Dinosaurs

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Open Message to Educators

21st Century Learning

My theory of learning seems elementary....

It's a phenomenon that happens naturally whether we are focused on the process or not;

it's as unavoidable as breathing.

However, learning in the classroom can be enhanced through multi-aged classrooms, differentiated instruction, cooperative learning activities and structures,

first-hand learning experiences.....and 21st century technology.

What we know about learning:

• Learning goes on our entire lives
• Each person's brain is unique
• Each person brings his or her own prior knowledge and experiences to the classroom or situation at hand
• Emotions and attitudes affect learning
• People learn at different times, in different ways
• The most effective way to learn is through hands-on and real life experiences; by doing, experimenting, analyzing, collaborating, making connections, talking, processing, problem-solving, synthesizing, drawing conclusions and applying knowledge to new situations.
• Today, students also learn through the use of new technology where they collaborate, surf for information, network online, construct meaning, share ideas, and create multimedia projects which demonstrate their understanding in a multitude of ways.
• Instead of only connecting and learning with people who are standing right next to you, today people also learn and work within a global community using a wide range of 21st century tools.

We also know that:

All people need a supportive atmosphere to learn where they experience joy, creativity, and self-confidence to take risks and explore the unknown. Important components that are integral to maximize learning include: Cooperative support between students, parents, and teachers; multi-age classrooms and groupings; alternative assessment; and extended learning experiences linking the classroom to the world in which we live.

Multi-age Classrooms and Groupings
Throughout their lives, students will need to work alone and with others. Learners need experiences in all types of group situations to become effective working citizens in tomorrow’s world. Multi-age groupings are most effective when they are purposeful and well planned. They are not combination classrooms with separate curriculums. A multi-age classroom is organized with a mindful concern for heterogeneity in gender, ability, and age levels. Ideally, multi-aged classrooms allow students and parents to work with the same teacher for two or more years. This allows the teacher more time to gather information about each child’s learning styles, modalities, multiple intelligences, and thinking styles. Extended time with the teacher provides a continuous and coherent picture of a student’s development throughout their elementary education.

Important learning also takes place when you form K-6 multi-age groups because students learn from each other and work together. Students are expected to take responsibility for their own learning as well as encouraging their classmates to participate in the learning process. Student groups of different age levels can work together with a common goal. This establishes a potential mentoring situation and brings unique perspectives from the varied age levels that interact with each other. Each student brings his or her own background, knowledge, and experience to the task. Multi-age grouping can also be used to enhance project work and investigation. Acquisition of language occurs, and creative ideas are often shared in these mixed groups.

Differentiated Instruction

When it comes to learning, “one size does not fit all.” Differentiation is a proactive approach to instruction that incorporates a variety of strategies, based on the assessed needs of the students. Multiple ways of learning are provided for students of different abilities, learning styles, and needs. This approach adjusts the curriculum to the learner, rather than expect the learner to modify him or herself to the curriculum. It allows all students access to the same curriculum by providing learning tasks that are tailored to the students’ needs. Teachers differentiate content using a variety of leveled, instructional materials. Materials are adjusted for complexity, meeting the diversity of needs of the learners in the classroom. Each student is appropriately challenged, and targeted standards are successfully reached. The standards and the needs of the students should determine instructional decisions. Programs, materials and resources should not guide curriculum and instruction. Materials and resources should be selected to teach to the needs of the particular group of students and the standards being taught.Elements that can be differentiated are content, process, and products. (Tomlinson, 2001)

a. Content

Content is the input of teaching and learning. It can be differentiated in response to a student's readiness level, interests, or learning profile. Key concepts and principles are emphasized. Teachers ensure appropriate access to what the students need to learn by using different strategies.

b. Process

Learners need effective activities to make sense of the content or ideas and skills that have been introduced. Students process more easily when classroom activities are interesting to them, call on them to think at a high level, and cause them to use key skills to understand key concepts. Flexible grouping should be consistently used. Initial and on-going assessment of student readiness and growth is essential.

c. Products

Product assignments should help students (individually or in groups) rethink, use, and extend what they have learned over a period of time. Many students show what they know much better in a product than on a written test. Teachers should be able to replace some tests with product options so that students have a broad range of options to demonstrate what they have learned.

Cooperative Learning
Cooperative learning is a small group, interactive instructional strategy that allows students to work collaboratively on meaningful tasks. Students work to help themselves and others in the group learn. There is academic engagement through social interaction and activities are structured so that students need each other to accomplish tasks. Cooperative learning fosters personal growth, motivates students, and helps them construct their own knowledge. It promotes positive interaction and students learn through active involvement rather than sitting, listening, and watching.

Extended Learning and Experiences
It is essential to expose children to rich learning experiences beyond the classroom setting so they can make connections between what they learn in school and the world in which they live. Home learning, field trips, guest speakers, service learning, and multicultural enrichment all work to provide students with opportunities to make these kinds of connections. Adding the layer of technology across the curriculum is essential in giving students the skills they must have to easily compete in tomorrow's global economy. People become life-long learners when you spark their interest and pleasure in exploring the world and making new discoveries about themselves, others, and the fascinating world we live in.