Cognitive Learning Theories

Cognitive learning theories, under the tutelage of David Ausubel, Jerome Bruner, and Jean Piaget (Lever-Duffy & McDonald, 2008) “focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used.”  These theories are concerned with the process of how individuals think rather than on the behaviors one exhibits. 

How then, should educators best address the principles of these theories?  According to the Information Processing Model (Laureate Education, Inc., 2011), students benefit from sensory import received through multiple sensory ports.  That is, the more senses that can be utilized during a lesson or activity, the more likely the information will be remembered and stored into one’s long-term memory files. 

A second component of the Information Processing Model is Paivio’s Dual Coding Hypothesis which states that information is stored as images and text.  This leads to the importance of a teacher using as many graphic representations—pictures, movies, clip art, and other illustrations—as possible when teaching vocabulary or any other concepts.  If a picture can be connected with words or meanings, the content is better understood and the likelihood of retention is better.

Elaboration is another tool that is useful in processing and storing information.  If a student can build on or make connections with the data, the information will be stored in his or her long-term memory files, which are networked files.  This type of memory, as opposed to one’s working memory or short-term memory, is the desirable destination for vital information storage.

Students, as well as adults, are in the habit of memorizing content for the sake of meeting a goal or passing a test and then forgetting the bulk of the information a short time later.  This is the result of the information not being processed or passed through to one’s long-term memory center.  This too, is a habit that teachers need to help students break. 

In the book Using Technology with Classroom Instruction that Works (Pitler, Hubbell, Kuhn, & Malenoski, 2007), the authors share some techniques that teachers can employ to help students better process information and convert it to long-term learning rather than short-term memorization.  In chapter 4, the tools of cues, questions, and advance organizers were shared.  Cues are hints about what students are going to experience.  These could appear in the form of a syllabus, an agenda, or just a verbal statement about what is going to happen.  I have found this strategy to be very helpful in my own classroom as I list the proposed schedule for the day’s classes on the board.  The students know it will be displayed and check it frequently to see what activity will be next.  This practice helps the students to mentally and physically prepare for the events that correlate with the day’s schedule.  As an added bonus, this strategy helps the teacher or facilitator to have his or her materials better organized, too.

 Questions can function in the same capacity as cues—they trigger student memories to retrieve information stored within.  Questions will only work successfully if they focus on upper level thinking skills, those similar to the higher order skills on the Bloom’s Taxonomy Model.  Questions can be posed before material is presented, during the delivery, or after instruction.  A key idea with questioning is that teachers provide a brief period of “wait time” between asking the question and calling on an individual to allow for all students to begin the cognitive processing process.

Advanced organizers come in many formats and can be used for essentially any topic.  The type of organizer selected will be determined by the tasks that students will need to complete.  For example, if one is asked to compare and contrast two items, a Venn Diagram would be an appropriate organizer to use in completing the assignment.  If one was arranging dates or events, a timeline would be a suitable choice.

With each of these three types of strategies, the book Using Technology with Classroom Instruction that Works (Pitler, Hubbell, Kuhn, & Malenoski, 2007), provides readers with electronic or technology-based tools that will help utilize these concepts more efficiently.  Word Processing programs, spreadsheets, concept maps, and multimedia components can be used to form the connections between the visual form of the words and the text.  Concept mapping forces the students to determine connections or relationships between thoughts, terms, and / or ideas, essential pieces in the cognitive theory of learning.  The multimedia component provides even more for the inclusion of sensory data since students are seeing and hearing the content. 

Summarizing and note-taking are two other strategies discussed in chapter 6 of the same book.  In the process of summarizing, students have to examine the data and evaluate it as to what is pertinent and should be included and what carries less importance.  This evaluation process involves critical thinking, yet another piece of the cognitive learning puzzle.

Note-taking can appear in any number of formats, from notes written on loose leaf paper, to those scribed on index cards, those jotted onto an electronic notepad, or those created through one of many software programs created for just this task.  Cognitive traits are exercised through this process similarly to how they are used in the summarizing category.  The writer must determine what information is being shared, what is worthy of being recorded, and what can be discarded.  By combining or adding pictures or images to the notes, the benefits are compounded even more.  Technology definitely simplifies this process and reinforces the connections of the Dual Coding Hypothesis of Paivio (Laureate Education, Inc., 2011).  The combination of note-taking with communication tools makes the strategy even more powerful because it helps to increase the number of exposures to and rehearsals of the required content as it is also joined with graphics.  The information then gets processed and stored in one’s long-term memory, which is the goal identified originally.

Teachers can use all of the strategies discussed above from the book Using Technology with Classroom Instruction that Works (Pitler, Hubbell, Kuhn, & Malenoski, 2007) to address the Cognitive Learning Theory.  As with any theory or strategy, it will only be as successful as the facilitator leads it to be—the better the teacher understands the theory, the more effective he or she will be in planning instructional activities to assist students in learning the required material rather than just memorizing it.

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video

        webcast]. Bridging learning theory, instruction and technology. Retrieved from

         http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc.,

custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

 instruction that works. Alexandria, VA: ASCD.

 

Behaviorist Learning Theories

Behaviorist learning theories, explored and supported by the work of B.F. Skinner (Laureate Education, Inc., 2011), spark great controversy in the classroom.  Should students be “paid” to get good grades?  Are we training students in the same way dogs are trained? While there are many critics who are against the theories behind behaviorism, there is much research and evidence to support the merits of its use in the classroom.

The Stimulus-Response Model, purported by John B. Watson (Smith, M. K., 1999), stresses that learning is manifested by a change in behavior, that the environment plays a key role in forming one’s actions, and that rewards, if given at specific intervals, can yield desired classroom behavior.  With that being said, evidence of this theory floods the classrooms of today.

Teachers at all grade levels use some degree of behaviorism to establish and maintain classroom routines and procedures.  Stickers are placed on papers to recognize academic excellence.  Honor Roll lists are posted in the local newspapers and, candy and other rewards are handed out when students comply with the wishes of their teacher or exhibit an extra measure of effort.  Despite open protests against behavioral theories, the evidence of their use is overwhelmingly present in the education realm.

The use of behavior reinforcement does not have to stop with the obvious uses.  Instructional practices and homework performance can be strengthened through these strategies as well.  James Hartley (Smith, M. K., 1999), in his Stimulus-Response Theory, determined that activity and repetition are key factors in the reinforcing and learning of content material.  Understanding is also maximized when content objectives are made clear to the learner.  Technology aids teachers in assigning homework and academic drill to achieve those goals.

Carefully constructed homework assignments can give students the “24 practice opportunities” suggested for an 80% competency level (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Software programs, either purchased, available free of charge, or teacher-made, can be used to track student performance and increase student motivation.  Both of which can positively elicit desired actions.  Students can also self-monitor and adjust their practice routines according to graphic representations of their performances—more practice might be needed to achieve the desired rewards.

Through my classroom experiences, I have found several websites that pretest, assign curriculum based on assessed levels, and provide numerous practice opportunities coupled with competition against other students within the school, and in some cases, throughout the nation.  Achieve 3000's Kid Biz Program provides many of the tools necessary to address the nonfiction component of the Virginia Standards of Learning English objectives (VDOE, n.d.).  It uses technology enhanced activities and encourages writing practice, all in conjunction with current world events.   The program has built-in motivators with points awarded for academic success and participation, weekly prizes are distributed, and seasonal contests are sponsored throughout the school year.  Parents have access to their children’s progress both online and through reports sent home from teachers, allowing for encouragement and reinforcement from both the home and school environments.  Since implementing this particular program in my classroom, student reading levels have increased by at least one grade level for almost all students, indicating that the behavior theory behind the program does work.

Several other programs that have been representative of Stimulus-Response theories and models are Study Island and Reading Eggs.  Teachers in my school capitalize on the merits of these programs even further by offering additional rewards and recognition.  Students get to practice their predetermined skills in a fun and game-like atmosphere, causing them to almost forget they are doing homework.

As with food, exercise, or any other substance, too much of a good thing can also become a problem.  In order for these behavior theories to work, they must be administered properly and in the right quantity.  Everyone likes rewards, but they must be timely and delivered with constructive feedback.  Success with these types of programs will only be seen as having merit if the desired responses continue to occur.  If the programs are no longer being effective, they will need to be redesigned or eliminated.

No matter what your thoughts or feelings are on the use of behavioral strategies in the classroom, please know that they are in practice and they can be successful in obtaining desired behavioral outcomes.

References:

Differentiated Instruction | Achieve3000. (n.d.). Differentiated Instruction | Achieve3000. Retrieved

             September 12, 2012, from http://www.achieve3000.com/

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video

             webcast].  Bridging learning theory, instruction and technology. Retrieved from

http://laureate.ecollege.com/ec/crs/default.learnCourseID=5700267&CPURL=laureate.ecolleg    e.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Leading Academic Provider of Standards-Based Online Learning Solutions | Study Island. (n.d.).

               Leading Academic Provider of Standards-Based Online Learning Solutions | Study Island.

               Retrieved September 12, 2012, from http://www.studyisland.com/web/index

Learn to Read With - Reading Eggs | Where Children Learn to Read Online. (n.d.). Learn to Read

                With – Reading Eggs | Where Children Learn to Read Online. Retrieved September 12,

                2012, from http://readingeggs.com/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction

                 that works. Alexandria, VA: ASCD.

Smith, M. K. (1999). 'The behaviourist orientation to learning'.  the encyclopedia of informal

   education.  Retrieved from www.infed.org/biblio/learning-behavourist.htm

VDOE :: English Standards of Learning Resources. (n.d.). VDOE :: Virginia Department of Education

                 Home. Retrieved September 12, 2012, from http://www.doe.virginia.gov/testing/sol/sta

EDUC 6710 Class Reflection

Knowledge and Understanding

Technology is a powerful tool that is a prevalent part of today’s society.  Its potential impact is phenomenal if harnessed in the right direction.  It can be used to help individuals communicate, research, practice skills, express ideas, and complete work-related tasks.  It can be used to plan vacations, play games, and to shop.  Technology can diagnose medical issues and provide educational training.  Its uses and possibilities are almost endless in the educational realm as well.  However, “no matter how powerful the technology, if the user doesn’t have the right mindset, nothing changes in the classroom” (Thornburg, 2012).

We, as educators, must understand the possibilities for incorporating technology in our classrooms.  This class, EDUC 6710: Understanding the Impact of Technology on Education, Work, and Society from Walden University, has provided a basis for my understanding of how and why technology must be a vital component in the classroom.  The students of today, those classified as digital natives by Marc Prensky (2001) demand the inclusion of technology both in and outside of the school setting.  These students have not known life without access to technology—phones, iPods, video players, gaming systems, and the like.  They function in a world in which information is delivered randomly and at a fast pace.  These individuals can multi-task and need to think critically.  Collaboration on projects is preferred over individual contributions. Creativity and communication are two other skills required by these natives that round out the 4’Cs of learning and innovation that the Partnership for 21st Century Skills website identifies as being a necessary component in today’s classrooms. 

As a result of this class, I now know how to create a blog and a podcast.  With both of these assignments, I experienced frustration because I was not already familiar with the processes involved with both.  The anxiety I experienced was valuable to me as an educator because it allowed me to have a glimpse of what some of my own students might experience when asked to complete tasks unfamiliar to them.  My frustration helped me to realize that I need to present directions in a clear cut format and model my expectations, thus increasing my students’ chances for success in completing difficult assignments.  An additional bonus incurred with the podcast assignment was the opportunity to hear the voices of my classmates.  While we have communicated in writing throughout the class, we finally had a chance to connect a voice with each individual and sometimes a face through the blog photos.

I entered into the group wiki creation project feeling more confident than I was with the blog and podcast assignments because I have used wikis with my 5th grade students for the past few years.  I did learn, however, that I had not been using this tool to its maximum potential.  In past years I have created the wiki and then given my students “writer” access and asked them to respond to questions that I posted.  I now see that the students can and should play a greater role in the creation and implementation of the wiki.  Another insight I experienced was that it was hard to relinquish control.  Even though I may have had ideas on how the site should look and what should be included, I needed to defer to the ideas of other group members—a skill that everyone needs to develop in order to be successful with group projects and in a workplace environment. 

In discussing the idea of “doing different things” with technology versus “doing things differently” (Thornburg, 2012) my classmates shared some ideas for how they planned to achieve this distinction in their classrooms.  Also of merit were the resources that identified the contrasts of “learning with technology” as opposed to “learning from technology” (Kirschner and Erkens, 2006).  Understanding the nuances that come with each of these comparisons will determine the directions I will be taking in designing future lessons.   Instruction must allow for students to experience learning through all four of the categories above.

I have gained many insights from this class, but my learning will not stop here.  I will continue to research and add new strategies and technology tools into my classroom repertoire.  Already in preparation for this school year I have changed the design of my classroom to include group work stations, both inside my room and in the hallway.  Several laptop stations have been created that will capitalize on the need for instant access to information and will allow for the inclusion of more individualized learning activities.  A whiteboard has been secured for use in my classroom, allowing for interactive lessons and videos to become a part of my instruction.   Each of these changes was made as a result of research findings that have been a part of this class.

Long-term Goals

Some long-term goals for change have been established as well.   I would like to use a blog to increase communication between my students, their parents, and me.  Initially I will post homework assignments and announcements.  After the students and I become more confident with the process, I will allow students to post some of their own creations.  With an increase in the number of people viewing their work, I anticipate the quality of their work to increase along with their motivation for writing.  Benefits will be experienced by all parties actively involved with the blog experience.

I would also like to allow my students to take a more active role in the educational process.  I want my classroom to move from a teacher-directed format to a student-centered venue, capitalizing on student interests and making real world connections.  The inclusion of project-based learning opportunities will also be a goal that supports the constructionism views of Seymour Papert.  He explains that “learning occurs as a result of building artifacts that can be evaluated by others” (Laureate Education, 2012).  By having the students involved throughout the whole learning process they will see the relevance in what they are doing, become more engaged, and gain useful life skills. 

A third goal that I have already set in motion is that of creating a partnership with a local community bank.  This idea was sparked by comments from one of my Walden University classmates when she mentioned the topic of economics and shared her ideas.  As a part of my own economics unit, I am going to solicit bank personnel to share their expertise on the ideas of banking, credit, interest, saving, and such.  With materials provided by the bank and parental permission, students will be given the opportunity to open their own savings accounts.  Lessons on recording deposits and withdrawals, interpreting bank statements, budgeting, and investing will be shared and real life skills will be gained.  And, in lieu of the economy, my students will be able to start to prepare fiscally for their futures as well.

Checklist Growth

At the beginning of this class, students were asked to complete a checklist reflecting on our personal practices in reference to 21st century skills and in regards to leadership roles in the school and work environment.  The rating responses included often, sometimes, and rarely.  Upon initial completion of the survey, most of my answers fell within the sometimes category, but falling into the rarely category on the issues of allowing students to take responsibility of their own learning and in designing learning experiences that require students to formulate their own questions and engage in real-world problem solving.  Because this university class took place over the summer when school was not in session, I cannot honestly say that my classroom practices have changed.  I have increased my knowledge and understanding for making these changes, but I have not yet had an opportunity to implement these strategies.  As has been reflected in my long-term goals, plans have been set in motion to improve my frequency with the issues that had been identified as deficit.  I am hoping to elevate their status to that of often, as that would support the goals of 21st century learning (Partnership for 21st Century Skills, 2011). 

In reference to the leadership portion of the checklist, I am making strides toward elevating the frequencies of use listed within each of those categories.  I am currently serving on several school and district level committees that involve technology and learning.  I have been given some administrative rights which allow me to implement and monitor several programs involving computerized learning and testing programs. 

Additionally, through my participation in this college technology-related course, I have increased my personal knowledge and skills with other professionals, a goal that is supported through Proposition 5 of the Five Core Propositions of the National Board for Professional Teaching Standards (NBPTS, 2002). 

As Miners and Pascopella shared, “If you’re going to change schools, you have to have a vision for it” (Miners & Pascopella, 2007). Do you have that vision?  I do.

As a part of this class assignment, I have created a slideshow of quotes that had an impact on me.  They are included in this attachment:    http://www.slideshare.net/staceynewton/quotes-of-interest

References

Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209. 

Laureate Education, Inc. (2012). The emergence of education. Baltimore, MD: Thornburg.

Laureate Education, Inc. (2012). Transforming the classroom with technology: Part 1. Baltimore, MD: Thornburg.

Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.

National Board for Professional Teaching Standards. (2002). The Five Core Propositions.      

                Retrieved from http://sylvan.live.ecollege.com/ec/courses/78618/CRS-WUPSYC6205-.

Partnership for 21^st Century Skills. (2011). Washington, DC.  Retrieved from http://www.p21.org/.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

Digital Natives and Digital Immigrants: Part 2

In reference to the theory of digital natives and digital immigrants proposed by Marc Prensky (2001), I decided to investigate the issue further.  I wanted to find out if there was really a difference between children who were raised with in a technology-rich environment as opposed to individuals who had limited exposure during their childhood.

I interviewed a seven year old girl, talked with two sixteen year olds, and polled my adult Sunday School class to gather information for this podcast.  Even though all of the participants were raised within the same community, I found that their exposure to and experiences with technology were varied.  These examples seemed to contradict theories by Dr. Marc Prensky (2001) who said that children raised in technology-rich environments are more comfortable with technology as adults.  Some of the interviewees were very comfortable with technology and use it extensively at either school, work, or at home while others used it on a limited basis.  The podcast that follows contains some of the answers that were shared during my explorations.
            
                           http://podcastmachine.com/podcasts/13915/episodes/71949

References

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9(6).

Digital Natives and Digital Immigrants: Part 1

Dr. Harvey Silver stated in the video Understanding the Learner (Laureate Education, 2011) that teachers need to make students feel that their learning and knowledge is worthwhile and, it needs to catch their attention.  Lessons and activities cannot do that sufficiently if they are not designed for the particular students with which they will be used.  With that being said, teachers must get to know their students and the types of learners they are.  While many of them may be classified as digital natives, there are some exceptions.

What is a digital native?  According to Dr. Marc Prensky (2001), digital natives are those individuals who have grown up in a technology-rich world.  They are people who like to receive information at a very fast pace and prefer to receive graphics before text.  They can parallel process, multi-task, and they function best when they are networked with or connected to other people.  Digital natives thrive on instant gratification and prefer games over other styles of work.  And, because these learners prefer random access rather than linear steps, traditional teaching methods can often “retard learning for brains developed through games and web surfing” (Prensky, 2001).  In my opinion, the majority of students today fall into this category of digital natives.  They have grown up with multiple television sets in their houses, they have played countless hours of video games on a variety of gaming systems, and they have iPods, iPads, and/or cell phones.  They have been immersed in technology.  They are comfortable using it and are quite proficient with these modalities. They could not imagine life prior to these inventions.

Conversely, digital immigrants are those people who have not had the experiences with technology that their counterparts have had from an early age.  They are individuals who, at some point in time, crossed-over into the digital realm and started on their digital journey.  They are not as automatic in the use of technologies as the natives, and some will never achieve the same levels of proficiency.  They may become familiar with a variety of technologies, but it will usually be after multiple exposures.  Generally, this conversion happens later in one’s life, after childhood has passed. 

Tim McHale, in the article Portrait of a Digital Native, espoused the idea that “the brain’s ability to effectively self-organize competing information remains in the developmental process until 16 or 17 years of age.”  At that point, the learner will have to work harder to incorporate new skills.  That is where fear steps in.  I have seen this with my own life and in the lives of others.  When presented with a task that evokes fear, some people think it is easier to avoid the task then to work at learning the skill.  My grandmother was a prime example.  She worked as a cashier in a department store for years.   Then, when the store switched to computerized cash registers and an electronic inventory system, she experienced fear.  Her fears were so strong that, instead of trying to learn the new system, she quit her job.  I daresay she was not even on the fringe of becoming a digital immigrant.

Students in my classroom support the characteristics that describe digital natives.  They want to be entertained.  They want to compete against each other and they definitely want prizes for their efforts.  They are easily bored with tackling traditional reading, writing, and math practice.  These students want to know why they have to complete certain tasks and they want to know if they can use technology to achieve their goals.  I have found that even in the results from Howard Gardner's Multiple Intelligences Inventory that are administered yearly, more of my students are falling into the interpersonal and the bodily-kinesthetic categories than in the past.  The students conceivably learn better by talking to others and moving about—components that do not often appear in the traditional classrooms of the past.  The students that are in my classroom today are definitely not the same type of students that occupied the desks ten to fifteen years ago.

What then are the implications for digital immigrants in teaching and leading the digital natives? In the article Digital Natives, Digital Immigrants: Some Thoughts from the Generation Gap by Timothy VanSlyke (2003), he challenges the findings of Marc Prensky and offers his twist on the theories Prensky shares.  While he supports many of the statements and implications made by Prensky, he does not believe that the makeup of the brain actually changes for digital natives.  He does agree that many of today’s students are much more advanced technologically, but that they can adapt and be successfully taught with non-technology instructional methods.  I tend to side with VanSlyke.  While I know that students are changing, I do not believe there is a physical change at the cause.  I believe that the environment plays a key factor in forming the students of today.  Students who are allowed or given access to technology will crave it just as those children who are given many sweets or material items.  Those children who have limited or no access to the same items will not develop a dependence on them.   Dr. David Thornburg, in the video segment Debate: Digital Natives vs. Digital Immigrants supported the same theory when he said, “The environment in which they were brought up in prior to school effects them.”   Yes, the students of today are different, but it is not due to physical alterations in the brain.

In order to work with the students who have become technology immersed, teachers need to change.  Seeking professional development about ways to integrate technology in the classroom is just one of the steps educators can take to help bridge the technology gap.  Teachers should research, acquire, and utilize the latest products to become familiar with their merits.  Educators must also be open-minded and patient.  As fearful as technology can be, the benefits it can espouse are more important.  Teachers must then reflect on their methodologies to determine if there are better ways to accomplish learning objectives than were used previously and if so, adjustments need to be made.  If standard methods are better for completing a task, they should be implemented.

Carol Ann Tomlinson, in the video segment Differentiation, Part 2 (Laureate Education, 2011) reiterated that we as teachers must “teach the students we have, not the students we used to have or the students we wish we had.”  With this directive, teachers who fall into the digital immigrant category, or worse—those who haven’t even attempted to migrate—must get on board and redesign our lessons and classrooms to reflect the needs of our current students, the ones who have lived with technology of some type almost every day of their lives.  Our entire curriculum does not have to be technology-driven, but it should certainly be technology-rich. 

References

Laureate Education, Inc. (2011). Program 31: Designing curriculum, instruction, and assessment [DVD]. Understanding the Learner. Baltimore, MD.  Silver.

Laureate Education, Inc. (2011). Program 33: Designing curriculum, instruction, and assessment [DVD]. Differentiation Part II. Baltimore, MD.  Tomlinson.

21st Century Skills

Partnership for 21st Century Skills, or P21, is a national group interested in helping to advocate or promote 21^st century skills for United States students.  The group has been tasked with helping to bridge or close the “profound gap <that> exists between the knowledge and skills most students learn in school and the knowledge and skills they need for success in their communities and workplaces.” 

The organization has created a framework that illustrates and explains each of the student outcomes it feels crucial for student success. Those outcomes  fall into the categories of core subjects and 21st century skills, learning and innovation skills, information, media, and technology skills, and life and career skills. The framework also includes the support systems that are needed to help students obtain those skills. The supports include standards and assessments, curriculum and instruction, professional development, and learning environments.  As with any structure, strong supports need to be in place to keep the framework intact.  This framework is no different and includes the resources needed to provide that support.

As I ventured through this website, I encountered many resource links containing information further explaining the rationale behind the group and its missions. There were video clips, blog links, and educator resources.   Not only did the site share the objectives or outcome that it feels needed to be met, it also gave examples of schools and other organizations that had been successful in implementing the strategies.  Corresponding contact information for each of the ‘pilot’ organizations was also provided.   A frequently asked questions, or FAQ, section proved to also be helpful.

As a model of the strategies and outcomes it is promoting, the P21 group prepared a video illustrating the “4C’s” from the learning and innovation skills category—creativity, critical thinking, communication, and collaboration.  The video, entitled Above and Beyond, gives credence to the process.  In the video clip, the characters represent the need for thinking creatively, with the results taking them “above and beyond” the normal expectations.  The video was another example of how students could or should be engaged to produce and think beyond their normal parameters.

One of the features of the site was the inclusion of Information and Communication Technology (ICT) map examples prepared for the 4th, 8th, and 12th grade levels in the subjects of Social Studies, English, and Math.  Each map contains lessons/activities and lists of corresponding resources needed for implementing the lessons.  A similar format was used additionally for creating maps for the 21^st century skills in the areas of math, world languages, arts, geography, science, social studies, and English.  These maps help teachers take the guess work out of deciding how to implement the process within the classroom.  As an educator, I appreciate having examples by which to guide the process.

As I toured the site, I did not really find anything with which I disagreed.  The site seemed to be developed in accordance with data revealed in other research I have read on the topic of 21st century learners.  One item that did serve to be disappointing was that my state, Virginia, was not included as one of the fifteen states classified as a 21st century state. 

With the amount of information and examples provided on the pages of the  Partnership for 21st Century Skills site, educators now have a point of reference, examples, and contact information to guide their students into becoming 21st century learners.

To Blog or Not to Blog?

“Blogs are not going away—we need to teach our students how this powerful media works” (November, 2008).  In support of November’s proclamation, blogs are going to continue to appear in classrooms across the country.  The degree to which that occurs will be based on each teacher’s familiarity and comfort with this tool and also on the technology available to make its use possible.

As I am just starting to become familiar with the concept of blogging, I plan to proceed with caution.  Initially within my fifth grade classroom, I plan to establish a blog with which both students and their parents will have access.  Through my site I plan to include daily homework assignments for all of the subjects I teach, announcements of upcoming events, and possibly a few class pictures—which will be with written parental permission as is required by our school’s acceptable use policy.

Once students have been instructed with the rules and etiquette involved with blogging, I will begin to allow select students from my Language Arts class to write articles for possible publication on our class blog.  I am hoping that the initial limited selection of work will spur students into improving their personal writing skills so that they too, will be selected for this same honor.  The goal is for all students to eventually have at least one of their writing pieces published.  Additionally, after the students receive instruction in creating multimedia presentations, some of these products will then be selected for display as well. 

In lieu of the age of my students, generally 10-12 years of age, and the Children’s Online Privacy Protection Act (COPPA, 1998) I plan to serve as the determiner of what will be placed on the site.  Because I want this experience to be positive for students, parents, the school system and myself, I plan to keep tight reigns on this initial blog.

References

November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin.