Fearless Leaders - Pt. III

Being who you are, not being ashamed of it, is one of the cornerstones of being happy. 

As educators and leaders, we need to teach kids, at a young age, that it is okay to be who you are. There is no shame in who you are. We are all equal. 

Leaders inspire by working with us, working for us, and working for the betterment of us all. Let's hope we can all be who we are and continue to inspire others to be who they are. 

20th Century Classroom vs. the 21st Century Classroom

Recently, I have been researching and reading about the differences between this century and last century in terms of classrooms and what they look like. 

A great site summed it up perfectly - http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm

Here is a snapshot of what is found!

20th Century Classroom vs. the 21st Century Classroom

USA 1960’s typical classroom – teacher-centered, fragmented curriculum, students working in isolation, memorizing facts.	A classroom at the School of Environmental Studies, aka the Zoo School, in Minneapolis.  A perfect example of real-life, relevant, project-based 21st century education.
Time-based	Outcome-based
Focus:  memorization of discrete facts	Focus:  what students Know, Can Do and Are Like after all the details are forgotten.
Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application.	Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.)
Textbook-driven	Research-driven
Passive learning	Active Learning
Learners work in isolation – classroom within 4 walls	Learners work collaboratively with classmates and others around the world – the Global Classroom
Teacher-centered:  teacher is center of attention and provider of information	Student-centered:  teacher is facilitator/coach
Little to no student freedom	Great deal of student freedom
“Discipline problems" – educators do not trust students and vice versa.  No student motivation.	No “discipline problems” – students and teachers have mutually respectful relationship as co-learners; students are highly motivated.
Fragmented curriculum	Integrated and Interdisciplinary curriculum
Grades averaged	Grades based on what was learned
Low expectations	High expectations – “If it isn’t good it isn’t done.”  We expect, and ensure, that all students succeed in learning at high levels.  Some may go higher – we get out of their way to let them do that.
Teacher is judge.  No one else sees student work.	Self, Peer and Other assessments.  Public audience, authentic assessments.
Curriculum/School is irrelevant and meaningless to the students.	Curriculum is connected to students’ interests, experiences, talents and the real world.
Print is the primary vehicle of learning and assessment.	Performances, projects and multiple forms of media are used for learning and assessment
Diversity in students is ignored.	Curriculum and instruction address student diversity
Literacy is the 3 R’s – reading, writing and math	Multiple literacies of the 21st century – aligned to living and working in a globalized new millennium.
Factory model, based upon the needs of employers for the Industrial Age of the 19th century.  Scientific management.	Global model, based upon the needs of a globalized, high-tech society.
Driven by the NCLB and standardized testing mania.	Standardized testing has its place.  Education is not driven by the NCLB and standardized testing mania.

 In this day in age, its all about our students. It's all about sharing the classroom space to make sure we aren't creating "teachtatorships" within them. We are more facilitators of learning then we are teachers. We want our students to go out and learn everywhere, not just in our classroom. 

One similarity I do believe holds true from both centuries though - we need teachers who care, are driven by passion, and can make differences daily in students lives.