This document discusses moving from a 20th century teaching model to a 21st century teaching model for world language education. The 20th century model focuses on isolated skills, textbook coverage, and teacher-centered instruction, while the 21st century model emphasizes developing students' creativity, critical thinking, communication and collaboration skills. It encourages using technology and real-world projects, differentiating instruction, and assessing what students can do rather than just knowing. The presenter discusses implementing these changes by giving students ownership over their learning and focusing on competency development for an authentic purpose like preparing to move abroad.

1. The 21st Century World
Language Teaching
Experience
Patrick Wininger
Short Pump Middle School
Henrico County Public Schools

2. Session objectives:
 That you will become more familiar with the objectives and
characteristics of the 21st learning environment
 That you will have a more clear understanding and
appreciation of the identities/roles of both the 21st century
teacher and student
 That you will leave the session with possibilities of how you
can begin to move towards implementing the 21st century
learning experience in your classroom

3. To start: what is the 20th century
teaching experience?
 Students learn about the language (grammar)
 Knowledge is the objective, and the retention of information
 Teacher-centered class—everything flows from us
 Focuses on isolated skills (listening, speaking, reading, and
writing)—not a cohesive integration of the competencies in
relevant ways
 Coverage of a textbook
 Using the textbook as the curriculum
 Emphasis on teacher as presenter/lecturer

4. 20th century—con’t
 Use of isolated cultural ―factoids‖—‖running of the bulls in
Pamplona‖
 Use of technology as a ―cool tool‖
 Same instruction for all students
 Synthetic situations and contexts from textbook
 Confining language learning to the classroom
 Testing to find out what students don’t know
 Only the teacher knows criteria for grading
 Students ―turn in‖ work only to and for the teacher

5. My experience?
- ¿Dónde está Imån?
- ¡Imån, Imån!
- Aquí viene Imán.
- Buenos días, Pepito,
- Buenos días Enrique.
- ¿Dónde está Emilio?
- Aquí viene Emilio.

6. …and it was ground breaking!

7. What was your first Spanish
educational experience?

8. 21st century standards
• Focuses on 21st century skills, content
knowledge and expertise.
• Builds understanding across and among
core subjects as well as 21st century
interdisciplinary themes
• Emphasizes deep understanding rather
than shallow knowledge
• Engages students with the real world
data, tools, and experts they will
encounter in college, on the job, and in
life--students learn best when actively
engaged in solving meaningful problems
• Allows for multiple measures of mastery

9. The target: 21st Century Skills
 Creativity and Innovation
 Critical Thinking and Problem Solving
 Communication and Collaboration
 Information, Media and Technology

10. Skill Area One:
Creativity and Innovation
Think Creatively
Work Creatively with Others
Implement Innovations

11. Skill Area Two:
Critical Thinking and Problem
Solving
Reason Effectively
Use Systems Thinking
Make Judgments and Decisions
Solve Problems

12. Skill Area Three:
Communication and Collaboration
Communicate Clearly
Collaborate with Others

13. Skill Area Four:
Information, Media and Technology
Access and Evaluate Information
Use and Manage Information
Analyze Media
Create Media Products

14. What does this look like
in the classroom?
 Students learn to use the language (in practical and
meaningful ways)
 Learner-centered with teacher as facilitator/collaborator (but
still expert)
 The learning environment is interpersonal, interpretive and
presentational, all of which take place in a relational context
 Emphasis on learner as ―doer‖ and ―creator‖
 Emphasis on the relationship among the perspectives,
practices, and products of the culture
 Integrating technology into instruction to enhance learning
 Use whatever is available: language labs, cellphones, computers,
tablets, smart boards, etc.

15. What does this look like—con’t
 Using language as the vehicle to teach academic content—
cross-curricular collaboration
 Differentiating instruction to meet individual needs—rubrics,
choices
 Personalized real world tasks
 Seeking opportunities for learners to use language beyond the
classroom
 Assessing to find out what students can DO (as opposed to only
what they KNOW)
 Students know and understand criteria on how they will be
assessed by reviewing the task rubric
 Learners create to ―share and publish‖ to audiences beyond the
teacher.

16. We have to begin seeing our
students, and treating them,
differently.
 effective communicators and collaborators
 inquirers, creators and innovators
 informed, active and productive global citizens
 flexible, adaptable and socially adept language learners
 responsible leaders who are productive and accountable

17. And we have to start seeing
ourselves, and then act, differently.
In a student-centered environment, we have to become:
 Content experts
 Facilitators of learning processes
 Models of desired competencies, behaviors and values
 Coaches that work to improve individual performance
 Assessors of learner effort who provide specific, relevant and
reasonably immediate feedback

18. The implications are great….
 How we assess—tests and quizzes test knowledge more
than competency
 Who decides what we do—who chooses what to learn?
 Planning and management—reacting to student input
 Development of our own competencies—how do we become
21st century teachers?

19. So, Patrick–
do you practice what you preach?
 It’s great to talk about these things, but what keeps this from
being the educational flavor of the month?

20. My summertime epiphany:
I will no longer be an
information dump truck!

21. I dump—they shovel.
Seriously.

22. My trigger: why do I give quizzes?
 Quizzes tell if they know it. That’s it.
 But If they can do it, they know it.
 If they don’t know it, they can’t do it.
 My big question: What’s my focus—knowing, or doing?

23. The need for ―a need‖: context
 Why do students need to learn Spanish?
 Without a real need, it’s just another load to dump.
 My solution?

24. ―Your parents have been
transferred to Madrid/Mexico
City…and you’re going with them.‖
 What do students need to know and be able to do to make
the transition successfully?
 The process began on several levels:
 Assessment—grading categories and assessments that
emphasize doing
 Planning—starts with students asking questions: what and how?
 Collaborating in year-long teams
 Collecting evidence of competency: portfolio websites

25. Process—their process:
 Students determine what they need to know and do
 Once those topics and competencies have been identified,
students research and compile vocabulary
 Students identify what grammar they need to learn in order to
be competent—and I consult with them
 Students create products that demonstrate what they have
learned about their new place of residence and what life will
be like there—significant cultural awareness that is relevant
to them

26. Examples of questions
 Where’s my school going to be?
 Would I have to go to a private school?
 Would I need to go to a public school?
 How do I get to school?
 What kind of food do they eat?
 How will I learn Spanish?
 What will school be like?
 Will I be able to keep up with everything?
 What is popular entertainment there?
 Where can I go for concerts?
 Will I be able to keep up with everything?
 What is popular entertainment there?
 When does the bullfighting start?
 Where can I go for concerts?

27. My favorite question:
When does the bullfighting start?
Olé.

28. Examples of vocabulary:
Greetings and goodbyes
 ¡Oye Mano! Hey bro!
 ¿Qué pasa? What's up?
 Qué bueno verte! Nice to see you ¡
 Hola Hi
 Aló, jaló Hello (telephone)
 ¿Cómo te va? How’s it going?
 ¡Hasta pronto! See you soon!
 ¡Que tenga un buen día! Have a good day!
 Gracias por venir Thanks for coming

29. You can do this. Really.
I’m not lying.
Really.
Talk amongst yourselves:
What do you see here that makes you go ―Hmmmm…‖?
What are your obstacles to making this happen?
How do you need to change to be at 21st century teacher?

30. Lessons I’ve learned so far.
 Sharing control with the students makes me feel like I’m
constantly walking on the edge of a cliff.
 It takes more time than I usually plan for.
 All the training is front-loaded, so that will pay off in the future.
 I’m alternately terrified and exhilarated!

31. It’s all about the kids. Period
 This is what they need in order to have a chance in the world
they will grow up to control.
 This is what they want, a learning experience that means
something to them
 It is just plain wrong for students to be bored in class, as much
as we have anything to do with it.
 Competency breeds confidence and enthusiasm.
 As we change and grow, so will they.