My Mother’s Classroom is not like My Classroom Michael Gordon Robinson AST 2nd Outstanding-Educator-In- Residence (OEIR)
AbstractIn this article, he shares his reflection on howteaching requires a combination of old and newteaching techniques in order to engage thestudents in the learning process. He believesthat teachers must be willing to embrace changeand continue to develop their teachingstrategies to incorporate within them the latesttechnology and information available.
My mother’s classroom• Mother a Third Grade teacher• No computers and no multimedia projectors• Internet non-existent• Set of 1980s encyclopedias on a bookshelf• Mother taught with textbook and chalk-filled blackboard
Teaching is challenging• Teaching is an art form that you perfect over time. You do not just start out as a great teacher…Teaching can be at times a thankless and frustrating ordeal, but you stick with it because the reward of seeing your students learn and the satisfaction of knowing what you do matters more than most professions. It makes teaching worth it.
My classroom then• 1994 – no computers in the room, no email, no cell phones; overhead projector and notes written on clear transparencies• 1997 – email address and one computer in the classroom• One computer would change my entire approach to my lesson preparation• My mantra then “Why change what works?”
My classroom now• A good lesson on world climates becomes a great lesson by the resources now available on the internet• It is no longer now a matter of choice for a teacher to use the internet in the classroom. It is a NECESSITY.• What I must now learn is how to best use the internet and teach my students how to best use it. The key word again is “TEACH”.
Preparing for the unknown• Teachers have a new job when it comes to preparing students for the 21st century.• It has become necessary for teachers to focus on “learning how to learn”.• The challenge for teachers is to focus on how their students can learn beyond the classroom.• Students need critical thinking skills so that they can problem solve and be innovative and creative.
Living in a shrinking world• The human experience is an increasingly globalized phenomenon in which people are constantly being influenced by transnational, cross-cultural, multi-cultural and multi-ethnic interactions.• We must embrace CHANGE and, enrich and equip our students to meet the challenges of the changing world.
The relationship between SDL, CoL and 21CC• SDL and CoL are skills andlearning processes integral toachieving 21CC- as listed in many educational reports• 21st century learners areactive and life-long learners.They need skills pertaining togroup-based problem solvingand knowledge creation 13
Self-directed Learning (SDL)SDL is intricately linked to lifelong learning.The salient aspects of SDL are: ownershipof learning, management and monitoringof own learning and extension of ownlearning. 14
Self-directed learning spectrumHigh Self-directed learningdegree “Students independently set learning goals and outcomes, and designof self- activities that extend their learning. They then reflect on and evaluate theirdirection own progress to improve their learning.” Self-planned learning “Students negotiate and set learning goals and manage their own learning. They pursue learning outcomes through activities they design themselves and incorporate feedback from their peers to achieve their goals.” Self-managed learning “Students independently complete activities presented through learning guides. They monitor their own learning, and look for resources that complement given resources to achieve their learning goals.” Teaching students to think independently “Students work on teacher-facilitated learning activities that develop them to think independently. The activities emphasise the personal pursuit ofLow meaning through exploration, inquiry, problem solving and creative activity.degree Incidental self-directed learningof self- “The occasional introduction of SDL activities into activities that aredirection otherwise teacher-directed.” 15 Adapted from http://www.selfdirectedlearning.com/SDLProgram.html
Collaborative Learning (CoL)CoL is also defined as social interactions that are targeted at deeper knowing.When students interact for the purpose of achieving better understanding of a concept, a problem, a phenomenon or to create a novel piece of knowledge or solution that they do not previously know, they are engaged in collaborative learning.Simply defined, CoL is where students work in pairs or groups to solve a problem or to achieve a common learning objective. (Barkley et al., 2005). 16
CoL and the 5 phases of knowledge construction Phase Processes ActionsHigh degree of V Application of As students inquire collaboratively and teachknowledge newly constructed one another reciprocally, their furtherconstruction discussion reflects new knowledge meaning construction. IV Testing and The negotiations trigger further modification experimentation, collecting data, review of literature and consultation with experts. III Knowledge Considering others’ viewpoints, students co-construction negotiate their diverse ideas and direct them towards a collective understanding. II Exploration of Students contribute ideas and the ideas are inconsistency different from each other. among participants I Sharing and In groups, students discuss identified Low degree of problems, set goals and determine group knowledge comparing of information processes with guidance from teachers. construction 17
SDL, CoL and 21CC• SDL and CoL are skills that students can acquire in order to learn and work effectively in the 21st century knowledge-based environment• SDL and CoL are also learning processes which allow students to become self-directed learners, active contributors, confident persons and concerned citizens – the Desired Outcomes of Education. 18
“If we teach today as we taughtyesterday, we rob our children of tomorrow.” John Dewey
2 fundamental questions• Who are the 21st Century Learners and what are their learning preferences?• What do they need to know to confidently handle the challenges of the changing world?
21st Century Learners and their Learning Preferences
Future Work Skills for 21st Century Learners3 People Skills for the Workforce• Virtual Collaboration – Ability to work productively, drive engagement, and demonstrate a presence as a member of a virtual team• Cross-Cultural competency – Ability to operate in different cultural settings• Social Intelligence – Ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions
Future Work Skills for 21st Century Learners7 Literacy Skills for the Workforce• Transdisciplinarity – Literacy in and ability to understand concepts across multiple disciplines• New-Media Literacy – Ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Future Work Skills for 21st Century Learners7 Literacy Skills for the Workforce• Design Mindset – Ability to represent and develop tasks and work processes for desired outcomes• Cognitive Load Management – Ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques
Future Work Skills for 21st Century Learners7 Literacy Skills for the Workforce• Computational Thinking – Ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning• Novel and Adaptive Thinking – Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based• Sense Making – Ability to determine the deeper meaning or significance of what is being expressed
21st Century Literacy Skills6 processes PIACC identifies as CriticalComponents of Literacy• Accessing – Knowing about and know how to collect and/or retrieve information• Managing – Organising information into existing classification schemes
21st Century Literacy Skills6 processes PIACC identifies as CriticalComponents of Literacy• Integrating – Interpreting, summarising, comparing and contrasting information using similar or different forms of representation• Evaluating – Reflecting to make judgments about the quality, relevance, usefulness or efficiency of information
21st Century Literacy Skills6 processes PIACC identifies as CriticalComponents of Literacy• Constructing – Generating new information and knowledge by adapting, applying, designing, inventing, representing or authoring information• Communicating – Conveying information and knowledge to various individuals
Discussion Time• How can educators meet the needs of the 21st Century Learner?• How can we re-evaluate the practice of teaching and learning and equip students with the necessary tools to help them advance in this digital age? 20 min
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