This document discusses education for the 21st century. It outlines the key differences between 20th and 21st century learning, including that today's students think and process information differently. The six elements of 21st century learning skills are described as core subjects, 21st century content, ICT literacy, learning skills, life skills, and 21st century assessments. Examples are given of how a 21st century classroom differs from a 20th century classroom in areas like the teacher's role, instructional focus, and use of technology. Resources available from the WVDE to help schools implement 21st century education are also listed.
Collaborative tools in the digital world
REFERENCE:
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
This Curriculum Design is an example of what a 21st Century Curriculum Design should be. The type of Curriculum (called Lesson Plan in the past) that is a Higher Order Intellectual Quality in nature. An Authentic Task that is also assessed using Authentic Assessment.
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
Assessment of Learning Outcomes in the k to 12 programKerwin Palpal
Assessment of Learning Outcomes in K-12 Program. The K to 12 program covers Kindergarten and 12 years of Basic of Education (6 years of primary education, 4 years of Junior High School and 2 years of Senior High School[SHS]). This is about learning Outcomes of students.
Collaborative tools in the digital world
REFERENCE:
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
This Curriculum Design is an example of what a 21st Century Curriculum Design should be. The type of Curriculum (called Lesson Plan in the past) that is a Higher Order Intellectual Quality in nature. An Authentic Task that is also assessed using Authentic Assessment.
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
Assessment of Learning Outcomes in the k to 12 programKerwin Palpal
Assessment of Learning Outcomes in K-12 Program. The K to 12 program covers Kindergarten and 12 years of Basic of Education (6 years of primary education, 4 years of Junior High School and 2 years of Senior High School[SHS]). This is about learning Outcomes of students.
The Rennie Center for Education Research & Policy will present findings from their recent research report, A New Era of School Reform: Preparing All Students for Success in College, Career and Life, that highlights the strategies Massachusetts superintendents, charter school leaders, principals and teachers are using to incorporate 21st century skills into teaching and learning in order to better prepare their students for postsecondary success. Presenters will provide examples that illustrate what the integration of 21st century skills looks like at the district, school and classroom levels.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Office of Assessment and Accountaility
Presented By
Jan Stanley, Assistant Director
Office of Assessment and Accountability
3. Session Goals
Review the components of 20th
century
learning
Develop an understanding of the 21st
century learning skills
Recognize assessment as a key
component of instruction in the 21st
century
Develop an understanding of available
resources
5. Use this chart as a brainstorming tool to reflect upon the changes
that have taken place during your lifetime.
Activities Your School
Years
Your Life Today
Communication
Careers
Methods of
Purchase
Education
11. Learners are the
same as they have
always been.
The same methods
that worked for me
when I was a
student will work for
my students now.
12. Today’s Learners Are Different
Marc Prensky, Digital Natives,
Digital Immigrants 2001
They think and process
information
fundamentally differently
from their predecessors.
17. Key Element #1
Core Subjects
Emphasize the core subjects of reading, English,
mathematics, science, foreign languages, civics,
government, economics, arts, history, and
geography
Expanding student understanding in core subjects
beyond minimal mastery
18. Key Element #2
21st
Century Content
Global awareness
Financial, economic and business
awareness
Civic literacy
Health and wellness
awareness
19. Key Element #2
21st
Century Content should be
delivered in a 21st
Century Context
Relevant Context
vital, practical
emotional and social connections to skill and content
bringing the world into the classroom, taking students
out into the world
creating opportunities for students to interact with each
other and adults in authentic learning situations
20. Key Element #3
ICT Literacy
Informational and communication technology
ability to use technology to support 21st century teaching
and learning
ability to use technology to meet CSOs and state/national
educational technology standards
21. Key Element #4
Learning Skills
Information and Communication Skills
Information and media literacy
Visual literacy
Communication
22. Key Element #4
Learning Skills
Thinking and Reasoning Skills
Critical thinking
Systems thinking
Problem solving
Creating and innovating
23. Key Element #5
Life Skills
Interpersonal and Self-Directional Skills
Interpersonal and collaborative skills
Self-direction
Accountability and adaptability
Social responsibility
Ethical behavior
24. Key Element #6
21st
Century Assessments
Using high quality assessments that measure
students’ performance for the elements of a
21st
century education
25. Quiz time…
How does a 20th
century
classroom compare/contrast
with a 21st
century classroom?
26. Contrasting 20th
and 21st
Century Educational Practices
20th
Century Practice
Teacher’s role
Student’s role
Student results
Instructional focus
Lesson design
Instructional strategies
Instructional and
technology tools
Assessment practices
21st
Century Practice
Teacher’s role
Student’s role
Student results
Instructional focus
Lesson design
Instructional strategies
Instructional and
technology tools
Assessment practices
29. Issues related to student achievement
are derived from 4 areas:
Curriculum – what we teach
Quality of instruction – how we teach
Effectiveness of schools – where we teach
Characteristics of students – who we teach
30. Resources
What resources are available to
assist districts and schools in
educating students for the 21st
century?
31. WVDE Websites
Learning Community Digital Resource
http://wvde.state.wv.us/21stcenturydigitalreso
urce/
Teach 21 http://wvde.state.wv.us/teach21/
Frameworks
http://wvde.state.wv.us/frameworks/
Teacher Blogs and Wikis
http://blog.k12.wv.us/
http://brookhavenwordjar.pbwiki.com/Glossary
33. Henry Ford said “If you think you can, or
you think you can’t . . . you are right”.
WVDE challenges you to institute 21st
century skills for education in our state,
districts, and schools.
We can make the difference for students!
Editor's Notes
Ask participants to look at the next slide and answer the question – “ How has our world changed?”
In groups of two or three, brainstorm changes from your elementary and secondary school years to your life today in communication, careers, methods of purchase, and education. Here is a list of some of the devices you might use and think about:
iPod – CD Player
Cell phone
Copier
Camera
Scanner
Thermostat
DVD Player
Remote Control for TV or VCR
PDA (Personal Digital Assistant)
Watch
Video Game Player
Car
Telephone Answering Machine
Camcorder
Calculator
Debit Card
Computer
iPod
What if teachers still believed this?
This assumption is no longer valid.
Marc Prensky 2001 Digital Natives, Digital Immigrants
They are the first generation to grow up with computers, videogames, digital music players, video cams, cell phones.
They are digital natives.
Accustomed to receiving information fast
Like to parallel process and multi-task
Prefer their graphics before their text
Prefer random access (like hypertext)
Function best when networked
Thrive on instant gratification and frequent rewards
Prefer games to “serious” work
Teachers are for the most part – digital immigrants
They came to the digital shores later in life, and they had to learn to cope with digital technology as adults.
This is where we were….20th century learning….
The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education.
Discuss the components of 21st century learning.
Notice that assessment is at the base spanning all other sections.
Authentic 21st century assessments create the essential foundation of a 21st century education.
Challenge them to think and perform at higher levels on Bloom’s taxonomy of skills
Global Awareness
Using 21st century skills to understand and address global issues
Learning from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit or mutual respect and open dialogue, work and community contexts
Promoting the study of non-English language as a tool for understanding other nations and cultures
Financial, economic and business awareness
Knowing how to make appropriate personal economic choices
Understanding the role of the economy and the role of business in the economy
Applying appropriate 21st century skills to function as a productive contributor within an organizational setting
Civic literacy
Being an informed citizen to participate effectively in government
Exercising the rights and obligations of citizenship at local, state, national and global levels
Understanding the local and global implications of civic decisions
Applying 21st century process-oriented skills (defined as information/communication, thinking/problem solving and interpersonal/self-directional skills) to make intelligent choices as a citizen
Health and wellness awareness
Knowledge and habits that contribute to personal health
Making Content Relevant
vital, practical
emotional, and social connections to skill and content
bringing the world into the classroom, taking students out into the world,
creating opportunities for students to interact with each other
The goal of providing education in a 21st century context is to provide students ways to see the connections between their school work and their lives outside the classroom. These connections are critical to encouraging student engagement, motivation and attitudes towards learning.
Use digital technology and communication tools such as computers, ipods, white boards etc
access, manage, integrate and evaluate information from websites;
Access to online learning communities and resources
construct new knowledge; and communicate with others in order to participate effectively in society.
communicate electronically with others in order to participate effectively in society.
2. Learning and thinking Skills
Information and Communication Skills
Information and media literacy skills
Understanding of how words, images and sounds influence the way meanings are created
Understanding the role of media in society
Visual literacy
Ability to interpret, use and create images and videos to advance thinking and decision making
Communication skills:
Skills needed to convey messages with meaning and understanding across various cultures and context.
Problem-Solving Skills
Critical thinking and systems thinking
Exercising sound reasoning in understanding in understanding and making sound choices, understanding the interconnections among systems.
Systems thinking
Ability to understand the whole, recognize patterns and interrelationships for parts
Problem identification, formulation and solution
Ability to frame, analyze and solve problems.
Creativity and intellectual curiosity
Developing, implementing and communicating new ideas to others; staying open and responsive to new and diverse perspectives.
Interpersonal and Self-Directional Skills
Interpersonal and collaborative skills
Demonstrating teamwork and leadership; adapting to varied roles and responsibilities; working productively with others; respecting diverse perspectives
Self-direction
Monitoring one’s own understanding and learning needs, locating appropriate resources, transferring learning from one domain to another – set goals – evaluate personal progress
Accountability and adaptability
Exercising personal responsibility and flexibility in personal, workplace and community contexts; setting and meeting high standards and goals for one’s self and others; tolerating ambiguity
Social Responsibility
Acting responsibly with the interests of the larger community in mind; demonstrating ethical behavior in personal, workplace and community contexts
Ethical behavior – ability to act with integrity and according to the principals of right and moral behavior
Activity: Contrasting 20th and 21st Century Educational Practices - handout
Think pair share- work independently and then share with one other in your group
Share results as a table while comparing your answers to page 18 in the framework for high performing elementary and middle schools.
How many of your classrooms look like this?
The use of technology evident.
When implementing strategies to improve school system and school effectiveness, districts must answer one pivotal question. (refer to slide)
Learning Community Digital Resource contains digitallinks to selected readings and activities focused around 21st Century Learning.
Teach 21
This site was designed by teachers to assist colleagues in planning and delivering effective 21st century instruction in West Virginia Classrooms. It enables educators to quickly access 21st Century Content Standards, Learning Skills and Technology Tools for WV Schools, as well as other resources that exemplify rigorous and relevant instructional design and delivery.
Teacher Blogs - now 80 themes posted for blogging
"Blog" is an abbreviated version of "weblog," which is a term used to describe web sites that maintain an ongoing chronicle of information. A blog is a frequently updated, personal website featuring diary-type commentary and links to articles on other Web sites. Blogs range from the personal to the political, and can focus on one narrow subject or a whole range of subjects.
WIKI being used to teach vocabulary – Brookhaven Elementary-Monongalia
Inspired by the story Donovan's Word Jar, we are creating this wiki to have a record of words we want to learn. Students and teachers are encouraged to create a new page for words and to add personal definitions to words that have already been created.