How to develop 21st century skills
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This document discusses 21st century skills, which are core abilities needed by students in the 21st century. It covers three main categories of 21st century skills: learning and innovation skills which include critical thinking, creativity, and collaboration; information, media, and technology skills including information literacy and media literacy; and life and career skills such as flexibility, social skills, and leadership. The document also compares 20th century education to 21st century education and provides tips for developing critical thinking, problem-solving, collaborative, public speaking, and leadership skills in students. Both pros and cons of 21st century skills are outlined.
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INCREASING LEARNERS MOTIVATION
This chapter discusses increasing learner motivation through various theories and factors. It covers:
- Definitions of intrinsic and extrinsic motivation and sources that motivate learners.
- Three main theories of motivation: behaviorism, cognitive (focusing on self-efficacy), and humanistic.
- Personal factors that influence motivation like arousal, needs, beliefs, goals, and self-regulated learning.
- A model for promoting student motivation through classroom structure, teacher characteristics, climate variables, and instructional variables.
21st Century Skills
The document discusses the skills needed for the 21st century workplace and how to prepare students and educators. It outlines core subjects students need to master, as well as interdisciplinary themes like global awareness and civic literacy. The main 21st century skills are identified as learning and innovation, information and media literacy, and life and career skills. Educators need professional development on strategies like project-based learning and assessments that evaluate 21st century skills. A 21st century support system should engage students with real-world problems, assess key skills, use innovative curriculum, and create learning environments conducive to developing these skills.
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The document discusses the need to update education for the 21st century. It identifies six key elements of 21st century learning skills: core subjects, 21st century content, information and communication technology literacy, learning and thinking skills, life skills, and assessments. It contrasts 20th century educational practices like teacher-centered instruction with 21st century practices that emphasize student-centered learning, critical thinking, collaboration and real-world applications through technology. Resources for implementing 21st century skills in West Virginia schools are also presented.
Teacher educators competencies
This document discusses the competencies of teacher educators. It outlines three main competencies: 1) Teaching competencies, which involve effective teaching skills, classroom management, and assessment. 2) Professional competencies, such as interpersonal skills, technology skills, and lifelong learning. 3) Pedagogical competencies, which refer to understanding educational theory and applying teaching skills appropriately. The document also provides an example of competencies defined by AIOU for teachers at different stages and outlines knowledge, performance skills, and dispositions that teacher educators should possess.
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The document discusses 21st century skills and their importance for students' future success. It defines 21st century skills as including critical thinking, problem solving, collaboration, communication skills and highlights their importance for competing in a global economy. The US is falling behind internationally on measures of literacy and college completion rates. Schools need to change instructional approaches to focus more on 21st century skills like project-based learning, performance assessments, and technology use to better prepare students.
21st century skills
This document discusses the skills needed for 21st century teachers. It identifies several roles for modern teachers, including being adaptable, visionary, a lifelong learner, good communicator, leader, role model, and collaborator. Specific skills discussed include information and media literacy, critical thinking, collaboration, global awareness, and entrepreneurship. The document also contrasts traditional and modern views of schools, teachers, learners, and curriculum, emphasizing how education must evolve to meet the needs of students in a global, technology-driven world.
21st Century Teaching and Learning
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21st Century Teaching and Learning
Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
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MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
Learning In The 21st Century
Credits to Lance Rougeux and Brad Fountain of the Discovery Educator Network who provided some of the collated resources for this presentation
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- Definitions of intrinsic and extrinsic motivation and sources that motivate learners.
- Three main theories of motivation: behaviorism, cognitive (focusing on self-efficacy), and humanistic.
- Personal factors that influence motivation like arousal, needs, beliefs, goals, and self-regulated learning.
- A model for promoting student motivation through classroom structure, teacher characteristics, climate variables, and instructional variables.
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Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
- Curriculum and Instruction
MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
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Credits to Lance Rougeux and Brad Fountain of the Discovery Educator Network who provided some of the collated resources for this presentation
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The document discusses the skills and themes needed for 21st century education. It advocates for education that leverages new technologies, better pedagogies, and recognizes different types of learners. Core subjects are important but must be taught with 21st century interdisciplinary themes like global awareness, financial literacy, civic literacy, health literacy, and environmental literacy. 21st century skills include learning and innovation skills like creativity, problem solving, communication and collaboration. They also include information and technology skills and life/career skills like social skills, productivity, leadership, and responsibility. Support systems for developing these skills include standards, assessments, curriculum/instruction, and professional development.
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- The personal response approach encourages learners' emotional and intellectual involvement by relating texts to their own experiences and opinions.
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This document discusses challenges and strategies for teaching and learning in the 21st century. It outlines the evolving nature of jobs and skills needed by modern learners, including digital literacy. Key strategies recommended for teachers include blended learning, cross-curricular teaching, flipped classrooms, differentiated instruction, cooperative learning, and integrating technology. The document emphasizes that technology should be used as a tool to bring students and teachers together for enriched learning, and that teachers must also continue developing their skills as lifelong learners.
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Diversity in classroom
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1. Education systems need to shift from a focus on content delivery to building students' capacities and skills for a changing world. This includes emphasizing skills like collaboration, critical thinking, and technology use.
2. Schools must move beyond standalone institutions and form networks to enrich curriculum and connect with communities. Data should also be used to drive decision-making.
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THE ROLE of TEACHERS, INNOVATIONS and TECHNOLOGY for the QUALITY of EDUCATION Association for Innovative Collaboration (YİMEDER)
This paper was presented within 16th ICSQCC in Lucknow, ındia on 28th November 2013:
Total quality (TQ) is a passion and a way of life for those organizations that live its message. The problem is how to generate the passion and the pride required to create quality in education. The significance of leadership for undertaking the transformation to TQ should not be underestimated. A key aspect of the leadership role in education is to train and empower teachers to give them the maximum opportunity to improve the learning of their students. Technology and innovative ideas are the other important tools for them.
Not only in Turkey, but in many countries “training innovative minds through quality in education and technology use” has gained importance recently. Many educators and educational leaders are trying to find out the meaning of “quality” in education through the further technological innovations. This tendency seems to be changing the educational paradigm with respect to the Internet technologies. Massive open online courses (MOOCs) are getting very popular especially in American and European universities. Through some well-known IT companies teachers are trying new ways instead of the traditional ones. Experts think that the Internet and some other innovative ideas might be significant for the national systems of education as they may become the basis for the emerging global education system.
In this paper, the author is going to share her experiences she gained during her participation to the Sixth Conference of MIT’s Learning International Networks Consortium on June 16th-19th, 2013 at MIT, Cambridge, Massachusetts, USA.
Teacher accountability ppp
This document discusses the relationship between faculty development, teacher accountability, and students' rights to quality education. It notes that faculty development programs are important for adapting teaching to changing needs but should consider student and societal needs. Teacher accountability is complex with responsibilities to students, administrators, and taxpayers. It suggests accountability can be strengthened through peer review systems focused on assistance rather than punishment. Quality education is students' right and those receiving development programs should be accountable for enhancing program and societal benefits. Ongoing, needs-based faculty training may help develop teacher commitment to accountability and quality over administrative processes.
DIGITAL LEARNERS & THE 21ST CENTURY TEACHER.
The document describes the skills needed for 21st century learners and how to teach them. It outlines 8 skills including creative and innovative thinking, critical thinking and problem solving, communication, collaboration, information management, career/life skills, cultural awareness, and technology literacy. It emphasizes teaching these skills through real-world connections, collaboration, project-based learning, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who understands different learning styles and leverages technology to engage and prepare students.
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- The skills based approach focuses on developing reading comprehension skills like understanding letters, words, sentences, and paragraphs.
- The information-based approach uses literature as a source of information about history, literary movements, and more.
- The personal response approach encourages learners' emotional and intellectual involvement by relating texts to their own experiences and opinions.
Teaching and Learning Challenges in the 21st Century
This document discusses challenges and strategies for teaching and learning in the 21st century. It outlines the evolving nature of jobs and skills needed by modern learners, including digital literacy. Key strategies recommended for teachers include blended learning, cross-curricular teaching, flipped classrooms, differentiated instruction, cooperative learning, and integrating technology. The document emphasizes that technology should be used as a tool to bring students and teachers together for enriched learning, and that teachers must also continue developing their skills as lifelong learners.
Pedagogical content knowledge –lee shulman, goldston
Pedagogical content knowledge is a form of knowledge that combines both content knowledge and pedagogical knowledge. It was introduced by Lee Shulman and refers to the blending of a teacher's understanding of their subject matter with the best methods of teaching that content. It involves understanding how to structure content for teaching, common misconceptions students have, and strategies for addressing student needs. Developing strong pedagogical content knowledge requires both formal education and experience teaching diverse students.
Teacher leadership ppt
This document discusses teacher leadership. It defines teacher leadership as the process by which teachers influence colleagues, principals, and other school community members to improve teaching practices and increase student achievement and learning. Teacher leaders lead both within and beyond the classroom, identify with a community of teachers, influence others, and take responsibility for leadership outcomes. Developing teacher leadership can provide benefits like improved student outcomes, building teacher capacity and skills, and sustaining school improvement efforts. However, barriers like top-down school structures and lack of trust between staff can hinder developing teacher leadership.
Criteria for the selection of subject matter or content of the curriculum
Criteria for the selection of subject matter or content of the curriculumThe Gandhigram Rural Institute (Deemed to be University)
The document outlines seven criteria for selecting subject matter for curriculum:
1) Self-sufficiency of learners - allowing independent learning through experimentation and observation
2) Significance of domains of learning - responding to learner needs, interests, and developing cognitive, affective, and psychomotor skills
3) Validity of subject matter - ensuring content remains relevant and up-to-date
4) Interest of learners - making content meaningful and centered around learner interests
5) Utility of subject matter - ensuring learners view content as useful
6) Learnability of students - designing content at an appropriate level for learner experiences and capacities
7) Feasibility of completion - enabling content to be fully coveredcurriculum
it reveals the definition of curriculum, different types of curriculum, approaches towards curriculum, innovations in curriculum construction
21st century classroom
Technology is radically transforming the way education is delivered and part of this transformation is taking place right inside our classrooms. From the ancient one-room school to the 20th century classroom where we have been taught, the classroom, as a pedagogical concept, has never witnessed such a transformational revolution as is the case now with the uptake of digital technology.
Competency Based Learning
The workplace equivalent of “teaching to the test” might be “we need training”. Why do individuals or organizations require training? Ideally, training is not applied as a one-size-fits-all answer to development, nor is it a knee-jerk reaction to a bad situation. Rather, effective training should be a planned and tailored implementation to elevate an employee’s skills required for efficacy in a current role, advancement to a future role or advancement of an enterprise-wide competency. Life Cycle Institute discusses actionable steps for assessing the current state of an employee or organization and developing a plan to advance towards competency through thoughtful and targeted training techniques
Diversity in classroom
The document discusses teaching strategies for diverse classrooms, noting that teachers should use various instructional methods to accommodate different types of students, promote equality and diversity, and create a supportive learning environment for all. It provides examples of strategies like using group activities and discussions, incorporating students' cultures into lessons, addressing bullying, and fostering cooperation among students. The key aspects of teaching in diverse classrooms are creating a respectful and inclusive environment, having high expectations for all students, and taking a collaborative approach to learning.
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- 1. Siti Noor Azilah (A150605) Wirda Syaheera (A150711) Claudia Christy (A150721) Novelia Bernice Jeffree (A150959) 21st Century Skills
- 2. INTRODUCTION
- 3. THE 21ST CENTURY ● Began on the 1st January 2001 ● End on 31st December 2100 ● The first century of the 3rd millennium
- 4. WHAT IS THE 21ST CENTURY SKILLS?
- 5. What is The 21st Century Skills? ● The core abilities needed by people of the 21st century, mainly the students ● Covers a few aspects which are: i) The learning and innovation skills ii) The information, media, and technology skills iii) The life and career skills
- 7. THE LEARNING AND INNOVATION SKILLS ● Critical thinking and Problem solving ● Make judgements and decisions ● Solve problems
- 8. THE LEARNING AND INNOVATION SKILLS ● Creativity and Innovation ● Think creatively ● Work creatively with others
- 9. THE LEARNING AND INNOVATION SKILLS ● Communication and Collaboration ● Communicate clearly ● Collaborate with others
- 11. INFORMATION, MEDIA AND TECHNOLOGY SKILLS ● Information Literacy ● Access and evaluate information ● Use and manage information
- 12. INFORMATION, MEDIA AND TECHNOLOGY SKILLS ● Media Literacy ● Analyze media ● Create Media Products
- 14. LIFE AND CAREER SKILLS ● Flexibility and Adaptability ● Adapt to changes ● Be flexible
- 15. LIFE AND CAREER SKILLS ● Social and Cross- Cultural Skills ● Interact effectively with others ● Work effectively in diverse teams
- 16. LIFE AND CAREER SKILLS ● Leadership and Responsibility ● Guide and lead others ● Be responsible to others
- 17. DIFFERENCES BETWEEN THE 20TH CENTURY AND 21ST CENTURY EDUCATION
- 18. Comparison in ● Assessment ● Centricity ● Technology use ● Teaching Methodologies ● Learning Styles
- 19. TECHNOLOGY USE TEACHING METHODOLOGIES 20TH CENTURY Literacy Learning about technology Augmentative Learning with technology 21ST CENTURY Transformative Learning through technology 20TH CENTURY Lecture, Stand & Deliver 21ST CENTURY Project & Problem Based Learning
- 20. ASSESSMENT 20TH CENTURY Summative assessment 21ST CENTURY Formative assessment CENTRICITY 20TH CENTURY Teacher centered 21ST CENTURY Student centered
- 21. LEARNING STYLES FEEDBACK 20TH CENTURY Read, Write & Auditory 21ST CENTURY Visual, Auditory, Kinesthetic & Read/Write 20TH CENTURY Limited 21ST CENTURY Self, Peers & Teachers
- 22. How to Develop 21st Century Skills? 1. Critical Thinking Skills 2. Problem-Solving Skills 3. Collaborative Skills 4. Public-Speaking Skills 5. Leadership Skills
- 23. CRITICAL THINKING SKILLS - Critical thinking is that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it. HOW DO WE HELP STUDENTS TO DEVELOP IT?
- 24. STEP 1: Question your assumptions Example: Why do we feel the need to eat in the morning, even when we're not hungry? Why do we assume that we'll fail when we haven't even tried? STEP 2: Don't take information on authority until you've investigated it yourself. Example: Get in the habit of using your instinct to investigate questionable pieces of information.
- 25. STEP 3: Question Things Example: How does ball lightning work?
- 26. PROBLEM-SOLVING SKILLS 1. Model a useful problem-solving method. Example: Show students by your example how to be patient and persistent and how to follow a structured method 2. Teach within a specific context Example: Teach problem-solving skills in the context in which they will be used
- 27. 3. Help students understand the problem Example: Guide them in understanding what they have to know. 4. Ask questions and make suggestions Example: How do you think…..works? I think it will work better if…...
- 28. COLLABORATIVE SKILLS 1. Teach collaboration skills Example: Lead students when they are having group discussion. 2. Value diversity Example: Mix students with different backgrounds in a group.
- 29. 3. Individual and Group Tasks Example: Must be balanced.
- 30. PUBLIC-SPEAKING SKILLS 1. Ideas / content generation Example: Give them guidance. 2. Structure Example: Help them with the script. 3. Body language Example: Correct them when they move around too much.
- 31. LEADERSHIP SKILLS 1. Self confidence Example: Always give encouragement 2. Authenticity Example: Not restricting students when they are involved in leading their friends. 3. Sense of humor Example: Not telling students to be serious the whole time.
- 32. 4. Flexibility and adaptability Example: Let students make relevant changes. 5. Courage Example: Constantly ask students to speak their opinions in front of their class.
- 33. PROS AND CONS OF 21ST CENTURY SKILLS
- 34. PROS 21ST CENTURY SKILLS CONS Can help compete in a new global economy Too much information online Can help Malaysia in OECD(PISA) ranking Lack of concentration Can adapt to new nature of work Short attention span
- 35. Can have more than one job 21ST CENTURY SKILLS Distraction Powerful media tools Visual stimulus overload Multi sources Identity theft Expose students to problem solving skills Lack of real world socializing Depression/privacy issues
- 36. How to build a student for the 21st century, TIME Magazine, December 18, 2006 Can’t think their way throughout abstract problems, work in teams, distinguish good or bad, have good language skills
- 37. The End Thank you :)