and Solve Problems
EFFECTS OF PARENT TRAINING
Parents changed their behaviors
Parents reported reduced stress
Children’s language, cognition, and attention
improved
ChangingBrains.org
CURRICULUM 21
BY HEIDI HAYES JACOBS
COLUMBIA UNIVERSITY
“Curriculum 21:
Essential Education for
a Changing World”
OUR ESSENTIAL QUESTIONS:
How can we prepare our learners for their
future?
Who owns the learning?
What do we cut?
What do we keep?
What do we create?
WHAT YEAR ARE YOU PREPARING YOUR
LEARNER FOR?
We have 21st Century children.
We are currently using curriculum form about 1985.
(20th Century curriculum)
Our schedule was developed in 1896 (180 days,
agrarian, 6 hour day, 8 subjects)- (19th Century
schedule)
Curriculum must be constantly updated.
Tools must be supportive
Children and youth process information differently
than we do.
5 TRENDS THAT CHANGE TEACHING AND
LEARNING
Social Production
Learning to Do
Knowledge Creation
Social Networks
Learning to Be
Defining our identities
How we connect with each other determines how learning
occurs (relationship, not technologies)
Semantic Web
Learning to Know
Organizing, interpretation, connections, and distribution of
information
Media Grids
Learning to be and do
Gaming embeds to Gardner’s five minds of the future
Content not confined to linear structures
Non-Linear Learning
Disciplines are interconnected
RESISTANCE TO GROWTH
The myth of the good old days
Bringing back papyrus
The secret in lesson planning is LAMINATION
The separation of Tech and Curriculum
Globalization is “enrichment” vs. a necessity
Are we preparing our students for 2025?
BEYOND REFORM TO NEW FORMS
Educational Leadership – September 2009
Teaching for the 21st Century
One of the most important new forms is
PERSONALIZING the GLOBAL
Use 21st century tools to navigate teaching and
learning.
Abundant web resources are there for teachers
and administrators: NO EXCUSES
THE GLOBAL COMPETENCY MATRIX
This matrix was created as part of the Council of
Chief State School Officers’ EdSteps Project, in
partnership with the Asia Society Partnership for
Global Learning. Similar matrices describing
citeria for Global Competence within academic
disciplines are in development.
www.ccsso.org
www.EdSteps.org
LITERACY
Digital Literacy
Media Literacy
Global Literacy
Cultural Literacy
CURRICULUM
Content
Skills
Assessment
CURRICULUM DESIGN REQUIRES US TO
MAKE CHOICES ABOUT WHAT IS ESSENTIAL
NOW TO HELP OUR LEARNERS FOR
THEIR FUTURE
Learners
create and share
knowledge differently from
previous generations.
NEW SCHOOL VERSIONS
The schedule
Long term schedules
Daily instructional Time
Regular cross-grade level work
Regular vertical team planning
Length of year:
Staggered day – different length each day
Off campus time
Daily Planning Time
Seminars vs. Classes
Study groups
Rotational blocks in conjunction with set blocks (expanded block for
projects, homework blocks, etc)
Extended Day Patterns
Rethink Grade 12 compulsion
Early graduation when ready
Additional year if needed
Summer Semester
195 – 205 days
Rethink interior spaces
GROUPING STUDENTS
Replace “ability” groups which focus on a childlabel
Focus on skills groups
Homogeneous vs. Heterogeneous
Long term grouping / looping clusters
Vertical Teams or Looped Teams
Dignity to school to work
Early Graduation or Extra Year
ELEMENTARY AGE CHILDREN
Developmental grouping around age spans vs.
strict grade level grouping
Long term grouping / looping clusters
Working with pre-school educators
Formal work with children and parent groups to
support literacy
MIDDLE SCHOOL
Team models
Small group academic advisories
Vertical teams
Affective grouping
Character Education Seminars
Independent long term project outside of school
HIGH SCHOOL
Recognize the different needs of adolescent learners
from grades 9 – 12.
Group around fundamental literacy skill needs /
independent study skill needs
Curriculum options based on motivation, aspiration,
and post-secondary next steps
Early graduation / extra year
Science research labs
Off campus requirements
Dignity to school to work
Vocational education
Life skills
Work Skills
21ST CENTURY SKILLS: LEARNING FOR LIFE IN
OUR TIMES
BY CHARLES K. FADEL
GLOBAL EDUCATION LEAD, CISCO
SYSTEMS
HARVARD GRADUATE SCHOOL OF
EDUCATION
st
“21
Century Skills: The
Imperative for Teaching
Creativity and
Innovation in Schools”
CURRICULUM
Make curriculum relevant
Curriculum relates to late 1800’s still
What will the world look like 20 years from now
VUCA (Volatile, Uncertain, Complex, Ambiguity)
THE BENEFITS OF LEARNING
Globalization – Productivity – Education
Rethink Relevance, Application, Knowledge, and
Skills
Character
A BRAVE NEW WORLD
The speed of technology is geometric. The
average improvement factor is now 10,512 per
year!
Computer storage by 2025 will be able to video
record your entire life on a smart phone. We can
already store this much with cloud computing.
SO WHAT DO WE TEACH FOR….
In an era of ubiquitous “Watsons” that give us
answers?
Fluidity with Technology
Asking the right questions
Synthesizing and Integrating
Creating
Interpersonal skills
Adaptability
Resilience
BLOOM’S TAXONOMY REVISED
TEACHING AND LEARNING CHALLENGES
WHAT is taught:
Relevance (applicability, significance) to real-world
(for motivation and employability)
Skills, not just Knowledge (critical thinking,
creativity, etc)
Schooling vs. Real-World
“…school learning is abstract, theoretical, and
organized by disciplines while work is concrete,
specific to the task, and organized by problems and
projects…”
Organisation for Economic Co-operation and
Development (OECD), “Learning for Jobs” 2009
21ST CENTURY FRAMEWORK
21ST CENTURY SKILLS FRAMEWORK
Core Subjects
Native Language /
Reading
World Languages incl.
English
Arts
Geography
History
Mathematics
Science
Government / Civics
21st Century Themes
Global Awareness
Financial, Econonic,
Business and
Entrepreneurial
literacy
Civic Literacy
Health Literacy
Environmental
Literacy
21ST CENTURY SKILLS FRAMEWORK
Learning and Innovation Skills
Critical Thinking and Problem Solving
Creativity and Innovation
Communication and Collaboration
Information, Media, and Technology Skills
Information Literacy
Media Literacy
ICT (Information, Communications, and Technology)
Literacy
Life and Career Skills
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
YOUR CREATIVE BRAIN: SEVEN STEPS TO
MAXIMIZE IMAGINATION, PRODUCTIVITY, AND
INNOVATION IN YOUR LIFE
BY SHELLEY CARSON
“Creative Brains:
Maximizing Imagination
and Innovation in
Students”
THE CREATIVE PROCESS
Preparation (gathering knowledge – Problem
Finding)
Creative Solution (hardest part)
Evaluation of the solution(s)
Elaboration
Implementation – Get it in the workd in some
way
We need to learn broadly from multiple fields and
explore new ways things can be done.
CREATIVE SOLUTIONS
Trial and Error – Deliberate creativity
Deliberate pathway to test novel ideas (Edison’s light
bulb experiments)
Failure is part of the process and is VERY important
The more ideas you generate, the more likely you will
be to succeed.
Incubation and Insight (Aha!)
Comes with a conviction that you are right
Still must be tested
BRAINSETS ASSOCIATED WITH CREATIVITY
Connect
Reason
Envision
Absorb
Transform
Evaluate
Stream
REASON AND EVALUATE BRAINSETS
Focused attention
Sequential reasoning
Conscious-directed thought
Judgment
Skills – planning and goal setting
Step by step problem slving
Analysis
Critical Thinking
Convergent Thinking
ABSORB BRAINSET
Suspend Judgment
Response to novelty
Cognition disinhibition (allows for fantasy,
imagination, and play)
Skills – mindfulness
Intellectual curiosity
Open to experience
State of receptiveness (moment of insight)
ENVISION BRAINSET
Mental imagery
“What if?” thinking
Cognitive disinhibition
Skills – Imagination
Fantasy
Play
Visualization
Mental imagery
CONNECT BRAINSET
Activation of associational networks (associational
elements in new combinations)
Goal-directed motivation
Mental activation
Skills – Divergent Thinking
Creative Brainstorming
SHINE: USING BRAIN SCIENCE TO GET
THEBESR FROM YOUR PEOPLE
BY EDWARD HALLOWELL
“Shine: Using Brain
Science to get
Imagination and the
best from Your
Students”
5 STEPS – CYCLE OF EXCELLENCE
Bring out the best in your students.
Change your most frustrating students to your
most rewarding
Exploit the power of the interaction between
what is within a student and what lies outside.
5 STEPS TO PEAK PERFORMANCE
1. Select
Put the student in the right environment
Give them responsibilities that “light up” their brain.
2. Connect
Positively connected class environment
The engine for growth and health
Student feels understood and safe to be authentic
Inspired and inspire others
Strengthen interpersonal bonds among students
Create trust, not shame
3. Play
Play catalyzes peak performance
This is not recess
Engage their imaginations – balance structure and
novelty
Ask questions
5 STEPS TO PEAK PERFORMANCE
4. Grapple and Grow
Naturally follows from play
Play leads a student “into” an assignment and helps them
work harder
This helps the student make progress and gain a sense of
well-being and accomplishment
Intervene with students who are not making progress and
keep them motivated
Student achieves his / her best.
5. Shine (Recognition)
What happens to students who work hard and advance
Teachers help students shine by using the right rewards to
increase a student’s desire to excel by providing them with
praise, rewards, and awards.
Tell a kid to think big and make sure he / she finds success.
Then recognize that success!
FIVE MINDS FOR THE FUTURE
BY HOWARD GARTNER
“Five Minds for the
Future”
THE FUTURE OF LEARNING
4 Mega Trends
Globalization – increasing connections between
world nations
Biological Revolution – cloning, genetic
engineering
Digital Revolution – multi-user games, social
networking, internet resources, twitter
Lifelong Learning – education is not K-12 or K16. Professionals need to continue learning
5 MINDS
Disciplined
Mind (Depth)
Synthesizing Mind (Breadth)
Creative Mind (Stretch)
Respectful Mind
Ethical Mind
THE DISCIPLINED MIND (DEPTH – GO
DEEP)
3 senses of discipline
Working steadily and improving
Becoming an expert in a field, craft, art, or end
up unemployed and working for someone who is
an expert (the task of work)
Learning major ways of thinking: historical,
artistic, scientific, mathematical (the task of
school)
THE SYNTHESIZING MIND (BREADTH – GO
BROAD)
Scads of information, especially on the web
Largely undigested and unevaluated
The synthesizing imperative (good, bad, and “soso” synthesis)
Psychology has dropped the ball
Darwin is “the great synthesizer.” You need to
have criteria to put material together in ways
that make sense
Work towards synthesis (goal, starting point,
gather relevant information, method or strategy,
rough draft, feedback, synthesis just in time,
repeat until routine) Be more reflective
THE CREATIVE MIND (STRETCH – GO
BEYOND)
Synthesizing what is known (the box itself)
Go beyond the known (think outside the box –
imperative in the computer age – “app”)
Ask good questions – new questions
Rubust, iconoclastic temperment
Ultimate judge of “the field”
An expert is not necessarily creative. One must
be willing to try and fail … and then try again.
How do we cultivate creativity when we can’t
have “error-free” learning?
THE RESPECTFUL MIND
Diversity is a fact of life – at home and beyond
We need to understand others – perspectives,
motivation, emotion, and interpersonal
intelligence – “empathy schools”
Inappropriateness of “corporate top-down model”
for schools
How do you maintain and improve the
atmosphere of respect in a school?
THE ETHICAL MIND
Higher level of abstraction than the respectful
mind
Conceptualize oneself as a good worker /
professional
Conceptualize oneself as a good citizen (school,
city, state, world)
Act apropriately in both roles
It’s not how you think – it’s how you act
THE 3 E’S OF GOOD WORK
Excellent, Expert, High Quality, Disciplined
Ethical, Socially Responsible
Engaging, Meaningful, Intrinsically motivated
Is it enough to INTEND to use the proper means in
the future?
Why should I be more ETHICAL than my peers
seem to be?
We must move beyond “fear and greed” to “trust
and inspiration.”
5 MINDS IN A DIGITAL ERA
Disciplined – depth and lose out to breadth – online or off-line
Synthesis – how to organize the deluge of
information – what aids will help synthesize
Creativity – Web 2.0 and 3.0 – young people are
risk adverse and careerist
Respectful / Ethical – to the inner circle, but not
necessarily to the wider community. How do you
become a “cyber citizen” and master the ethics of
roles.
WHY DON’T STUDENTS LIKE SCHOOL?”
BY DANIEL WILLINGHAM
“Critical Thinking and
21st Century Skills”
Can we teach students to be good thinkers?
Can we reach critical thinking within subject
domains?
What are the implications for schooling?
Critical thinking is rarely a stand-alone skill, and
is more often intertwined with knowledge
WHY IS THINKING CRITICALLY SO HARD?
Thinking tends to focus on a problem’s “surface
structure”
Surface structure is obvious. Anyone sees the
problem. It’s the minute details
Deep structure is not as evident. It’s “hard to
see.” One must get past the surface structure.
The deep structure must be explicit, made
evident, practiced.
Teach deductive reasoning – conditional
reasoning (if… then….)
Knowledge helps you recognize a particular type
of problem.
Teaching of critical thinking cannot be
independent of content.
Scientific reasoning – teach scientific concepts,
practice how to think scientifically
READING STRATEGIES
Apply background knowledge
Relate the sentences (organize the information)
Are you “getting it?” (monitor comprehension
Students need to understand that reading is
communication in order to comprehend.
Strategy instruction will not matter once
students understand that reading is
communication.
Strategies for teaching critical thinking are
rooted in beliefs that knowledge and skills are
intertwined.
Must teach access to data, evaluation of data,
and how to use data to create knowledge.
Words matter – what you really mean to say or
do
HOW TO TEACH CRITICAL THINKING
Define what students should be able to do. (This
defines critical thinking.)
Analyze skills – prerequisite skills and content
needed to support learning these skills
Teach the skills in the context of content.
ALONE TOGETHER: WHY WE EXPECT MORE
FROM TECHNOLOGY AND LESS FROM EACH
OTHER
BY SHERRY TURKLE
“Alone Together: A
Meditation fn the
Future of Teaching and
st
Learning in the 21
Century”
TECHNOLOGIES
Mobile connections promise a new kind of
connection but leave people disappointed.
Studies have been done about young people and
their use of mobile connection both locally and
globally
Technology can help us lose sight of what is
important in education – We need a mid-task
correction
Multi-tasking – no one can multi-task.
Performance degrades with each new task added
We need to teach “uni-tasking” skills
HUMAN ISSUES WITH TECHNOLOGY
USAGE
Intimacy
Solitude
Relationships
Connection
Communication
Vulnerability
THE “ALWAYS ON” CULTURE
Parents never away from texting / email – phone
calls
Parents drive children crazy
Children are in competition with technology for
their parent’s attention
Children text all the time of day or night
Anxiety occurs when phone is taken away.
Children are vulnerable to technology
Overwhelmed by the demands of technology.
THE “ALWAYS ON” CULTURE
Substitute connection for conversation
Schools are places where we can help make this
connection
Many would rather text than talk – even if in the
same room. Many children do not know how to
hold a conversation
We are often too busy to communicate, to create,
and to connect on a personal level.
We need the give and take of conversation to be
understood (physical contact, eye contact, human
emotions)
Children need conversation to develop, attach,
and collaborate
THE “ALWAYS ON” CULTURE
The internet is a place to experiment with “self.”
It is an “identity workshop.”
Use the “virtual” to increase the positive in the
“real.”
We wear the web “on us.”
Wearable technology – can bail out of physical
world to mix life (real and virtual).
Technology makes it easy to hide, communicate
when we wish, disengage at will, and control the
message.
THE “ALWAYS ON” CULTURE
Social media can be exhausting, allows them to
hide, no face to face apology, control the
“conversations,” avoid seeing you’ve hurt others,
difficulty ending a conversation on the phone,
don’t want to be interrupted
In person, something of the person slips through.
There is a sense of getting to know the person –
the human experience.
In order go get a quicker response, you send a
simpler question. Our communication
connections are “dumbed down.”
EDUCATORS PAY ATTENTION TO:
Life of performance / performance anxiety /
performance exhaustion (profiles everywhere –
facebook, college profile, etc.)
Separation anxiety (must be able to separate)
Feeling a bit alone – bypass feelings (I share,
therefore, I am. I want to have a feeling so I need
to send a text.) Not a holistic approach to
developing a relationship with someone else.
Doesn’t allow someone learn to be alone as a
whole person.
If we don’t teach our children how to be alone,
they will always be lonely. Solitude can be
healing.
EDUCATORS PAY ATTENTION TO:
Where do we live and what do we live for?
Deliberately
Mindfully
Live Life in Live
Solitude – always expected to reply
We have a digital diet – mobile devices are part
of our lives and schools – they can’t solve
everything – not one solution – the easiest path is
not the one we want.
EDUCATORS PAY ATTENTION TO:
Just because we grew up with the Internet, we
assume that the Internet is all grown up.
Restart conversations that we allow to get
derailed.
Find conversational opportunities
Talk to students about not avoiding
conversations.
Find a balance between speed and reflection /
connect with autonomous solitude
Slow down, reflect, recenter
EDUCATORS PAY ATTENTION TO:
21st Century
Embody (Content) – immerse in the content and
the learning
Scaffold (Give students what they need to find
success) What does the student need to hear?
What are they ready to hear?
Make connections and make unusual
connections.
Social, Emotional, and Cognitive Connections