Curriculum 21 - Essential Education for a Changing World, Heidi Hayes Jacob

So far as I read this book, I feel validated; I do not know how many times I have thought about our school as museums. As soon as they enter the classroom, they must put their technological pieces away not to be seen until after the final school bell rings. As stated in this book, "...are we preparing our students for 1973, 1995... 2015 or  2020...?" (Jacobs, 2010, p. 1). It is obvious that each teacher needs to become an active researcher and develop of innovations and new directions. Several problems with this idea; the questions of WHEN can this happen? HOW can we convince teachers to accept change? WHAT to respond with when someone complains about it not being their job to 'entertain' students? Based on the Committee of Ten; 1893, all students should be taught the same curriculum, over 12 year time period, schools reflected factory model or organization -- TIME FOR REFORM??

Rather than thinking of 'changing;' think of it as a growth model (Jacobs, 2010, p. 13). Starmont does have a solid base of what a PLC is and how it should unfold; this demonstrates our commitment to growth. However, it needs a second look; what is it that we are actually trying to accomplish?As stated by Jacobs, we need a useful set of practices to develop a 21st century curriculum. In order for this to happen, Jacobs describes all of the steps of reconsiderations...
1. the schedule
2. the way we group our learners
3. personnel configurations
4. use of virtual and physical space

Jacob states we educators need to have "bold new ideas and new directions to consider; bold advocates for creative ideas that are actionable, rational, and constructive" (2010, p. 17). Replacing existing practices; does this mean to use technology for technologies sake? Is there such a thing as "overkill" when using technology? Should the students be asked to use computers and online collaboration pieces when it is certainly just as easy to use paper and pencils? Rather than taking this focus immediately, Jacobs offers a suggestion in that we should start first in examining our curriculum instead of focusing on integrating technology; this is done in an attempt for educators to realize the connection instead of forcing it upon them. Perhaps the first step is using web based Curriculum Mapping. Instead of using the term 'integrate,' Jacobs suggests we use the word replace and focus on our content, skills, and assessment (2010). Interestingly, Jacobs (2010) suggests we start with assessment. The main purpose of of starting with assessments is based on the idea that it forces educators to look at the work assignments that are required of our learners.

Jacobs continues to describe what is meant by assessment types; "the actual form of the product or performance selected to demonstrate student learning" (2010, p. 21). The author provides an interesting 21st Century Pledge form for discussion; she also continues to discuss the various steps in which an educator may choose to start with in becoming a 21st Century teacher.
#1 - create a pool of replacement assessments - brainstorm  a list in which various professional adults would use -- refer to page 24. Of these lists, I again, feel affirmed as I have chosen to ask my students to think out of the box and create WWII projects such as these to demosntrate their understanding.
#2 - identify the existing tech tools - become comfortable with at least 1 tech tool / semester. Again, I laugh a bit inside as I think, "YES! Respected authors agree with what it is that I am saying!" Using pieces such as moodle, twitter, blogs, online courses, web design, web 2.0 sites, digital cameras, etc in which are listed in this text are also those that I use in my classes.
#3 replace a dated assessment with a modern one - upgrade at least one assignment per semester -- AT MINIMUM.
#4 share assessment upgrades formally with colleagues.

These steps are nearly exactly what it is that I have been pushing for in our upcoming PD days as well as planning for 2012-13; spend PLC time to learn and grow and then have time to share with our colleagues.

Finally #5 states that ongoing sessions for skill and assessment upgrades are needed.

Chapter 2 rounds up with a discussion of 21st Century skills; "creativity, innovation, critical thinking, and problem solving, communication and collaboration" (Jacobs, 2010, p. 27).  -- www.21stcenturyskills.org. These basics haven't changed since Plato and Aristotle, however, the knowledge base has grown as well as the tools in which to communicate this knowledge (p. 27). Unfortunately, if educators do not rise to the challenge of revising and focusing on these general skills, students will not be able to apply them to authentic situations. And talking about motivation - those "lazy students" -- have we stopped to think that these students see our assignments and so called projects engaging and  interesting? We all know that students who are engaged in products and performances; the students are more motivated to create them.