- Pub. Date:
Use this book to improve student-centered learning in the classroom and support authentic learning outcomes for the 21st century:
- Study over 50 specific examples of classroom microshifts that make the larger shifts in practice simple to achieve as a collective group.
- Connect the six essential fluenciessolution fluency, information fluency, creative fluency, media fluency, collaboration fluency, and global digital citizenshipto the shifts of practice that develop students' key 21st century skills and higher-order thinking.
- Explore topics in student-centered learning competencies such as project-based learning, essential questions, STEM education, and digital skills.
- Learn why fostering connections to learning from improved emotional connections to the value of clear learning intentionsimprove student-centered learning outcomes and higher-order thinking.
- Improve formative assessment practices to be more mindful, ask the essential questions, and further student engagement by involving them in the assessment process.
- Access an exclusive online bonus chapter that examines the value of solution fluency across a range of applications.
Chapter 1: Essential and Herding Questions
Chapter 2: Connection Through Context and Relevance
Chapter 3: Personalized Learning
Chapter 4: A Challenge of Higher-Order-Thinking Skills
Chapter 5: Information Fluency for Research Skills
Chapter 6: Process-Oriented Learning
Chapter 7: Learning Intentions and Success Criteria
Chapter 8: Learner-Created Knowledge
Chapter 9: Mindful Assessment
Chapter 10: Self- and Peer Assessment
Related collections and offers
|Publisher:||Solution Tree Press|
|Edition description:||2nd ed.|
|Product dimensions:||6.90(w) x 9.90(h) x 0.50(d)|
Table of Contents
About the Author ix
The Missing Piece in Popular Pedagogical Approaches 2
Shifts to Future-Focused Learning 4
Structure and Use of This Book 5
Chapter 1 Essential and Herding Questions 9
Characteristics of an Essential Question 10
Microshifts of Practice: Essential and Herding Questions Create Engagement 13
Guiding Questions 19
Chapter 2 Connection Through Context and Relevance 21
How Emotional Connections Establish Context and Relevance 22
Microshifts of Practice: Context and Relevance Foster Connection 26
Guiding Questions 33
Chapter 3 Personalized Learning 35
The Characteristics of Personalized Learning 37
Microshifts of Practice: Learning Is Personal 39
Guiding Questions 45
Chapter 4 A Challenge of Higher-Order-Thinking Skills 47
The Road to Awareness and Connection 48
Microshifts of Practice: Challenging Tasks Develop Higher-Order-Thinking Skills 51
Guiding Questions 57
Chapter 5 Information Fluency for Research Skills 59
Research and the Power of Information Fluency 60
Microshifts of Practice: Improved Research Requires Information Fluency 66
Guiding Questions 74
Chapter 6 Process-Oriented Learning 75
The Connection Between Essential Fluencies and Process-Oriented Learning 75
Microshifts of Practice: Solution Fluency Supports Process-Oriented Learning 82
Guiding Questions 89
Chapter 7 Learning Intentions and Success Criteria 91
Examples of Clear Intent 93
Microshifts of Practice: Learning Intentions Must Be Clear 95
Guiding Questions 100
Chapter 8 Learner-Created Knowledge 101
How Constructivism Leads to Creativity 102
Microshifts of Practice: Learner Creation Establishes Focus 106
Guiding Questions 112
Chapter 9 Mindful Assessment 113
How Assessment Becomes Mindful 114
Microshifts of Practice: Assessment Requires Mindfulness 116
Guiding Questions 120
Chapter 10 Self- and Peer Assessment 121
The Case for Self- and Peer Assessment 121
Microshifts of Practice: Self- and Peer Assessment Benefit Learning 123
Guiding Questions 127
Appendix: Additional Microshift Ideas 131
Microshift Ideas: Essential and Herding Questions 131
Microshift Ideas: Connection Through Context and Relevance 134
Microshift Ideas: Personalized Learning 136
Microshift Ideas: A Challenge of Higher-Order-Thinking Skills 139
Microshift Ideas: Information Fluency for Research Skills 142
Microshift Ideas: Process-Oriented Learning 144
Microshift Ideas: Learning Intentions and Success Criteria 147
Microshift Ideas: Learner-Created Knowledge 150
Microshift Ideas: Mindful Assessment 153
Microshift Ideas: Self- and Peer Assessment 155
References and Resources 159
What People are Saying About This
"At last, a book that bridges the gap between the realization that education must change and the real work of transforming it. Future-Focused Learning provides a clear guide for building teacher capacity. By implementing Lee Watanabe-Crockett's highly effective coaching processes, I have seen professional transformation take place in the form of renewed teacher practice and increased student engagement. If you strive to transform teaching and learning based on depth of inquiry, collaboration, and creativity, you must engage with this book."
Kathleen Baker Brown, assistant principal, Parap Primary School, Australia
"Teachers at any stage in their career can benefit from Future-Focused Learning. I can open to any chapter and find a valuable instructional shift and the reasoning behind it. Each strategy works with any content, grade level, or curriculum and results in increased agency for my students and more fun teaching for me!"
Lisa Bejarano, National Board Certified Teacher, 2015 Colorado Presidential Awardee for Excellence in Mathematics and Science Teaching
"Future-Focused Learning takes teachers on a personal learning journey. Lee Watanabe-Crockett speaks directly to teachers, inviting them to shift their practice in accessible and meaningful ways with maximum impact for the students they teach."
Jane Danvers, principal, Wilderness School, South Australia
"Future-Focused Learning has a gentle approach to challenging thinking while providing easy-to-implement suggestions that have great potential to impact student learning and increase success. The book provides guidance to understand and accept new practices, then includes classroom activities that will make them effective."
Eileen Depka, author, Raising the Rigor
"Lee has found a way to do what all the gurus from the era of Bloom's taxonomy haven't achievedalter teaching practice to reach the upper layers of the taxonomy. For teachers looking for one read on how to alter practice without changing pedagogy, while still maintaining a strong moral compass, this book will guide them on their journey."
John Fischetti, head of school and dean of education, The University of Newcastle, Australia
"Many teachers appreciate that teaching literacy skills is not enough to equip and empower the modern-day learner but remain uncertain about what and how to change. The result is to default to conventional practice. In Future-Focused Learning, Lee Watanabe-Crockett provides the toolkit for teachers to move from proficient to dynamic in order to equip and empower the modern-day learner. It makes the overwhelming become achievable by providing practical guidance for teachers to shift their practice in gradual steps."
Marcus Knill, principal consultant, Department for Education, South Australia
"While others still debate what a 21st century curriculum is, Lee Watanabe-Crockett brings educators on a journey from why to how, from fluencies to shifts of practice. It's a journey through which educators can use a highly effective method of engaging learners in complex thinking to achieve outcomes thought unimaginable only a few years ago."
Simon McGlade, principal, Newport Gardens Primary School, Australia
"Any teacher, from beginner to veteran, will find practical and proven ideas for invigorating their teaching and enlivening student learning."
Jay McTighe, educational author and consultant
"Lee Watanabe-Crockett's Future-Focused Learning is exactly what educators have been asking for in a school improvement plan. Empathetic of teacher burnout with ever-evolving pedagogies, the book outlines simple microshifts in instructional practice that teachers can easily implement to improve student engagement and success. These shifts focus on all aspects of learning and assessment to provide authentic formative experiences that allow students to reflect on their knowledge, attitudes, and skills. This book is well worth the read, and the shift in practices is well worth the effort."
Tammy Murphy, superintendent, GEMS Dubai American Academy
"Future-Focused Learning will take a school or division on a journey away from initiative fatigue and toward a transformation of practice and learning. It's an excellent choice for a staff book study, as the ideas Lee Watanabe-Crockett presents apply and connect to all subjects in any school interested in an intentional, collective, and collaborative pathway toward change. A must-read for any educator!"
Evan Robb, principal, Johnson-Williams Middle School, Virginia
"Future-Focused Learning is a rare book that reads like a story but is actually a field guide for transforming schools. Lee's work deals with the systemic issues inherent when inventing new institutional forms, social practices, and skills, a process we badly need in education. I have seen its ideas work as it transformed 2,700 students and 300 faculty in one of the most high-profile schools in the world. I highly recommend you read and more importantly use this book in your community of learning."
Thomas Steele-Maley, director of foresight research and design, GEMS Education, United Arab Emirates
"Future-Focused Learning succinctly summarizes the key shifts happening in education. With a focus on the practitioner, the chapters offer practical suggestions, tools, and activities to nudge educators to embrace these shifts as opportunities to propel their practice."
Rebecca Stobaugh, coauthor, Real-World Learning Framework for Elementary Schools
"In this book, Lee Watanabe-Crockett continues to focus on the how, not just the why when designing instruction for contemporary classrooms and schools. The ten shifts and the microshifts in this book will inspire all future-focused educators to take the next step in their own professional transformation. Educational leaders should view this book as a road map to influence teachers and motivate modern learners."
Jackie Vaughan, deputy principal, Australia