1. 21st century learning

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  • The skills needed to be successful today are much different than they were when schools were designed. Your site has taken it one step farther than many other states. Defining your outcomes, developing PD around 21st century skills, etc.
  • This activity: 1 min Running time: 24 min Take a look at this information from a survey by GRADdirect (a recruitment organization) from last year. Employers were asked what skills they rated as most important. Take a look at these statistics. Only 27% said that they thought that the right academic qualifications were the most important thing they were looking for in potential employees. But if you look at the percentage who thought that ‘soft’ skills such as communication and team work or the ability to make sense of complicated information that figures soars over the 60% range. I think you’ll agree that the results are quite surprising.
  • This activity: 1 min Running time: 27 min (CATEGORY LS and skills) Lifeskill category = area Lifeskill = Competency = destreza We believe “lifeSkills” are important for students to learn in order to succeed in areas of life where they are likely to be using English. Some of our life skills are referred to as soft skills in human resources. Some are called transferable skills in higher education in the UK. We’ve selected the skills that we think would empower our students to succeed in school and as professionals. There are five life skills in our syllabus. Each skill is included at least twice in every level: once in the first six units and once in the second six units. The five categories of life skills developed in openMind are: Self direction and learning Organization and planning Collaboration Information and research Thinking and problem solving
  • This activity: 2 min (including example slide) Running time: 29 min Area: Self direction and learning Lifeskill: Making personal change The first skill (show kinesthetic symbol: both hands circle out of chest and back. Then move both hands as if you were driving.) Self-direction and learning: this includes things like understanding your learning style, making personal change, making a learning plan, becoming more self-aware, developing cultural awareness, being assertive, developing your memory
  • This activity: 2 min (including example slide that follows) Running time: 31min Organization and planning (tap watch and flip through pages of datebook) : this includes things like time management, making a plan, narrowing the focus of a presentation, setting goals, preparing for a job interview
  • This activity: 1 min Running time: 32 min Information and research (type on imaginary keyboard) : this includes things like understanding forms, taking notes on a text, writing a survey, identifying sources of information, reporting information Collaboration (lock both hands together and shake) : this includes things like working as a group to get a task done, brainstorming in a group
  • This activity: 1 min Running time: 33 min Thinking and problem-solving (tap side of head and flip finger upwards to show that you had an idea) : this includes things like categorizing, establishing priorities, making choices, thinking creatively, turning problems into opportunities. Explain each of the lifeSkills parts: - Bullet point list Activities that follow Reflection feature
  • This activity: 1 min Running time: 48 min
  • This activity: 1 min Running time: 46 min 2-min Reviews Animated Grammar Presentations Interactive Word List Interactive Language Wrap-Ups mindOnline Interactive materials, such Animated Grammar Presentations and Unit Openers, are provided to be used in class as digital presentation tools. And interactive supplementary exercises, such as Two-minute Reviews and Language Wrap Ups, are also provided for students to extend the printed textbook.   MindOnline also provides users with online language games directly linked to the language from their student's book. The games offer unit by unit support of new and recycled language items seen in the form of challenging, exciting and stimulating animated games.   Interactive Word Lists are also offered through mindOnline. These are powerful tools that allow the teacher or the learners to categorize and filter the words they specifically want to learn. It includes a special interactive feature that enables the learner to hear native English speakers pronounce the words and a Record feature so that learners can record their own version of that same pronunciation. The Interactive Word List is simple and effective self-study resource that can be saved, customized, and printed out.   MindOnline also comes with its own online practice course. With over 100 interactive exercises per level, this feature is an additional online course unto itself, which is linked to the student's book language and makes up a complete self-study resource that can be done from home, from the computer lab or on any computer that's online.   Students can also find additional printed resources to help them with their English studies on mindOnline. Extra reading practice is provided based on current events articles and Common European Framework. Checklists are also available to be printed out, completed by learners, and taken with them to class.
  • This activity: 1 min Running time: 47 min Mindonline also offers teachers a digital planning tool, called the e-Planner. This interactive tool enables the teacher to see how the course can perfectly fit their teaching term, and provides teachers with ready-made daily Lesson Plan templates by simply entering a few fields, selecting their teaching term, its number of hours, essential teaching points that meet learners' needs, and teaching preferences (including the amount of time needed for testing). With a few simple clicks of your mouse the e-Planner creates a day-by-day plan for any academic term.   In addition to online planning software, interactive exercises, and interactive presentation tools, mindOnline also includes ready-made additional printable resources to support teachers. Resource Pack Activity worksheets, alternative lifeSkill-lesson teaching notes, Viewpoint Video worksheets, Word Lists, Grammar Reference Tables, and the class audio on MP3, can all be accessed and downloaded.   MindOnline comes with a teacher’s Forum, where teachers can interact with fellow openMind teachers, sharing information, exchanging ideas and helping each other get the most out of their teaching.
  • 1. 21st century learning

    1. 1. What is al the fuss about 21st. C teaching/strategies? By: Ma Ed. Cecilia Rosas DelgadoDirectora del Centro de Idiomas del IPNM English Coordinator INNOVA Schools
    2. 2. Think pair share• What´s all the fuss about the 21st century, 21st century education, and 21st century skills?
    3. 3. What has changed?• The Internet revolution • Age of info whelm Each day there are:  More data was produced  3 million new web pages in the last 50 years than in the last 5000 years  15 million instant  More than 3000 books messages are published daily  25 million e-mail  Age of disposable messages information  The web is doubling its  New technical size every 100 days information dubles every  80% of the sites that will 2 weeks. exist a year from now don´t exist today.
    4. 4. We are products of our environmentsBaby Boomers Generation X Digital Natives TV generation  Video Games  The Web Type writers  Computers  Mobile Memos  E-mail devices  IM Text messaging  Online communities
    5. 5. Think pair share• List 3 unique characteristics of the Digital Natives• Describe what you do to meet their needs
    6. 6. Who are our students?
    7. 7. Who are our students? Born in or after 1992 Ctrl + Alt + Del is as basic as ABC Busy with extracurricular activities Fascination for new technologies Computers have always fit in their backpacks Photographs have always beenprocessed in an hour or less
    8. 8. The Student of the New Century
    9. 9. Three Question Exercise1. What will the world be like 20 years from now?2. What skills will students need to be successful in that world?3. What would learning look like if it was designed around your answers?
    10. 10. 21st century learning 20th Century 21st Century 10 - 15 Jobs # of Jobs 1 - 2 Jobs Flexibility and Adaptability Job Skill Mastery of One Field Integration of 21st Century Skills into Subject Matter Teaching Subject Matter Mastery Integration of 21st Model Mastery Century Skills into Subject Matter MasteryAssessment Subject Matter Model Mastery
    11. 11. 21ST CENTURY SKILLS DEFINED LEARNING & INNOVATION LIFE & CAREER• Creativity & Innovation • Flexibility & Adaptability• Critical Thinking & Problem- • Initiative & Self-direction solving • Social & Cross-cultural Skills• Communication & Collaboration • Productivity & Accountability • Leadership & Responsibility INFORMATION & TECHNOLOGY• Information Literacy• Media Literacy• ICT Literacy
    12. 12. Why are 21st century skills important? studentsToday’s education faces irrelevance unless we bridge the gap between how students live and how students learn.
    13. 13. why are 21st century skills important? workforce“The average person will change jobs ninetimes by the time he or she is 32.”Elaine Chao, U.S. Secretary of Labor
    14. 14. 20th Century LearningTeacher-directedDirect InstructionKnowledgeContentBasic SkillsTheoryCurriculumIndividualClassroomSummative AssessedLearning for School
    15. 15. 21st Century LearningTeacher-directed Learner-centeredDirect Instruction Collaborative InstructionKnowledge SkillsContent ProcessBasic Skills Higher-order ThinkingTheory PracticeCurriculum Life SkillsIndividual GroupClassroom CommunitySummative Assessments Formative EvaluationsLearning for School Learning for Life A Better Balance
    16. 16. What ‘skills’ are required outside the classroom?Skills required by employers rated as important,according to a recent survey:The right academic qualifications 27%The ability to appreciate an alternative point of view 42%Communication and the ability to work in teams 62%The ability to grasp complex information 68% * Information from a survey made to employers Source: GRADdirect, 2008
    17. 17. Employers who feel that graduates lack ‘soft skills’, including the ability to communicate effectively: 55% Also highlighted as concerns are an employee’s ability to: • manage their own learning • solve problems • be motivatedGraduate Recruitment Survey 2008, Association of Graduate Recruiters
    18. 18. lifeSkills: the big 5 - Self direction and learning - Organization and planning - Collaboration - Information and research - Thinking and problem solving* These are the skills that empower our students to succeed in school/university and asprofessionals.
    19. 19. lifeSkills making personal being understanding change assertiv eyour learning style Self-direction making a learning plandeveloping your & Learning memory becoming more developing cultural self-aware awareness
    20. 20. 20th Century Curriculum Model Core Subjects Core Subjects Assessment
    21. 21. 21st Century Curriculum Model
    22. 22. Teaching Core Subjects Spanish  Government Reading of Language  Economics Arts  Art Mathematics  History Science  Geography English Civics
    23. 23. Teaching 21st Century Content Global Awareness Financial, economic and, business literacy Civic literacy
    24. 24. Whithin a 21st Century Context• Learn academic content through real world examples.• Learning must be relevant engaging and meaningful to their lives.• Learning must expand beyond classroom walls.
    25. 25. Using 21st century learning Skills• Information and communication skills• Thinking and problem solving skills• Interpersonal and self-directional skills The challenge now is to incorporate thinking skills into the classroom deliberatelly, strategically and broadely
    26. 26. With 21st century toolsIn a digital world students need to learn touse the tools to master the learning skillsthat are essencial to everyday life andworkplace productivity. This proficiency isknown as ICT literacy
    27. 27. Skilled 21st century citizens should be proficient in ICT (Information and Communications Technology)The interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge and communicate with others in order to participate effectively in society.

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