Essential skills for the 21st century classroom include: 1. Information handling, critical thinking, self-directed learning, global awareness, intercultural competence, communication, and digital connections. 2. Some of the key skills are self-directed learning, being able to learn on your own; digital literacy, using digital media to communicate and get information; and developing critical thinking to evaluate information critically. 3. Teachers need to incorporate online research skills, blended learning, and opportunities for collaboration to help students develop these 21st century skills.

1. Essential skills for the 21st century classroom
CC superkimbo (
MICHAEL HARRIS

2. Which of these skills is the least important for
21st century learners?
To be able to......
a learn on your own.
b cooperate with other people.
c remember a lot of facts.
d get to grips with global issues.
e get information, process it and apply it.
f use digital media to communicate.
g deal with information critically.
h get on with people from other cultures.

3. 21st century skills
· Information handling
· Critical thinking
· Self-directed learning
………………………………………………………………………………………… DIGITAL
· Global awareness LITERACIES
…………………………………………………………………………………………
· Intercultural competence
+ communication
· Digital connections

4. INFORMATION HANDLING
1- Is an argument being
given?
2- What is it?
3- Should I be persuaded
by it?
TRACY BOWELL AND GARY KEMP (2005)
CC Marco Arment
CRITICAL THINKING

5. SELF-QUESTIONING
1 What do you know about the Sun?
2 Write two questions about the Sun.
3 Listen and see which questions you can
answer.

7. ONLINE SKILLS CHOICES UPPER INTERMEDIATE
1. Look at the photo of Aung San Suu Kyi and
read the profile of her. Which three facts do
you think might not be true about her?
1) http://www.infoplease.com/biography/var/aungsansuukyi.html
2) http://www.pitara.com/magazine/people/online.asp?story=35
3) http://simple.wikipedia.org/wiki/Aung_San_Suu_Kyi
4) http://en.wikipedia.org/wiki/Aung_San_Suu_Kyi
5) http://www.nobelprize.org/nobel_prizes/peace/laureates/1991/kyi-bio.html
Research
2. Choose three of the websites to check the information in Exercise 1.
Then write notes about two of these things:
- her childhood and family background
- her studies and travels
- her entry into politics
- her fight for freedom

8. TIPS:
· It is easier to search using the English version of Google. Look
for Google.com in English at the bottom of each Google
search page.
· When you want to find basic information about a person using
Google, put their name in quotation marks and add other
words:
“Nelson Mandela” + very short/brief biography or “Nelson
Mandela” + quick facts/ information

9. TIPS:
ONLINE SKILLS When evaluating websites in English
to get information, think about:
· The level of language. Websites
for young people or simplified
websites can have more accessible
3. Evaluate the three websites you language (e.g. simple Wikipedia).
Pictures and photos can also help.
used. Which of the websites: · The amount of information.
Depending on the kind and amount
· was the easiest to understand? of information you need you should
· had the best information? use different types of websites (e.g.
for basic information = simple
· was best organised? websites).
· looked the most reliable? · The organisation of the websites.
Is it easy to find the contents? Are
there summaries of information? Is
there a search facility (usually at the
top right-hand side of the page)?
· Reliability. Is the information up to
date? Is it from a reliable source
(e.g. a well-known encyclopaedia or
non-governmental organisation)?
Does it give further reference or
CHOICES UPPER INTERMEDIATE links?

10. http://www.dhmo.org/
WELCOME
Welcome to the web site for the
Dihydrogen Monoxide Research Division
(DMRD), currently located in Newark, Dihydrogen Monoxide FAQ
Delaware. The controversy surrounding Enviro Impact of DHMO
dihydrogen monoxide has never been DHMO and Cancer
more widely debated, and the goal of this DHMO Research
site is to provide an unbiased data Editorial: Truth about DHMO
clearinghouse and a forum for public
discussion.

11. MAPPING ARGUMENTS
CHOICES UPPER INTERMEDIATE

12. Learner infrastructure
Learning strategies
SELF-DIRECTED LEARNING

13. Digital infrastructure
1 google expressions/structures to check them
2 use online dictionaries to check meaning
3 use online dictionaries to check pronunciation
4 use google images as a picture dictionary
5 check out problem areas online
6 use spell and grammar check features in Word

14. BLENDED LEARNING

15. Population War + terrorism
Climate change Economic crisis
Globalisation
Energy crisis
Global awareness Technology
Inequality
Migration
World health
Human rights
http://www.global-challenges.org/

16. CHOICES INTERMEDIATE

17. english4globalcitizens.com

18. Intercultural competence + communication
CHOICES ELEMENTARY

19. CHOICES PRE-INTERMEDIATE

20. Source: http://www.districtadministration.com/article/digital-textbooks-integrate-formative-assessment
Digital
connections

21. Online
What tasks are involved
in this online project?
Example: find good
websites
http://www.glogster.com

22. 1 How well did you work together as a group?
A-very well B-quite well C-not very well
2 Complete the work report below:
TASKS SUSANA QUIQUE JUAN ANA
Research:
find good websites
make notes / find recordings +
graphics (permissions)
Production:
design / writing / recording:
video/audio / solving technical
problems
Presentation:
upload / share class presentation
+ follow-up questions / reacting to
feedback
3. Assess the participation of the others:
A-very good B-quite good C- not very good

23. Bibliography:
21st Century Schools (2008) What is 21st Century Education http://www.21stcenturyschools.com/what_is_21st_century_education.htm
Andrews, C. (2012) Integrating 21st Century Literacies into the Curriculum http://www.slideshare.net/ca92/literacies-lightning-round-academic-librarians
Barseghian, T. (2011) 50 Reasons to Invite Facebook into your Classroom http://blogs.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-
your-classroom/
Cates, K. (1997) “Frequently Asked Questions About Global Issues” The Language Teacher Online
Coyle, D., Hood, P. and Marsh, D. (2012) Content and Language Integrated Learning Cambridge: CUP
Downes, S. (2009) 21st Century Skills: An Operating System for the Mind http://halfanhour.blogspot.com/2009/09/operating-system-for-mind.html
Dudeney, G and Hockly, N. (2007) How to teach English with Technology London: Longman
Dudeney, G. and Hockly, N. (2012) Digital Literacies London: Pearson (forthcoming) See webinar:
https://lancelot.adobeconnect.com/_a875817169/p1l3u0bqbz8/?launcher=false&fcsContent=true&pbMode=norma
Dyer,B. + Bushell, B. (1996) World Issues or a Global Perspective? Language Teacher Online http://jalt-publications.org/old_tlt/files/96/nov/global.html
Goldstein, B. (2011) The digital image: developing visual literacy in ELT http://www.bengoldstein.es/blog/2011/10/27/the-digital-image/
Hockly, N. and Clandfield, L. (2010) Teaching Online: Tools and techniques, options and opportunities Surrey: Delta
Humphrey, D. (2007) Intercultural Communication Competence: The State of Knowledge CILT: The National Centre for Languages
Kellner, D. (2000) New Media and New Literacies: reconstructing education for the new Millennium
http://ldt.stanford.edu/~ejbailey/05_MASTERS/MA%20Articles/kellner_newtech_newlit.pdf
King,A. (1992) Comparison of Self-questioning, Summmarizing and Notetaking-review as Strategies for Learning from Lectures. American Educational
Research Journal 29/2 pp 303 323
Lee McKay, S. (2002) Teaching English as an International Language Oxford: OUP
Lin, M and Mackay, C. (2004) Thinking through Modern Foreign Languages, Chris Kington Publishing Partnership for 21st Century Skills
http://www.p21.org/index.php
Maley, A. 1992. „Global issues in ELT‟. Practical English Teaching, 13, 2: 73.
Mattheoudakis, M. (2011) Human Rights and TEFL: Globalising School Education Global Issues in Language Education Newsletter no 42
http://www.gilesig.org/
Modiano,M (2001) Linguistic imperialism, cultural integrity and EIL. ELT Journal Volume 55/4
Pal, B. and Zsofi, L. (2012) The Pros and Cons of Using Facebook in ELT http://www.slideshare.net/palbarbi/the-pros-and-cons-of-using-facebook-in-
elt-12812372
Parekh, B. (2003) Cosmopolitanism and Global Citizenship in Review of International Studies 29: 3-17.
Pergrum, M e-language http://elanguage.edublogs.org (Mark‟s blog)
Pergrum, M. (2010) Digital Literacies- where do we start? http://www.slideshare.net/OzMark17/pegrum-digital-literacies-iatefl-lt-sig-pce-harrogate-april-
2010
Ragatz, M (2010) Creating Interactive Posters with Glogster.com http://hybridclassroom.ning.com/profiles/blogs/creating-interactive-posters
Royal, W. (2007) Global Issues, Social Responsibility and Teacher Education Global Issues in Language Education Newsletter http://www.gilesig.org/
Sharma, P. And Barrett, B. (2007) Blended Learning: Using technology in and beyond the language classroom. Oxford: Macmillan
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Valdes,J.M. (1986) Culture Bound: bridging the cultural gap in language teaching Cambridge: CUP
Woodward, T. (2011) Thinking in the EFL Class: Activities for blending language learning and thinking. Helbling Languages

24. Self-directed learning:
Allright, R. (1988) Autonomy and Individualisation in Whole Class Instruction. From: Individualisation and Autonomy in Language
Learning. ELT Documents 131 ed Brookes, A. Modern English Publications / British Council.
Dam, L. (1995) Learner Autonomy 3: Theory for Classroom Practice. Dublin: Authentik
Dam, L. (2010) IATEFL Plenary: Coursebooks and learner autonomy http://www.youtube.com/watch?v=5aJr3SoheNU
Dickinson, L. (1987) Self-instruction in language learning. Cambridge: CUP.
Fenner, AB. and Newby, D. (2000) Approaches to Materials Design in European Textbooks: Implementing Principles of Authenticity,
Learner Autonomy and Cultural Awareness. Strasbourg: Council of Europe emile.uni-graz.at/pub/05w/2005-11-0167.DOC
Harris, M. (1997) Perceptions of progress: self-assessment of language learning in formal educational settings ELT Journal 50/1
http://203.72.145.166/ELT/files/51-1-2.pdf
Holec, H. (1981) Autonomy and Foreign Language Learning. Oxford: Pergamon.
Little, D. (1991) Learner Autonomy. 1: Definitions, issues and problems. Dublin: Authentik.
Little, D. (2010) Issues in Learner Autonomy http://juergenkurtz.wordpress.com/2010/11/13/david-
little-issues-in-learner-autonomy-tesolacademic-org/
Littlejohn, A. (1985) Learner Choice in Language Study. In- ELT Journal Vol 39/Issue 4, pp. 253-261
Oskarsson, M. (1980) Approaches to Self-assessment in Foreign Language Learning Council of Europe/Pergamon
Reinders, H. and Balaikanli.C. (2011) Do Classroom Textbooks Encourage Autonomy?
http://www.novitasroyal.org/Vol_5_2/ReindersH_BalcikanliC.pdf
Rodriguez, S. (2011) Learner Autonomy: Where are we now? http://www.learnerautonomy.org/51MariaSaraRodriguez.pdf
Tudor, I (2004) Motivation: Towards a methodology of motivation. Humanising Language Teaching Year 6, issues 1 and 2.
Non-ELT:
Bowell, T. and Kemp, G. (2005) Critical Thinking: A concise guide New York: Routledge
Dean, J. (2010) Blog Theory: Feedback and Capture in the Circuits of Drive. Cambridge: Polity Press
Goldacre, B. (2009) Bad Science. London: Harper Perennial
Lawrence, P.R. And Nohria, P. Driven: How human nature shapes our choices. San Francisco: Jossey-Bass
Leadbeater, C (2009) We-think: Mass innovation, not mass production. London: Profile Books
Martin, J. (2006) The Meaning of the 21st Century: a vital blueprint for ensuring our future. London: Eden Project Books
Roszak, T. (1977) Person / Planet: The creative disintegration of industrial society. London: Victor Gollancz
Toffler, A. (1970) Future Shock. New York: Random House
Watson, R. (2010) Future Minds: how the digital age is changing our minds, why this matters and what we can do about it. London:
Nicholas Brealey

25. Essential skills for the 21st century classroom
Essential skills for the 21st century
secondary classroom
Rapid technological change, shifting job
markets and the increasingly connected
nature of society mean that people need
key skills to become active global citizens.
In this session we will look at such “21st
century skills”: lifelong learning strategies;
information processing and thinking skills;
intercultural and interactive communicative
competence; digital literacies.
CC superkimbo (
MICHAEL HARRIS