21st Century Learning and Leading

By Theresa McKee and Terri McCaughan – Language Arts and Reading Supervisors, NNPS

“As new information and communication technologies permeate classrooms and libraries, educators have the responsibility to assist students in comprehending and understanding the information that is now available online.” In Angel Kymes’ Journal of Adolescent and Adult Literacy article,  “Teaching Online Comprehension Strategies Using Think-Alouds” , she poses the challenge of teaching students to navigate and evaluate online texts, which are non-linear, unlike print text.  She asks what many of us are asking as we encounter new forms of digital literacy, “how can we instruct students to become skilled, strategic readers when they encounter online texts and hypertextual formats?”

Take heart, for her response indicates that best practice strategies for building comprehension with print texts are just as effective for teaching comprehension with online texts.  “By using a familiar technique, the verbal protocol or think-aloud method, educators can help students monitor their own learning and develop metacognitive strategies during online reading. The think-aloud as an instructional model for teaching online comprehension has roots in reading, cognition, and usability research. Through demonstration and explicit instruction in the use of mindful strategies, such as setting a purpose, questioning the text, and evaluating structures and forms, educators are able to give students skills for the comprehension of information in the online environment. These skills, when used in conjunction with Web-searching strategies and site evaluation, should also provide students with the ability to plan for their use and dissemination of information, as they are both consumers and producers of ideas.”

Armed with the knowledge that best practice literacy instruction works with all kinds of texts, we still have questions. We know educators face the challenges of becoming more technologically literate and capable of integrating these new technologies with their existing literacy curricula. What are the more specific challenges in Newport News and how can we overcome them?

Source: Kymes. Angel.  Teaching Online Comprehension Strategies Using Think-Alouds. Journal of Adolescent and Adult Literacy, v48 n6 p492-500 Mar 2005.

By Dr. Daniel Curry-Corcoran - Director of Accountability, NNPS

Since the early years of education in America, our focus has been on reading, writing, and arithmetic. As we approach the conclusion of our first decade of the new millennium, many would argue that our primary focus is still reading, writing, and arithmetic. It is important that we ensure students have those minimum competencies that are going to prepare them to survive in our world, but how are we going to educate our children for jobs that don’t exist, problems that are just beginning to materialize, and an interdependent global community? Yet there is a glimmer of change in the air. We now have a new model developing of 21st Century Skills – Life and Career Skills, Learning and Innovation Skills, and Information Media and Technology Skills.

Our question for this week is thus three-fold – What type of curriculum revisions are needed to focus on the 21st Century? What type of revolution is it going to take to get K-12 education to move away form our old business practices? What role do you play in the revolution?

By Peggy Sommermeyer – Teacher, Woodside High School

Willi Brandt, former Chancellor of West Germany, once said, “Wenn Sie verkaufen und ich kaufe, sprechen wir Deutsch. Aber wenn Sie kaufen und ich verkaufe, dann sprechen wir Ihre Sprache.“  Which translates, “When you’re selling and I’m buying, we speak German.  But when you’re buying and I’m selling, then we speak your language.”  What language will you be speaking in the 21st century?

In June, NNPS will be sending out its newest graduates into the real world.  Our economy is in a recession and no one knows how long the recession will last.  In order for our graduates to be competitive in these tough economic times, they will need to be proficient in all 21st century skills.  One of these skills is communication. Acquiring second language skills is not just limited to learning to speak the language; it also includes learning about culture, traditions, and respecting others. Through this learning process our graduates will gain global awareness. 

Did you know there are 120 German speaking firms in Virginia and three German speaking firms in Newport News?  Now imagine you are lucky enough to get a job with one of these firms and you get sent to Germany to close a business deal.  If you do not speak German, you would certainly be at a disadvantage. You could have an interpreter there, but how can you be sure the interpreter is really communicating your ideas accurately?  If you don’t believe me, ask any of my colleagues if they have watched a movie with perfectly translated subtitles.  They will most likely say, “No.” So, why would you trust a stranger to convey your ideas? 

Many of our graduates will be lucky enough to go to college first before entering the job market in several years. Having acquired second language skills in high school will be beneficial to them in their higher education.  According to the University of Virginia’s German Department, “German is especially beneficial in music, art, law, philosophy, religion, psychology, history, political science, and engineering.  German scientists are world leaders in: engineering, pharmaceuticals, pollution control, and natural resources.”  It would be advantageous to be able to read their research and books if they had not yet been translated to English.

Do you think it is important for our students to speak a second language in this global marketplace?

By Tim Edwards – Principal, Sanford Elementary School

Upon our return from Spring Break, we have 15 days until the SOL window opens and there will be 46 days left in the 2008-2009 school year.  As usual the school year has flown by and we are making our final push towards June 17th.

Several weeks ago many of us had the opportunity to spend the morning with author and educator Nathan Eckland.  During our time with Mr. Eckland we discussed the “Golden Rule”, but with a twist.  He challenged us to “Do unto ourselves as we do to others.”  Think about that for a minute.  As educators we give so much of our time and energy in order to help the students we teach, and the people we work with.  In our efforts as professional educators we consistently do not take the time to take care of ourselves.  We compromise our own well being and often relationships and interests we have outside of our school.

There are two questions the Sanford Faculty would like to pose, and two challenges we would like to offer:

Question 1: What will you do over Spring Break to prepare for the last 46 days of school?

Question 2: What will you do over Spring Break for yourself?

Challenge 1: Enjoy the time you have left this year with your students and your colleagues.

Challenge 2: Find a way to remind yourself everyday why you choose your profession; and it is Your Profession!

Enjoy your Spring Break, spend time with your family, look up a long lost friend, get some sleep, finish that book, walk on the beach, play an extra round of golf, have dinner at your favorite restaurant, and do something for yourself.  Come back on April 14th with your sleeves already rolled up and a smile on your face ready to greet your students.

By Deborah Pack – Principal, Kiln Creek Elementary

As we near the end of another school year we are faced with the decision to promote or retain our students.  Some school divisions embrace the idea, saying that children can benefit academically by repeating a grade.  On the other hand, some others refer to the practice of retention as “educational malpractice.”

According to Charles Thompson, director of the North Carolina Educational Research Council, “It’s pretty clear that… just running students through the grade another time doesn’t help too much.  It is probably even destructive.”  If we expect students to change, we must change what we are doing.

Studies currently available show that between 30-50% of all students are retained at least once by the time they are in ninth grade. If we seriously consider these statistics, we must begin to plan a different course to assist students before they fail.

Students need remedial intervention, not “another year.”  The current movement in schools toward RTI or Response to Intervention may just be the key to preventing large numbers of students needing to repeat a grade in school.  Teachers and student support personnel are sitting down frequently to plan systemic, research-based instruction and interventions to struggling learners.   The RTI process is highly dependent on progress monitoring and data collection.  RTI plans will go with students to the next grade.  This information will assist the new teacher in designing appropriate interventions to continue to help the student progress. Some schools are providing remedial help before or after school, summer school, Saturday school, or by using trained instructional aides working within the regular classroom.

If students do not adequately respond to targeted interventions the students may need to be considered for special educational services under the Individuals with Disabilities Act (IDEA).

By Mary Keeling – Supervisor, Library Media Services

We recognize that our students need to become self-directed learners.

Inquiry is a form of self-directed learning.

We believe that inquiry learning can foster curiosity and a desire to learn, but there are challenges as well as opportunities for students.

For example, students show vulnerability when asking questions.  How can we make questioning emotionally safe and intellectually rewarding?  If there are intellectual rewards, will students become more willing to take risks?  What intellectual rewards are worth the risk?

Who fosters inquiry learning in your school?

By Phillip Hamilton – Coordinator, Staff Development and Delegate of the 93rd District of Virginia

As instructional leaders, how can we influence policymakers to integrate sound learning theory and educational relevance into district-level, state-level, or national-level educational policies to better meet the needs of all students?

By Ann Ifekwuniqwe – Instructional Supervisor, Career Pathways

The workforce is changing so rapidly, educators are currently preparing students to hold jobs that do not yet exist. Just five years from now, the young adults who are currently in our classrooms will be working in fields we have yet to envision.

For example, in the last few months, as hundreds of thousands of workers in “conventional” jobs were laid off, companies that specialize in emerging green technologies have been quietly expanding. “Obama’s energy plan calls for five million new jobs in the low-carbon and alternative energy sector. That would mean creating 20 new General Motors-size companies, each employing 250,000 people.” (Wired Magazine, November 2008)

How can educators best prepare students for the challenges of the future? How can we equip students with the knowledge and skills they will need to compete in a marketplace that is currently reinventing itself – the demands of which remain largely unknown?

Knowledge

In 1854 Herbert Spencer suggested that “before there can be a rational curriculum, we must settle which things it most concerns us to know; …we must determine the most relative values of knowledge.”

In other words, Spencer felt the question for education was “What knowledge is of most worth?” In seeking the answer, he made the following list of human activities based on their importance:

1.  activities that relate directly to self-preservation,

2.  activities that indirectly minister to self-preservation,

3.  activities having to do with the rearing of offspring,

4.  activities that pertain to political and social relations, and

5.  activities that relate to the leisure part of life and devoted to the tastes and appetites.

Based upon Spencer’s research and perspective, he deemed the knowledge of most worth as Science.

Interestingly enough, it would seem that it has yet to be determined what knowledge students really need.  In the most recent issue of edutopia (Dec 2008/Jan 2009; pg 12) readers respond to the question “What is the most critical skill students should master to succeed?”

So, what do YOU think?

What knowledge is of most worth?  What is the most critical skill students should master to succeed?

As you gather your thoughts, here is a link to an article entitled, What Knowledge Has the Most Worth? (AASA, Feb 2008) written by Yong Zhao, a keynote speaker at our International 21st Century Learning and Leading Conference this weekend.

http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=9737

Three Conversations About One Thing

“I don’t have time to teach this stuff.” “What stuff?” “Information literacy. Research skills. Internet safety. Global awareness. Career readiness skills. All the extra stuff they keep throwing at us.” “Why not?” “Too much content.” “Isn’t that content?” “I mean too much real content. Reading. Math. History. It’s too much. They won’t take anything away. It just keeps piling on.” “So you try and squeeze everything in.” “No, I squeeze the important stuff in. The stuff I’m really on the hook for. The stuff they really care about. The rest I save for half days, days right before holidays, you know, the days when no one’s really paying attention and everyone checks out mentally. It’s easy enough to do it then.” “To teach more, you have to teach less.”

“My kids aren’t learning this stuff.” “Are you teaching it well?” “Sure I am, but they’re not remembering it. I teach it one day, a week later they can’t answer simple questions about it. Nine weeks later and they look at me like I’m crazy for even suggesting that we ever covered it.” “Maybe you need to change the way you teach it.” “And just how am I supposed to know how to do that?” “Aren’t you going through professional development?” “Sure. I get two hours a month of it. Meanwhile, I teach ninety-four hours a month. You can guess how well that works out.” “Seems unbalanced.” “Yeah, but we’re not given time for any more. It doesn’t make sense.” “To teach more, you have to teach less.”

“The students just don’t care about learning. They don’t know how to work together. They don’t take responsibility for themselves. They can’t solve any problems I put in front of them. They’re not curious about anything.” “What can they do?” “Sometimes they can pick the right answer in multiple choice.” “Anything else?” “They’re pretty good at worksheets. Pretty fast at them, too.” “Why can’t they do the other things?” “I don’t know. I stand up there, I tell them what they need to know, then I review, review, review. How much simpler can I make it? I can’t make it any easier for them. There’s no reason they shouldn’t be getting it.” “So they’re not independent.” “Not in the slightest.” “They depend on you to give them what they need to get by.” “Absolutely.” “To teach more, you have to teach less.”

What does to teach more, you have to teach less mean to you? Letting go of antiquated or unneeded content for the truly important content that’s worth remembering? Spending less time in the daily grind of teaching and more time learning how to grow and improve professionally so that the instruction you deliver is of a higher quality? Devoting more time to putting the learning responsibility in the students’ hands, so that they can take ownership of their own education, rather than spoon-feeding them content? Or something else entirely?

Extra-special bonus challenge – can you respond to the prompt above without using the words can’t, won’t, couldn’t, or shouldn’t?