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21st century pedagogy

This document discusses 21st century pedagogy and the need for reforms in education. It argues that education must shift from a traditional, teacher-centered model to a student-centered one that incorporates 21st century skills like collaboration, problem-solving, and technological fluency. Key aspects of the new model include using real-world, interdisciplinary projects; alternative forms of assessment like portfolios and rubrics; and ensuring students have opportunities to provide feedback to facilitate learning. The document concludes that education reform is needed to make pedagogy more student-centric, contextual, collaborative and skills-focused to prepare students for the 21st century.

Education◦
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21st Century Pedagogy Narad Rijal Head, English Kathmandu University High School 2nd August , 2014
Pedagogy: Definition * the method and practice of teaching, especially as an academic subject or theoretical concept * Science * The theory of Teaching
21st Century Learning Education 2.0 Education 3.0 - a Paradigm Shift Education 1.0 Supported Through an Adapted Reform Agenda Enabled by Technology 21st Century Skills Interdisciplinary Pedagogy Achieved in Holistic Transformation Education 3.0 Traditional Education Systems Curriculum Teachers Accountability Leadership Education Is the Great Equalizer in Our Society and the Foundation of Innovation and Prosperity
Traditional Education System  Home based education system  Transfer of education generation wise- father to son, mother to daughter  Gurukul system  Gurus used to decide everything  Students live in Gurus home for education  Life skills, valuable life experiences
Education in Rana Regime  Very few schools  Common people had no access to education  No right to establish school even libraries  State's first school: Durbar School First College: Tri Chandra College
Democratic Period  Milestone period in education: 2007  State accepted the responsibility to educate citizens  Unorganized education in the beginning and institutionalized in the later time of this period  Curriculum : not need based  Completely Teacher centered
Now: Development period  Period after 2027 BS as the development period in education system  Launched Nepal Education System Plan( NSEP)  Janak Shikshya Samagri is assigned to publish textbooks  Inclusion of vocational education in school level curriculum
Contd.  Need based Curriculum  Skilled manpower at teaching  Shifting towards student centered classroom  Context based contents  Knowledge generating  Nation quite serious  By 2022 AD- no improvement in education=Again in the list of LDC.
Beyond constructivism? Paradigm Shift in Education Past Present Future Knowledge Adoption Knowledge Production Knowledge Navigation learn = study learn = research learn = evaluate / navigate rote learning active and productive learning navigating, evaulating, integrating, problem solving and communicating behaviourism constructivism navigationism / evaluationism social constructivism teaching / instruction learning facilitation mentoring and coaching guided research / supported inquiry The teacher is the primary source of knowledge [source of the WHAT] The teacher is one of the sources of knowledge [source of the WHAT and assisting with the HOW] The teacher is the source of skills and competencies required to navigate [source of the HOW] Knowledge creation is for some elites and knowledge is already in place Knowledge creation is the central issue Knowledge creation is a side/implied issue. The central issue is to be able to navigate within the enormous knowledge explosion The focus of learning is on gaining The focus of learning is on creating The focus of learning is on navigating
Behaviori st Approach Constructi vist Approach
21st Century Pedagogy
Key Features  building technological, information and media fluencies  developing thinking skills  makes use of project based learning  uses problem solving as a teaching tool
Contd.  uses 21st Century with timely, appropriate and detailed feedback and reflection  collaborative in nature and uses enabling and empowering technologies  Contextual learning bridging the disciplines and curriculum areas
21st Century Classroom  Exciting one that can deliver powerful learning outcomes through the use of emerging technologies  Adaptable  Flexible
Contd.  connect  communicate  collaborate  create on a local, national and global scale
21st century teacher  An adaptor  A communicator  A leader  A learner  A visionary  A model  A collaborator  A risk taker
Contd.  Even though our curriculum reflects the new paradigm and we have the facilities and resources that could enable 21st century learning: we will only be the 21st century teacher if how we teach changes as well Our pedagogy must also change
Knowledge Knowledge doesn't specially appear in the diagram So, Do we teach content? Yes, but the objective is to create knowledge We must scaffold and support this constructionist process
Contd.  Knowledge or Content contexts with the tasks and activities the students are undertaking  Students respond well to real world problems  Our delivery of knowledge should scaffold the learning process and provide a foundation for activities
Learning Pyramid  Content delivered without context or other activity has a Low Retention Rate
Thinking skills  Knowledge we teach may be obsolete within years  Thinking Skills Entire Life  Industrial Age education: Lower Order thinking skills  LOTS are just remembering and understanding aspects in Bloom’s Taxonomy
Focus of 21st Century Pedagogy 21st Century scaffolds of the learning of students
Collaboration  21st Century is the age of collaboration as well as the Information age  21st C students and digital natives: Collaborative  Social Networking sites: Collaborative Projects  Examples: International School Award
Contd.  Teaching should model as Collaboration  Collaborative tools  Wikis  Classroom blogs  Social networks Collaboration is not a 21st century skill it is 21st century essential
Contd.  Collaboration has been a key element of each of the four pillars:  Learning to do  Learning to do  Learning to live together  Learning to be The four pillars of Education, Learning: The Treasure within; UNESCO publication
Real World, Inter disciplinary and PBL  21st century students do not want abstract examples  Focus on real world problems  Projects should be encompassing, bringing together and reinforcing the learning in the disciplines  The sum of the students’ learning will be greater than the individual aspects taught in isolation
21st Century Skills  Critical Thinking and Problem Solving  Collaboration across Networks and Leading by Influence  Agility( liveliness) and Adaptability  Initiative and Entrepreneurialism  Effective Oral and Written Communication  Accessing and Analyzing Information  Curiosity and Imagination
Assessment  an integral part of instruction  determines whether or not the goals of education are being met  Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding
Assessment
Standardized Assessment  Almost every school is exercising standardized tests  same test  Paper and pencil test  3 hours exams
Alternative Assessment  Observation  Essays  Interviews  Performance tasks  Exhibitions and demonstrations  Portfolios  Journals  Student-created tests  Rubrics  Self- and peer-evaluation
Feedback  Value of timely, appropriate, detailed and specific feedback  Feedback as a learning tool after thinking skills  We must provide and facilitate safe and appropriate feedback
Fluency  Use of technology= Technological fluency  Collecting, processing, manipulating and validating information=information fluency  Using, selecting, viewing and manipulating media= media fluency
Five Major Promoters of Learning ◦ NATURAL LEARNING PROGRAMS (Gallistel, 2003) ◦ REPETITION of INFORMATION (Squire and Kandel, 2000) ◦ EXCITEMENT at the time of learning (Cahill & Gorski, 2003; LeDoux, 2002) ◦ EATING CARBOHYDRATES at time of learning (Korol, 2002) ◦ 8-9 HOURS OF SLEEP after
General Philosophies of Life Philosophies of Education Learning Theories Fluctuating mixture focused on learner needs.  Teacher as disseminator  Student as passive receptacle  Curriculum is fixed, structured, segmented, and sequel  Learning tasks are individual-oriented  Learner assessment focused on quizzes, test, exams, individual presentations  Teacher as facilitator  Student as engaged discoverer  Curriculum is flexible  Learning tasks are group- oriented  Learner assessment focused on projects, portfolios, etc. Traditional Behaviorism Contemporary **Constructivism Paradigm Shift Essentialism Progressivism Paradigm Shift T E A C H E R ● C E N T E R E D L E A R N E R ● C E N T E R E D Best possible scenario? If a student can’t learn the way we teach – we may teach the way s/he learns. Cognitivism
Conclusion and the path forward  21st pedagogy: student centric  Curriculum and assessments are inclusive, interdisciplinary and contextual based on real world examples  Students not only collaborate but also discuss, reflect and provides feedback to teachers  Collaborative and PBL using the access of technologies  Develop key fluencies and make use of higher order thinking skills
21st century pedagogy
21st century pedagogy