The document discusses the skills needed for the 21st century workplace and how to prepare students and educators. It outlines core subjects students need to master, as well as interdisciplinary themes like global awareness and civic literacy. The main 21st century skills are identified as learning and innovation, information and media literacy, and life and career skills. Educators need professional development on strategies like project-based learning and assessments that evaluate 21st century skills. A 21st century support system should engage students with real-world problems, assess key skills, use innovative curriculum, and create learning environments conducive to developing these skills.
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.
1) The document discusses skills needed for 21st century learners, including critical thinking, problem-solving, communication, collaboration, and creativity.
2) Different methods are presented for teaching these skills in the classroom, such as posing problems for students to solve, having students present ideas using different media, and providing collaborative tasks.
3) It is noted that most education currently prepares students for the past or present, while very few look to the future, and preparing for the future requires skills like creativity, imagination, and risk-taking.
The document discusses 21st century skills and their importance for students' future success. It defines 21st century skills as including critical thinking, problem solving, collaboration, communication skills and highlights their importance for competing in a global economy. The US is falling behind internationally on measures of literacy and college completion rates. Schools need to change instructional approaches to focus more on 21st century skills like project-based learning, performance assessments, and technology use to better prepare students.
This document discusses the skills needed by 21st century teachers. It describes teachers as risk-takers, collaborators, models, visionaries, communicators, learners, and adapters. Seven key survival skills are also outlined: initiative and entrepreneurialism; curiosity and imagination; effective oral communication; agility and adaptability; accessing and analyzing information; collaboration across networks; and critical thinking and problem solving. The 21st century learning proponents advocate expanding educational goals to include these types of skills.
The document discusses the skills needed for the 21st century workplace and how to prepare students and educators. It outlines core subjects students need to master, as well as interdisciplinary themes like global awareness and civic literacy. The main 21st century skills are identified as learning and innovation, information and media literacy, and life and career skills. Educators need professional development on strategies like project-based learning and assessments that evaluate 21st century skills. A 21st century support system should engage students with real-world problems, assess key skills, use innovative curriculum, and create learning environments conducive to developing these skills.
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.
1) The document discusses skills needed for 21st century learners, including critical thinking, problem-solving, communication, collaboration, and creativity.
2) Different methods are presented for teaching these skills in the classroom, such as posing problems for students to solve, having students present ideas using different media, and providing collaborative tasks.
3) It is noted that most education currently prepares students for the past or present, while very few look to the future, and preparing for the future requires skills like creativity, imagination, and risk-taking.
The document discusses 21st century skills and their importance for students' future success. It defines 21st century skills as including critical thinking, problem solving, collaboration, communication skills and highlights their importance for competing in a global economy. The US is falling behind internationally on measures of literacy and college completion rates. Schools need to change instructional approaches to focus more on 21st century skills like project-based learning, performance assessments, and technology use to better prepare students.
This document discusses the skills needed by 21st century teachers. It describes teachers as risk-takers, collaborators, models, visionaries, communicators, learners, and adapters. Seven key survival skills are also outlined: initiative and entrepreneurialism; curiosity and imagination; effective oral communication; agility and adaptability; accessing and analyzing information; collaboration across networks; and critical thinking and problem solving. The 21st century learning proponents advocate expanding educational goals to include these types of skills.
The document discusses considerations for developing curricula for 21st century learners. It outlines that 21st century learners are collaborative, adaptable, tech-savvy, and rely on media. An emerging 21st century curriculum emphasizes learning to know, do, be, and live together. It should integrate interdisciplinary, globalized, student-centered, and tech-oriented approaches. Key skills include literacy, numeracy, technology competence, ethics, and social skills. Core values at the heart of 21st century curriculum are respect, responsibility, integrity, care, resilience, and harmony.
The document discusses the differences between 20th century education models and 21st century learners. It notes that traditional teachers often teach the way they were taught, but today's students may learn differently. Specifically, it outlines that while old learners were more passive and competitive, new learners are hands-on, collaborative and prefer non-linear learning. Additionally, 21st century learners are used to learning with technology and accessing information from various online sources. The document advocates that educators should understand how today's students learn best and leverage technologies to enhance and visualize learning.
Facilitating 21st century learning by leilani c. avilaLeilani Avila
The document discusses issues related to 21st century learning and learner-centered teaching, including the shift to a more student-centered approach that integrates technology, focuses on developing 21st century skills, and allows for new environments, content, and types of learning. It also examines the role of the teacher as a facilitator who guides students in project-based, collaborative learning and effectively manages the classroom environment.
Technology is radically transforming the way education is delivered and part of this transformation is taking place right inside our classrooms. From the ancient one-room school to the 20th century classroom where we have been taught, the classroom, as a pedagogical concept, has never witnessed such a transformational revolution as is the case now with the uptake of digital technology.
This document discusses 21st century education and the role of technology in Malaysian schools. It begins by defining the 21st century and education. It then discusses how students today are digital natives and teachers are often digital immigrants. It outlines some key technology trends like the internet, web 2.0, and new media. The document also provides statistics on the Malaysian education system and literacy rates. It discusses initiatives to improve ICT infrastructure in schools and training for teachers. Challenges and the path forward to ubiquitous learning are also mentioned.
This document discusses 21st century skills, which are core abilities needed by students in the 21st century. It covers three main categories of 21st century skills: learning and innovation skills which include critical thinking, creativity, and collaboration; information, media, and technology skills including information literacy and media literacy; and life and career skills such as flexibility, social skills, and leadership. The document also compares 20th century education to 21st century education and provides tips for developing critical thinking, problem-solving, collaborative, public speaking, and leadership skills in students. Both pros and cons of 21st century skills are outlined.
This document outlines objectives and activities for a session on developing skills for 21st century teachers and learners. The objectives are to describe 21st century teachers and learners, identify ways to develop their skills, and develop a personal action plan. Activities include listening to a conversation and identifying its focus, drawing caricatures of 21st century teachers and learners and explaining their characteristics, and answering reflection questions. The document also provides descriptions of characteristics of 21st century learners and educators.
The document summarizes a project conducted by students in the 2nd grade of the Technical school of Leather Design in Belgrade, Serbia. The project aimed to define the characteristics of a teacher for the 21st century. Students brainstormed qualities and created a "tree of wishes" displaying desirable traits like being funny, respectful, and using technology, and undesirable ones like yelling or being distant. They then presented their findings on desirable teachers being dedicated, helpful and inspiring among other qualities, and undesirable ones lacking professionalism or making bad judgments.
The document discusses the need to update education for the 21st century. It identifies six key elements of 21st century learning skills: core subjects, 21st century content, information and communication technology literacy, learning and thinking skills, life skills, and assessments. It contrasts 20th century educational practices like teacher-centered instruction with 21st century practices that emphasize student-centered learning, critical thinking, collaboration and real-world applications through technology. Resources for implementing 21st century skills in West Virginia schools are also presented.
The document discusses resources from the Partnership for 21st Century Skills (P21) framework for teaching 21st century skills. It describes the 4Cs of learning and innovation skills - creativity, critical thinking, communication and collaboration. It also outlines key life and career skills - flexibility, initiative, social skills, productivity, leadership. Content areas like math, English and sciences are discussed in relation to incorporating 21st century skills. Assessment guides and examples of schools implementing 21st century skills are provided as resources.
The document describes the skills needed for 21st century learners and how to teach them. It outlines 8 skills including creative and innovative thinking, critical thinking and problem solving, communication, collaboration, information management, career/life skills, cultural awareness, and technology literacy. It emphasizes teaching these skills through real-world connections, collaboration, project-based learning, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who understands different learning styles and leverages technology to engage and prepare students.
The document compares traditional classrooms to 21st century classrooms. In traditional classrooms, teachers deliver content through lectures and students are assessed based on their knowledge. However, in 21st century classrooms teachers facilitate learning by directing students to various sources and asking them to demonstrate their knowledge and skills.
The document then outlines several 21st century skills grouped into 4 main categories - learning and innovation skills; life and career skills; information, media and technology skills; and effective communication skills. These skills include creativity, critical thinking, problem solving, flexibility, leadership, and technology literacy. The document emphasizes that to prepare students for tomorrow, teaching must evolve beyond traditional methods.
The technology has evolved that makes the world fast Transition. One of the criteria for credentials for employment today is the one who has the skills that the 21st Century individual must-have.
Do not be disheartened as the 21st education is improved to accommodate you to acquire the skills needed today. Educators or Teachers of the 21st Century are more than competent as they possess all the skills that 21st-century learners need.
The document summarizes the key differences between traditional and 21st century classrooms. In traditional classrooms, teachers deliver content through lectures and textbooks, and students are assessed based on their knowledge. However, in 21st century classrooms, teachers facilitate learning by directing students to various sources and asking them to apply and demonstrate their knowledge. The document then outlines the skills needed for the 21st century, including learning and innovation skills (creativity, critical thinking, communication, collaboration); information and media literacy skills; and life and career skills (flexibility, leadership, social skills, accountability). It provides definitions and examples for each of these skills.
The document discusses the role of a 21st century teacher, describing them as an adaptor, visionary, and collaborator. It states that a 21st century teacher must adapt the curriculum and teaching style; envision how to use new ideas in the classroom; and leverage collaborative tools to engage learners. Additionally, it notes that 21st century teachers are risk-takers, lifelong learners, strong communicators, models, and leaders.
Technology in the Teaching Learning Processirshad narejo
The document discusses the role of technology in education. It states that technology is an important tool for teaching and learning, as it allows content to be delivered in multiple ways using tools like multimedia, audio/visuals, digital devices, and online communication. The role of the teacher shifts to a facilitator in a technology-enabled classroom, where students can learn at their own pace and collaborate with others. Technology improves the learning process by making it more engaging, interactive and tailored to individual students' needs.
The document discusses visions and frameworks for education in the 21st century. It covers several key points:
1. Education systems need to shift from a focus on content delivery to building students' capacities and skills for a changing world. This includes emphasizing skills like collaboration, critical thinking, and technology use.
2. Schools must move beyond standalone institutions and form networks to enrich curriculum and connect with communities. Data should also be used to drive decision-making.
3. A 21st century education emphasizes flexibility, creativity, and addressing real-world problems through project-based learning. It prepares students with skills beyond the classroom like citizenship and careers.
4. Effective technology-enhanced learning environments support, facilitate
The document discusses 21st century skills for both teachers and students. It outlines 5 standards that teachers should demonstrate, including leadership, establishing a respectful learning environment, content knowledge, facilitating learning, and self-reflection. Key 21st century skills that students need are described as problem solving, creativity, analytical thinking, collaboration, and ethics. Developing these skills will help students succeed in an increasingly complex world.
The document discusses the skills and themes needed for 21st century education. It advocates for education that leverages new technologies, better pedagogies, and recognizes different types of learners. Core subjects are important but must be taught with 21st century interdisciplinary themes like global awareness, financial literacy, civic literacy, health literacy, and environmental literacy. 21st century skills include learning and innovation skills like creativity, problem solving, communication and collaboration. They also include information and technology skills and life/career skills like social skills, productivity, leadership, and responsibility. Support systems for developing these skills include standards, assessments, curriculum/instruction, and professional development.
The 21st century teacher must fulfill several key roles: adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader. As an adaptor, the teacher must be able to creatively teach the curriculum using a variety of tools and technologies. As a visionary, they must see potential in emerging technologies and leverage them for learning. Teachers also need to collaborate using tools like blogs, wikis and social media, and act as a model for students by demonstrating behaviors like tolerance, acceptance and global awareness. Above all, teachers must continually learn, communicate effectively, and provide leadership to succeed in the 21st century classroom.
A presentation by Kim Cofino given to Qatar Academy staff in February 2009. Find more details on the presentation wiki: http://the21stcenturylearner.wikispaces.com
This document discusses 21st century learners and how their use of technology has shaped them. It describes how today's students can absorb information quickly through various technologies and are constantly connected through devices. It argues these students have incorporated skills like being innovators, creative designers, critical thinkers, and collaborators through their daily technology use. The document calls on teachers to support more technology access in classrooms to help teach students how to use the internet as a learning tool and to monitor their technology use.
The document discusses considerations for developing curricula for 21st century learners. It outlines that 21st century learners are collaborative, adaptable, tech-savvy, and rely on media. An emerging 21st century curriculum emphasizes learning to know, do, be, and live together. It should integrate interdisciplinary, globalized, student-centered, and tech-oriented approaches. Key skills include literacy, numeracy, technology competence, ethics, and social skills. Core values at the heart of 21st century curriculum are respect, responsibility, integrity, care, resilience, and harmony.
The document discusses the differences between 20th century education models and 21st century learners. It notes that traditional teachers often teach the way they were taught, but today's students may learn differently. Specifically, it outlines that while old learners were more passive and competitive, new learners are hands-on, collaborative and prefer non-linear learning. Additionally, 21st century learners are used to learning with technology and accessing information from various online sources. The document advocates that educators should understand how today's students learn best and leverage technologies to enhance and visualize learning.
Facilitating 21st century learning by leilani c. avilaLeilani Avila
The document discusses issues related to 21st century learning and learner-centered teaching, including the shift to a more student-centered approach that integrates technology, focuses on developing 21st century skills, and allows for new environments, content, and types of learning. It also examines the role of the teacher as a facilitator who guides students in project-based, collaborative learning and effectively manages the classroom environment.
Technology is radically transforming the way education is delivered and part of this transformation is taking place right inside our classrooms. From the ancient one-room school to the 20th century classroom where we have been taught, the classroom, as a pedagogical concept, has never witnessed such a transformational revolution as is the case now with the uptake of digital technology.
This document discusses 21st century education and the role of technology in Malaysian schools. It begins by defining the 21st century and education. It then discusses how students today are digital natives and teachers are often digital immigrants. It outlines some key technology trends like the internet, web 2.0, and new media. The document also provides statistics on the Malaysian education system and literacy rates. It discusses initiatives to improve ICT infrastructure in schools and training for teachers. Challenges and the path forward to ubiquitous learning are also mentioned.
This document discusses 21st century skills, which are core abilities needed by students in the 21st century. It covers three main categories of 21st century skills: learning and innovation skills which include critical thinking, creativity, and collaboration; information, media, and technology skills including information literacy and media literacy; and life and career skills such as flexibility, social skills, and leadership. The document also compares 20th century education to 21st century education and provides tips for developing critical thinking, problem-solving, collaborative, public speaking, and leadership skills in students. Both pros and cons of 21st century skills are outlined.
This document outlines objectives and activities for a session on developing skills for 21st century teachers and learners. The objectives are to describe 21st century teachers and learners, identify ways to develop their skills, and develop a personal action plan. Activities include listening to a conversation and identifying its focus, drawing caricatures of 21st century teachers and learners and explaining their characteristics, and answering reflection questions. The document also provides descriptions of characteristics of 21st century learners and educators.
The document summarizes a project conducted by students in the 2nd grade of the Technical school of Leather Design in Belgrade, Serbia. The project aimed to define the characteristics of a teacher for the 21st century. Students brainstormed qualities and created a "tree of wishes" displaying desirable traits like being funny, respectful, and using technology, and undesirable ones like yelling or being distant. They then presented their findings on desirable teachers being dedicated, helpful and inspiring among other qualities, and undesirable ones lacking professionalism or making bad judgments.
The document discusses the need to update education for the 21st century. It identifies six key elements of 21st century learning skills: core subjects, 21st century content, information and communication technology literacy, learning and thinking skills, life skills, and assessments. It contrasts 20th century educational practices like teacher-centered instruction with 21st century practices that emphasize student-centered learning, critical thinking, collaboration and real-world applications through technology. Resources for implementing 21st century skills in West Virginia schools are also presented.
The document discusses resources from the Partnership for 21st Century Skills (P21) framework for teaching 21st century skills. It describes the 4Cs of learning and innovation skills - creativity, critical thinking, communication and collaboration. It also outlines key life and career skills - flexibility, initiative, social skills, productivity, leadership. Content areas like math, English and sciences are discussed in relation to incorporating 21st century skills. Assessment guides and examples of schools implementing 21st century skills are provided as resources.
The document describes the skills needed for 21st century learners and how to teach them. It outlines 8 skills including creative and innovative thinking, critical thinking and problem solving, communication, collaboration, information management, career/life skills, cultural awareness, and technology literacy. It emphasizes teaching these skills through real-world connections, collaboration, project-based learning, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who understands different learning styles and leverages technology to engage and prepare students.
The document compares traditional classrooms to 21st century classrooms. In traditional classrooms, teachers deliver content through lectures and students are assessed based on their knowledge. However, in 21st century classrooms teachers facilitate learning by directing students to various sources and asking them to demonstrate their knowledge and skills.
The document then outlines several 21st century skills grouped into 4 main categories - learning and innovation skills; life and career skills; information, media and technology skills; and effective communication skills. These skills include creativity, critical thinking, problem solving, flexibility, leadership, and technology literacy. The document emphasizes that to prepare students for tomorrow, teaching must evolve beyond traditional methods.
The technology has evolved that makes the world fast Transition. One of the criteria for credentials for employment today is the one who has the skills that the 21st Century individual must-have.
Do not be disheartened as the 21st education is improved to accommodate you to acquire the skills needed today. Educators or Teachers of the 21st Century are more than competent as they possess all the skills that 21st-century learners need.
The document summarizes the key differences between traditional and 21st century classrooms. In traditional classrooms, teachers deliver content through lectures and textbooks, and students are assessed based on their knowledge. However, in 21st century classrooms, teachers facilitate learning by directing students to various sources and asking them to apply and demonstrate their knowledge. The document then outlines the skills needed for the 21st century, including learning and innovation skills (creativity, critical thinking, communication, collaboration); information and media literacy skills; and life and career skills (flexibility, leadership, social skills, accountability). It provides definitions and examples for each of these skills.
The document discusses the role of a 21st century teacher, describing them as an adaptor, visionary, and collaborator. It states that a 21st century teacher must adapt the curriculum and teaching style; envision how to use new ideas in the classroom; and leverage collaborative tools to engage learners. Additionally, it notes that 21st century teachers are risk-takers, lifelong learners, strong communicators, models, and leaders.
Technology in the Teaching Learning Processirshad narejo
The document discusses the role of technology in education. It states that technology is an important tool for teaching and learning, as it allows content to be delivered in multiple ways using tools like multimedia, audio/visuals, digital devices, and online communication. The role of the teacher shifts to a facilitator in a technology-enabled classroom, where students can learn at their own pace and collaborate with others. Technology improves the learning process by making it more engaging, interactive and tailored to individual students' needs.
The document discusses visions and frameworks for education in the 21st century. It covers several key points:
1. Education systems need to shift from a focus on content delivery to building students' capacities and skills for a changing world. This includes emphasizing skills like collaboration, critical thinking, and technology use.
2. Schools must move beyond standalone institutions and form networks to enrich curriculum and connect with communities. Data should also be used to drive decision-making.
3. A 21st century education emphasizes flexibility, creativity, and addressing real-world problems through project-based learning. It prepares students with skills beyond the classroom like citizenship and careers.
4. Effective technology-enhanced learning environments support, facilitate
The document discusses 21st century skills for both teachers and students. It outlines 5 standards that teachers should demonstrate, including leadership, establishing a respectful learning environment, content knowledge, facilitating learning, and self-reflection. Key 21st century skills that students need are described as problem solving, creativity, analytical thinking, collaboration, and ethics. Developing these skills will help students succeed in an increasingly complex world.
The document discusses the skills and themes needed for 21st century education. It advocates for education that leverages new technologies, better pedagogies, and recognizes different types of learners. Core subjects are important but must be taught with 21st century interdisciplinary themes like global awareness, financial literacy, civic literacy, health literacy, and environmental literacy. 21st century skills include learning and innovation skills like creativity, problem solving, communication and collaboration. They also include information and technology skills and life/career skills like social skills, productivity, leadership, and responsibility. Support systems for developing these skills include standards, assessments, curriculum/instruction, and professional development.
The 21st century teacher must fulfill several key roles: adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader. As an adaptor, the teacher must be able to creatively teach the curriculum using a variety of tools and technologies. As a visionary, they must see potential in emerging technologies and leverage them for learning. Teachers also need to collaborate using tools like blogs, wikis and social media, and act as a model for students by demonstrating behaviors like tolerance, acceptance and global awareness. Above all, teachers must continually learn, communicate effectively, and provide leadership to succeed in the 21st century classroom.
A presentation by Kim Cofino given to Qatar Academy staff in February 2009. Find more details on the presentation wiki: http://the21stcenturylearner.wikispaces.com
This document discusses 21st century learners and how their use of technology has shaped them. It describes how today's students can absorb information quickly through various technologies and are constantly connected through devices. It argues these students have incorporated skills like being innovators, creative designers, critical thinkers, and collaborators through their daily technology use. The document calls on teachers to support more technology access in classrooms to help teach students how to use the internet as a learning tool and to monitor their technology use.
The document discusses teaching and learning approaches for the 21st century. It emphasizes that learning is an active process where students construct their own understanding rather than passively receiving information. Students learn in different ways, including visually, auditorily and kinesthetically. Effective teaching methods engage students in the learning process and use active learning techniques like group work and reflection to supplement lectures. Testing and assessment must also evolve to evaluate higher-order thinking skills and the various literacies needed in the 21st century.
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21st Century Teaching and Learning
Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
- Curriculum and Instruction
MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
The document discusses the changes needed in education for the 21st century. Societal changes like globalization and new technologies are shifting the skills students need. Education must adapt to these changes by integrating technology into the curriculum, assessing students in new ways, and encouraging more collaborative and project-based learning. Teachers have an important role as agents of change to transform how knowledge and values are taught to meet the demands of the 21st century.
1) The document discusses the differences between traditional teaching methods and 21st century teaching and learning. It explores tools and methods for 21st century learning, including the use of video and open educational resources.
2) 21st century learning focuses on developing skills like problem solving, collaboration, and communication to prepare students for an evolving workforce. Teaching methods emphasize learner-centered and blended approaches using technology.
3) Successful implementation of 21st century teaching requires objectives like improving student employability by developing skills valued by employers, such as collaboration, communication, and digital literacy. Utilizing tools like blended learning and social media can engage students and facilitate new models of teaching and learning.
Taking on the Challenge of 21st Century Teaching & LearningAlec Couros
Keynote presentation for the North East School Division (Saskatchewan) Annual Convention held August 28, 2012. Resources for this presentation available at: http://couros.ca/x/nesd
QUALITY ASSURANCE IN EDUCATION THROUGH VOLUNTARY ACCREDITATIONMary Blaise Mantiza
This document discusses quality assurance in education through voluntary accreditation in the Philippines. It explains that voluntary accreditation is a process of self-regulation that focuses on self-study and evaluation to continually improve educational quality. The Commission on Higher Education was created in 1994 to oversee accrediting agencies in the Philippines. These agencies have established standards and procedures for institutions to undergo peer review and receive certification. More recently, outcomes-based education has been adopted, which focuses on defining program and student learning outcomes and using curriculum mapping and outcomes-based assessment to measure the achievement of outcomes.
Mother Tongue Based - Multilingual Education (MTB-MLE) in PhilippinesDåLé Rǝnomǝron
This document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It defines key terms like mother tongue and multilingual. MTB-MLE uses the children's mother tongue in the classroom to facilitate learning Filipino and English. The goals are to develop cognitive skills to operate in different languages, and to preserve Philippine culture. The Department of Education implemented MTB-MLE for 12 languages, and recently added 7 more dialects. Benefits include reduced dropout rates, repetition, and increased student attendance and learning. Not using the mother tongue can lead to learning difficulties and loss of heritage language and culture.
This document discusses 21st century teaching and learning. It identifies five key support systems needed for 21st century education: standards, assessment, curriculum/instruction, professional development, and learning environment. An effective learning environment creates practices and spaces that support teaching 21st century skills, allows collaboration and sharing of best practices, and provides equitable access to learning tools/technologies. The document also provides tips for teaching 21st century skills, such as making learning relevant, teaching through disciplines, developing higher-order thinking, encouraging transfer of skills, and exploiting technology to support learning.
The document provides an overview of a toolkit created by the Mayfield Project 2014 NSW Team that explores how to design 21st century learning environments. The toolkit includes an interactive website that defines both spatial and educational concepts related to 21st century learning, and provides architects and educators with a common vocabulary to discuss spatial and educational concepts that underpin 21st century learning environments.
Using technology for teaching and learning in theTambra
The document discusses the key components of a 21st century classroom, including an interactive whiteboard, LCD projector, audio system, interactive response system, and access to digital content. It explains that these tools engage students in learning through technology and hands-on activities, while allowing teachers to gain real-time feedback on student understanding and address concepts from different perspectives. Together these resources create a flexible learning environment adapted to students' varied styles.
The 21st century classroom utilizes technology and collaborative learning spaces to develop skills like critical thinking, communication, and global awareness. Digital tools, flexible furniture, and a student-centered environment replace the traditional teacher-focused model. Teachers facilitate project-based and flipped learning, while assessment focuses on feedback rather than tests. Students demonstrate understanding through presentations, social media, and self-evaluation.
1) Today's schools must prepare students for tomorrow's world by supporting 21st century skills like collaboration, creativity, and problem-solving.
2) Old school models focused on conformity and teacher-centered learning are outdated. New understandings of learning emphasize that it can happen anywhere and that students learn in various ways.
3) Relocatable and flexible learning spaces that can be easily adapted are needed to support different activities, teaching methods, and styles of learning. Technology and connectivity also need to be well-integrated into learning environments.
Using technology for teaching and learning in theLaToya Davis
This document discusses elements of 21st century classrooms. It describes how 21st century classrooms utilize technology like interactive projectors, whiteboards, student computers and devices, and interactive response systems to enhance teaching and learning. The document emphasizes that 21st century classrooms are real today and can make a significant difference in how teachers teach and students learn compared to more traditional classrooms. It also discusses how technology has become integral to the educational experience and defines what 21st century learners and teachers look like in terms of their use of technology.
This document summarizes a presentation by Maria Narciso and Samantha Morra from Montclair Public Schools about creating a 21st century classroom. It describes how they transformed a classroom based on a vision of flexible, technology-enabled learning. They removed traditional desks and installed movable furniture, computers, interactive whiteboards, and other technologies. This created a technology learning commons to engage students in skills like digital literacy, media authoring, and collaboration through projects like digital storytelling and video production. The project required planning, funding, construction, and staff training to fully realize the new learning environment.
The document discusses 21st century skills and classroom settings. It notes that 21st century skills will include critical thinking, collaboration, adaptability, communication, and accessing information. It contrasts a traditional, teacher-centered classroom with an environmental studies classroom that uses real-life, project-based learning. It predicts that in the future, classrooms will use more multimedia, blogs, wikis, interactive whiteboards, and student-centered, project-based, integrated curricula to develop students' critical thinking and problem solving abilities. Teachers will empower students and guide self-directed learning, while students will create and share multimedia content, participate in online networks, and inspire higher motivation and achievement through collaboration.
This document provides an overview of integrating multimedia into the classroom. It discusses how multimedia can be used to create authentic learning experiences, foster relationships, and allow students to discover and take ownership of their learning. The document outlines several examples of how students can use multimedia, such as performing online research, communicating with other cultures, and creating presentations. It also discusses considerations for fair use of copyrighted material and implications of multimedia use, such as preparing students for an innovative world through rigorous learning strategies.
ENSEÑANZA DEL SIGLO XXI ENFOCADA AL APRENDIZAJE DEL INGLES COMO LENGUA EXTRAN...Jefferson Villalba
1) Project-based learning can improve 21st century skills development by engaging students in real-world projects over an extended period to address an authentic question or problem.
2) Through project-based learning, students take responsibility for their own education by conducting research and creating projects that demonstrate their knowledge while developing skills like collaboration, communication, and problem-solving.
3) It is recommended that schools implement project-based learning opportunities to develop students' 21st century skills through meaningful real-world projects and collaborative group work that integrate technology.
Technology drives societal change, requiring different skill sets in the 21st century compared to the past. Success now relies on skills like consuming, analyzing, connecting, synthesizing, interacting and creating using new learning tools across multiple modalities. Schools must bridge the gap between how students live and learn by embracing collaboration, active learning, higher-order thinking, outcome-based assessments and making the curriculum relevant to students' interests.
21st century learning focuses on developing critical thinking, communication, and collaboration skills to help students succeed in a rapidly changing world. It involves motivating students through fostering essential learning abilities. Key aspects include developing creative and critical thinking through valuing knowledge and independent thinking. Communication skills are strengthened by utilizing technological tools and unlimited access to information. Collaboration means students and teachers working together respectfully towards common goals, bringing different perspectives together and expanding learning beyond the classroom.
Features of a 21st Century Classroom.pptxAbijithPA
Discover the essential features of a 21st century classroom and learn how to create a dynamic learning environment that supports the diverse needs of students in the digital age. From real-world problem-solving to flexible teaching methods, learn about the latest trends in education and understand the importance of creating a classroom culture of collaboration, creativity and innovation.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
The document discusses the six dimensions of 21st century learning: collaboration, knowledge construction, real-world problem solving and innovation, use of ICT for learning, self-regulation, and skilled communication. It provides details on each dimension. Knowledge construction involves students creating new knowledge rather than just consuming information. Collaboration allows people with different perspectives to explore solutions. Real-world problem solving prepares students for the future by applying skills and ideas in practice. ICT and online tools can enhance and optimize learning. Self-regulation and skilled communication are important skills for students and teachers.
Unit 1 21st Century education A. Contexts.pptxwinniearquines1
This course introduces the concepts of new literacies in the 21st century as evolving social phenomena and shared cultural practices across learning areas. The 21st century literacies shall include (a) globalization and multi-cultural literacy, (b) social literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy /digital literacy, (f) eco-literacy and (g) arts and creativity literacy. Field based-interdisciplinary explorations (ex. observation in mathematics, Field Studies) and other teaching strategies shall be used to develop PSTs’ teaching skills to promote learners’ literacy, and critical and creative thinking skills. Pre-service teachers shall develop skills in using appropriate teaching strategies and resources, including the positive use of ICT, to address learning goals.
The document describes the Catalyst Charter Middle School's blended learning approach, which includes (1) project-based learning integrated into the curriculum, (2) technology integration for global understanding, and (3) inquiry-based, multi-age learning communities. It provides details on the school's math, world languages, art, and PE instruction, as well as examples of student projects and the technology used to support flipped lessons.
The document describes the Catalyst Charter Middle School's blended learning approach which includes:
1) Project-based learning integrated into the curriculum using technology and collaboration.
2) Standards-based math, reading, and seminar classes as well as electives like band, choir, and world languages.
3) A focus on STEM, global citizenship, and digital literacy through differentiated instruction and student-directed projects.
The document describes the Catalyst Charter Middle School's blended learning approach, which includes (1) project-based learning integrated into the curriculum, (2) technology integration, (3) inquiry-based and multi-age learning, and (4) standards-based seminars and projects. It provides details on courses, schedules, technology used, examples of student projects, and resources for implementing a flipped classroom model.
Universal Design for Learning (UDL) aims to make learning accessible to all students by providing multiple means of presentation, expression, and engagement. UDL is based on the principles of Universal Design originally applied to architecture. It recognizes that students learn differently and come to the classroom with diverse backgrounds, skills, and needs. UDL calls for offering flexible content and tools so that all students can acquire knowledge and demonstrate understanding in ways that work for them. When implemented through technology, UDL allows for customized learning experiences that engage students through their interests.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
14. What is 21st Century Learning?
Learning, empowered by technology that is ...
15. What is 21st Century Learning?
Learning, empowered by technology that is ...
interdisciplinary
16. What is 21st Century Learning?
Learning, empowered by technology that is ...
interdisciplinary
17. What is 21st Century Learning?
Learning, empowered by technology that is ...
interdisciplinary
Different subject
areas uniting to
teach a common
unit of work
18. What is 21st Century Learning?
Learning, empowered by technology that is ...
interdisciplinary integrated
Different subject
areas uniting to
teach a common
unit of work
19. What is 21st Century Learning?
Learning, empowered by technology that is ...
interdisciplinary integrated
Different subject
areas uniting to
teach a common
unit of work
20. What is 21st Century Learning?
Learning, empowered by technology that is ...
interdisciplinary integrated
Different subject
Different learning
areas uniting to
areas are blended
teach a common
to help students
unit of work
make important
connections
21. What is 21st Century Learning?
Learning, empowered by technology that is ...
interdisciplinary integrated project-based
Different subject
Different learning
areas uniting to
areas are blended
teach a common
to help students
unit of work
make important
connections
22. What is 21st Century Learning?
Learning, empowered by technology that is ...
interdisciplinary integrated project-based
Different subject
Different learning
areas uniting to
areas are blended
teach a common
to help students
unit of work
make important
connections
23. What is 21st Century Learning?
Learning, empowered by technology that is ...
interdisciplinary integrated project-based
Project Based Learning is
authentic learning that
engages student interest
and motivation. These
Different subject activities are designed to
Different learning
areas uniting to answer a question or solve
areas are blended a problem and generally
teach a common
to help students reflect the types of
unit of work
make important learning and work people
connections do in the everyday world
outside the classroom
24. What is 21st Century Learning?
Learning, empowered by technology that is ...
interdisciplinary integrated project-based
Project Based Learning is
authentic learning that
engages student interest
and motivation. These
Different subject activities are designed to
Different learning
areas uniting to answer a question or solve
areas are blended a problem and generally
teach a common
to help students reflect the types of
unit of work
make important learning and work people
connections do in the everyday world
outside the classroom
Teachers are working with students whose entire lives
have been immersed in the 21st century media culture.
69. Just in time learning - on location podcasting
Movie can be downloaded from You Tube - swatechnology
70. Just in time learning - on location podcasting
Portable technologies make it possible to record
learning as it happens regardless of the location.
Movie can be downloaded from You Tube - swatechnology
71. 21st Century Learning is not simply to incorporate
learning technologies into current educational
approaches but rather to challenge fundamental
views about effective teaching and learning.
Jane Ross, 2009
77. Sinarmas World Academy
A community of learning
A Homeroom classroom
Here the Gr 5 students
are running a workshop
for Grade 7
78. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A Homeroom classroom
Here the Gr 5 students
are running a workshop
for Grade 7
79. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A Homeroom classroom
Here the Gr 5 students
are running a workshop
for Grade 7
80. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A Homeroom classroom
Here the Gr 5 students
are running a workshop
for Grade 7
81. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A music lesson
A Homeroom classroom about composition
Here the Gr 5 students
are running a workshop
for Grade 7
82. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A music lesson
A Homeroom classroom about composition
Here the Gr 5 students
are running a workshop
for Grade 7
83. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A music lesson
A Homeroom classroom about composition
Here the Gr 5 students
are running a workshop
for Grade 7
84. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A music lesson
A Homeroom classroom about composition
Here the Gr 5 students
are running a workshop
for Grade 7
Whole campus is a wifi area
85. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A music lesson
A Homeroom classroom about composition
Here the Gr 5 students
are running a workshop
for Grade 7
Whole campus is a wifi area
86. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A music lesson
A Homeroom classroom about composition
Here the Gr 5 students
are running a workshop
for Grade 7
Learning spaces are
unique and individual
Whole campus is a wifi area
87. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A music lesson
A Homeroom classroom about composition
Here the Gr 5 students
are running a workshop
for Grade 7
Learning spaces are
unique and individual
Whole campus is a wifi area
88. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A music lesson
A Homeroom classroom about composition
Here the Gr 5 students
are running a workshop
for Grade 7
Learning spaces are
unique and individual
Whole campus is a wifi area
89. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A music lesson
A Homeroom classroom about composition
Here the Gr 5 students
are running a workshop
for Grade 7
Learning spaces are
unique and individual
Whole campus is a wifi area
90. Sinarmas World Academy
A community of learning
LCD projectors are inbuilt
into every classroom with a
speaker sound system
A music lesson
A Homeroom classroom about composition
Here the Gr 5 students
are running a workshop
for Grade 7
Learning spaces are
unique and individual
Whole campus is a wifi area Parent workshops
96. 21st Century Learning
The changing
role of the
teacher
Use of technology - as a tool like a pencil
97. 21st Century Learning
The changing
role of the
teacher
Use of technology - as a tool like a pencil
98. 21st Century Learning
The changing
role of the
teacher
Use of technology - as a tool like a pencil
Digital Wisdom
99. 21st Century Learning
The changing
role of the
teacher
Use of technology - as a tool like a pencil
Digital Wisdom
Does the technology support the learning
100. 21st Century Learning
The changing
role of the
teacher
Use of technology - as a tool like a pencil
Digital Wisdom
Does the technology support the learning
or transform the learning?
107. Outcomes
Deeper, more accelerated, more complex learning
Younger students can be more tech
savvy than older students (and teachers)
Students are no longer limited by their teacher’s knowledge
108. Outcomes
Deeper, more accelerated, more complex learning
Younger students can be more tech
savvy than older students (and teachers)
Students are no longer limited by their teacher’s knowledge
Teachers need to keep up
to date with, but not
necessarily master new
technologies to include
them as learning tools
109. Outcomes
Deeper, more accelerated, more complex learning
Younger students can be more tech
savvy than older students (and teachers)
Students are no longer limited by their teacher’s knowledge
Teachers need to keep up The role of the
to date with, but not teacher has changed
necessarily master new from the ‘keeper of
technologies to include knowledge’ to
them as learning tools ‘partner in learning’
110. About the Presenter
Jane Ross is an Australian with 19 years teaching experience
She has been teaching in Indonesia over the past 13 years at
Sekolah Global Jaya
Sekolah Pelita Harapan
and now at
Sinarmas World Academy
Apple Distinguished Educator
She has just completed a Masters in Education (Ed Technology)
online from the University of Southern Queensland
You can contact Jane at jane_ross@swa-jkt.com
Facebook/Twitter Username - janeinjava
Current Blog - http://1to1inpractice.blogspot.com