Teaching Tomorrow’s Leaders: Engaging all students for the 21 st Century Susan Baum, Ph.D. International Center for Talent Development Bridges Academy.

Teaching Tomorrow’s Leaders: Engaging all students

for the 21st Century

Susan Baum, Ph.D.International Center for Talent Development

Bridges Academy

Emotions = to make learning a positive experience.

Empowerment = the confidence to believe in the power to make a difference. The ability to transform individuals from observers of ideas to implementers innovation.

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Our focus will be to share strategies for E 3

21st Century Students

21 st Century Skills

Workshops’ themes Engaging the 21st Century learner Creating a culture of creativity and

innovation through differentiation, talent development and critical and creative thinking.

The role of social and emotional learning

Engaging the 21st Century Learner

Today’s learner is different Digital natives Need for movement More visual/spatial and kinesthetic Multi focused vs. singularly

focused

Brain Rules: What we now know about learning

MOVEMENT AND EXERCISE

RULE #1: EXERCISE BOOSTS BRAIN POWER

HOW LONG ARE YOUR STUDENTS SITTING? CIRCLE TIME? LISTENING? DOING SEATWORK?

SUSTAINED ATTENTION

Research says that sitting and listening and paying attention is developmental.

The amount of minutes is related to age up to 15.

10 minutes and attention starts to drift if information is boring monotonous

Digital kids listen faster

Information processing model

Attention

Novelty

Intensity

Personalized

Relevance

Symbol System

(Multiple Intelligence)

Sensory

Input

Auditory

Visual

Kinesthetic

Working

Memory

UnderstandingMemory

Expression

Application

Critical & creative thinking

Generalization

Information processing model

Attention

Novelty

Intensity

Personalized

Relevance

Symbol System

(Multiple Intelligence)

ENGAGEMENT AND JOYFUL LEARNING

Preferences for Expression You are about to be given an assignment On the note card rank from highest (1)

to lowest (4) your preferred expression Write Draw Act Build

Strength Based Groups

Your actual group will consist of people who share your most preferred style Those who most want to write Those who most want to draw Those who most want to act Those who most want to build

The Assignmen

t

The Assignment

States of matter Big idea: Matter can change

from one physical state to another and not change its properties (chemical make up)

Essential question: What is a physical change?

Learning activity 1.Write a poem that tells the story of or explains the process

of a melting ice cube. Include information about the three states of matter.

2.Build something that tells the story or explains the process of a melting ice cube. Include information about the three states of matter.

Learning activity 3. Perform a skit or make the appropriate background

music or rhythm that tells the story of or explains the process of a melting ice cube. Include information about the three states of matter. 

4. Draw a three-frame storyboard that tells the story or explains the process of a melting ice cube. Include information about the three states of matter.

Blocks to Creativity

Forcing the standards:Remedial Groups

In a few minutes you will form groups to complete an assignment as follows: Those who least want to write Those who least want to draw Those who least want to act Those who least want to build

Emotional check-in

How do you feel? Are you excited about the assignment or

worried about how you’ll express it? Or…do you care at all? Imagine being a child for whom reading and

writing is a constant struggle…

In what ways can my teaching be strength based?What kinds of choices do I offer my students?How often?

Need for inquiry and discovery

Need for Discovery and Inquiry

DISCOVERY LEARNING

MESSING ABOUT ASKING QUESTIONS FORMING HYPOTHESES TESTING HYPOTHESES DRAWING CONCLUSIONS

Playing around with 7-up and raisins Take a glass of 7-up, and half a dozen

raisins. Play.

What do you observe? Ask 5 questions that start with I wonder about… or I wonder what would happen if…

My Plan Question: What do I want to know?

My hypothesis…

How will I conduct my experiment (materials and steps)

Observations and conclusions

One take away Visit with your neighbor and talk

about one idea you can use to engage today’s learners tomorrow.