21st Century Skills: Defining
Best Practice in Today’s
Classrooms
Part II
Tracey Tokuhama-Espinosa, Ph.D.
Dean, new School of Behavioral Sciences and Education
Director, Instituto de Enseñanza y Aprendizaje (IDEA)
Director, Online Education
Universidad San Francisco de Quito, Ecuador
Association of American Schools in South America (AASSA) Conference
Quito, Ecuador
March 2012
S
Background
SMaster’s from Harvard University in International
Education and Development and doctorate (Ph.D.)
from Capella University (cross-disciplinary approach
comparing findings in neuroscience, psychology,
pedagogy, cultural anthropology and linguistics).
Bachelor’s of Arts (International Relations) and
Bachelor’s of Science (Communications) from Boston
University, magna cum laude.
SDirector of the Institute for Research and
Educational Development (IDEA), Universidad San
Francisco de Quito, Ecuador and professor of
Education and Neuropsychology. New Director of
Online Education. New Dean of the School of
Behavioral Sciences and Education (USFQ).
STeacher (pre-kindergarten through university) with
24 years of comparative research experience and
support to hundreds of schools in 22 countries.
www.educacionparatodos.com
Program
1.
Part 1: Critical Thinking, Metacognition, the Autonomous
learner
2.
Part 2: Habits of Mind, Activity
3.
Part 3: Activity
4.
Part 4: What is “best practice” in the 21st century classroom?
Relationship?
S 21st century skills
S “Autonomous (attitude) learner (aptitude)”
S Critical Thinker
S Metacognition
S (Emotional Intelligence as a precursor?)
S Self efficacy and self-confidence
John Hattie (a meta analysis of 900+
meta analyses)
Major domains of interest
 Curricula
 Home
 Parent
 School
 Student
 Teacher
 Teaching
A frightening conclusion
S I have come to a frightening conclusion.
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess a tremendous power to make a child’s life
miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations it is my response that decides whether a crisis
will be escalated or de-escalated, and a child humanized or dehumanized.
S –Haim Ginott
S
Cited in Martin, D.J. & Loomis, K.S. (2006). Building teachers: A constructivist approach to introducing education,
p.222
Autonomous Learner
S
Third Pillar: Act Autonomously
S “Individuals who
take responiability
for their own lives
and actions in
social contexts…”
S Take initiative?
S Entrepreneurial?
S Reflective: Not only able to
routinely apply a set formula or
method to react to situations, but
rather the ability to confront and
adapt new views based on
assessment.
S Responsible for one’s own actions?
S Critical thinker?
Rychen, D.S. & Salganik, L.H. (Eds.). (2003). The definition and selection of key competencies: Executive summary.
OECD: DeSeCo publications. Downloaded from 111.oecd.org/edu&statistics/deseco. (p.5).
Talking points
History of “autonomous learners”
Requirements?
S
Foreign language
S
“KNOW THYSELF”
S
Gifted students
S
Confusions (i.e., need to know
one’s own “learning style” to be
able to know how to manage
oneself)
Difference between self-regulation
and autonomy? (Emotional
intelligence)
“Autonomous learner”
S An autonomous learner is "one who solves problems or
develops new ideas through a combination of divergent and
convergent thinking and functions with minimal external
guidance in selected areas of endeavour” (Betts and Knapp,
1981).
Link a Autonomous Learner Model Australia:
http://www.kisser.net.au/pdeo/peac/page8.html
“Autonomous learner”
S On a general note, the term autonomy has come to be used in at least
five ways (see Benson & Voller, 1997: 2):
1.
for situations in which learners study entirely on their own;
2.
for a set of skills which can be learned and applied in self-directed
learning;
3.
for an inborn capacity which is suppressed by institutional education;
4.
for the exercise of learners' responsibility for their own learning;
5.
for the right of learners to determine the direction of their own
learning.
Retrieved from http://iteslj.org/Articles/Thanasoulas-Autonomy.html
“Autonomous learner” (language)
S Autonomous learners have insights into their learning styles and
S
S
S
S
S
S
strategies;
take an active approach to the learning task at hand;
are willing to take risks, i.e., to communicate in the target language at
all costs;
are good guessers;
attend to form as well as to content, that is, place importance on
accuracy as well as appropriacy;
develop the target language into a separate reference system and are
willing to revise and reject hypotheses and rules that do not apply;
and
have a tolerant and outgoing approach to the target language.
See Omaggio, 1978, cited in Wenden, 1998: 41-42 cited in article retrieved from
http://iteslj.org/Articles/Thanasoulas-Autonomy.html
Critical Thinker
S
Critical thinking….
S “In today’s education it is commonly accepted without challenge
(and often with simple resignation) that ‘someone’ (from the
Ministry, the school administration or some other part) thinks for
us, tells us what to do, how, when and where we should teach and
learn. We prefer to follow rules imposed upon us from the outside
rather than run the risk of being autonomous. Many times, those
teachers who claim the contrary, when found faced with a
classroom of students, blindly agree to conventional norms and
play it safe, without questioning…But if teachers do not develop
critical thinking about their own actions, down to the most trivial
detail, they will be hard pressed to transmit these skills to their
students.”
Battro y Denham 2003, transñated by the Author.
Presumptions
S
The first rule in
Education: “Do
no harm”
S
Education’s
greatest goal is to
create critical
thinkers
(maximize the
potential of all
learners)
Critical thinking is….
S “…the ability to analyze facts, generate and organize ideas,
defend opinions, make comparisons, make references,
evaluate arguments and resolve problems.”
Chance 1986
Characteristics of a person who thinks
critically
Intellectual curiosity
Intellectual courage
Intellectual humility
Intellectual empathy
Intellectual integrity
Intellectual perseverance
Faith in reason
Act justly: Have the disposition and
be conscience of the necessity to
consider improbable outcomes.
S (Intellectual generosity)
S
S
S
S
S
S
S
S
Paul (1992) cited in Muñoz & Beltrán 2001, tranalated by the author
The Process:
A critical thinking guide
1. Unite all the information
2. Understand all the concepts
3. Ask where the information came
4.
5.
6.
7.
8.
from (biases)
Analyze the source of information
(credibility)
Doubt the conclusions
Accustom oneself to uncertainty
Exam the whole
Generate new or distinct
ideas/information.
Adapated in part from Ciencias de la Teirra (nd).
Cognitive skills and critical thinking
S “Related to cognitive skills, I
have gathered here a list of what
experts say is fundamental to
critical thinking:
S Interpretation
S Analysis
S Evaluation
S Inference
S Explanation and
S Self regulation”
Facione 2003
Interpretation
S “Understand and express the significance,
relation and importance of a wide variety of
experiences, situations, data, events,
judgments, conventions, beliefs, rules,
procedures and criteria.”
Facione, 2003, translated by the author
Analyze
S “Identify the relation that exists between the
proposed inference and reality, between
declarations, questions, concepts,
descriptions or other forms of proposed
representations to express beliefs, judgments,
experiences, reasons, information and
opinion.”
Facione, 2003, translated by the author
Evaluation
S “…determine the credibility of the claims or
other statements that are descriptions based
on perceptions, experiences, situations,
judgments, beliefs or opinions and cede to
logical relations between inference about
what is proposed and what is real in the
claims, descriptions, questions or other
forms of representation.”
Facione, 2003, translated by the author
Inference
S “Identify and secure the necessary elements to
reach reasonable conclusions, formulate
conjectures and hypothesis, consider relevant
information and deduce consequences, confirm
data and claims, principles, evidence, judgments,
beliefs, opinions, concepts, descriptions,
questions or other representational forms.”
Facione, 2003, translated by the author
Self-regulation
S “Self-consciously monitor one’s own cognitive activities,
the steps used in each activity and the results achieved
through deductive reasoning, especially using analytical
and evaluative skills for inferred information. Judge
oneself by questioning, confirming, validating or correcting
inferences and ensure that they are rational and the result
of a thorough thinking process. The two sub-categories of
self-regulation are self-examination and self-correction.”
Facione, 2003, translated by the author
Metacognition
S
S 6-year old explaining ratios:
http://www.youtube.com/watch?v=Pf0dw4WluGY
S Kids teaching kids: http://www.techsmith.com/camtasia-
interview-mathtrain.html
S Group resolution of problem:
http://www.techsmith.com/camtasia-interviewmathtrain.html
Lecturas recomendadas
S Journal: Metacognition and Learning
Emotional intelligence
as a precursor?
S
Retrieved on 12 March 2012 from http://www.psychometric-success.com/emotional-intelligence/emotionalintelligence-in-business.htm
Retrieved March 12, 2012 from http://withfriendship.com/user/kalaikumar/emotional-intelligence.php
Write your own definition of
“metacognition”
1. Write your own
definition.
2. In your group,
explain how you
got to this…
Primera definición (1976)
S J. H. Flavell utilizó por primera vez el término “metacognición”:
S “La metacognición se refiere al conocimiento que uno tiene
acerca de sus propios procesos cognitivos o cualquier cosa
relacionada a éstos, como pueden ser las propiedades necesarias
para el aprendizaje o adquisición de información. Por ejemplo,
estoy haciendo metacognición si me doy cuenta que tengo más
dificultad en aprender A que B; o si me impacta que debo hacer
doble check en C antes de aceptarlo como hecho.”
S —J. H. Flavell (1976, p. 232).
*Nisbet, Shucksmith (1984). The Seventh Sense (p6) SCRE Publications
Seven factors in a good learning
environment:
1.
2.
3.
4.
5.
6.
7.
Safe environment
Intellectual freedom
Respect
Self-directed
Paced challenges
Active learning
Feedback<
Billington, D. (1997). Seven characteristics of highly effective learning programs
To develop autonomous
learners, I need to….
Habits of Mind
S
Habits of Mind
S http://www.instituteforhabitsofmind.com/
S “The 16 Habits of Mind” (pdf in folder)
16 Habits of Mind
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Persistence
Managing impulsivity
Listening To Others—With Understanding and
Empathy
Thinking Flexibly
Thinking About our Thinking (Metacognition)
Striving For Accuracy and Precision
Questioning and Posing Problems
Applying Past Knowledge to New Situations
Thinking and Communicating with Clarity and
Precision
Gathering Data through All Senses
Creating, Imagining, and Innovating
Responding with Wonderment and Awe
Taking Responsible Risks
Finding Humor
Thinking Interdependently
Learning Continuously
Professor Arthur
L. Costa,
Universidad de
California at
Sacramento
Arthur Costa
Habit 1: Persistence
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 2: Manage impulsivity
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 3: Listen with empathy
and understanding
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 4: Think flexibly
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 5: Metacognition
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 6: Precision
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 7: Apply prior knowledge
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 8: Questioning and posing
problems
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 9: Thinking and
Communicating with Clarity
and Precision
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 10:Gathering information
from all the senses
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 11: Create, imagine
innovate
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 12: Respond with
Wonderment and Awe
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 13: Take responsible risks
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 14: Find humor
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 15: Think
interdependently
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
Habit 16: Lifelong learning
16 Hábitos de la Mente descargado el 19 de septiembre 2009 de
www.msm.qld.edu.au/pdfs/Curriculum/29%20May%202008.pdf
10h30-12h30
S Game!
The Art of
Questioning
S The teacher does not have to
answer all the questions
(paradigm shift for some)
S Habit of answering a question
with another question.
S Accustom oneself to allow the
student to be the center of the
classroom discussion.
“Essential Questions” Activity
1.
2.
3.
4.
5.
6.
Form groups of 4-5 people
Separate the concepts into categories
Name the categories
Create a question in which the answer is the
contents of the category.
Modify your question (#3) into an essential
question.
(Create a single essential question for the
entire page.)
Essential questions
S Get the to the heart of the subject;
S Cannot be answered with a simple “yes” or “no”;
S Leads to a cross-disciplinary understanding of
concepts;
S Naturally leads to other questions.
Based on Wiggins & McTighe, 2005
Concepts
13h30-14h30
S Autonomy
15h00-16h00
S Activities that encourage autonomy
Examples of activities that stimulate
critical thinking
1.
Debate
2.
Problem-based learning
3.
Case studies
4.
Stories, fables
5.
Dramatization
6.
Role play
7.
Crossword puzzles
8.
Questioning
•
•
The Art of Questioning
Essential Questions
Example: Debate
Example themes:
Children’s rights
Smoking in public places
Euthanasia
School uniforms
Student assessment:
Content
Strategy
Final argumentation
The teacher’s job:
S
Clear theme
S
Clear rules
S
Clear time frame
References
Battro, Antonio M., & Percival J. Denham. (2003). Pensamiento crítico. Argentina: Papers
Editor. Descargada de http://www.byd.com.ar/ed6www4.htm el 1 de octubre
2004.
Paul, R. (1992/2001). Características de un pensador crítico. En A.C. Muñoz Hueso &
J. Beltrán Llera, Fomento del pensamiento crítico mediante la intervención en una unidad
didáctica sobre la técnica de detección de información sesgada en los alumnos de Enseñanza
Secundaria Obligatoria en Ciencias Sociales Universidad Complutense de Madrid.
Departamento de Psicología Evolutiva y de la Educación. Descargada de
http://www.psicologia-online.com/ciopa2001/actividades/54/ el 11 de noviembre
2005.
Rychen, D.S. & Salganik, L.H. (Eds.). (2003). The definition and selection of key
competencies: Executive summary. OECD: DeSeCo publications. Descargado de
111.oecd.org/edu&statistics/deseco. Traducido por la autora.
For more information:
Tracey Tokuhama-Espinosa, Ph.D.
Universidad San Francisco de Quito
Casa Corona, primer piso
Campus Cumbayá
Diego de Robles y vía Interoceánica
ECUADOR
desarrolloprofesional@usfq.edu.ec
Tel.: (593)-2-297-1700; (593)-2-297-1937
Fax: (593)-2-289-0070.
P.O.BOX 17-1200-841,
Quito - Ecuador
Telf: 297-1700 x1338
www.educacionparatodos.com
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Para mayor información
Tracey Tokuhama-Espinosa, Ph.D.
Directora
Instituto de Enseñanza y Aprendizaje (IDEA)
de la Universidad San Francisco de Quito
Casa Corona, primer piso
Telf: 297-1700 x1338; x1005; 1020
desarrolloprofesional@usfq.edu.ec