Tugasan 4:KPT 6044


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Tugasan 4:KPT 6044

  2. 2. 1. What is the key components of the framework for 21st century learning? The Partnership for 21st Century Skills has developed a vision for student success in the new global economy. 2 1 st Century Student Outcomes To help practitioners integrate skills into the teaching of core academic subjects, the Partnership has developed a unified, collective vision for learning known as the Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacy’s. Every 21st century skills implementation requires the development of core academic subject knowledge and understanding among all students. Those who can think critically and communicate effectively must build on a base of core academic subject knowledge. Within the context
  3. 3. of core knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration. When a school or district builds on this foundation, combining the entire Framework with the necessary support systems—standards, assessments, curriculum and instruction, professional development and learning environments—students are more engaged in the learning processed graduate better prepared to thrive in today’s global economy. Core Subjects and 21st Century Themes Mastery of core subjects and 21st century themes is essential to student success. Core subjects include English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics. In addition, schools must promote an understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects: • Global Awareness • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Health Literacy • Environmental Literacy Learning and Innovation Skills Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not.
  4. 4. They include: • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration Information, Media and Technology Skills Today, we live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as: • Information Literacy • Media Literacy • ICT (Information, Communications and Technology) Literacy Life and Career Skills Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as: • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability
  5. 5. • Leadership and Responsibility 2 1 s t Century Support Systems Developing a comprehensive framework for 21st century learning requires more than identifying specific skills, content knowledge, expertise and literacies. An innovative support system must be created to help students master the multi-dimensional abilities that will be required of them. The Partnership has identified five critical support systems to ensure student mastery of 21st century skills: • 21st Century Standards • Assessments of 21st Century Skills • 21st Century Curriculum and Instruction • 21st Century Professional Development • 21st Century Learning Environments
  6. 6. 2. What is the six basic categories of media and the key features of each? The six basic categories of media are:i. Text • The most commonly used medium, is composed of alphanumeric characters that computer screen and so on. ii. People • People are critical to learning. • Students learn from teachers, others students and adults. iii. Manipulatives (objects) • This is another form of media uses in teaching and learning process although often not considered as the media. Real objects and models are examples of threedimensioned manipulative used to stimulate students learning process. iv. Audio • Commonly used in learning, • Includes anything you can hear. • Examples:- a person voice, music, mechanical sound ( running car engine), noise • It may be live or recorded v. Video • Video is a visual as well as audio audio medium that shows motion and can be stored on DVDs, in streamed videos from the internet, as computer animation. vi. Visuals
  7. 7. • Regularly used in learning and include diagrams on a computer screen, drawing on a whiteboard, photographs, graphics in book, cartoons 3. What are the primary features of the eight types of literacy needed by today’s students? The primary features of the eight types of literacy needed by today’s students are:i. General literacy • Teacher need an understanding of general literacy, or the ability of a student to comprehend or decode information and to use, transform, and create new information. As you follow the ASSURE model to develop lesson plans, always include opportunities for students to build general literacy knowledge and skills. ii. Text literacy • If current growth patterns continue, the “digital universe” of information is predicted to double in size every 18 months (Farmer,2009). Students will need text literacy skill to use text-based resources as a means to gather, interpret and communicate information. iii. Computer literacy • Encompasses the knowledge and skills teachers need to select and use technology to enhance learning opportunities for their students. This includes knowing how to operate system and how to recognize and find to hardware and software problems. iv. Distance learning literacy • Distance learning literacy comprises three main components that are applicable when teachers and students are separated by time or distance: designing and
  8. 8. facilitating learning experiences, modeling and promoting learning and responsibility, and engaging in lifelong learning. v. Cyberlearning literacy • Cyberlearning involves the use of a variety of technology tools to connect students with people and resources beyond the boundaries of a normal classroom setting. To maximize their learning in this environment, students need cyberlearning literacy, or the knowledge and skills to be successful in the use of these tools. vi. Visual literacy • Textbooks, workbooks, digital media, newspapers, books and magazines are filled with visual images. In order for students to learn for visual media included in your instruction, they will need visual literacy skill, or the learned ability to interpret and create visual messages accurately. vii. Audio literacy • Audio has always been an important aspect for teaching, and lecturing or verbally presenting information to students is still a key role of teachers. Students need audio literacy skills to understand the role of hearing and listening in learning. In addition, as technology becomes increasingly influential in classroom, they must also have the skills to create audio. viii. Video literacy • With its increasing accessibility in digital format such as DVD and downloadable files, video is being integrated into teaching and learning activities with greater
  9. 9. frequency. To learn effectively from video, students will need video literacy skills to understand and evaluate video messages and to create video that appropriately achieves the intended outcomes.
  10. 10. frequency. To learn effectively from video, students will need video literacy skills to understand and evaluate video messages and to create video that appropriately achieves the intended outcomes.