Building Blocks to 21st Century Success by Sherry Meyer & Eric Hall EDUC 512, summer 2015
It
is more urgent than ever to make education relevant and meaningful in a way that transforms lives. Education is moving at a fast pace and students are learning in a different ways. Schools are being asked to take on roles far different than our current educational model supports. Incorporating intentional opportunities for students to practice the skills that are necessary to function in our new, high-tech world and help them create authentic products that can very well make it outside of the classroom walls is the new charge for schools and the teachers in them. In our estimation, there are many elements that need to be a part of this new educational landscape. Here are ten essential components of a 21st Century school...
CLASSROOM MANAGEMENT Effective teaching cannot take place if the classroom is poorly managed. Teachers can affect student achievement and that is why having teachers that are effective is so important. An effective teacher uses a whole range of strategies. They have skills in using cooperative learning techniques, graphic organizers, and they know what strategies should be used with specific students and which ones should not be use. An effective teacher has a classroom curricular design and can identify and articulate the sequence the lesson should be in. These teachers are
highly skilled in constructing and arranging learning activities. They present new knowledge in different formats. Teachers that have effective management engage students in a variety of different activities. There are three critical dimensions to effective classroom management. (1) Withitness; this refers to the teacher being aware of possible disruptions. (2) Smoothness and momentum during lesson presentations. (3) Letting students know what behavior is expected. (4) Variety and challenge in assigned seats.
The classroom strategy study that was conducted by Jere Brophy (see Brophy, 1965; Brophy & McCaslin, 1992) found that effective teachers tried different strategies with different students while the noneffective teachers stuck with the same strategies. Marzano, R.J., Marzano, J.S., & Pickering, D.J. (2003) addressed four general components of effective classroom management: (1) rules and procedures, (2) disciplinary interventions, (3) teacher-student relationships, and (4) mental set:
Figure 1.3. Meta-analysis Results for Four Management Factors Factor
Average Effect Size
Number of Subjects
Number of Studies
Percentile Decrease in Disruptions
Rules and Procedures
−.763
626
10
28
Disciplinary Interventions
−.909
3,322
68
32
TeacherStudent Relationships
−.869
1,110
4
31
Mental Set
−1.294
502
5
40
Marzano, R.J., Marzano, J.S., & Pickering, D.J. (2003). Classroom management has been an issue since teachers began teaching. Now that we are in the 21st century and, as educators, we are being asked to make sure that our students are 21st century-ready, there are considerations we must make with regard to managing a 21st century classroom. The layout of the room needs to be thought out and organized. The organization should match the students’ needs and the activities that will be set up in the classroom. When students are working it is expected that the teacher is a presence in the room, walking around the room and guiding the students. Connections should be made with the students by asking them questions about themselves, about their lives outside of school. There should be an emphasis placed on the importance of collaboration and how everyone must contribute to learning. If working in groups, they should develop their own group norms.
There are a number of group-management techniques available to teachers. For example, you can use a number system that is handed out during group collaboration that lets them know how the teacher thinks they are doing as a group. The number system goes from a 1-4, four being the best. Students will have a variety of opportunities to actively listen and ask thought-provoking questions, challenging what someone has said, appropriately. This is all monitored by the teacher and the teacher will look for teachable moments if the discussion is not meeting the correct criteria. Diaz, N. (2012, November 29). Classroom Management Key Components Effective Teachers. Teachers that use different strategies for different students. Withitness, smoothness and momentum during lessons, letting students know what the expected behavior is, and having a variety and challenge in assigned seats. Can articulate the sequence of a lesson. Highly skilled in constructing and arranging learning activities. Presents new ways for the students to learn. Keeps in mind the layout of the room. Teacher is a presence in the room and walks around as a guide, but is also making connections.
TECHNOLOGY 21st century schooling is not all about technology, but technology is a tool that is used in the 21st century. A 21st century classroom needs computers, iPads, etc. and teachers need to think about space, including furniture that can easily be moved around to enter and move groups. White boards, document cameras and lecture capture systems support active learning. With the right technology and the space to do it, students will be able to expand their classroom walls and interact with the world. Technology allows students to learn at their own pace and move through the classrooms using blended learning or a flipped classroom (Clemmons, R. 2013). Tips to using technology in the classroom Students are able to collaborate using a programs such as 365, Google Docs, etc. They can edit a document at the same time. It is great that they can work together, even at home,
and still be collaborating even if they are not sitting right next to each other. Blendspace is a program that allows students to learn at their own pace. Videos can be embedded, which is great because the students that could never make it through reading an article on their own have the option to listen to it. Camtasia is also a great way to reach the students, even if you are not there. This is a great tool for students that need a test read to them and there is no other support in the room. Students can make an interactive story using StoryJumper. This tool allows students to critically think and plan out their story with great effects. An LMS is a learning management system that allows students to hand in their work electronically. This is an efficient way to formatively assess and a way to get feedback to the students in a timely manner. Students are able to collaborate around the world and work on authentic lessons that reach beyond the walls of the school. Corresponding with the tech coach (where available) is a great way to find new ways to do activities with the students. Though any lesson can be done without the use of technology, it is clear that technology can enhance learning and improve student engagement and compliance. Students are tech-savvy and being able to bring lessons to students that keep them interested and excited can make learning meaningful.
COLLABORATIVE LEARNING ENVIRONMENTS Collaboration is a significant component of a 21st century classroom. There should be an emphasis placed on the importance of collaboration and how everyone must contribute. Students that are collaborating in a 21st century classroom are applying knowledge, communicating and collaborating to reach a common goal or create a product. Teachers should structure a variety of communication methods to encourage substantive conversations and produce collaborative products.
Students that are collaborating using 21st century skills will select appropriate industrystandard tools and resources to better communicate with their peers and experts. Students will form teams, organize roles, and establish group norms to solve an authentic task that acknowledges the contributions of the teammates. They also collaborate to communicate with a real audience if they are following the collaboration on the continuum of the 21st century learner. Teachers also play a role when their students are collaborating. The teacher prepares students for success by facilitating the authentic tasks and the teacher makes sure that the communication students in groups are having is meaningful and purposeful. The teacher has designed the environment for students to be able to ask their own questions that surround complex issues. With this, the teacher supports the questions the students came up with and encourages the students to solve the problems and collaborate within and beyond the classroom. Students also collaborate when they are involved in project-based learning (Dubuque Community School District, 2014).
PROJECT-BASED LEARNING Project-Based learning allows students to use knowledge and skills through investigating and re-
sponding to a complex question, problem, or challenge. There are eight key elements that contribute to Project-Based learning. (1) Key Knowledge, Understanding, and Success Skills- The project is focused on the goals of student learning, this includes content and skills such as critical thinking/problem solving, collaboration, and self-management. All of which are address the Standards. (2) Challenging Problem or Question- The project is framed around the problem or the question. It is important that the problem or question are appropriate for the level of students that are working on this project. (3) Sustained Inquiry- Students ask many questions, finding resources, and applying the information they found. (4) Authenticity - The project features real-world context, tasks and tools, quality standards, or it can also speak to the concerns that the students have, their interest, and issues in their lives. (5) Student Voice & Choice- Students have the opportunity to make their own decisions about their project and this can include how the students work and create. (6) Reflection - Students and teachers reflect on the project and talk about if it was effective, if their work is of great quality, what obstacles were experienced during the project, and how did they overcome the obstacles. (7) Critique & Revision- Students meet with peers and they give and receive feedback on how and what they should do to improve their project. (8) Public Product- The work becomes public by explaining, displaying, and/or presenting it to people beyond the classroom walls. Project-Based learning is effective and can be incredibly enjoyable for both student and teachers. Students develop deeper learning and learning becomes more engaging because they are active and not passive. A project can provide real-world relevance and because students understand and remember what they learn when actively engaged with content, they are more prepared to apply what they know in other situations. (McTighe, 2014) ProjectBased learning builds success skills in students because they learn how to take the initiative and responsibility, build their confidence, solve problems. Students have the opportunity to use technology to help them learn and investigate, and to work collaboratively, accomplishing this with the encouragement and structure of a Student Centered classroom (BIE).
STUDENT-CENTERED INSTRUCTION Student-centered instruction is the reliance on active learning instead of passive learning. The student experiences deep learning, increased responsibility, and an increased sense of autonomy. In a studentcentered learning environment there is an interdependence that is created between teacher and learner. They find a mutual respect within each other. Students have choice in what and how to study. When teachers plan their curriculum, they write what students will be able to do rather than what type of content is covered (Tim McMahon & Geraldine O'Neill). What does a student-centered room look like compared to a teacher-centered room?
Table 1: Student-centered and teacher-centered continuum Teacher-centered Learning
Student-centered Learning
Low level of student choice
High level of student choice
Student passive
Student active
Power is primarily with teacher
Power primarily with the student
(McMahon, T., & O'Neill, G.)
Table 2: Learning Outcomes and student-centered learning Student-centered Learning Outcomes: Some examples
Traditional Learning Outcomes/Objectives
Outside of the lecture format
In the Lecture
Independent projects
Buzz groups (short discussion in twos)
Group discussion
Pyramids/snowballing (Buzz groups continuing the discussion into larger groups)
Peer mentoring of other students
Cross-overs (mixing students into groups by letter/ number allocations)
Debates
Rounds (giving turns to individual students to talk)
Field-trips
Quizzes
Practicals
Writing reflections on learning (3/4 minutes)
Reflective diaries, learning journals
Student class presentations
Computer assisted learning
Role play
Choice in subjects for study/projects
Poster presentations
Writing newspaper article
Students producing mind maps in class
Portfolio development
By the end of this modules: you (the student) will be able to:
The course will cover:
Recognize the structures of the heart
The anatomy of the heart
Critique one of Yeats’ poems
A selection of Yeats poems
(McMahon, T., & O'Neill, G.)
Table 3: Examples of student-centered learning/ teaching methods
(McMahon, T., & O'Neill, G.) The best practice for student-centered learning is for the teacher to be a facilitator. The teacher does not feed the students with information, instead the students experience their learning and gain knowledge through carefully designed experiences. In order to construct a student-centered classroom, teachers need to take into consideration what the students' interests are. What makes learning fun? Are they competitive? Find a game that will help their learning. Teachers also need to differentiate instruction. Teachers also need to know their students. Which students are the actors, singers, artists, journalists, and conversationalists? The students will learn through their abilities. Creating a studentcentered room involves three key points: (1) know the learning styles of the students, (2) teach to multiple intelligences, and (3) use constructivist teaching, which is the process that creates meaning and
knowledge. (Krima Molina & Sarah Malburg (E.d)).
CRITICAL THINKING & PROBLEM SOLVING The intentional and purposeful teaching of discrete critical thinking skills is another important component in schools with a focus on 21st century skills. “Teaching students to think critically probably lies in large part in enabling them to deploy the right type of thinking at the right time.” (Willingham, 2007) This, then, becomes the charge of teachers in a skillfocused learning environment. Assigning projects and engaging students in activities that require the use of these skills is crucial, but more importantly is the teacher’s role in teaching these skills. How do teachers do this, then? The first step is identifying what these skills are. Without a clear focus regarding the skills we want students to transfer to other settings—and assignments—it becomes impossibly difficult to plan for their teaching and learning.
INSTRUCTIONAL FRAMEWORK Teacher planning and lesson design is an integral part of creating a quality learning environment. The knowledge and background about student ideas and misconceptions teachers bring to their preparation must be deep and research-based. Collaborative planning requires a common language and set of goals, in order for teachers to efficiently and effectively work together to create learning experiences for their students. An instructional framework serves to bring commonality to the planning process and decisionmaking that goes into classroom teaching by addressing the following aspects of instruction:
Support creating a culture of examining professional practice,
Support creating shared beliefs and practices as schools and individuals improve their practice,
Provide foundational resources through professional development that enables the district, schools and individual teachers to address fundamental practices,
Build common understandings,
Present a research-based platform for collaboration, and
Provide research-based "best practices".
Consider this list of skills:
Noting similarities and differences
Evaluating assumptions
Exploring implications and contradictions
Determining relevancy of facts
Developing perspective
Generalizing across several situations
(Paul, Binker, Jensen, Kreklau, 1990) These kinds of skills should not be confused with the performances or outcomes students will produce during the course of a complex project. Rather, these are the discrete skills that students may need to employ to complete a product. If we expect students to use these skills during high-level cognitive experiences, logic would tell us that we need to provide multiple opportunities for students to learn and practice these skills. Schools with a goal of producing “21st century students” must not only maintain student-centered classrooms, but also support teachers in providing opportunities for students to learn to think critically and use those skills at the appropriate time for the appropriate purpose.
(Akron schools, n.d.) Key to the successful use of an instructional framework is to properly introduce teaching staff to it in a detailed and meaningful way. Simply making the framework available online or handing out copies at a staff meeting is not sufficient. Substantive professional learning around the framework, its contents and intended use are necessary for successful implementation by teachers. Once the framework has become a part of teachers’ planning practices, it should guide the instructional decisions that are made. The power of a common instructional language and goals comes when teachers may be unsure about planning and designing instruction, they can refer to the framework for guidance. That way all building staff are basing their choices on the same set of guidelines, understandings and best practices.
PROFESSIONAL LEARNING PLANS Further supporting teachers in a 21st century school should be the building’s common focus on professional learning. According to Edutopia.com, “ongoing professional development keeps teachers up-to-date on new research on how children learn, emerging technology tools for the classroom, new curriculum resources, and more. “ (2008) Increasing opportunities for students to learn using technology and collaborate in new and unique ways should only come after a quality professional learning experience which allows teachers to learn, experience and modify strategies for use in their own classrooms.
Guskey, 1986 Research done on how teachers generally incorporate this new learning shows that beliefs are rarely changed before a new strategy gets imple-
mented. (Guskey, 1986) According to Thomas Guskey, teachers must first apply their new learning with students and then see a positive change in student achievement before beliefs are re-aligned. The figure above comes from Guskey’s work and shows what he found regarding teachers and how teachers’ attitudes and beliefs change as a result of having experienced some kind of professional learning. School instructional leaders and administration are charged with creating a cohesive plan that provides a focus on student achievement, yet includes goals which are able to be directly impacted by classroom teachers and support staff. Goals which appear to be “too far away” from instruction will likely not be as meaningful as goals which can be noticeably attained by quality teaching. “Student performance improves when teachers use curriculum -delivery strategies that specifically address the needs of their students, when the school environment is positive, and when parents are involved in their children’s education.” (School Improvement Planning, 2000) Maintaining an innovative, collaborative and uniquely tech-savvy teaching staff is crucial to building a culture of 21st century learning in a school.
DATA-DRIVEN DECISION MAKING As teachers, schools and districts become more and more accountable for student performance, the use of data seems to be a logical step in deciding how instruction looks. Education has access to a vast amount of data on their students—achievement data, demographic data and behavioral data, including suspension and attendance information. “School-based educators often lack the training, equipment, and time to develop and carry out complex analyses. And many educators fear data analysis, instead of embracing it as a way to make their jobs easier and more rewarding, because they fear data will be used to scrutinize and even attack them.” (Bernhardt, 2000) Knowing this, strong leaders will need to develop ways to push school staff to begin using data more frequently and in more meaningful ways that has happened in the past. Bernhardt continues to suggest that there are three reasons—lack of cultural emphasis, lack of training and fear—that schools fail to use data in the most useful ways they can. Moving toward a 21st century school model requires a deep use of data when making decisions. One of the reasons is the cost of implementing technology to encourage the kinds of behavior teachers want to see in their students. Outfitting a school with technology is a major investment, and looking at trends in teachers’ and students’ current abilities to access technology could be an incredibly useful piece of data for a leadership team. Once instruction has begun to mirror the kind of teaching and learning that 21st century schools require, the use of data to monitor student and teacher performance is essential to sustaining a change in how students learn.
COMMUNITY PARTNERSHIPS Lastly, one of the most essential aspects of a highly-developed 21st century school involves how students and teachers interact with external partners. As has been mentioned several times in this article, one of the benefits of 21st
century learning is the notion of connecting students to their world using technology or face-to-face experiences. These experiences vary greatly, but may include classroom visits by experts, technologyenhanced communication with professionals, field trips and more sustained partnerships involving professionals visiting classrooms weekly or bi-weekly and assist with planning and teaching. Partnerships can be analyzed in a variety of ways, but using the Teacher-Partner Framework (TPF) seen below is an effective way for school personnel to determine the “health” and value of partnerships. The TPF looks at three key aspects of a partnership: the partnership’s structure, the interactions between the teacher and partner and the engagement students experience during activities developed through the partnership. (Hall & Griffin, 2015) Using the framework to either analyze an existing partnership or to help in the development of a new one can assist in avoiding some of the common pitfalls teachers experience when embarking on these kinds of high-investment projects.
Sherry Meyer is a seventh grade Social Studies, Literature, and Language Arts teacher in Dubuque, Iowa.
Hall, E., & Griffin, M. (2015). Teacher-partner framework [Chart]. Des Moines, IA.
Eric Hall is an International Baccalaureate Coordinator and Instructional coach in Des Moines, Iowa.
Malburg, S. (E.d)., & Molina, K. (2011). Bright hub education: Best practices for student-centered learning. Retrieved from http://www.brighthubeducation.com/teaching-methodstips/101114-best-practices-for-student-centered-learning/
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