1. Jenni Ronchi
5886546
Teaching in the 21st Century
Assessment 1 - Reflective Essay
12/08/2013
The complexity and diversity of the 21st century has placed significant pressure on our education system
and the approach to teaching and learning alike. In a short space of time, we have witnessed the total
transformation of our world, with globalisation and technology the central contributors (Sengeet al.,
2012). This significant change has prompted governments and schools to re-evaluate current curriculum
for 21st century learning in terms of 1)necessary skills and abilities required by students and 2) how we
as teachers effectively teach thiscurriculum. Instead of tweaking the current system, Robinson (2006)
argues the need for an education revolution, to create a new system that promotes greater adaption,
creativity and innovation. Cookson (2009) supports this view and suggests 21st century learning
involvescritical reflection, empirical reasoning, collective intelligence, and metacognition. Within this
context, this reflective essay will focus on key teaching principles that lead to 21st century learning,
namely 1) personalisation of learning,2) inclusivity, diversity and equity and 3) the reshaping of
curriculum. All of which has in turn lead to the changing role of teachers and students.
Personalised learning focuses’on putting the learner at the centre of the system and tapping into their
needs and talents as a guide to shape future lessons (Curriculum Leadership, 2004).Rather than learners
being made to conform to the system, it requires the system to be built around the learner (Bolstad et
al., 2012). Robinson (2006) proposes an educationmodel designed around the principles of agriculture,
whereby teachers provide the circumstances for students’ strengths and passions to flourish. In order to
achieve this, Phil Beadle (2012) stresses the importance of getting to know your students. He advocates
student-centred learning and strongly believes in making learning relevant and interesting to each group
of children.
The aspect about personalised learning that resonates most is making all students feel intelligent.
Bycarefully designinglearning stations that target different learning styles and strengths, all students
have the opportunity to experience success. For example, a literacy session could comprise ofthe
following:1) a station withstudents wearing head sets wholisten to a story with the task of drawing
pictures to illustratetheir understanding and then asked to illustrate an alternative ending, 2) a station
with the task of writing a song or poem reflecting students’ understanding of the story, and 3) a station
that requires students to work together to create a dramatization of the story. The options are only
limited to the teachers imagination. As I’ve become aware, the key is understanding your students and
working with them to discover how they learn best.
Of equal importance as customising learning is creating a learning environment that appreciates
diversity, is equitable and inclusive.Teachers must create a learning environment that
celebratesdifferences in gender, ethnicity, language,religion and ability. Current government now
recognize the reality of our multicultural and diverse world and acknowledgesthe value that diverse
perspectives and experiences can bring to the classroom.ACARA (2013) outlines itsgoalsto achieve
excellence and equity in education and for allAustralians to be successful learners.Teachers are at the
forefront in providing the appropriate learning environment where all Australians have the opportunity
to achieve their best.
While I view this shift to an inclusive educational setting with a more embracing attitude aslong overdue,I consider the reality of this integration as a tough challenge for teachers. With the additional
complexitiessurroundingbehaviour management, making reasonable adjustments to the curriculum,
incorporating assistive technology, the inherent time challenges of personalising learning, I am left
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2. Jenni Ronchi
5886546
Teaching in the 21st Century
Assessment 1 - Reflective Essay
12/08/2013
feelinga little overwhelmed.It highlights for me the need for teachers to work better as a team, partake
in ongoing training and support, and a review class sizes.
This aside, one way that I will accommodate for the varying abilities and backgrounds is through the use
of mainstream technologies.I recogniseApps and websites as useful and effective learning tools,
enabling aself-paced mode, providing instant and instructive feedback and with the vast variety,
teachers can be assured they’ll discover ones that appeal toeach learner. ‘Mathletics’ is an example of a
program that allows teachers to prescribe individual learning material where students canengage with
and work through to ultimately achieve their goals. Being freed up through this learning environment,
enables the teacherto ‘work the room’, assisting and contributing where needed.
While embracing diverse cultures and abilities as well as personalising learning is of key importance,
governments, schools and teachers mustalso ensure that the curriculum leads to 21st century learning.
One way thatACARA (n.d.) have addressed this issue is through the introductionof 7 general capabilities
relating to higher-order thinking and social and ethical functioning in our society.In addition, CSCNSPA
(2007) emphasisesthe need to shift to a moreintegrated curriculum, whereby a variety of subjects are
combined to develop greater context for learning. Theinclusion of additional capabilities and the
integration of curriculum is thought to lead to deep and lasting learning and provide scope for students
to explore new concepts, build upon existing knowledge and apply it to different settings(HEAESC,
2011).Brady and Kennedy (2010) describe ‘rich tasks’ as a way to elicit deep learning, as these tasks
draw on problem solving skills, critical thinking,encourage experimental learning and require
collaboration with peers.
Our group provided evidence that supported this style of learning, as everyone’s most memorable
learning involved active participation andsocial interaction.While I can appreciate the key skills extracted
fromstudent directed projects, I believe that there is still a need to first lay the knowledge foundations
and create an initial context for this learning. While children are capable of constructing their own
learning, they still require the guidance from teachers to set them on the right course.
In summary, I believe governments and schools have made great progress in creating greater links
between the demands of the 21st century and designing curriculum and learningthat is reflective of this.
It is clear that a conformity approach to education does not uniformly equip our students with the
adequate knowledge, skills and abilities to thrive and be positive contributors in our ever changing
world. Instead, an interconnected and personalised curriculum is required, that harnesses diversity and
encourages students to be effective collaborators who actively construct and direct their own learning.
Inherent in this change I recognize the potential issuesrelating to ‘what’content should be taught and
‘how’ learning should be assessed. Challenges aside, I am looking forward to making meaningful
relationships with my students and providing personalised programs in an inclusive learning
environment that optimizes engagement and achievement.
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3. Jenni Ronchi
5886546
Teaching in the 21st Century
Assessment 1 - Reflective Essay
12/08/2013
Reference List
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