Book+Study

Part 1-Chapter 1 and 2-Due at Feburary 15 Building Leadership Meeting Part 2-Chapters 3, 4, 5-Due March 14 Building Leadership Meeting Part 3-Chapters 6-9-Due April Building Leadership Meeting (we need to discuss further in March)

Discussion questions for Part 1: Chapters 1 & 2
 * After reading chapter one, consider how the world of work has changed over time. What might the world of work look like by the time your students graduate from high school or college? What skills will your students need?
 * Trends in education; how we were prepared as a result of society influences and how we now have to prepare children
 * We need to prepare children for small changes every day not just the furture
 * The number of jobs a child will have (11) in their life compared to trends now
 * Historical influence on education-
 * According to a questionnaire done with hiring executives a few years ago (p7), currently children are graduating from school lacking some basic skills (i.e. oral and written communications, critical thinking and problem solving, professionalism and work ethic, teamwork and collaboration, working in diverse teams, applying technology, and leadership and project management). Think about your classroom. Are you currently supporting children's mastery of these skills? Why or why not?
 * Each of the skills sets we do
 * Is this skill set representated in our mission and ph.-we should do a check on this and how we communicate with our families
 * Preservice talking about the practices, but teachers are not provdied with the stratgies to bring this forth
 * Through our project work, we allow opp. to work on this skill set (diversity may not be a natural part of this work)
 * Teachers may stay away from topics (that ties to diversity or globoalization) as a result of be worried about saying something that is not sensitive to others or cultures
 * Partner work in addition to project work allows us to focus on this skill set
 * Skill set we focus on the most: critical thinking and (Creativity)
 * Skill set we need to stregthen: Diverse teams (what can we use to get outside of ourselves)
 * MIssing from the list: Flexiablity (unlearn, relearn), Creativity/Innovation,
 * We have the resources to focus on the 21st Century focus, but it is hard to focus on this skill set, How do we assess it? What do look for?
 * We as a program/SST need to define the skill set critical to our framework?
 * Families would be responsive to focusing on these skills sets-families will need a concrete explanation to show how critical skills these are to their children's future
 * Communication piece is our programs is critical as our approach is unique
 * Could combine teamwork and collaboration with working in diverse teams and then add something stronger about globalizations
 * When parents reference or request worksheets it may be that families just are not sure how to support their children in other ways, it is not that they do not recognize the benefits of the work we are doing-are we clearly communicating this with families
 * explore what the four roles of society presented on pg. 12 what does this mean
 * What supports adapability/flexability?
 * 21st century is not going back to mastery of skill-on the route
 * After reading chapter two, revisit the figure on page 38 depicting a new balance for education. Consider your classroom and your teaching style as you look at each element. Where on the scale does your practice fall? What does this activity bring to mind as you reflect on your teaching and the needs of the 21st century learner?
 * Important to find this balance based on what children need; it is not just a yes or no
 * Book that this figure aligned with The Lexus and the Olive Tree (Megan referenced) whole balance between tradition and change
 * Look at quote on page 39 How does this shift happen because it does not happen in preservice (Debbie-had a principal guided her and the program that helped with that shift, being in the classroom with children-children force you to recognize the need for flexiability. Helps to see it versus just talking about it
 * There may be an equal/balanced focus on some aspects of this graphic and others may be at a different weight
 * It is important to know our children so we know which end of the continum will be a match for the situation/child/learning experience
 * **"Teach less, learn more"**
 * Sense of wonder that is allowed in our program-really encourages children to investigate and instant motiviation
 * Terms/statements/visuals to consider in our framework
 * Social learning versus teamwork-defines what we mean by collaboration and teamwork
 * Authentic learning also provided some language to go back and reflect on
 * internal motivation/emotional to learning/interest/making it meaningful and "real world" learning
 * visual on page 23 and then connecting it to the skills sets
 * visual on page 23 and then connecting it to the skills sets


 * Discussion questions for Part 2 - Chapters 3, 4, & 5**

Now that you have a more clearly defined description of the 21st century skills from the reading, reflect upon the ways you see the following skills integrated within your current classroom activities. As you reflect, consider why any of the skills might not be evident in your current classroom environment.

critical thinking problem solving communication collaboration creativity & innovation information literacy (access, evaluate, use, and manage information) media literacy (analyze and create media products) information and communication technology flexibility & adaptability initiative & self direction social skills cross-cultural skills productivity accountability leadership responsibility

After reading chapter 7, reflect upon your personal experiences engaged in each of the learning methods (Collaborative Small-Group Learning, Project Learning, Problem-Based Learning, Design-Based Learning). What experiences stood out for you? Why?
 * Discussion questions for Part 3 - Chapters 6 - 9**
 * Plan do review was a relatable idea in the project learning
 * Problem Based Learning-strong part of the classroom
 * Collaborative Small Group Learning-need to increase (reflected on by Emily)-see potential in the garden activity to increase this type of learning format
 * Debbie-collaborative small group learning is something that used frequently in the classroom
 * Design Based Learning-was the least relatable method
 * Problem Based and project based seemed to be the strongest match for our young children

Now, reflect on how you currently support the use of Collaborative Small-group Learning, Project Learning Methods, Problem-Based Learning, and Design-Based Learning in your classroom. What changes could you make to increase the use of each of the learning methods in your classroom?

Assessment of student skills and knowledge is addressed in chapter 8. In what ways are you currently assessing "Meaningful Understanding" versus "Memorization" in your classroom? How could you assess students' "Meaningful Understanding" more?


 * Rubric and conferring are strategies that we use to look at meaningful understanding
 * Conferencing with children is a great way to assess meaning
 * Observations

Finding time for students to engage in Inquiry based learning can be a challenge. In thinking about your classroom schedule, identify one time during the day where you could provide more time for Inquiry based learning.


 * Investigation along with children

Terms for us to think about in our framework
 * Meaningful Understanding
 * Ability to ask questions
 * Inventing solutions to problems
 * Innovation
 * Collaborative learning
 * Whole learner
 * Balance (teacher facilitator and empowering learning)
 * Intergrated/Linked/Coordination of systems/componets/activities-worked together to support the whole