The document discusses 21st century education and skills. It emphasizes teaching students skills like critical thinking, collaboration, communication and using technology to solve real-world problems. 21st century education focuses on active, project-based learning where students learn by doing rather than passive learning. It identifies seven survival skills needed for students to succeed in today's world: critical thinking, collaboration, adaptability, initiative, communication, accessing information and imagination. The document also outlines a framework for 21st century learning that incorporates core subjects with themes of global awareness, financial literacy and more. It discusses learning skills in the areas of learning and innovation, technology and life/career. Finally, it compares traditional 20th century classrooms to 21st century classrooms

1. Presenter by: Mr Lhaten

2. 21st
century Education OR Educating
for 21st
Century

3. What and why is 21st
Education?
 Is a education through innovation, critical and
technology skill oriented
Learning by participating in real-life, real-world
service learning projects
diverse, globalized, and complex, media-saturated
society
To fit in the world after few years.
Impossible into possible

4.  adapt in 21st
century skills: (7 survival skills)
• Critical Thinking and Problem Solving
• Collaboration across Networks and Leading by
Influence
• Agility and Adaptability
• Initiative and Entrepreneurialism
• Effective Oral and Written Communication
• Accessing and Analyzing Information
• Curiosity and Imagination
Source- Tony Wagner in his book, The Global
Achievement Gap

5. Framework for
21st Century Learning

7. Core Subjects and 21st Century Themes
21st century
interdisciplinary themes
into core subjects:
•Global Awareness
•Financial, Economic,
Business and
Entrepreneurial Literacy
•Civic Literacy
•Health Literacy
•Environmental Literacy
Core Subjects
• English, reading or language arts
• World languages
• Arts
• Mathematics
• Economics
• Science
• Geography
• History
• Government and civics

8. Learning for the 21st Century identifies
various types of learning skills
into three key areas

9. Learning for the 21st Century
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. They include:
•Creativity and Innovation
•Critical Thinking and Problem Solving
•Communication and Collaboration

10. 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
Learning for the 21st Century

11. 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
•Leadership and Responsibility
Learning for the 21st Century

12. 21st Century Skills is a Fusion of the 3R’s with the 4C’s
3 R's of education-Reading, writing and arithmetic
-the 3 R's encompass the subject curriculum and
the 4 C's

19. 20th
Century and 21st
century classroom

20. • Time-based
• Focus: memorization of discrete
facts
• Lessons focus on the lower level
of Bloom’s Taxonomy –Textbook-
driven
• Passive learning
• Learners work in isolation –
classroom within 4 walls
• Teacher-centered: teacher is
center of attention and provider
of information
• Little to no student freedom
• “Discipline problems" – educators
do not trust students and vice
versa. No student motivation.
• Fragmented curriculum
• Grades averaged
• Low expectations
• Outcome-based
• Focus: what students Know,
Can Do and Are Like after all
the details are forgotten
• Upper level of BT.
• Research-driven
• Active Learning
• Learners work collaboratively-
Global Classroom
• Student-centered:
• No “discipline problems”
• Integrated and Interdisciplinary
curriculum
• Grades based on what was
learned

22. Schools will go from ‘buildings’ to 'nerve centers', with walls that
are porous and transparent, connecting teachers, students and the
community to the wealth of knowledge that exists in the world.”
Teacher - dispenser of information to orchestrator of learning and
helping students turn information into knowledge, and knowledge
into wisdom.
The 21st
century will require knowledge generation, not just
information delivery, and schools will need to create a “culture of
inquiry”.
Learner - In the past a learner was a young person who went to
school, spent a specified amount of time in certain courses,
received passing grades and graduated. Today we must see
learners in a new context:

23. First – we must maintain student interest by
helping them see how what they are learning
prepares them for life in the real world.
Second – we must instill curiosity, which is
fundamental to lifelong learning.
Third – we must be flexible in how we teach.
Fourth – we must excite learners to become even
more resourceful so that they will continue to
learn outside the formal school day.”

24. • iKids
• ePal (global classroom)

25. “If we teach today’s
students as we taught
yesterday’s, we rob
them for tomorrow”.
John Dewey.

26. References
•
• Kellner, Douglas;
New Media and New Literacies: Reconstructing Education for the New
• Grant, Jodi, Director of the After School Alliance;
Fourteen Million Kids, Unsupervised
• McLeod, Scott, Dangerously Irrelevant
• Time, Learning and Afterschool Task Force,
A New Day for Learning
• Belasco, James A., Teaching the Elephant to Dance, 1991
• Wesch, Michael, Ph. D. See his works at Digital Ethnography.
(separate footnotes to be added for each web page and video
cited)

27. Second session
Teaching strategies.

29. Differences between active and passive learning
Teacher-centred passive
learning
1.Exposition
2.Whole-class teaching
3.Teacher provides
knowledge
4.Students empty vessels which
need filling up
5.Teacher-imposed
discipline
6.Learning styles limited
Student-centred active
learning
1.Inquiry/discovery
2.Group work
3.Teacher acts as
guide/facilitator
4.Student ownership of ideas
and work
5.Student self-discipline
6.Wide range of learning
styles

30. Why Active Teaching and Learning?
6

31. Does active learning work in
practice?

32. Well, if Active Learning works,
why don’t more teachers use it?
•We tend to teach the way we were taught,
rather than in the way that works best.
•We know too much, and rather enjoy
explaining.
32
Source: http://www.geoffpetty.com/activelearning.html

33. http://w3.gre.ac.uk/~bj61/talessi/atl.html

34. Active Learning (teaching)
Strategies
Active Learning (teaching)
Strategies

35. 35
Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.

36. Inquiry Based Learning

37. “If we are only teaching what we know, our
children can only do as bad as we are doing, and
this is the challenge we are facing – we have to
go beyond it.”
(Pauli, 2009, TEDx)
“Inquiry is something that students do,
not something that is done to them.”
Inquiry and the National Science Education Standards

38. Inquiry Based Learning
• Traditional education
(Chalk and Talk/ lecture)
- Focus on ‘what we know’
(facts)
- Direct transfer of
knowledge from teacher to
student
- Teacher’s role = dispense
knowledge
- Student’s role = receive
knowledge
 Inquiry-Based Learning
- Focus on ‘how we are knowing
what we know’ (evidence)
- Indirect transfer of knowledge
- Teacher’s role = facilitator of
learning
- Student’s role = active,
independent learner (investigator)

39. Why inquiry base learning?
Inquiry-based learning is an approach to
teaching and learning that places students’
questions, ideas and observations at the
centre of the learning experience
 students' cognitive development (Hofstein et al.,
2005; Wallace et al., 2003),
Develop skills necessary to become “independent
inquirers”. (Ferko & Ferko.,2005)
the development of flexible and adaptive thinkers, and
the encouragement of students' creative thinking and
handling risk-taking situations (Zion, 2007; Gürses et
al, 2007; Trumbull et al., 2005).

40. Three components of IBL
1. An understanding of student learning.
 Students attempt to make sense of the world
around them – to make it predictable – by looking
for patterns and relationships in their experiences
and through interaction with others.
 Students construct their understanding through
reflection on their experiences.

41. Three components of IBL cont.
2. The nature of inquiry.
 Explore: students become familiar with the
phenomenon they will study.
 Investigate: Students plan and carry out
investigations.
 Draw Final Conclusions: students synthesize what
they have learned and come to some final
conclusions.
 Communicate: Students communicate their new
understanding to a wider audience.

42. Three components of IBL
3. A focus on content.
An overview of important concepts often appears
frameworks and syllabus. But the specifics depend
heavily on the local context and the interests of
students and teachers.

43. 1. Bloom’s Taxonomy (high level questions)
2. Asks Questions that Motivate
3. Utilizes wide variety of resources
4. Teacher as Facilitator
5. Meaningful products come out of inquiry-based
learning
Five Characteristics of IBL

44. 1.Inference Questions
2.Interpretation Questions
3.Transfer Questions
4.Questions about Hypotheses
5.Reflective Questions
Five Kinds of Questions Need to be Asked in
IBL
“The most valuable questions are those that lead to other questions and
provide germs for future investigations” (Lucas, Broderick, Lehrer, &
Bohanan, 2005).

45. Students Doing IBL
*They look forward to learning.
*They demonstrate a desire to learn more.
*They seek to collaborate and work
cooperatively with teacher and peers.
*They are more confident in learning,
demonstrate a willingness to modify ideas
and take calculated risks, and display
appropriate skepticism.
http://www.thirteen.org/edonline/concept2class/inquiry/index_sub2.html
Students view themselves as learners in the process of learning.

46. Example of IBL
 Examples of student responses
 What will be the product of
4x4?
 “The answer is 16.”
 “I agree with what _____ said,”
or alternatively, “I disagree with
what ______ said.”
 Examples of prompts used
by students and teachers to
extend the contribution
 “Can you give a reason for
why you agree (or disagree)
with what _____ said?”
 “What’s your evidence?”
 “How do you know the
answer is 16? Can you share
with us how you got that
answer?”

47. Photo story telling
 Provide software and install in their laptops
 Present how to make a photo story
Divide into 5 groups and ask them to create 1 min photo story
(8 mins)
Presentation of photo story telling in groups.

48. Concept Cartoons

49. Features of Concept Cartoons
Adapted from Talking Science, Thinking Science: Making Teaching and Learning More Dialogic [A Workshop for Science Educ6ators]
• Puts forward a range of viewpoints about the topic.
Offers new ways of looking at the situation –make situation
problematic and provide a stimulus for developing ideas
further.
•Designed to intrigue(curiosity),promote discussion
and to Stimulate higher thinking.

50. Concept Cartoons
Generally, concept cartoons helps in following;
•To solve and determine students’ misconceptions
•To provide the active participation of students in the
learning process
•To create the discussion environment
•Retention of existing knowledge of students
•To enable students to express their idea

51. Concept Cartoons promote talking
& thinking:
•by providing an engaging
stimulus
•by using familiar situations
•by presenting a situation that
invites learners to join in with a
conversation
•by using plausible alternatives to
create cognitive conflict and
promote discussion
•by inviting learners to justify their
Concept Cartoons
Adapted from Talking Science, Thinking Science: Making Teaching and Learning More Dialogic
51

52. Concept Cartoons
In concept cartoons, according to Keogh, Naylor and Wilson (1998); Keogh
and Naylor,(1999a);
•It should be used minimal amounts of text, so that they are accessible and
inviting learners (of any age) with limited literacy skills.
•Scientific ideas are applied in everyday situations, so that learners are
challenged to make connections between the scientific and everyday.
•The alternative ideas put forward are based on research that identifies
common areas of misunderstanding, so that learners are likely to see many
of the alternatives as credible
•The scientifically acceptable viewpoints will be included amongst the
alternatives.
•The alternatives put forward all appear to be of equal status, so that
learners cannot work out which alternative is correct from the context.

53. How Can Concept Cartoons Be Used?
Possibilities include:
•Discuss who you agree with.
•Think-pair-share your ideas.
•Discuss why each character
has his/her idea.
Groups might take one
character each, and feedback
to the class.
•Put the alternatives on a Most
likely to Least
likely spectrum line.
53

54. Concept Cartoon 1
1. Discuss the
conversation the
characters are having.
2. Which one of the
characters do you
agree with?
3. Why?
4. How could you
investigate the
situation to find
out which alternative
best explains what is
happening
scientifically?
5. Share your ideas.
54

55. Concept Cartoon 2
11
1. Discuss the
conversation the
characters are
having.
2. Which one of the
characters do you
agree with?
3. Why?
4. How could you
investigate the
situation to find
out which
alternative best
explains what is
happening
scientifically?
5. Share your ideas.

56. Concept Cartoon 3
1. Discuss the
conversation the
characters are
having.
2. Which one of the
characters do you
agree with?
3. Why?
4. How could you
investigate the
situation to find
out which
alternative best
explains what is
happening
scientifically?
5. Share your ideas.

59. Concept Cartoons: Activity
59

60. Math

61. General

62. General

63. The 5 E Instructional ModelThe 5 E Instructional Model

64. Engage
Explore
ExplainElaborate
Evaluate
5 E’ Lesson
Elicit
Extend

65. EngageEngage
 Activity which will focus student’s attention, stimulateActivity which will focus student’s attention, stimulate
their thinking, and access prior knowledge.their thinking, and access prior knowledge.
 DemonstrationDemonstration
 ReadingReading
 Free WriteFree Write
 Analyze a Graphic OrganizerAnalyze a Graphic Organizer

KWL (Know already ~ Want to know ~ Learn) This is the “KWL (Know already ~ Want to know ~ Learn) This is the “elicitelicit”” partpart
 BrainstormingBrainstorming
Student asks questions such as:Student asks questions such as:
Why did this happen?Why did this happen?
What do I already know about this?What do I already know about this?
What have I found out about this?What have I found out about this?
Shows interest in the topic.Shows interest in the topic.

66. ExploreExplore
 Activity which gives students time to think andActivity which gives students time to think and
investigate/test/make decisions/problem solve, andinvestigate/test/make decisions/problem solve, and
collect information.collect information.
 Perform an InvestigationPerform an Investigation
 Read Authentic Resources to Collect InformationRead Authentic Resources to Collect Information
 Solve a ProblemSolve a Problem
 Construct a ModelConstruct a Model

67. ExplainExplain
 Activity which allows students to analyze theirActivity which allows students to analyze their
exploration. Student’s understanding is clarified andexploration. Student’s understanding is clarified and
modified through a reflective activity.modified through a reflective activity.
 Student Analysis & ExplanationStudent Analysis & Explanation
 Supporting Ideas with EvidenceSupporting Ideas with Evidence
 Structured QuestioningStructured Questioning
 Reading and DiscussionReading and Discussion
 Teacher ExplanationTeacher Explanation
 Thinking Skill Activities: compare, classify, errorThinking Skill Activities: compare, classify, error
analysisanalysis

68. ElaborateElaborate
 Activity which expands and solidifies studentActivity which expands and solidifies student
thinking and/or applies it to a real-worldthinking and/or applies it to a real-world
situation.situation.
 Problem SolvingProblem Solving
 Decision MakingDecision Making
 Experimental InquiryExperimental Inquiry
 Thinking Skill Activities: compare, classify, applyThinking Skill Activities: compare, classify, apply

69. EvaluateEvaluate
 Activity which allows the teacher to assessActivity which allows the teacher to assess
student performance and/or understandings ofstudent performance and/or understandings of
concepts, skills, processes, and applications.concepts, skills, processes, and applications.
 Any of the Previous ActivitiesAny of the Previous Activities
 Develop a Scoring Tool or RubricDevelop a Scoring Tool or Rubric
 Performance AssessmentPerformance Assessment
 Produce a ProductProduce a Product
 Journal EntryJournal Entry
 PortfolioPortfolio Extend

70. Create Inquiry-Based Lessons the
Easy Way!

71. What are the first things you need to consider?

72. Learning objectives: What do you want your students
to know/be able to do once they finish this activity?
Standards: What national/state/local standards will do
you want to address with this activity?

73. Once you know where you want to go, the 5-E
Model makes it easy to plan your lesson.
Simply plug appropriate activities into each
step.

74. Elicit
E. Bring in a dandelion that has developed into seed
and ask question to find out what they know of
different types of seeds and their dispersal.
OR
S. Show the pictures of different impact of disaster.
Discuss and find out the disasters they know,
experienced and how they can/cope with them

75. Engage
E. Bring in a dandelion that has developed into seed
and ask students what happens when the wind blows
or substitute a brief film clip showing the same thing
http://www.youtube.com/watch?v=u8_gDqZGSq4
OR
S. Show the brief video clip of disaster and ask
students (or groups of students) to list at least 6
different kinds of disaster. Have groups share their
most feared disaster.

76. Explore
E. Ask students to work in small groups outside to
locate 5 different types of seeds from flowers, trees,
and shrubs in the schoolyard and have them
determine how their seeds are dispersed.
OR
S. Take student groups to the library or computer
lab. Find out the different types of disaster that
occur frequently in the world and in Bhutan and the
impact on the society.

77. Explain
E. Groups will share their seeds and dispersal ideas
with the rest of the class. Have students compare
similarities and differences between the seeds
collected.
OR
S. Have each group share their results. Have
students offer suggestions about which disaster
seemed to be most dangerous and more likely to
happen in Bhutan.

78. Elaborate
E. Have each group (or each student) design their
own seed, using paper, string, glue, crayons, and
other craft supplies. Take the models outside and try
them to see how they work.
OR
S. Groups can design a research project on any one
disaster and ways to prevent and prepare for it.
These will include a hypothesis, experimental design,
data collection and analysis, and conclusions.

79. Evaluate
E. Have students write a story or draw a picture,
describing the life of their seed, how its structure
helps it move from place to place, and what it might
observe as it moves to a new germination spot.
OR
S. Students will write a formal report using the
detailed ways of reducing the risk of disaster and
ways to be prepared for the disaster.

80. Extend
E. Have students design a shape using different
materials that can fly the furthest and state how
shape and design is used in flying objects or can be
used in practical models .
OR
S. Have students to design posters or draw an
awareness campaign plan on disaster management

81. • Divide yourself into 10 groups.
• Select any topic
(chapter number= Group number)
• Design a 5E model instruction for the chosen topic.
(Time -15 mins)
• Presentation ( 10 mins)
Activity