Schooling+for+the+21st+Century-+Unleashing+Student+Passion

=Schooling for the 21st Century: Unleashing Student Passion=

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= = = = = = =Project Based Learning=

media type="custom" key="2630471" MIT distinguished professor Seymour Papert is among a growing group of scholars who support project-based learning, in which students move from hands-on work to abstract thinking by solving real-world problems.

Project Based Learning
http://abpc.wikispaces.com/Project+Based+Learning http://abpc.wikispaces.com/ABPC+PBL+%26+More http://abpc.wikispaces.com/Transforming+Learning

Lisa Duke's students at First Flight High School in the Outer Banks in NC created this video as part of a service project in her Civics and Economics course curriculum.
media type="youtube" key="EMVbtMrcuPQ&hl=en" height="355" width="425" http://ffh.dare.k12.nc.us/teacher/lisaduke/bridge-project.shtml

To hear directly from her students on how this project impacted them and their learning go to Voicethread.com and search for Bonner Bridge. = = = = = = = = = = =Curiosity=

Seth Godwin
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Grace Llewellyn
Another enemy is the guilt that blocks your natural curiosity. People who have never gone to school have never developed negative attitudes toward exploring their world. Unfortunately, you probably have. It’s not your fault if you don’t immediately want to run out and watch ladybugs with a magnifying glass. It might take time before your desire to learn surfaces from beneath the layers of guilt – the voices insisting I should learn this, I have to learn that. Give yourself time. Don’t push. You’ll recover.

Albert Einstein
It is a miracle that curiosity survives formal education.

Albert Einstein
It is, in fact, nothing short of a miracle that the modern methods of instruction have not entirely strangled the holy curiosity of inquiry.

Anatole France
The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards

Dorothy Parker
The cure for boredom is curiosity. There is no cure for curiosity.

=Curriculum and Resources=

Technology Integration Matrix
http://fcit.usf.edu/matrix/index.html http://fcit.usf.edu/matrix/download/indicators.pdf The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.

=Principles for 21st Century Education= Mark Nichols in New Zealand http://www.ifets.info/journals/5_2/discuss_summary_april2002.html
 * 1) **Individualisation** – adaptability to the learning needs of the individual.
 * 2) **Meaningful Interactivity** – providing opportunities for students to apply what they are learning.
 * 3) **Shared Experience** – enabling students (and encouraging them) to learn from one another.
 * 4) **Flexible and Clear Course Design** – preparing the entire course with a view to maximising student control while still providing clear expectations.
 * 5) **Learner Reflection** – encouraging students to mentally engage with course concepts and to consider their progress.
 * 6) **Quality Information** – providing actual content that is accurate and especially designed to facilitate understanding.

Essential Learning Functions-  Essential learning with Digital Tools, the Internet and Web 2.0
[|http://reinventingpbl.pbwiki.com/f/Essential+Learning+Functions2.pdf<span] = = = = = =
 * 1) [|Ubiquity]
 * 2) [|Deep learning]
 * 3) [|Making things visible and discuss-able]
 * 4) [|Expressing ourselves, sharing ideas, building community]
 * 5) [|Collaboration – Teaching and learning with others]
 * 6) [|Research]
 * 7) [|Project Management]
 * 8) [|Reflection and Iteration]



=="For any given organization, the important questions are 'When will the change happen?" and "What will change?" The only two answers we can rule out are never, and nothing." --[|Clay Shirky]==

Change Brings Opportunity
A world where it is easy to form groups around the things that we are passionate about is a world where //we can learn from and with the smartest people we can find from around the world whenever we need to or are ready to.//

That goes for even our youngest children, who can not only [|change the world] but [|change their own learning worlds] in the process. (Laura Stockman)   And it goes for professional learning communities where participatory technologies allow us to [|connect quickly and easily] to receive [|"just in time answers"]  and support. The kind of support that changes us for the better.

This is a world of networks. And a world of communities.

Our premise is that for our students to be adequately prepared for their futures, they must not only know how to [|create, navigate and grow their own personal learning networks in safe, effective and ethical ways], but they must also be able to [|exist in, support and grow situated learning communities] where they pursue their passionate, scholarly interests with a group of learners to whom they are committed.

In other words, understanding both networks and communities are crucial to learning in this connected world.

Networks are created through publishing and sharing ideas and connecting with others who share passions around those ideas who learn from each other.

[|Communities] are different from networks in that they typically are situated learning communities are where people come together in groupings, build relationships, establish norms, manage knowledge and carry out activities in everyday life, in the workplace, and in education. Relationships are based on the idea of mutual engagement around a common interest or problem. The community is [|co-created by its members and grows and changes over time]. Members develop a shared repertoire of resources and make a commitment to each other to improve. Sharing and co-creation of content is at the heart of a community building. Through the sharing of content and ideas and by working through a "None of us is as good as all of us" perspective a [|thriving community] results that informs classroom practice and results in transformational change through a systemic lens.

How Do We Get There?
According to Shirky, there are four stages to mastering the connected world: **sharing, cooperating, collaborating, collective action**. What we want to talk about is how those for are important in the context of networks and communities.


 * Sharing** is the key to connecting online, and it's a fundamental skill of network literacy. And the tools make sharing easy. But we need to understand sharing, however, in the context of what happens after we share. We share because we want to connect with others around our passions, not simply communicate. Our students future is that they become "clickable," findable by others.

When we think of students sharing, [|we think of Myspace], and of the problems that ensue. These are the early stages of networks. Sharing leads to [|connecting] which is the starting place for community building. Sharing is important within the context of communities as well. It leads to deeper understanding and movement along a [|developmental continuum]of expertise. 
 * Cooperation** can take many forms, but it starts with working together toward a common goal. Cooperation can create classrooms that are [|global and not dependent on time or place.]. Teachers come in [|all shapes and sizes]. (Andrew from Perth, Scotland.)


 * Cooperation** in communities allows many schools across an entire state to work together to [|create artifacts] and [|thin walled classrooms.]


 * Collaboration** requires the best effort of those involved to build something together.


 * Collaboration** within a community can result in [|outcomes that impact policy], influence working conditions, or result in a project that displays the [|"wisdom of the crowd"] at its best.


 * Collective action** in a community often results in [|positive global change.]