Office of Curriculum, Technology, & Assessment

Program Title: The Three “Ts” of Teaching in the 21st Century

Presenter: David Warlick

Program Length: 2 Hours

Delivery Method: Stream Video

Program Provider: USDLC-Keynote Addresses 1

Audience: Teachers and Administrators, Adults

Additional Material: http://www.usdlc.org/pathways/morekeynote106.jsp

Overview: David Warlick states, "It is clear that the schools and classrooms that best prepare our students for the 21st century will be dramatically different from the schools I attended in the 1950s and 60s. However, too many of our schools today are still based in the Industrial Age design, preparing students for workplaces characterized by working in straight rows, performing repetitive tasks, under close supervision."

David Warlick's enlightening discussion and demonstration will reaffirm that the difference between our good teachers and our best teachers is a thin one, and in order to turn all of our classrooms into dynamic, exciting, and highly effective learning environments, tree elements, which he will address, must be present.

David Warlick, an educator, public speaker, trainer, and web designer, says, "I'm a teacher at heart. My goal is to inspire and energize audiences with ideas and possibilities hat will challenge them to expand their perceptions of teaching and learning and to dare to consider our professional future with optimism and excitement. However, if in the process, members of my audience do not go away with real and practical ideas that they can implement in their classrooms tomorrow, then I have not done my job#&151;for I will always combine with high minded concepts, practical techniques for using today's technology in today's classrooms to teach for tomorrow's world."
David is a much sought-after presenter for many national, state, and regional workshops and conferences. He has authored numerous journal and web articles in addition to having given keynote addresses for a variety of educational technology conferences.

NSDC Standards for Staff Development

(Revised, 2001)
Context Standards
Staff development that improves the learning of all students:

• Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities)
• Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership)
• Requires resources to support adult learning and collaboration. (Resources)

Process Standards
Staff development that improves the learning of all students:

• Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven)
• Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation)
• Prepares educators to apply research to decision making. (Research-Based)
• Uses learning strategies appropriate to the intended goal. (Design)
• Applies knowledge about human learning and change. (Learning)
• Provides educators with the knowledge and skills to collaborate. (Collaboration)

Content Standards
Staff development that improves the learning of all students:

• Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity)
• Deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)
• Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)

NSDC Standards for Staff Development

(Revised, 2001)
Context Standards
Staff development that improves the learning of all students:

• Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities)
• Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership)
• Requires resources to support adult learning and collaboration. (Resources)

Process Standards
Staff development that improves the learning of all students:

• Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven)
• Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation)
• Prepares educators to apply research to decision making. (Research-Based)
• Uses learning strategies appropriate to the intended goal. (Design)
• Applies knowledge about human learning and change. (Learning)
• Provides educators with the knowledge and skills to collaborate. (Collaboration)

Content Standards
Staff development that improves the learning of all students:

• Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity)
• Deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)
• Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)

NOTE: Each site must audio mute upon connecting to the session to prevent voice activated moving of the cameras from site to site.

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