Standards for the 21st Century Learner <br /><ul><li>New dimensions
Exponential expansion of information
Ever-changing tools
Increasing digitization of text
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Standards for the 21st century learner


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paper on skills for 21st century learners

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Standards for the 21st century learner

  1. 1. Standards for the 21st Century Learner <br /><ul><li>New dimensions
  2. 2. Exponential expansion of information
  3. 3. Ever-changing tools
  4. 4. Increasing digitization of text
  5. 5. Heightened demands for critical thinking and communication
  6. 6. Collaborative problem-solving
  7. 7. Rapid-paced
  8. 8. Global society
  9. 9. Access high quality information
  10. 10. Diverse perspectives
  11. 11. Make sense of this information
  12. 12. Make own conclusions or create new knowledge
  13. 13. Share their knowledge with others
  14. 14. Multiple literacies – digital, visual, textual, and technological
  15. 15. High expectations
  16. 16. Focus on the learner
  17. 17. Strong school library media program
  18. 18. Up-to-date resources
  19. 19. Dynamic instruction
  20. 20. Culture that nurtures reading and leaning throughout the school </li></ul>1Inquire, think critically and gain knowledge2Draw conclusions, make informed decision, apply knowledge to new situations, and create new knowledge 3Share knowledge and participate ethically and productively as members of our democratic society4Pursue personal and aesthetic growth.<br /><ul><li>Process skills are best learned in the context of content learning
  21. 21. Students are more likely to be successful in developing the skills and dispositions of learning when they are given opportunities to construct their own understanding and develop skills through guided practice
  22. 22. Integrating all learning modalities (reading, writing, speaking, listening, viewing, and representing) is also helpful for students with different learning needs
  23. 23. SLMSs have the opportunity to include all three forms of assessment into their instruction (D, F, and S)</li></ul>Skills <br /><ul><li>Develop essential information literacy skills to evaluate and make sense of the rapidly proliferating, but often biased and inaccurate, volume of information being published
  24. 24. Determine the intended meaning and to understand it in context
  25. 25. Inquiry based learning is explicitly recognized as one of the common beliefs
  26. 26. The learners themselves are engaged in asking questions and finding answers, not simply accumulating facts
  27. 27. Any time they are questioning, finding answers, discovering new ideas, and constructing their own meaning they are drawing upon their skills of inquiry
  28. 28. Skills are best taught through an approach to which the teacher guides the learners to construct their own understandings and to apply these understandings to any learning experience
  29. 29. The acquisition of learning skills is complex and developmental
  30. 30. To facilitate the coherent and continuous development of 21st century skills, specific benchmarks are set </li></ul>Dispositions <br /><ul><li>Learning will be used and applied
  31. 31. Learning requires a capacity to learn that reflects a range of dispositions: to be curious, resilient, flexible, imaginative, critical, reflective, and self-evaluative
  32. 32. Dispositions are shared
  33. 33. Dispositions are developed over time/experiences </li></ul>Responsibilities <br /><ul><li>Learning requires active participation
  34. 34. Actively pursues information and ideas both in print and digitally, drawing conclusions and developing new applications
  35. 35. Learners experience pressure to be independent in their information searching because they often are using information tools when available
  36. 36. Learners must follow ethical and legal guidelines, respect the principles of intellectual freedom and pursue multiple perspectives and a balance of viewpoints before making decisions or drawing conclusions
  37. 37. Practice safe behaviors in the use of social tools
  38. 38. Seek opportunities for pursuing personal and aesthetic growth
  39. 39. Connect their learning to real-world issues and ideas
  40. 40. Contribute to the exchange of ideas in a learning community
  41. 41. Respect the ideas and experiences of others
  42. 42. Use information and knowledge in service of democratic values
  43. 43. Teachers are responsible for combining direct instruction with opportunities for guided and independent practice </li></ul>Self-Assessment Strategies <br /><ul><li>Learners must take charge of their own learning to be able to sort through and make sense of the overwhelming amount of available information and to use the information to fulfill personal and academic needs
  44. 44. Reflection must become intrinsic to learning so that learning is not defined as an accumulation of information, but rather as the thoughtful processing of information to produce, apply, and create knowledge
  45. 45. Looking backwards, looking at the present, and looking at the future
  46. 46. Students develop their own voices and become empowered to be independent and socially responsibly learners
  47. 47. Models of exemplary performance enable students to internalize a solid understanding of the expectations and to compare their performance with the model
  48. 48. Student self-assessment may be most effective when students learn to question themselves throughout the learning process
  49. 49. Common Beliefs
  50. 50. Reading is a window to the world
  51. 51. Inquiry provides a framework for learning
  52. 52. Ethical behavior in the use of information must be taught
  53. 53. Technology skills are crucial for future employment needs
  54. 54. Equitable access is a key component for education
  55. 55. The definition of information literacy has become more complex as resources and technologies have changes
  56. 56. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own
  57. 57. Learning has a social context
  58. 58. School libraries are essential to the development of learning skills