Introduction to the 4 Cs. Learn about the "4Cs" for 21st Century Learning: critical thinking, communication, collaboration, and creativity. Here is how online learning can facilitate the 4Cs of education.
Communication. An online learning environment requires students to communicate effectively and clearly. ...
Critical Thinking. Exploring ways to stimulate critical thinking, specifically in an online environment, is valuable. ...
Creativity. ...
Collaboration.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Bigge and Hunt Steps - Reflective Level of Teaching Advantages and Disadvantages - Conclusion
Language across the curriculum - Conceptual over viewSuresh Babu
The document discusses the concept of Language Across the Curriculum (LAC), which relates to linking different forms and aspects of language education within a school with an emphasis on the role of language in all subject learning. LAC has two meanings - in a narrow sense suggesting the importance of language work in all non-linguistic subjects, and in a wider sense demanding a comprehensive model of language education as the basis for a whole school language policy. The document outlines the meanings, approach, scope, significance, merits, goals of the LAC concept.
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
Models of Teaching - Unit IV - Dr.C.ThanavathiThanavathi C
This document discusses different models of teaching, including philosophical, psychological, and modern models. It provides definitions of a teaching model from various experts and outlines the key elements and functions of teaching models. Specifically, it describes Plato's insight model, John Locke's impression model, and Immanuel Kant's rule model as examples of philosophical teaching models. It also discusses Robert Glasser's basic teaching model and Ned Flanders' interaction model as examples of psychological teaching models. The document emphasizes that teaching models help guide instruction, select materials, develop social skills and cognitive abilities in students, and establish effective teaching-learning relationships.
C2 unit i education in contemporary India, Constitutional ContextThanavathi C
This document discusses the meaning, definitions, nature, functions and aims of education in India according to its constitutional context. It defines education as a systematic process through which individuals acquire knowledge, skills and develop sound attitudes. Education aims to make individuals civilized and perfect members of society. The document outlines the general functions of education as developing individuals' innate powers and all-round personalities while directing them in proper ways. It also discusses the functions of education towards individuals, society and the nation by helping socialization, leadership training, and inculcating civic values. The key aims of education are seen as the harmonious development of individuals and preparing them for complete living through knowledge acquisition and vocational skills.
The document discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
Education for collective living and peaceful livingThanavathi C
The document discusses the role of education in fostering human development and reducing issues like poverty, exclusion, and conflict. It identifies tensions that will be central problems in the 21st century, such as balancing global and local needs, tradition and modernity, and short-term vs. long-term considerations. Education can help address these tensions by developing understanding between individuals and groups. It also outlines six learning processes for collective, peaceful living through education's relationship with culture, citizenship, social cohesion, work, development, and research. The document provides contact information for Dr. C. Thanavathi, an Assistant Professor of History.
This document discusses school subjects and academic disciplines. It defines school subjects as branches of knowledge taught in schools using simple concepts, while academic disciplines are more specialized fields taught at universities using complex theories. School subjects lay the foundation for academic disciplines and have the goal of developing basic skills, while disciplines focus on developing experts. The document also examines the relationship between subjects and disciplines and why studying subjects is important for students' development.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Bigge and Hunt Steps - Reflective Level of Teaching Advantages and Disadvantages - Conclusion
Language across the curriculum - Conceptual over viewSuresh Babu
The document discusses the concept of Language Across the Curriculum (LAC), which relates to linking different forms and aspects of language education within a school with an emphasis on the role of language in all subject learning. LAC has two meanings - in a narrow sense suggesting the importance of language work in all non-linguistic subjects, and in a wider sense demanding a comprehensive model of language education as the basis for a whole school language policy. The document outlines the meanings, approach, scope, significance, merits, goals of the LAC concept.
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
Models of Teaching - Unit IV - Dr.C.ThanavathiThanavathi C
This document discusses different models of teaching, including philosophical, psychological, and modern models. It provides definitions of a teaching model from various experts and outlines the key elements and functions of teaching models. Specifically, it describes Plato's insight model, John Locke's impression model, and Immanuel Kant's rule model as examples of philosophical teaching models. It also discusses Robert Glasser's basic teaching model and Ned Flanders' interaction model as examples of psychological teaching models. The document emphasizes that teaching models help guide instruction, select materials, develop social skills and cognitive abilities in students, and establish effective teaching-learning relationships.
C2 unit i education in contemporary India, Constitutional ContextThanavathi C
This document discusses the meaning, definitions, nature, functions and aims of education in India according to its constitutional context. It defines education as a systematic process through which individuals acquire knowledge, skills and develop sound attitudes. Education aims to make individuals civilized and perfect members of society. The document outlines the general functions of education as developing individuals' innate powers and all-round personalities while directing them in proper ways. It also discusses the functions of education towards individuals, society and the nation by helping socialization, leadership training, and inculcating civic values. The key aims of education are seen as the harmonious development of individuals and preparing them for complete living through knowledge acquisition and vocational skills.
The document discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
Education for collective living and peaceful livingThanavathi C
The document discusses the role of education in fostering human development and reducing issues like poverty, exclusion, and conflict. It identifies tensions that will be central problems in the 21st century, such as balancing global and local needs, tradition and modernity, and short-term vs. long-term considerations. Education can help address these tensions by developing understanding between individuals and groups. It also outlines six learning processes for collective, peaceful living through education's relationship with culture, citizenship, social cohesion, work, development, and research. The document provides contact information for Dr. C. Thanavathi, an Assistant Professor of History.
This document discusses school subjects and academic disciplines. It defines school subjects as branches of knowledge taught in schools using simple concepts, while academic disciplines are more specialized fields taught at universities using complex theories. School subjects lay the foundation for academic disciplines and have the goal of developing basic skills, while disciplines focus on developing experts. The document also examines the relationship between subjects and disciplines and why studying subjects is important for students' development.
Personalized System of Instruction(PSI)Keller planSuresh Babu
Suresh Babu G is a lecturer in general education at MGUCTE Nedumkandam. The document provides his name and title as well as the name of the institution where he works as a lecturer in general education.
Knowledge - Concept, Nature, Steps & Importance of KnowledgeDrShwetaAgarwal1
Dr. Shweta Agarwal's document discusses knowledge, including its definition, nature, and importance. Some key points:
- Knowledge is defined as a theoretical and practical understanding of a subject according to facts that are known from education or experience. It involves justified true beliefs.
- Knowledge has several characteristics - it is based on information, facts, and values; it is a continuous and dynamic process; and it is related to experiences.
- Knowledge is acquired through a process of gaining information, thinking, applying curiosity, analysis, synthesis, logic, and evaluation to form new knowledge.
- Knowledge is important as it gives power to humans, promotes mental development and adjustment, increases success, drives
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
This document discusses distance education and open learning systems. It defines distance education as education provided outside the formal education system using correspondence or multimedia. The document lists the various names for distance education models. It describes the need for distance education to provide educational access and the objectives of increasing education levels. The key characteristics, merits, and limitations of distance education are outlined. The document also describes open school systems which provide flexible education to those over 16, and open universities like IGNOU which expand access to higher education.
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
Social Diversity-Contemporary India and Educationpraveenraj265
This document discusses the development of education in India after independence. It covers:
1) Expansion of general education through initiatives like free and compulsory primary education, midday meals, and increased number of schools and universities. Literacy rates rose from 19.3% in 1951 to 65.4% in 2001.
2) Development of technical education through institutions like IITs, NITs, IIMs, and increased medical and dental colleges.
3) Focus on women's education through schemes to promote girls' enrollment and literacy.
Unit 1 - C2 Understanding the social diversity-dr.c.thanavathiThanavathi C
India has significant social diversity due to its varied geography, cultures, religions, castes, and tribes across different regions. The Constitution recognizes this diversity and enshrines principles like federalism and fundamental rights to promote social harmony. There are three main aspects of social diversity - gender, religion, and castes. Regional diversity in India stems from differences in languages, cultures, ethnic groups and historical backgrounds across its northern, western, southern, eastern, central, and northeastern regions which each have distinct characteristics. Individual diversity refers to the unique differences between individuals influenced by factors like heredity, environment, age, sex, race, and education.
The document discusses H.C. Morrison's model of teaching at the understanding level. Morrison believed students learned best by responding to situations. His five-step instructional pattern includes exploration, presentation, assimilation, organization, and recitation. Teachers present content in small units, test understanding, and repeat as needed. Students then work independently to thoroughly learn the content before writing and presenting what they learned. The teacher guides students and evaluates their mastery through various tests. The goal is for students to develop problem-solving skills, critical thinking, and independent learning.
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
Unit VIII Language Policy in Education Dr.C.ThanavathiThanavathi C
1. The document discusses India's language policy during pre-independence and post-independence periods. During British rule, English became the medium of instruction in educational institutions established by Christian missionaries. Various commissions after independence recommended adopting the mother tongue or regional languages as mediums of instruction up to higher secondary levels, with Hindi and English as additional compulsory languages.
2. The Indian Constitution designates Hindi as the official language of the Union, while allowing the continued use of English for official purposes. It also requires states to provide education in mother tongues for linguistic minority groups.
3. The document outlines the views of Tagore, Gandhi, and Vivekananda on medium of instruction. Tagore emphasized mother
This document discusses three levels of teaching: memory, understanding, and reflective.
The memory level focuses on rote memorization of facts with little student thinking. Understanding level goes beyond memorization to help students comprehend relationships between facts and principles. Students can generalize rules and apply knowledge.
The reflective level, not discussed in detail, is the most thoughtful level. It involves critically analyzing, evaluating, and creating new ideas. Psychological theories like conditioning and connectionism influence the different levels. Each level has strengths and weaknesses for student learning.
The document discusses the concept of language across the curriculum (LAC). LAC is an approach that focuses on improving language proficiency across all subjects. It acknowledges that language development is not just limited to language-focused subjects like English or Tamil, but should occur across all subjects. The goals of LAC include developing students' language skills of listening, speaking, reading and writing while learning content. Teachers of all subjects are responsible for supporting students' language learning within their classes.
It discuss about the Reflective level of teaching by Bigge and Hunt Teaching model. It also discusses on types of levels of teaching - how reflective level functions in 1. Focus 2. Syntax 3. Social system and 4. Support system in detail
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
This document provides information about language and its functions from a presentation given by Aditi Bhushan. It discusses language as a medium for social participation and problem solving. It also outlines the four fundamentals of language as listening, reading, speaking and writing. The document then describes the components of language development, including phonology, semantics, grammar and pragmatics. Finally, it lists several key characteristics of language such as it being a means of communication, arbitrary, a system of symbols, always changing, learnt, follows conventions and evolves, made up of habits, based on common cultural experience, and unique.
A presentation is about 4C and 21st Century Skills. which is necessary for everyone should be aware of the needs of the time to keep their self updated.
The document discusses the importance of developing critical, creative, and collaborative skills in students through the "4 C's": collaboration, communication, creativity, and critical thinking. It argues that these skills are essential for students to succeed in today's digital world and globally competitive workforce. For each of the 4 C's, it provides examples of key abilities students must learn like teamwork, effective communication using various media, innovative and design thinking, and analytical problem solving. The overall message is that mastering the 4 C's through experience is vital for students' future career readiness and life success.
Personalized System of Instruction(PSI)Keller planSuresh Babu
Suresh Babu G is a lecturer in general education at MGUCTE Nedumkandam. The document provides his name and title as well as the name of the institution where he works as a lecturer in general education.
Knowledge - Concept, Nature, Steps & Importance of KnowledgeDrShwetaAgarwal1
Dr. Shweta Agarwal's document discusses knowledge, including its definition, nature, and importance. Some key points:
- Knowledge is defined as a theoretical and practical understanding of a subject according to facts that are known from education or experience. It involves justified true beliefs.
- Knowledge has several characteristics - it is based on information, facts, and values; it is a continuous and dynamic process; and it is related to experiences.
- Knowledge is acquired through a process of gaining information, thinking, applying curiosity, analysis, synthesis, logic, and evaluation to form new knowledge.
- Knowledge is important as it gives power to humans, promotes mental development and adjustment, increases success, drives
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
This document discusses distance education and open learning systems. It defines distance education as education provided outside the formal education system using correspondence or multimedia. The document lists the various names for distance education models. It describes the need for distance education to provide educational access and the objectives of increasing education levels. The key characteristics, merits, and limitations of distance education are outlined. The document also describes open school systems which provide flexible education to those over 16, and open universities like IGNOU which expand access to higher education.
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
Social Diversity-Contemporary India and Educationpraveenraj265
This document discusses the development of education in India after independence. It covers:
1) Expansion of general education through initiatives like free and compulsory primary education, midday meals, and increased number of schools and universities. Literacy rates rose from 19.3% in 1951 to 65.4% in 2001.
2) Development of technical education through institutions like IITs, NITs, IIMs, and increased medical and dental colleges.
3) Focus on women's education through schemes to promote girls' enrollment and literacy.
Unit 1 - C2 Understanding the social diversity-dr.c.thanavathiThanavathi C
India has significant social diversity due to its varied geography, cultures, religions, castes, and tribes across different regions. The Constitution recognizes this diversity and enshrines principles like federalism and fundamental rights to promote social harmony. There are three main aspects of social diversity - gender, religion, and castes. Regional diversity in India stems from differences in languages, cultures, ethnic groups and historical backgrounds across its northern, western, southern, eastern, central, and northeastern regions which each have distinct characteristics. Individual diversity refers to the unique differences between individuals influenced by factors like heredity, environment, age, sex, race, and education.
The document discusses H.C. Morrison's model of teaching at the understanding level. Morrison believed students learned best by responding to situations. His five-step instructional pattern includes exploration, presentation, assimilation, organization, and recitation. Teachers present content in small units, test understanding, and repeat as needed. Students then work independently to thoroughly learn the content before writing and presenting what they learned. The teacher guides students and evaluates their mastery through various tests. The goal is for students to develop problem-solving skills, critical thinking, and independent learning.
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
Unit VIII Language Policy in Education Dr.C.ThanavathiThanavathi C
1. The document discusses India's language policy during pre-independence and post-independence periods. During British rule, English became the medium of instruction in educational institutions established by Christian missionaries. Various commissions after independence recommended adopting the mother tongue or regional languages as mediums of instruction up to higher secondary levels, with Hindi and English as additional compulsory languages.
2. The Indian Constitution designates Hindi as the official language of the Union, while allowing the continued use of English for official purposes. It also requires states to provide education in mother tongues for linguistic minority groups.
3. The document outlines the views of Tagore, Gandhi, and Vivekananda on medium of instruction. Tagore emphasized mother
This document discusses three levels of teaching: memory, understanding, and reflective.
The memory level focuses on rote memorization of facts with little student thinking. Understanding level goes beyond memorization to help students comprehend relationships between facts and principles. Students can generalize rules and apply knowledge.
The reflective level, not discussed in detail, is the most thoughtful level. It involves critically analyzing, evaluating, and creating new ideas. Psychological theories like conditioning and connectionism influence the different levels. Each level has strengths and weaknesses for student learning.
The document discusses the concept of language across the curriculum (LAC). LAC is an approach that focuses on improving language proficiency across all subjects. It acknowledges that language development is not just limited to language-focused subjects like English or Tamil, but should occur across all subjects. The goals of LAC include developing students' language skills of listening, speaking, reading and writing while learning content. Teachers of all subjects are responsible for supporting students' language learning within their classes.
It discuss about the Reflective level of teaching by Bigge and Hunt Teaching model. It also discusses on types of levels of teaching - how reflective level functions in 1. Focus 2. Syntax 3. Social system and 4. Support system in detail
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
This document provides information about language and its functions from a presentation given by Aditi Bhushan. It discusses language as a medium for social participation and problem solving. It also outlines the four fundamentals of language as listening, reading, speaking and writing. The document then describes the components of language development, including phonology, semantics, grammar and pragmatics. Finally, it lists several key characteristics of language such as it being a means of communication, arbitrary, a system of symbols, always changing, learnt, follows conventions and evolves, made up of habits, based on common cultural experience, and unique.
A presentation is about 4C and 21st Century Skills. which is necessary for everyone should be aware of the needs of the time to keep their self updated.
The document discusses the importance of developing critical, creative, and collaborative skills in students through the "4 C's": collaboration, communication, creativity, and critical thinking. It argues that these skills are essential for students to succeed in today's digital world and globally competitive workforce. For each of the 4 C's, it provides examples of key abilities students must learn like teamwork, effective communication using various media, innovative and design thinking, and analytical problem solving. The overall message is that mastering the 4 C's through experience is vital for students' future career readiness and life success.
The document discusses key skills for the 21st century: collaboration, critical thinking, creativity, and communication. It provides examples of activities and strategies to develop each skill in the classroom, including group work, problem-based learning, self and peer assessment, questioning techniques, and idea generation methods. Developing these 4C skills is important for students to succeed in today's changing environment and workforce.
This document discusses several important skills for students including communication, creativity, innovation, critical thinking, and problem solving. It emphasizes that communication involves expressing ideas clearly through various digital media and environments. Creativity and innovation are crucial 21st century skills. Schools should provide opportunities for students to think creatively and work with others. Critical thinking is careful analysis and investigating issues without clear answers through questioning. Teaching critical thinking and problem solving skills is important for students. These skills prepare students to adapt to a changing workforce and compete in a global economy.
This document discusses several important skills for students including communication, creativity, innovation, critical thinking, and problem solving. It emphasizes that communication involves expressing ideas clearly through various digital media and environments. Creativity and innovation are crucial 21st century skills. Schools should provide opportunities for students to think creatively and work with others. Critical thinking is careful analysis and investigating issues without clear answers through questioning. Teaching critical thinking and problem solving skills is important for students. These skills prepare students to gather information, think flexibly, and make decisions needed to compete in a global workforce.
This document discusses several important skills for students including communication, creativity, innovation, critical thinking, and problem solving. It emphasizes that communication involves expressing ideas clearly through various digital media and environments. Creativity and innovation are crucial 21st century skills. Schools should provide opportunities for students to think creatively and work with others. Critical thinking is careful analysis and investigating issues without clear answers through questioning. Teaching critical thinking and problem solving skills is important for students. These skills prepare students to gather information, think flexibly, and make decisions needed to compete in a global workforce.
This document discusses several important skills for students including communication, creativity, innovation, critical thinking, and problem solving. It emphasizes that communication involves expressing ideas clearly through various digital media and environments. Creativity and innovation are crucial 21st century skills. Schools should provide opportunities for students to think creatively and work with others. Critical thinking is careful analysis and investigating issues without clear answers through questioning. Teaching critical thinking and problem solving skills is important for students. These skills prepare students to gather information, think flexibly, and make decisions needed to compete in a global workforce.
This document discusses several important skills for students including communication, creativity, innovation, critical thinking, and problem solving. It emphasizes that communication involves expressing ideas clearly through various digital media and environments. Creativity and innovation are crucial 21st century skills. Schools should provide opportunities for students to think creatively and work with others. Critical thinking is careful analysis and investigating issues without clear answers through questioning. Teaching critical thinking and problem solving skills is important for students. These skills prepare students to gather information, think flexibly, and make decisions needed to compete in a global workforce.
Profe Ed 10- Building and Enhancing New Literacies Across CurriculumOrdequitoJrLumactod
The document discusses the four main 21st century skills of critical thinking, creativity, collaboration, and communication (the 4 C's). Each skill is described individually: critical thinking involves solving problems, creativity means embracing new ideas, collaboration is working with others, and communication is conveying ideas clearly. Taken together, the 4 C's help students adapt to today's fast-paced world by teaching important mental processes like thinking independently and innovating through teamwork.
The document outlines the skills and characteristics of 21st century learners and teachers. 21st century learners are able to think creatively, critically, communicate effectively, and collaborate. They can solve problems, be self-directed learners, and use technology efficiently. 21st century teachers must adapt to changing technologies and learning styles. They act as visionaries who leverage tools like blogs and wikis to engage students. Above all, 21st century teachers model behaviors for their students like tolerance, reflection, and global awareness.
The document outlines the skills and characteristics of 21st century learners and teachers. 21st century learners are able to think creatively, critically, communicate effectively, and collaborate. They can solve problems, be self-directed learners, and use technology efficiently. 21st century teachers must adapt to changing technologies and learning styles. They act as visionaries who leverage tools like blogs and wikis to engage students. Above all, 21st century teachers model behaviors for their students like tolerance, reflection, and global awareness.
Critical thinking and problem solving, communication, collaboration, and creativity (the 4Cs) are 21st century skills that are important for students to develop. Critical thinking involves using reasoning and evidence to make conclusions. It is connected to other skills like creativity. Communication skills allow students to clearly express ideas. Collaboration emphasizes working together respectfully and valuing each other's contributions. Creativity involves generating new ideas and being innovative. All the 4Cs are interrelated and can be developed through activities like debates, project-based learning, and using technology like blogs and video conferencing. Resources like rubrics and online programs provide ways to integrate these skills into classroom lessons.
We have all heard the classic tale of the farmer and his four sons, in which the farmer, on his deathbed, hands each son four sticks to break, which they do with ease.
https://riyasrathodblog.godaddysites.com/team-building
The document discusses key competencies and how they can be taught and assessed. It defines key competencies as the capabilities people need to live, learn and contribute as community members. They include thinking, using language and texts, managing self, relating to others, and participating and contributing. The document suggests assessing competencies using continuums or learning journeys that capture learning moments and require student reflection. It provides an example learning journey activity for staff.
The document discusses 21st century skills and how instruction should change to help students develop these skills. It describes the skills, which include creativity, critical thinking, communication, collaboration, and information and media literacy. It recommends instruction incorporate a variety of learning activities, technology tools, project-based learning, cross-curricular connections, student-led investigations, collaborative environments, visualizations, and frequent formative assessments. The goal is to help students develop skills needed to function effectively in society and the workplace.
Sheryl Nussbaum-Beach is the co-founder and CEO of Powerful Learning Practice, LLC and president of 21st Century Collaborative, LLC. She is also the author of "The Connected Educator". The document discusses do-it-yourself professional development and becoming a connected educator through developing personal learning networks and participating in communities of practice. It provides examples of collaborative learning structures and emphasizes reflection and knowledge sharing to improve teaching practice.
Interpersonal intelligence involves the ability to understand and communicate with others through verbal and non-verbal means, to understand their perspectives and motivations, and to work cooperatively in groups. Those with strong interpersonal skills often excel in leadership, counseling, teaching, and other careers that require social skills. Teachers can help develop students' interpersonal intelligence by establishing classroom values and rules, conducting class meetings, and incorporating collaborative learning and conflict resolution strategies.
Critical thinking is self-directed thinking that involves skillfully analyzing and assessing arguments and information. It involves raising important questions and problems, gathering and assessing relevant evidence, and coming to well-reasoned conclusions. Critical thinking is important for exercising sound reasoning, making complex decisions, understanding different perspectives, and solving problems. In the 21st century, critical thinking helps people question assumptions, consider new ideas, make good decisions, and think deeply about problems. It plays a key role in success, growth, curiosity, and learning.
Critical thinking is self-directed thinking that involves skillfully analyzing and assessing problems or topics. It involves raising vital questions and problems, gathering relevant information to interpret it, and coming to well-reasoned conclusions tested against standards. Critical thinking is important for sound reasoning, complex decision-making, understanding connections, and solving problems. In the 21st century, critical thinking helps one question assumptions, consider new perspectives, make good decisions, and think more deeply about issues. The document discusses the definition, characteristics, importance, and role of critical thinking in education.
R.D. Sivakumar gave an inaugural address on life skills for students. He defined life skills as psychosocial abilities that enable individuals to deal effectively with everyday demands according to the World Health Organization. He discussed why life skills are important for students to develop including being aware citizens. Key life skills discussed include critical thinking, creative thinking, decision making, empathy, effective communication, interpersonal relationships, and coping with stress and emotions. He provided examples and steps for developing these skills and concluded with best e-learning websites for students.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Coyle's 4c
1. Learning the digital age Developing critical creative and collaborative skills.
As teachers, we believe that every child deserves an education that prepares them for life.
This education should be built on a foundation of technological skills that will secure our
students throughout their lives. There are four crucial areas that must be learned and
practiced by our children if they are to tackle the rigorous school work that the new
Common Core Standards promote.
It is through these 21st century skills that our young adults will find the power to be globally
competitive in a worldwide workforce and find the ability to face career challenges in an
ever- changing world of technology.
Critical Thinking, Creativity & Communication Collaboration. These fundamental
skills are gained through experience, and they include Collaboration, Communication,
Creativity, Critical Thinking.
The 4 C’s Learning and Innovation Skills Learning and innovation skills are being
recognized as the skills that separate students who are prepared for complex life and work
environments in the 21st century. A focus on collaboration, communication, creativity and
critical thinking is essential to prepare students for the future.
COLLABORATION
What is Collaboration?
Collaboration occurs when two or more people work together to accomplish a shared,
common goal-teaming up to meet that defined goal.
Collaboration, literally, consists of working together with one or more individuals.
To build good team collaboration skills, students must learn to: • Work effectively with
different groups of people, including people from diverse cultures. • Be flexible and willing
to compromise with team members to reach a common goal. • Demonstrate responsibility as
a team member working toward a shared goal.
2. Delegating means assigning duties to members of the group and expecting them to fulfill
their parts of the task.
Decision-making requires sorting through the many options provided to the group and
arriving at a single option to move forward.
Brainstorming ideas in a group involves rapidly suggesting and writing down ideas without
pausing to critique them.
Allocating resources and responsibilities ensures that all members of a team can work
optimally.
COMMON COLLABORATIVE ABILITIES
Leading a group means creating an environment in which all members can
contribute according to their abilities.
Goal setting requires the group to analyze the situation, decide what outcome is
desired, and clearly state an achievable objective.
Evaluating the products, processes, and members of the group provides a clear
sense of what is working well and what improvements could be made.
Team building means cooperatively working overtime to achieve a common goal.
Resolving conflicts occurs from using one of the following strategies: asserting,
cooperating, compromising, competing, or deferring.
Managing time involves matching up a list of tasks to a schedule and tracking the
progress toward goals.
COMMUNICATION
Expressing thoughts clearly, crisply articulating opinions, communicating instructions,
motivating others through powerful speech…these skills have always been valued in the
workplace and in public life. But in the 21st century, these skills have been transformed and are
even more important today. Communication cannot be effective unless the message is received
and understood. Communication
3. Students communicate daily by texting and posting on Face book pages and other social
media avenues to stay in touch with friends.
Teachers can help students make the connections between their recreational writing and the
kinds of writing they need to become successful beyond the classroom.
It’s important to stay aware of the digital world students live in as we design learning
experiences to cultivate important skills. Following conventions means communicating using the
expected norms for the medium chosen.
Evaluating messages means deciding whether they are correct, complete, reliable, authoritative,
and up-to-date.
Choosing a medium involves deciding the most appropriate way to deliver a message, ranging
from a face-to-face chat to a 400-page report.
Analyzing the situation means thinking about the subject, purpose, sender, receiver, medium, and
context of a message.
COMMON COMMUNICATION ABILITIES:
Turn taking means effectively switching from receiving ideas to providing ideas, back
and forth between those in the communication situation.
Speaking involves using spoken words, tone of voice, body language, gestures, facial
expressions, and visual aids in order to convey ideas.
Reading is decoding written words and images in order to understand what their
originator is trying to communicate.
Listening actively requires carefully paying attention, taking notes, asking questions, and
otherwise engaging in the ideas being communicated.
Writing involves encoding messages into words, sentences, and paragraphs for the
purpose of communicating to a person who is removed by distance, time, or both.
Using technology requires understanding the abilities and limitations of any technological
communication, from phone calls to e-mails to instant messages.
4. How can they be used or leveraged effectively?
The power of modern media and the ubiquity of communication technologies in all aspects of
life make teaching strong communication skills even more important.
Which ones are not? Which information sources are accurate?
Students must be able to effectively analyze and process the overwhelming amount of
communication in their lives today.
To build effective Communication Skills students must learn to:
*Communicate using digital media and environments to support personal and group learning.
*Share information efficiently and effectively using appropriate digital media and environments.
*Communicate thoughts and ideas clearly and effectively to different audiences using various
media and formats.
These skills are at the core of every organization. It is crucial that we as teachers help
students build this vital set of 21st century skills. Effective communication skills are important in
many walks of life. Today’s employers look for individuals with effective communication skills
in reading, writing, speaking, and listening skills. After graduation students will realize that these
basic communication skills are essential in attaining their life’s goals. It is imperative that
tomorrow’s graduates communicate clearly and effectively in a variety of languages.
CREATIVITY
What Is Creativity?
Creativity is the bringing into being of something which did not exist before, either as a
product, a process or a thought. Creativity is the ability to produce new, diverse and unique ideas.
Thinking creatively means looking at things from a different perspective and not be restricted by
rules, customs, or norms.
Entertaining others involves telling stories, making jokes, singing songs, playing games, acting
out parts, and making conversation.
5. Designing something means finding the conjunction between form and function and shaping
materials for a specific purpose.
Creating something requires forming it by combining materials, perhaps according to a plan or
perhaps based on the impulse of the moment.
Brainstorming ideas involves asking a question and rapidly listing all answers, even those that
are far- fetched, impractical, or impossible.
Main creative abilities
Overturning something means flipping it to get a new perspective, perhaps by
redefining givens, reversing cause and effect, or looking at something in a brand new
way.
Innovating is creating something that hasn’t existed before, whether an object, a
procedure, or an idea.
Improvising a solution involves using something in a novel way to solve a problem.
Imagining ideas involves reaching into the unknown and impossible, perhaps idly or
with great focus, as Einstein did with his thought experiments.
Questioning actively reaches into what is unknown to make it known, seeking
information or a new way to do something.
Problem solving requires using many of the creative abilities listed here to figure out
possible solutions and putting one or more of them into action.
CRITICAL THINKING
Critical thinking is focused, careful analysis of something to better understand it. When
people speak of “left brain” activity, they are usually referring to critical thinking.
What is Critical Thinking?
Critical thinking is investigating issues that are not always clearly defined and have no clear-
cut answers by asking significant questions and exploring different solutions. Critical thinking
helps evaluate ideas and add value to them by identifying the most reasonable ones or ones most
likely to succeed.
6. Arguing is using a series of statements connected logically together, backed by evidence, to
reach a conclusion.
Analyzing is breaking something down into its parts, examining each part, and noting how
the parts fit together.
Critical thinking is focused, careful analysis of something to better understand it. When
people speak of “left brain” activity, they are usually referring to critical thinking.
Here are some of the main critical-thinking abilities: common critical thinking abilities:
Describing is explaining the traits of something, such as size, shape, weight, color, use, origin,
value, condition, location, and so on.
Defining is explaining the meaning of a term using denotation, connotation, example,
etymology, synonyms, and antonyms.
Comparing and contrasting is pointing out the similarities and differences between two or
more subjects.
Classifying is identifying the types or groups of something, showing how each category is
distinct from the others.
Tracking cause and effect is determining why something is happening and what results from
it.Problem solving is analyzing the causes and effects of a problem and finding a way to stop
the causes or the effects.
Explaining is telling what something is or how it works so that others can understand it.
Evaluating is deciding on the worth of something by comparing it against an accepted
standard of value.
Critical Thinking Critical thinking involves logical thinking and reasoning including skills
such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies,
deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing.
7. Teaching critical thinking and problem solving effectively in the classroom is vital for
students. Learning critical thinking leads students to develop other skills, such as a higher level
of concentration, deeper analytical abilities, and improved thought processing.
Critical thinking is quite compatible with thinking "out-of-the-box", challenging consensus
and pursuing less popular approaches. If anything, critical thinking is an essential part of
creativity because we need critical thinking to evaluate and improve our creative ideas.
Today’s citizens must be active critical thinkers if they are to compare evidence, evaluate
competing claims, and make sensible decisions. In everyday work, employees must employ
critical thinking to better serve customers, develop better products, and continuously improve
themselves within an ever-changing global economy.
The teaching of collaboration, communication, creativity, and critical thinking are not new
concepts for educators. In fact, they are the basis of great teaching, and most teachers aspire to
teach in a manner that incorporates these strategies. It is clear that the “Four C’s” need to be fully
integrated into classrooms, schools, and districts around the country to produce citizens and
employees adequately prepared for the 21st century.
Communication Critical Thinking Creativity Collaboration