Chapter+6

This chapter was one giant promotion for our class!! The authors gave us a multitude of 21st century tasks for readers/teachers to try and complete. While reading it, I thought one of two things: I already do that, or I have done that in 600 or will be doing that in 603. I glad to say that our course is doing a good job, at least in the eyes of the authors, of showing me excellent 21st century tools that will be helpful in the classroom. The kids want to learn material and learnin in mediums that are relevant to them. In order to teach that way, we must master those 21st century skills first.
 * Doug**

I decided to research one of the sites, The Teacher List, the authors shared with us. Some interesting ideas, and it's RSS eligible.

//After reading this chapter about the digital student requiring a new set of skills reminded me of the article that I shared in class last week// entitled [] So, I decided to take a more in depth look at the skill portion of the article because I can still start to incorporate these skills even on a primary level classroom. These specific skills refered to as" fluencies" are not according to the article "technical prowess";but, critical thinking skills.These thinking skills taught to be mastered to do automatically and smoothly. In the future, teachers will not be covering a set of specific objectives covered in a curriculum guide or scope and sequence; but, specific methods the digital student will need such as: information, creativity and collaboration. A lot of these just mentioned have already are used in the past in many classrooms. Also, the focus will be on information and how to use multiple information sources to find a solution to a specific "big question" proposed in the classroom. As this article mentions the skills or elements will be created to have relevance to the student. The idea of the information being presented in a "cyclical form" (starting with a big idea having real world context through reflection and applying assumptions and where to explore the next question of inquiry.) [|http://frank.mtsu.edu/~nboone/theoryhistory.pdf] In our chapter the continual idea of "revelance learning" is that (according to the fluency article) the learner takes on the responsibility for the learning, by asking questions defining and through collaboration developes strategies for solutions. Great, giving the student the power of their learning. Finally, in the past the teacher was the educator, facilitator and now the "redirector" but in the years to come (as the article mentions) will maybe become the innovator, engager and most importantly the inspiration! How exciting!
 * Cindy**//-//


 * Nick**

From this chapter I like the idea of relevance in the learning process. I thnk it is an absolute necessity to find a way to connect and make relevant what we are trying to teach to something that is important to the students. The more teachers incorporate the various types of technology available and used by students on a daily basis into the curriculum and how we teach then we will be addressing the necessary skills our students will need for the 21st century. In orer to do this effectively the authors suggest that teachers delve into the technological world of our students if they have not already. I found a program called [|Classworks] that offers lessons, assessment, remediation, and project ideas that stress the higher order thining skills our students will need. It also gives many ideas on how to make the content relevant to the students by provideng ideas on how to "hook" them into the lesson and keep them "hooked" throughout the unit. I am a big believer in finding a way to make the content relevant to the students so when I teach a unit or even a lesson I find ways to relate the content to what the students are interested in and what matters to them. This is not easy by any stretch of the imagination as we all know but I feel it is worth the effort if it helps the students learn and understand the content as well as care about learning and understanding it.

**Diane** Chapter 6 This chapter pretty much reinforces the inference made by Jean Piaget, “The principle goal of education is to create men and women who are capable of doing new things, not simply of repeating what other generations have done” (51). In other words, the authors continue to emphasize the need, the fundamental need, that is, for educators to step down from their 20th century soapbox and face the truth. And the truth, quite simply, is to show interest in students and embrace the digital world, so that, according to the authors, teaching will become relevant, and as a result, learning will stick—sort of like the way Velcro does. Piaget’s quote continues by saying that education should create students who “are creative, inventive, and discoverers. Who have minds which can be critical, can verify, and not accept everything they are offered” (51). Again, because of the super fast, high-tech barrage of hyperlinked information, today’s students obviously are not learning with the “drill and grill” methods that are currently being offered, meaning teaching is basically irrelevant. The learning curve has definitely shifted, but evidently, the teaching curve has not caught up. Great article about high school reform [|Article]

Chapter 6 This chapter focus’ on educators embracing the fact the kids are learning differently than before. I found it interesting when I read, “Today’s digital generation does not need the same level of text-based skills to survive and thrive in the digital world. Instead, they have developed advanced visual and cognitive skills needed to handle the bombardment of multimedia, rapid-fire, hyperlinked information that they experience daily in the online digital world”(51). I feel the sooner educators come to terms with this idea, they will be able to welcome technology into their classrooms. By doing this, we make instruction more relevant to learners-because we are relating to our students’ world. Check out this article on transforming the way we teach our students Using Technology to Transform Schools
 * Felicia**

This chapter pretty much helps sum up the overall "problem" that many teachers, including myself, have fallen into, or become a part of. And I do really think it is a problem. I recall when I first graduated, and I began seeing all of the technology popping up in classrooms. I was one of those teachers that would boast, "I don't use ANY technology in my class!" But after reading through this text and chapter, as well as numerous other materials, resources, blogs, etc., it's now easy to see that I was the one being stubborn, and not ready to learn on. I especially liked the use of the velcro analogy. I looked up more information, and here is a generic description, with a not so generic scientific formula for equating the theory. Focus on the "Rules Kids Won't Learn in School"
 * Adam**

**Rules Kids Won't Learn in School**

Jen
Chapter 6 Relevant topics for students is something that has been talked about a lot in most of my Moravian classes, however I feel like it is something that should continue to be discussed until things change. Juke, Mc Cain and Crocket are correct in saying that we are preparing our students for jobs of the past instead of the present. This almighty test has scared many of us into forgetting or abandoning our best practices, but what we have done in this process is disregarded as what we know to be true – authentic and relevant assessments are what our students need to do to be successful! I will admit that I, too, have gotten caught up in the wave of teaching for/to the test because of the demands of meeting AYP, but in order to fully prepare our students, we need to prepare them for their digital future. In helping to remind myself, and others, of how to engage students and keep the content relevant, I found this link to an audio library which, as the site states “Join Nikolle Doolin as she brings the pages of classic literature to life in this engaging literary podcast.”