Teaching skills without content

“Emma Bryant” (a pseudonym) teaches at a New Tech public high school — one of 62 in 14 states — devoted to “21st-century skills.” Knowledge? Not so much, she writes on the Common Core blog.

We practice project based learning, utilize the latest technology, and hold to a mission of helping our students acquire “21st century skills.”

Innovation, collaboration and critical thinking are stressed, leaving little time for literature, history, poetry, music or theater.  The theory is that “most content, after all, can be Googled.”

Roughly once a month we present students with a new project which must result in a “product.” According to our model the more “real world” the product, the better. Real world, meaning the product mirrors what could reasonably be demanded in a corporate setting — from a redesigned company logo and slogan to a promotional video or a press release.

Students work in small teams to complete projects, with each team member receiving the same grade at the end. After all, it’s not about what individual students learn but the final product. Students are assessed on a handful of learning outcomes — collaboration, communication, innovation, work ethic, technological literacy, information literacy and content. Content usually makes up between 15 and 30 percent of a student’s grade.

In a 21st century classroom, “content is a shopping list of rubric indicators to be applied to the product.”

For example, students might work a quote from a short story into a reworded company slogan. Or perhaps they might work with Photoshop to create a company logo depicting an event from European history. They might write a press release in the style of a founding American document or create a user’s manual for a product using a particular rhetorical device mentioned in our state’s English Language Arts standards.

Teachers don’t teach content directly. Students are supposed to learn in teams or on their own with little or no direction from the teacher.

Dialogue, questions, critical thinking, and debate surrounding content are low on the list of things you will see in a 21st century classroom. And so students end up with convoluted ideas about history, a cursory understanding of and appreciation for literature, and a shaky foundation in math and science.

Also see Critical Thinking: More Than Words? in Ed Week’s Leader Talk.

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