“We can tap into 50 million Web sites, 1.8 million books in print, 75 million blogs, and other snowstorms of information, but we increasingly seek knowledge in Google searches and Yahoo! headlines that we gulp on the run while juggling other tasks. We can contact millions of people across the globe, yet we increasingly connect with even our most intimate friends and family via instant messaging, virtual visits, and fleeting meetings that are rescheduled a half dozen times, then punctuated when they do occur by pings and beeps and multitasking. Amid the glittering promise of our new technologies and the wondrous potential of our scientific gains, we are nurturing a culture of social diffusion, intellectual fragmentation, sensory detachment. In this new world, something is amiss. And that something is attention…. The way we live is eroding our capacity for deep, sustained, perceptive attention—the building blocks of intimacy, wisdom, and cultural progress” (13). ––Maggie Jackson, Distracted: The Erosion of Attention and the Coming Dark
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MRA 2011 Keynote Preparing Today's Kids for Tomorrow's World
Keynote I delivered 3/13/2011 at Michigan Reading Association in which I talked about the need to prepare today's kids for tomorrow's world (which is, I would add, already here!)
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“We can tap into 50 million Web sites, 1.8 million books in print, 75 million
blogs, and other snowstorms of information, but we increasingly seek
knowledge in Google searches and Yahoo! headlines that we gulp on the run
while juggling other tasks. We can contact millions of people across the
globe, yet we increasingly connect with even our most intimate friends and
family via instant messaging, virtual visits, and fleeting meetings that are
rescheduled a half dozen times, then punctuated when they do occur by
pings and beeps and multitasking. Amid the glittering promise of our new
technologies and the wondrous potential of our scientific gains, we are
nurturing a culture of social diffusion, intellectual fragmentation, sensory
detachment. In this new world, something is amiss. And that something is
attention…. The way we live is eroding our capacity for deep, sustained,
perceptive attention—the building blocks of intimacy, wisdom, and cultural
progress” (13).
––Maggie Jackson, Distracted: The Erosion of Attention and the Coming Dark
What’s the BQ?Who are today’s kids and what do they need to know and be able to do to ensure their success (and ours) in the future?
Generate: Words
Evaluate: Positive? Negative?
Analyze: Causes & Effects
Organize: L->M? C/C? Class?
Synthesize: Today’s students are like...
The Academic Essentials
“The 21st century teen, connected and multitasked,
autonomous yet peer-mindful makes no great leap forward in human intelligence, global thinking, or netizenship. Young users
have learned a thousand new things, no doubt. They upload and download, surf and chat, post and design, but they haven’t learned to analyze a complex text, store facts in their heads,
comprehend a foreign policy decision, take lessons from history, or spell correctly. Never having recognized their responsibility to
the past, they have opened a fissure in our civic foundation, and it shows in their halting passage into adulthood and citizenship.”
–– Mark Bauerlein, The Dumbest Generation: How the Digital
Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30)
“They instinctively turn first to the Net to communicate,
understand, learn, find, and do many things…You talk on the
phone and check your email; to them, email is old-school.
They use the phone to text incessantly, surf the Web, find
directions, take pictures and make videos, and collaborate.
They seem to be on Facebook every chance they get…Instant
messaging or Skype is always running in the background. And
what’s with those video games? How can someone play
World of Warcraft for five hours straight?”
–– Don Tapscott, Grown Up Digital: How the Net Generation Is
Changing Your World
Reflect: Which Gen Are You?Baby Boomers Generation X Generation Y
1946-196477 million
1965-197845 million
1979-200070 million
20091979
The purposeful (20%)
The dabblers (31%)
The dreamers (25%)
The disengaged (25%)
The deeply disturbed
––William Damon, from The Path to Purpose:
How Young People Find Their Calling in Life
“NetGen” Norms(from Don Tapscott’s Net Generation)
Freedom
Customization
Scrutiny
Integrity
Collaboration
Entertainment
Speed
Innovation
Design, evaluate, and manage one’s own work so it continually improves
The survival skills for the new economy
The Flat World and Education, Linda Darling-Hammond (2010)
The survival skills for the new economy
Design, evaluate, and manage one’s own work so it continually improves
Frame, investigate, and solve problems using a range of tools/resources
The Flat World and Education, Linda Darling-Hammond (2010)
The survival skills for the new economy
Design, evaluate, and manage one’s own work so it continually improves
Frame, investigate, and solve problems using a range of tools/resources
Collaborate strategically with others
The Flat World and Education, Linda Darling-Hammond (2010)
The survival skills for the new economy
Design, evaluate, and manage one’s own work so it continually improves
Frame, investigate, and solve problems using a range of tools/resources
Collaborate strategically with others
Communicate effectively in many forms
The Flat World and Education, Linda Darling-Hammond (2010)
The survival skills for the new economy
Design, evaluate, and manage one’s own work so it continually improves
Frame, investigate, and solve problems using a range of tools/resources
Collaborate strategically with others
Communicate effectively in many forms
Find, analyze, and use information for many purposes
The Flat World and Education, Linda Darling-Hammond (2010)
The Flat World and Education, Linda Darling-Hammond (2010)
The survival skills for the new economy
Design, evaluate, and manage one’s own work so it continually improves
Frame, investigate, and solve problems using a range of tools/resources
Collaborate strategically with others
Communicate effectively in many forms
Find, analyze, and use information for many purposes
Develop new products and ideas
The Annotated Classroom: Work Unit• Official resume
“Generally, the students were prepared, except for 2 who did not know the job responsibilities. While those 2 did a good job for the rest of the interview but they lost out in terms of “first impression”—and it’s rare that you can ever totally recover.”
“Each of them looked me in the eye on more than one occasion. Good!”
“I wish they had used my name at least once. I tried the use their name several times, hoping that would encourage them to use my name. Using the interviewer’s name is important—you paid attention; it’s respectful.”
“One seemed more sensitive to the confidentiality of the position than the others. Others seemed willing to talk to peers and/or friends about specifics of a bail bonds workplace.”
“All but one were dressed properly for a job interview—again, you paid attention; it’s respectful.”
“After telling them that I was interviewing five candidates for the job, I asked them to convince me that I should hire them. All five did a good job.”