Lisa’s Weblog

Twenty-first century learning in schools.By Bob Pearlman. 

Link to article:http://web.ebscohost.com.ipacez.nd.edu.au/ehost/pdf?vid=22&hid=102&sid=4a0902af-bc2e-42ef-aa98-1748d68d6cce%40sessionmgr103  

Abstract: 

There are a lot of changes which started to take place during the 1990’s according to Bob Pearlman. These included globalization and an increased role in technology in work and life. Learning in the 21^st century includes information and communication skills, thinking and problem-solving skills, interpersonal and self-directional skills, and the skills to use twenty-first century tools such as information and communication technologies.

This article goes through how the government is planning to spend over 80 billion dollars in re building schools within America which are over 15years old and create a 21^st century environment  which is able to inspire learning for decades to come. But to do this we need to know what the students want to learn and the skills they need for the 21^st century. I think this is really important due to the fact that this is the future, technology is our future and if the future generations don’t know how to function within society and to keep up with the recent technological advancements then we wont be going anywhere and we will be trapped in the past.When thinking about preparing students for the 21^st century we need to address a few important questions and Bob Pearlman asks these: 

• What learning curricula, activities, and experiences foster twenty-first century learning? 

• What assessments for learning, school based and national, foster student learning, engagement, and self-direction? 

• What physical learning environments (classroom, school, and real world) foster twenty-first century student learning?

 • How can technology support a twenty-first century collaborative learning environment and support a learning community?

Walk into a classroom at New Technology High School (NTHS)in Napa, California, and you will see students at work: writing journals online, doing research on the Internet, meeting in groups to plan and make their Web sites and their digital media presentations, and evaluating their peers for collaboration and presentation skills. Another teacher’s students may also be there in a team-taught interdisciplinary course. These activities have a name and a purpose.

This is called project-based learning, and it is designed to engage students in learning deeply.

 A simple strategy was planned out to tackle complex problems and will require critical thinking: 

• To learn collaboration, work in teams.

• To learn critical thinking, take on complex problems.

• To learn oral communication, present.

• To learn written communication, write.

• To learn technology, use technology.

• To develop citizenship, take on civic and global issues.

• To learn about careers, do internships.

• To learn content, research and do all of the above.  

 This strategy can be enforced if students can work on projects that are designed to extract collaboration, critical thinking, written communication, oral communication, work ethic, and other critical skills while simultaneously meeting state or national content standards.  

Bob Pearlman also goes through what a traditional classroom is like: 

·         They mainly work alone on non – complex tasks

·         They emphasize short term content memorization

·         Write for the teacher alone

·         And rarely work on group presentations  Project- and problem-based learning takes a different
approach:
1. Put students into teams of three or more students, who work
on an in-depth project for three to eight weeks.
2. Start the project by introducing a complex entry question, and
scaffold the project with activities and new information that
deepens the work.
3. Develop a time line for the project through plans, drafts, timely
benchmarks, and presentations by the team to an outside panel
of experts drawn from parents and the community.
4. Provide timely assessments to students on their projects for
content, oral communication, written communication, teamwork,
critical thinking, and other critical skills.

this is my delicious website!!! have a look i have some great sites!!!!

my del.icio.us

HEY JUDE BLOG

http://heyjude.wordpress.com/

This blog is an excellent learning tool for using web2.0. It has great infromation and links and tools for web2.0.

examples include:

TAGGING

BLOGGING

and she has a few vidoes on researching the internet wisely.

she also has a posting on using blogging within the curriculum which is great because it shows you how to blog within the classroom.

Setting up a shared blog space for groups of students working on different topics, such as: Visual Ventures (electricity); Safety First (issues for different scenarios); New Concepts (cool maths problems to try and solve); Riddles & Poems; Religion (World Youth Day – the latest on the cross, and living the message of Jesus).

This blog gives you everything you need to know when using Web2.0. I think blogs done for this purpose are GREAT..

 WHY BLOG??

Student Bloggers:

• Feel part of a global community.
• Exhibit a sense of responsibility.
• Are empowered learners, particuulary special needs students.

I found this slideshow really eye opening as it really allows you to understand what is happening in the world today and how fast it is moving……IT IS ALARMING!!!

This is a great slideshow made using slideshare!!!

I FOUND THIS SLIDESHOW VERY INTRESTING!!!

This site slideshare.net is great, it is like youtube but instead of videos it has slideshows, pictures made into a slideshow and then shared with everybody on the net.

i found this great slideshow of funny pictures:

http://www.slideshare.net/weblover/funny-images/1

websites like these are great to use within the classroom, the teacher could use this to her advantage for example if the teacher is teaching ancient history and there are pitctures of Greece for example that she wants the students to see, not only will she use boring text books or photocopied pictures from text books but she can show the students a slideshow of different images from Ancient Greece. This will enage the student in the topic and they will find it intresting and stimulating rather than copying and looking at a boring blakc and white photocopy.

I found this awesome site http://www.solutionwatch.com/512/back-to-school-with-the-class-of-web-20-part-1/ 

it has tools for great web2.0 sites. Such as a student version of delicious.

Stu.dicio.us: Student organizer and social notetaking tool where students can create a schedule, track their grades, manage a to do list, store files for classes, and write public notes in an outline-like format. Stu.dicio.us also allows students to connect with friends and soon will include Facebook integration. More on Stu.dicio.us.

Ther are many other great ones and i think they are awesome for using in the classroom and will allow the students to become more interactive and share information amongst each other.

  WHAT ARE TAG CLOUDS?? This is some information I found about tag clouds.From wikipedia.com  http://en.wikipedia.org/wiki/Tag_cloud  A tag cloud (or weighted list in visual design) is a visual depiction of content tags used on a website. A tag cloud is a set of related tags with corresponding weights. Typical tag clouds have between 30 and 150 tags. The weights are represented using font sizes or other visual clues. Meanwhile, histograms or pie charts are most commonly used to represent approximately a dozen different weights. Hence, tag clouds can represent many more weights, though less accurately so. Also, frequently, tag clouds are interactive: tags are hyperlinks typically allowing the user to drill down on the data. I also found a tag cloud for flickrr which is great instead of having pages of information to sift through.

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