Download to read offline
![Notyiurtypepptbypptstudentofalltype].pptx](https://cdn.slidesharecdn.com/ss_thumbnails/inculcating-21st-century-skills-among-students1-251023051441-c22d0fd2-thumbnail.jpg?width=640&height=640&fit=bounds)
Cbc awareness and benefits
- 1. Nurturing All Learners Potential TheRole of CBC in 21st Century Learning Learning Teacher Maina WaGioko Learning Unpacked Applied (LUA)
- 2. Rules Co-Creating Space forTransformation 1. Hold an Open Heart 2. Speak with “I” statement 3. Stay Curious 4. Be on your Learning Edge 5. Practice Confidentiality 6. Take Radical responsibility Essential Agreements
- 6.
- 7. Transition and Retention 123% 117%115% 114% 108% 100% 88% 78% 49% 42% 36% 40% 124% 120% 111% 106% 110% 108% 93% 80% 60% 54% 51% 48% STD1 STD2 STD3 STD4 STD5 STD6 STD7 STD8 FORM1 FORM2 FORM3 FORM4 Access by grade, both sexes: 2009, 2013, Source: Economic Survey 2014 2009 2013
- 9. GROWING Analytical thinking andinnovation Active learning and learning dialogues Creativity, Originality and initiative. Technology Design and programming. Critical Thinking and Analysis. Complex Problem Solving. Leadership and Social Influence. Emotional Intelligence Reasoning, Problem Solving and ideation. System Analysis and Evaluation DECLINING Manual dexterity, endurance and precision. Memory, verbal, auditory and special abilities. Management of financial and material resources. Technology Installation and maintenance. Reading, Writing, Math and active listening. Management of personnel Quality control and safety awareness Coordination and time management Visual Auditory and speech abilities. Technology use monitoring and control Jobs
- 10. New Jobs “We arecurrently preparing learners for jobs that don’t yet exist …using technologies that haven’t been invented…in order to solve problems we don’t even know are problems yet-RICHARD Weather Design Engineer AI Lawyers Human Organ Engineer Nano Technology Engineer Robot Sports Promoter 3D Cutting Printer Designer Autonomous Transport Specialist Memory Augmentation Specialist 3D food Printer Bio- chemist Augmented reality Architect Drone Fleet on- demand Manager Robot Behaviour Designer Gene Programmer Human Technology Integration Specialist
- 11.
- 12.
- 13. Core Competencies forBasic Education 1.Communication and Collaboration Critical Thinking and Problem Solving Imagination and Creativity Citizenship Digital Literacy Learning to Learn Self Efficacy
- 14.
- 15. Curriculum Enhancement • Active Learning •Deep Learning • Inquiry Based
- 16.
- 17.
- 18. Linkages to otherlearning areas Non-formal Community Service Learning Curriculum Extension
- 19.
- 20. Community Service Learningis critical in holistic development of the learners? STRONGLY DISAGREE -------------------------------------- STRIONGLY AGREE
- 21. Pillars of BECF Principlesof the BECF Opportunity Excellence Diversity Inclusion Parental Empowerment and Engagement Community Service Learning Differentiated Curriculum and Learning
- 22. 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Lower Secondary 3 Years Primary 6Years Pre-Primary 2 Years Arts & Sports 3 Years Social Sciences 3 Years Stem 3 Years TERTIARY EDUCATION & TRAINING WORLD OF WORK FOUNDATION AND INTERMEDIATE PRE VOCATIONAL SKILLS Vocational Skills Special Needs Education Stage Based 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
- 23. 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Lower Secondary 3 Years Pre-Primary 2Years Arts & Sports 3 Years Social Sciences 3 Years Stem 3 Years TERTIARY EDUCATION & TRAINING WORLD OF WORK FOUNDATION AND INTERMEDIATE PRE VOCATIONAL SKILLS Vocational Skills Special Needs Education Stage Based Upper Primary 3 Years Lower Primary 3 Years Early Years Education Middle School Education Senior School Tertiary and University Education
- 25. Learning Outcomes forMiddle School Education •Apply literacy, numeracy skills and logical thinking appropriately in self-expression •Communicate effectively in diverse contexts. •Apply digital literacy skills appropriately for communication and learning in day to day life. •Practise hygiene, appropriate sanitation and nutrition to promote health. •Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development. • Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility • Demonstrate social skills, spiritual and moral values for peaceful co-existence. •Demonstrate appreciation of the country’s rich, diverse cultural heritage for harmonious co-existence •Manage pertinent and contemporary issues in society effectively. By end of Middle School, the learner should be able to:
- 26. Learning areas :LowerSecondary Core Subjects: A learner will be required to study 12 core subjects provided: 1.English 2.Kiswahili or KSL for learners who are deaf 3.Mathematics 4.Integrated Science 5.Health Education 6.Pre technical and Pre vocational Education 7.Social Studies 8. Religious Education Christian Religious Education Islamic Religious Education Hindu Religious Education 9. Business Studies 10. Agriculture 11. Life Skills Education 12. Sports and Physical Education •ICT will be cross cutting in all subjects
- 27. Optional Subjects: Minimum ofone and a maximum of two subjects according to personality, abilities, interests and career choices: Home Science Computer Science Performing Arts Foreign Languages: Arabic, Chinese, French, German… Kenyan Sign Language Indigenous Languages Visual Arts
- 28. Learning Outcomes forSenior School 1.Communicate effectively and utilise Information and Communication Technology across varied contexts. 2.Apply basic research and scientific skills to manipulate the environment and design solution to problems. 3.Uphold national, moral and religious values for harmonious living. 4. Demonstrate active local and global citizenship for harmonious co-existence. 5. Apply and promote health care strategies for their wellbeing. 6. Demonstrate active local and global citizenship for harmonious co-existence. 7. Apply and promote health care strategies for their wellbeing. 4. Protect, preserve and improve the environment for sustainability. 7. Exploit individual talents for leisure, self-fulfilment, career growth, further education and training. 8. Manage pertinent and contemporary issues responsibly. 9. Demonstrate appreciation of diversity in people and cultures for harmonious co-existence. 10. Apply mathematical, logical and critical thinking skills to problem solving
- 29. 1 2 34 5 6 7 8 9
- 30. Community Service Learning Citizenship Entrepreneurship FinancialLiteracy Life Skills Research
- 31. SPORTS SCIENCE Core Subjects CommunityService Physical Education Human Physiology Legal and Ethical Sports Life Skills in sports Options Ball Games Athletics Indoor Games Gymnastics Swimming Boxing Martial Arts Outdoor Pursuit Advanced Physical Education
- 32. PERFORMING ARTS Core Subjects CommunityService Physical Education Legal and Ethical Sports Communication Skills Options Music Dance Theater and Elocution
- 33. VISUAL ARTS Core Subjects CommunityService Physical Education Legal and Ethical Issues in Arts Communication Skills Options Fine Art Applied Art Time Based Media (Photography, Video, Film) Crafts
- 34. LANGUAGES & LITERATURE CoreSubjects Community Service Physical Education Options English Language Literature in English Lugha ya Kiswahili Fasihi ya Kiswahili Kenya Sign Languages Foreign Language (Arabic, French, German, Chinese)
- 35. HUMANITIES & BUSINESSSTUDIES Core Subjects Community Service Physical Education Options History Citizenship Geography Christian Religious Education Islamic Religious Education Hindu Religious Education Business Studies
- 36. PURE SCIENCES Core Subjects CommunityService Physical Education ICT Options Mathematics Biology Chemistry Physics
- 37. APPLIED SCIENCES Core Subjects CommunityService Physical Education ICT Options Agriculture Computer Studies Foods and Nutrition Home Management
- 38. TECHNICAL AND ENGINNERING CoreSubjects Community Service Physical Education ICT Mathematics Physics/Physical Science Chemistry/Biology/Biological Science Options Agriculture Technology Geoscience Technology Marine and Fisheries Technology Aviation Technology Wood Technology Metal Technology Power Mechanics Technology Construction Technology Media Technology Electronics Technology Manufacturing Technology Mechatronics Technology Foods and Nutrition Home Management
- 39. CARRER & TECHNOLOGYSTUDIES (CTS) Core Subjects Community Service Physical Education ICT Options Exterior Design and Landscaping Construction Photography Graphic Designing & Animation Food & Beverage Motor Vehicle Mechanics Carpentry & Joinery Fire Fighting Metalwork •Clothing & Interior Design Leather Work Culinary Arts Hair Dressing & Beauty Therapy Plumbing & Ceramics Welding & Fabrication Tourism & Travel Air Conditioning & Refrigeration Animal Keeping
- 40. The Adaptor Characteristics ofthe 21st Century Teacher The Communicator The Learner The Visionary The Leader The Model The Collaborator The Risk Taker
- 41. What Must 21stC teachers do to Develop Critical Thinking in Students?
- 42. Ideal Learning Environment 1.Teacher and Student are all learners. 2. The focus is more on questions, less on answers. 3. Understanding is more 21st Century Teaching and Learning
- 43. Name: Dr. MainaWaGĩokõ Head Professional Learning Development Center Global Teacher Prize Finalist Global Lead Facilitator Researcher Examiner Author Affiliation: Aga Khan Academies Email: learningunpackedapplied@gmail.com Cell: +254722721656 Twitter: @drmainawagioko Facebook: Maina Gathinjaga WaGîokõ Instagram: drmainawagioko LinkedIn: Maina Gathinjaga WaGĩokõ
Editor's Notes
- #7 24-3
- #13 45-1
- #15 3+2=5 The three EsFacilitates Engagement Relevance and Responsiveness Citizenship
- #16 5+3=8 The adoption of technology demand for the acceptance, use, integration and infusion of technology in teaching and learning. The adoption will facilitate curriculum engagement which enables active learning and deepens the learning experiences. Active Learning Inquiry based learning Experiential Learning The enhancement of the curriculum can be amplified by adopting the technology to make learning relevant. This may include -Inviting Specialist Speakers to the learning experiences -Zoom, Skype in the classroom-Connecting classes across the globe on a discussion or project -Classroom Connection programmes
- #17 17+5=22 The adoption if the curriculum will further facilitate the enrichment which include linking the content with pertinent and contemporary issues as well as opportunities to catch values.
- #18 22+5=27 This can be facilitate by making the learning relevant and responsive. An approach could be connecting the learning experiences to the real life situation and the challenges the learns are observing or facing in real life.Technology will facilitate this by -Accessing information about the community -Databases, Websites The technology preside affordance to the linkage to real life and will make the learning to be connected to the community and the learners to relate to real life experience as well as make meaning in how the concepts they are learning are relevant to their communities.
- #19 27+5=32 The learning should note be limited to a class or a lesson but it should be extended beyond the lesson through linkages to other learning areas (interdisciplinary units), Non-formal and community service learning. The interdisciplinary will be facilitated by collaborative planning which are enhanced by technology.Collaborative technology may include -Microsoft Team, Classroom OneNote, Google Classroom, Edmodo among others. The non-formal and community service learning will be facilitate when the learning is extended as a project or a problem learning approach. In this approach the learning is connected to issues of the community as a project or to solve a problem. Technology can facilitate problem, project based learning through research and collaboration. Some technologies that might be useful include One-drive, Dropbox, Publisher, MovieMaker, Canvas among others.The extension facilitate the development of citizenships skills which include taking action, solving problem and contributing the community. The projects are meant to impact on the community. The project include formal linkage with the coursework and part of the learner grade is tied to service learning activities. The variety of project and problem solving allows the learners to learn and develop skills. The problem solved will serve two aspect -allowing the learners to link the learning to their community -allowing the community to appreciate the role of the learners and learning in the community.Some of the community service learning may include
- #20 32+5=37 Direct Service-Learning: person-to-person, face-to-face service projects in which the students’ service directly impacts individuals who receive the service from the students. Examples include Tutoring other students and adults Conducting art/music/dance lessons for youth Giving presentations on violence and drug preventionHelping in a homeless shelter Creating life reviews for Hospice patients Indirect Service-Learning: working on broad issues, environmental projects, or community development–projects that have clear benefits to the community or environment, but not necessarily to individually identified people with whom the students are working. Examples include Compiling a town historyRestoring historic structures or building low-income housing Removing invasive plants and restoring ecosystems in preserve areas for public use Research-Based Service-Learning: gathering and presenting information on areas of interest and need–projects that find, gather, and report on information that is needed. Examples include Writing a guide on available community services and translating it into Spanish and other languages of new residents Conducting longitudinal studies of local bodies of water; water testing for local residents Gathering information and creating brochures or videos for non-profit or government agencies Mapping state lands and monitoring flora and fauna Advocacy Service-Learning: educating others about topics of public interest–projects that aim to create awareness and action on some issue that impacts the community. Examples include Planning and putting on public forums on topics of interest in the community Conducting public information campaigns on topics of interest or local needs Working with elected officials to draft legislation to improve communities