Skills and Dispositions for the 21st Century

The Partnership for 21st Century Skills is a support organization focused on instilling 21st century skills into education. The organization's Framework for 21st Century Learning, defines the skills, outcomes, and support systems needed to ensure quality “21st century teaching and learning.” This framework is currently being implemented by ten states that are committed to providing their students the skills necessary for success in learning, life and work in the 21st century. Although most states have their own technology standards, it is puzzling why more states have not committed to these standards. It would make sense to have a national framework.

However, I must admit that I became quite addled over some of the so called 21st century skills. Each one of them, problem solving, cooperative learning, expert decision making, critical thinking and communicative skills to name a few, are in no way ‘new.’ Often times I feel as if I am the small boy in “The Emperor’s New Clothes” who sees that the emperor is naked and everyone is acting as if he is beautifully dressed. Thus the analogy fits here. These are not new skills or twists on existing skills. They are skills that any good teacher has been instilling in her/his students for the past 100 years or more. Furthermore, I am concerned that someone has suggested that these skills will diminish in desirability and will simply grow old and fade away. The emperor is naked and someone must tell him.

With that being said, I consider an important aspect of the Partnership for 21st Century Skills website to be Route 21 which highlights how 21st century skills can be supported through standards, assessments, professional development, curriculum and instruction and learning environments. According to the Partnership, this site represents the first comprehensive, “go-to,” online resource for high-quality content, best practices, relevant reports, articles and research. These tools assist practitioners in implementing 21st century teaching practices and learning outcomes. Contemporary educators can easily navigate Route 21 to gather tips, obtain lesson plans, and watch videos that pertain directly to classroom instruction. The information in this area allows users to tag, rank, organize, collect and share Route 21 content based on their personal interests which is a great use of Web 2.0 social networking.

Overall, I enjoyed navigating my way through the Partnership website. I felt it was an invaluable support system for contemporary educators and one that supported best practices and the infusion of technological skills. While perusing the site, I became more aware of the need for advocates who, “Serve as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders”.

Blogging In My Classroom: My Vision

My classroom is an inclusion group of special and regular education students. Thus I am forever seeking activities that level the playing feel and give all students frequent opportunities to contribute in some meaningful way. As a result, I would use my blog as a class archive. In order to make this work, I’d have one student serve as a class recorder who enters a summary of activities and material learned. This allows children the opportunity to review materials, check on materials missed in class, and practice for our standardized testing. Students would enjoy the added responsibility of “checking on-line” at their class site.

This provides help for students who miss class and review materials for everyone, especially before our major CRCT test at the end of the year. The rest of the class can add additional information and corrections in the comments. Students would need to be able to synthesize, one of my major goals for my students, what they have learned in order to be able to be successful. By reading the blogs I would be able to quickly assess my students understanding of what was taught. Also, other students would be adding their ideas and making any necessary corrections of their classmate, thus providing an authentic audience.

Additionally, students can post questions and comments to me. Although it is secondary that I believe these posts would provide me with hours of enjoyment, it will offer me an insight into the children’s mind as well as a snapshot into their comprehension. But the greatest achievement comes with the less active students posting ideas and suggestions free of embarrassment and fear of ridicule. If my vision is fulfilled, students would feel free to correct others and provide support and encouragement.

Blogging Rules for Educators

I came across this wiki page (click on my title to access), and was inspired to start something similar here. Since this week, we need to think about ways to incorporate our blogs into our classroom, I felt it's important to establish generic rules for the students when using educational blogs. Here's where I am asking for your help. Please post any rules you deem appropriate. In the near future, I will compile the list and give access to all of you. Thank your for your time and valuable input!

Believe it or not, you can read this:

I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of th huan mnid Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh?

Why Johnny Can't Write Even Though He Went to Princeton

The state of Georgia mandates a writing exam for fifth graders. Our county takes it a step further and makes passing this test a gateway for promotion to sixth grade. Much has been written about why students write poorly, but nothing has been more interesting than this article on Ivy League kids who can't write well. Let me know what you think about the article. Make sure you just click on the title to reach the article. Happy reading!

Family as we grow older

As a Christmas surprise, my family came to Atlanta for the holidays. It is quite a journey from Brooklyn, New York. David, my adorable big brother, did all the right things and brought all the best gifts. My parents brought all the comforts of a family Christmas and I was lavished with love. The excitement of the holidays often fades as we age and time and distance separate us from family and friends. Santa isn't really coming and the tingling excitement of reindeer on rooftops has faded away. But wakening up to the smell of brewing coffee and seeing my mom and dad busily fixing breakfast brought tears to my eyes. Christmas morning was more subdued than previous ones in my earlier childhood, but the joy that morning of love and being loved, grateful for the gifts of my dear family, and the blessings of good health superseded all privious ones. I hope everyone had a wonderful time with their familes.

The Great Return

Two fabulous weeks off for the holidays and I must say I enjoyed each and every day. With Walden put to rest and my job on hiatus, I played, read, slept, lunched with friends, and explored the night which usually evades me during the school year. I graded no tests, fretted not once over my students, and generally felt free! I kept waiting to feel a tad quilty, but the feeling never came. A teacher's work day helped lessen the shock of returning kids. Did anyone else feel like an adult this holiday? So often I mentally 'take the kids' home with me worrying about this and that. I don't feel hardened; I feel like I've taken a giant mental health step. I wonder how other teachers learned to 'let go' long before I did?