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Setting the Stage for 21St-Century Learning

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Setting the Stage for 21St-Century Learning INTRODUCTION Setting the Stage for 21st-Century Learning y now the message is clear: Learners in this ♦ Critical thinking—Examining problems through a new century need skills that will allow them to lens, drawing on the knowledge bases of multiple function in face-to-face and digital environments. disciplines. Numerous sources confirm this need. In 2000, ♦ Creativity—The willingness, know-how, and persistence B(a lifetime ago, it seems now), the U.S. 21st Century to try new approaches and learn from errors to innovate. Workforce Commission convened to examine anticipated skills that would be needed in the “New Information Each of these four factors of learning is enacted in Economy” (p. 9). At the time of the report, the focus was virtual and face-to-face environments. Teachers need to on preparing a skilled information technology workforce consider how the factors are accomplished in these spaces, to fill anticipated jobs. Although our appreciation of the and to structure the learning environment such that these needs of learners has deepened beyond career preparation, skills can be nurtured. We explore each of these elements the first factor the Commission identified still resonates: in more detail and provide examples from secondary classrooms to illustrate these practices. The current and future health of America’s 21st Century Economy depends directly on how broadly and deeply Americans reach a new level of literacy—“21st Century Communication Literacy”—that includes strong academic skills, thinking, We all make snap judgments about others, even as we reasoning, teamwork skills, and proficiency in using claim otherwise. In fact, we’re hardwired to do so. We technology. (p. 5) have survived as a species by being able to rapidly assess a person or situation and then take action. When we Although the 2000 report discussed preparing meet a stranger, we quickly determine gender and assess the citizens of one country, its message transcends outward appearance. It’s the communication, however, geographical boundaries. It is widely acknowledged that that often confirms or negates the first impression. It people need the soft skills of interaction and thinking to might be a mature remark coming from a young child or complement the hard skills of performing the technical the poor grammar of a meticulously groomed person that elements of a job. Learners who are prepared for their surprises us. We make the same quick judgments in digital future are able to exhibit necessary soft skills, or what the communication as well, with a misspelling or a message Partnership for 21st Century Skills (2011) refers to as the written entirely in capital letters—perhaps causing us to 4Cs: draw conclusions the sender never intended. The ways we communicate with one another can either strengthen ♦ Communication—The ability to engage in discussion in or weaken the quality of the work we do with others and face-to-face and digital environments with others such affect whether we successfully complete a task. that questions and the exchange of knowledge and When people visit the middle and high school where information are purposeful and goal-oriented. we work in San Diego, California, they frequently remark ♦ Collaboration—The purpose of the communication is to on the communication skills of our students. The students resolve problems through the collective talents of the have deservedly earned a collective reputation for talking group. freely to adults, initiating conversations with visitors, and 1 exhibiting common courtesies that many adults claim have By purposefully building in opportunities for students to fled the younger generation (By the way, this is a complaint interact across the school day, we communicate something going back to the ancient Greek philosophers, who said else that is important for our students to learn, which is that their students were ill mannered, talked too much, that their ideas and opinions are of interest to us and have and made life difficult for their teachers.). Visitors will then value. You’d be surprised at how little talk takes place in ask how this was accomplished. many secondary classrooms. Despite decades of research In part, these communication skills are developed by on the importance of discussion and student discourse, creating lots of opportunities throughout the day, and lecture still dominates. We have set a goal of devoting across content areas, for students to communicate for approximately 50% of our instructional minutes each day authentic purposes. The teachers regularly use language to student communication, both face-to-face and digitally. frames to scaffold academic discourse and teach students It’s important to state that this is a cumulative goal, and about the principles of accountable talk. These practices not necessarily 50% of the minutes in a row. Although that are furthered across digital platforms, especially in the goal isn’t attained each and every day, it is a strong internal regular use of discussion boards on the school’s learning reminder that in order to develop communication skills, management system. In addition, teachers systematically students must have opportunities to do so. introduce a number of communication skills and routines Seventh-grade science teacher Will Mellman regularly during the first 20 days of school in order to build these poses thought-provoking questions to his students in habits (see Figure). order to foster communication. His students sit at tables Figure. First 20 Days of Spotlight Lessons for Teaching Students to Work Productively in Groups Spotlight Lessons on Personal Responsibility Spotlight Lessons on Respectful Discourse Spotlight Lessons on Collaborative Problem Solving Paired Response Cards Silent Interview On-Task Partners Helping Curriculum Accountable Talk to the You and your partner have Interview your partner in When prompted, check to Offering help, asking for Community one set of response cards writing only, then introduce see if your partner is on the helping, accepting help, Explain your partner’s ideas and must agree on an him or her to the class. right page and the like. declining help. to the class. answer. Accountable Talk to the Conversation Roundtable Discussion Partners Think-Pair-Square Knowledge Base Create notes about a topic, Noise Meter Discuss with your partner Discuss a topic with your Discuss how to ask for clari- then discuss these with Discuss how loud noise what makes for good partner, then extend the fication, and what should your group. Write each levels should be in the class. communication between discussion with another set serve as evidence in this member’s ideas, then sum- students. of partners. content area. marize on your own. Novel Ideas Only Accountable Talk for Brainstorm a list of prior Reasoning knowledge on a topic, then Reading Partners Group Response Cards Sounding Board How do you disagree with stand. One group member You and your partners read Your group has only one set Meet with a partner to someone without being reads an item on the list, the same piece of text twice of response cards and must share work in progress and disagreeable? How do you without repeating ideas. and discuss its meaning. agree on an answer. provide responses. respond when someone Goal is to have the most disagrees with you? novel ideas. Walking Review ReQuest Numbered Heads Opinion Stations Seek other students to You and your partners read Together Choose a stance on a Collaborative Posters answer questions on a the same piece of text and Resolve a problem with your controversial topic and Work with your group to worksheet. Students must quiz one another using group, making sure all group discuss your opinion with create a poster summarizing sign their names for each questions you each wrote. members can answer it. others who answered your work on a topic. Each solution. Answer the last If one of you can’t answer, The teacher will identify the similarly, then with member must write in a question on your own at the other has to show how spokesperson for the group someone who had a different colored marker. your desk. to locate the answer. by selecting a number. different opinion. Most of these are 10–20 minutes in length. All should be modeled by the teacher first! After each instructional routine has been introduced, use it as many times as you can to reinforce and refine skills. 2 INTRODUCTION: SETTING THE STAGE FOR 21ST-CENTURY LEARNING of four, each facing one another to facilitate conversation. Collaboration During a close reading of a passage on duodenal and Although teaching students communication skills is peptic ulcers, Mr. Mellman asked text-dependent questions important, we have to be mindful about the ways we about the reading, but didn’t want to fall into the familiar exhibit the kinds of talk we want them to acquire. In trap of having only a few students answer. Instead, his too many schools, the language directed at adolescents questions were discussed first in small groups to increase by adults fails to meet the standards we expect of communication opportunities. them. Rather than building students up, otherwise For example, Mr. Mellman asked questions about a caring educators tear students down by using sarcasm, diagram in the passage early in the lesson, then returned diminishing their character, or transmitting lowered to it later. “Why do you think the author included the expectations. In turn, students habituate to negative picture of the stomach and the duodenum?” Students communication, and thus fail to gain the ability to discussed the possible reasons. Jared said, “There’s a collaborate with others. difference between where the ulcers are [in the stomach], Collaboration is about confronting and resolving and the picture shows that.” Priscilla added, “Yeah, and problems. It’s not the chatter of purely social interactions. there’s the part about the symptoms, and that it might Our capacity to collaborate is tested as much by our beliefs be different, too, especially because of where it [the ulcer] is.” Similar conversations were occurring at the same time about our own abilities as it is by the relationships we around the room, but only after students had the chance have with others.
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