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21st Century Learning: Content-Rich Curriculum and Literacy for All

Eureka College Presentation March 4, 2011

Shelli Nafziger

on 2 March 2011

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Transcript of 21st Century Learning: Content-Rich Curriculum and Literacy for All

21st Century Learning:
Content-Rich Curriculum and Literacy for All Dr. Shelli Nafziger
Presentation to the Eureka College Comuntity
March 4, 2011 PROBLEM: Diane Ravitch: It is time for those who want to improve schools to focus on the essentials of education. We must make sure that our schools have a strong, coherent, explicit curriculum that is grounded in the liberal arts and sciences, with plenty of opportunity for children to engage in activities and projects that make learning lively. We must ensure that students gain the knowledge they need to understand political debates, scientific phenomena, and the world they live in. We must be sure they are prepared for the responsibilities of democratic citizenship in a complex society. We must take care that our teachers are well educated, not just well trained. We must be sure that schools have the authority to maintain both standards of learning and standards of behavior (p. 13-14). In an analysis of the standards found in a typical K-12 school system, Robert Marzano found that “the knowledge and skills these documents describe and represent about 3500 benchmarks. To cover this type of content, you would have to change schooling from K-12 to K-22” (Marzano and Kendall 1988, p. 5). Everyone loses this way…teachers are forced to adopt a shallow approach to learning—sprinting through material and students develop into memorizers instead of thinkers. Both teachers and students motivation are irreparably harmed. (Gallagher, p. 11). SOLUTION: 1. Content-rich curriculum/Assessment: Less is More- National Standards Initiative (What to Teach)
2. Authentic, College-Prep Literacy (and Assessment)-(The Spine)
3. Structurally Sound Lessons (How to Teach) 1. The National Standards: The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: •Are aligned with college and work expectations;
•Are clear, understandable and consistent;
•Include rigorous content and application of knowledge through high-order skills;
•Build upon strengths and lessons of current state standards;
•Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
•Are evidence-based.
http://www.corestandards.org/ 2. Authentic College-Prep Literacy: curriculum content is learned via reading, writing, and discussing using these modes- a. Common Readings: for discussion and writing
b. Textbook: specific pages for each topic rather than chapters
c. Historical/primary/current documents: Some examples: EX: article of the week-http://www.theweek.com/section/index/news_opinion
d. Novels: “Book Club” example
i. Draw inferences and conclusions
ii. Analyze conflicting source documents
iii. Solve complex problems with no obvious answer
iv. Support arguments with evidence 3. Effective Lessons/Interactive Lecture a. Clear standard/backward design
b. Teach; model/”think aloud”
c. Guided practice & a lot of “think/pair/share”
d. Multiple checks for understanding (formative assessment)
e. Independent practice/assessment
f. UDL design:http://www.cast.org/udl/index.html
i. Senior English class example...
ii.Look at this assignment and using the backward design approach, what was this teacher’s focus, national standards? Conclusion The learning preferences of the 21st Century Learner is to work in teams in peer-to-peer situations within a structured enviroment that affords a fair amount of flexibility (Rodgers, 2006). The teacher's role is no longer that of the professor dispensing facts and theories. Faculty today must be participants in the learning process. Their role will be unbundled- moving from teacher to mentor where they facilitate peer-to-peer learning (Rodgers, 2006). Learning is now a life-long process of coping with change. The content of a particular lesson is less important than manipulating content resources. Learning how to learn is the basis of education today (Rodgers, 2006).
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