This document outlines standards from the Partnership for 21st Century Skills (P21) Framework for teaching critical skills to students. The P21 Framework advocates integrating skills like critical thinking, problem solving, communication and collaboration into core academic subjects. It describes student outcomes including core subject knowledge and interdisciplinary themes like global awareness, financial literacy, and civic literacy. It also outlines learning and innovation skills of creativity, critical thinking, communication and collaboration. Finally, it discusses information, media and technology skills and life/career skills needed for work and life in the 21st century.
21st Century Skills: What do Adult Learners and Teachers Need to Know?Marian Thacher
This document summarizes a presentation about 21st century skills. It discusses how technology is changing the way people live, work and learn. It addresses key skills like creativity, communication, research, critical thinking and digital citizenship. It also covers topics like how reading habits have changed, the rise of eBooks and digital textbooks, and increasing access to broadband internet and smartphones. The document provides examples of using tools like blogs, VoiceThread and mobile learning to enhance teaching and learning.
The document discusses the characteristics and skills of 21st century teachers and learners. It identifies creativity, critical thinking, communication, collaboration and learning innovation as key skills. 21st century teachers must adapt teaching styles, be lifelong learners, communicate effectively using technology, and foster skills like collaboration, leadership and global awareness in students. Technology supports new forms of learning but teachers remain crucial as guides, models and facilitators of learning.
educ2d- 21st century digital learner and teacherzvaldrey
This document discusses the skills needed for 21st century learners and educators. It identifies common 21st century skills like creativity, critical thinking, communication, collaboration, and technology literacy. It emphasizes that the 21st century teacher must adapt their teaching style to different learning styles and emerging technologies. They should act as facilitators, encourage risk-taking, and model behaviors like reflection, tolerance and global awareness. Resources, skills, and having an adaptive, integrated curriculum are also important factors for educators to effectively teach 21st century skills.
The 21st Century Century Digital Learner and The 21st Century SkillsJanine Grace Dadap
The document discusses the skills needed for 21st century learners and teachers in a digital world. It identifies key skills like creativity, critical thinking, communication and collaboration. Effective instruction incorporates project-based learning, technology tools, collaboration and assessments. Teachers must adapt to this changing landscape by taking risks, leading innovation and facilitating 21st century skills through their resources, pedagogy and curriculum. The digital divide exists between digital natives comfortable with technology and digital immigrants who see technology as foreign, but many have become enthusiastic adopters.
The document discusses the skills needed for 21st century learners and teachers. It outlines 8 common skills for digital learners, including creativity, critical thinking, communication, collaboration, and technology use. It also describes how teachers should integrate these skills into content areas through real-world projects, collaboration, technology, and assessments. Finally, it lists 8 characteristics of 21st century teachers, such as being adaptable, visionary, a collaborator, risk-taker, learner, communicator, model, and leader.
Teacher Tools And Strategies For A 21st CenturyEric Cole
This document provides teachers with tools and strategies for creating a global classroom using web 2.0 technologies. It recommends using free and collaborative online tools like Skype, Twitter, blogs and wikis to connect classrooms internationally. Teachers are encouraged to envision projects where their students can share culture and stories with global peers. While the range of available tools may seem overwhelming, the document advises starting small, such as setting up one international Skype conversation, and learning alongside students.
This document outlines standards from the Partnership for 21st Century Skills (P21) Framework for teaching critical skills to students. The P21 Framework advocates integrating skills like critical thinking, problem solving, communication and collaboration into core academic subjects. It describes student outcomes including core subject knowledge and interdisciplinary themes like global awareness, financial literacy, and civic literacy. It also outlines learning and innovation skills of creativity, critical thinking, communication and collaboration. Finally, it discusses information, media and technology skills and life/career skills needed for work and life in the 21st century.
21st Century Skills: What do Adult Learners and Teachers Need to Know?Marian Thacher
This document summarizes a presentation about 21st century skills. It discusses how technology is changing the way people live, work and learn. It addresses key skills like creativity, communication, research, critical thinking and digital citizenship. It also covers topics like how reading habits have changed, the rise of eBooks and digital textbooks, and increasing access to broadband internet and smartphones. The document provides examples of using tools like blogs, VoiceThread and mobile learning to enhance teaching and learning.
The document discusses the characteristics and skills of 21st century teachers and learners. It identifies creativity, critical thinking, communication, collaboration and learning innovation as key skills. 21st century teachers must adapt teaching styles, be lifelong learners, communicate effectively using technology, and foster skills like collaboration, leadership and global awareness in students. Technology supports new forms of learning but teachers remain crucial as guides, models and facilitators of learning.
educ2d- 21st century digital learner and teacherzvaldrey
This document discusses the skills needed for 21st century learners and educators. It identifies common 21st century skills like creativity, critical thinking, communication, collaboration, and technology literacy. It emphasizes that the 21st century teacher must adapt their teaching style to different learning styles and emerging technologies. They should act as facilitators, encourage risk-taking, and model behaviors like reflection, tolerance and global awareness. Resources, skills, and having an adaptive, integrated curriculum are also important factors for educators to effectively teach 21st century skills.
The 21st Century Century Digital Learner and The 21st Century SkillsJanine Grace Dadap
The document discusses the skills needed for 21st century learners and teachers in a digital world. It identifies key skills like creativity, critical thinking, communication and collaboration. Effective instruction incorporates project-based learning, technology tools, collaboration and assessments. Teachers must adapt to this changing landscape by taking risks, leading innovation and facilitating 21st century skills through their resources, pedagogy and curriculum. The digital divide exists between digital natives comfortable with technology and digital immigrants who see technology as foreign, but many have become enthusiastic adopters.
The document discusses the skills needed for 21st century learners and teachers. It outlines 8 common skills for digital learners, including creativity, critical thinking, communication, collaboration, and technology use. It also describes how teachers should integrate these skills into content areas through real-world projects, collaboration, technology, and assessments. Finally, it lists 8 characteristics of 21st century teachers, such as being adaptable, visionary, a collaborator, risk-taker, learner, communicator, model, and leader.
Teacher Tools And Strategies For A 21st CenturyEric Cole
This document provides teachers with tools and strategies for creating a global classroom using web 2.0 technologies. It recommends using free and collaborative online tools like Skype, Twitter, blogs and wikis to connect classrooms internationally. Teachers are encouraged to envision projects where their students can share culture and stories with global peers. While the range of available tools may seem overwhelming, the document advises starting small, such as setting up one international Skype conversation, and learning alongside students.
The document discusses the need to reform the Philippines' K-12 education system to better prepare students for the 21st century. It notes that the world is changing rapidly due to technology and globalization. However, Philippine students are performing poorly on international assessments in math and science. It also has one of the shortest pre-university programs in Asia. The K-12 reform aims to enhance the basic education curriculum by extending it to 12 years, focusing on competency-based learning, and improving math and science education based on models like Singapore Math. This is to allow Filipino students to better deal with rapid change and solve complex problems.
21st Century Learner and the Iowa Core Curriculumtwaterman
The document discusses how 21st century skills and tools can help transform classrooms to engage modern students and align with the Iowa Core Curriculum. It defines characteristics of 21st century learners and the skills they need, such as critical thinking, collaboration, and digital literacy. Examples are given of how Web 2.0 tools, mobile learning, and revising Bloom's Taxonomy can support developing these skills. The Iowa Core Curriculum and standards from groups like ISTE are also highlighted as frameworks to integrate 21st century skills into teaching and assessment.
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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
- 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.
21st Century Skills, Technology and EducationAniqa Zai
what are 21st century skills, 12 skills, framework of 21st century skills and what is technology and education, relation between technology and education
The document discusses the characteristics of 21st century learners, noting that they learn by doing, collaborate well, and have greater access to technology. It provides quotes emphasizing that 21st century learning involves mastering content from diverse sources, developing strong communication and problem-solving skills, and having the adaptability needed for today's workforce. The document contrasts 20th century education with 21st century approaches and skills.
The document outlines the key characteristics and skills of 21st century learners across several categories:
1. Information, media, and technology skills including visual literacy, digital literacy, and global awareness.
2. Learning and innovation skills like critical thinking, problem solving, creativity, communication and collaboration.
3. Life and career skills such as flexibility, initiative, social skills, productivity, and leadership.
The skills focus on areas like accessing and evaluating information, effective communication, digital literacy, and adapting to changing environments.
The document discusses the qualities of 21st century educators. It describes educators as adaptors, communicators, learners, visionaries, leaders, models, collaborators, and risk takers. As adaptors, educators must adapt curriculum and teaching styles to different learners. As communicators, they must be fluent in communication tools. As learners, educators must continue learning themselves. As visionaries, they must imagine new uses of technology. As leaders, they lead by example and champion new processes. As models, they exemplify behaviors for students and reflect on their own teaching. As collaborators, they leverage tools to enhance learning. And as risk takers, they have vision for technology and take risks in the classroom
The document discusses digital learners and 21st century teachers. It defines digital learners as today's students who have grown up in a digital age and expect learning to be interactive. It outlines key 21st century skills needed for success, including creativity, critical thinking, communication, collaboration, and cultural awareness. It also discusses how instruction should change to develop these skills through application, connections, and participation. Finally, it describes characteristics of 21st century teachers, identifying them as adapters, visionaries, collaborators, risk-takers, learners, communicators, models, and leaders who champion new technologies and model behaviors for students.
Digital learner and 21st century teacher (monique)Monique Camansi
This document discusses 21st century learning and skills. It argues that 21st century learning requires both content knowledge and skills like problem solving, collaboration, and adapting to change. True 21st century learning means embracing both traditional cornerstones of education to help navigate the future, as well as fostering creativity, learning dispositions, and communities where everyone is a learner. A literature review found that skills like communication, problem solving, collaboration, innovation and adapting to new demands are essential for success today, as manual labor and routine jobs are increasingly automated or outsourced. The document provides four ways to engage digital learners: tapping into their passions; connecting content to the real world; making students experts; and giving their voices a platform through
The document discusses the need to prepare students for 21st century skills and learning. It asks tough questions about how to define 21st century teaching and learning, examines big ideas around inquiry and questioning, and explores applications of technology like blogging and Web 2.0. It addresses the changing nature of jobs, information, and knowledge, and argues that schools must redefine themselves to remain relevant in preparing students for an uncertain future.
This document summarizes a presentation on teaching 21st century learners. It discusses how today's students have grown up with technology and have different learning preferences than previous generations. These "digital natives" are used to multi-tasking, random access to information, and interactive learning. It suggests faculty incorporate more collaborative and experiential learning activities that engage students through multimedia. Technology can empower students by allowing them to learn more efficiently. However, faculty also need training to develop technology-rich courses that meet the needs and expectations of 21st century learners.
The document discusses the shift towards 21st century learning, which focuses on developing skills like collaboration, communication, and creativity. It emphasizes designing learning with clear goals and priorities, and seeing the shift as an ongoing process of improvement rather than a single program. It also discusses challenges to change, and the need for vision, skills development, incentives, resources, and action planning to successfully implement new approaches to teaching and learning.
'The 21st Century Learner: Blended Learning tools and the use of social networksBex Lewis
On 26th March, Dr Bex Lewis will be running a Collaborative Enhancement and Teaching (CET) Lunch, 12.30 - 2pm
The topic will be 'The 21st Century Learner', with discussions on blended learning tools and the use of social networks.
CET lunches are an informal space to discuss and share learning and teaching experiences/practice across the university.
The session will include discussions as to what differences there may be with "The 21st Century Learner", a summary of Sir David Melville's CLEX report from March 2009, a consideration of what Blended Learning is, visual stats, and a look at some potential tools/their uses.
(The presentation was somewhat a 'work in progress', and there's a lot more depth I'd like to investigate, but it generated great discussion, and some thinking for me/others!)
The document summarizes the key differences between traditional and 21st century classrooms. In traditional classrooms, teachers deliver content through lectures and textbooks, and students are assessed based on their knowledge. However, in 21st century classrooms, teachers facilitate learning by directing students to various sources and asking them to apply and demonstrate their knowledge. The document then outlines the skills needed for the 21st century, including learning and innovation skills (creativity, critical thinking, communication, collaboration); information and media literacy skills; and life and career skills (flexibility, leadership, social skills, accountability). It provides definitions and examples for each of these skills.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through all stages of their career. It is used by various organizations to design teacher education programs and evaluate teacher performance.
The document outlines standards for 21st century teachers and professional development. It discusses 5 standards for teachers: leadership, establishing a respectful environment, content knowledge, facilitating learning, and reflecting on practice. It then discusses what 21st century professional development looks like, including ensuring educators understand 21st century skills, enabling collaboration, tapping expertise within schools, and using 21st century tools. Successful professional development balances direct instruction with projects, enhances subject matter with skills like problem-solving, enables learning communities, and helps teachers support diverse students.
The document discusses the need to reform the Philippines' K-12 education system to better prepare students for the 21st century. It notes that the world is changing rapidly due to technology and globalization. However, Philippine students are performing poorly on international assessments in math and science. It also has one of the shortest pre-university programs in Asia. The K-12 reform aims to enhance the basic education curriculum by extending it to 12 years, focusing on competency-based learning, and improving math and science education based on models like Singapore Math. This is to allow Filipino students to better deal with rapid change and solve complex problems.
21st Century Learner and the Iowa Core Curriculumtwaterman
The document discusses how 21st century skills and tools can help transform classrooms to engage modern students and align with the Iowa Core Curriculum. It defines characteristics of 21st century learners and the skills they need, such as critical thinking, collaboration, and digital literacy. Examples are given of how Web 2.0 tools, mobile learning, and revising Bloom's Taxonomy can support developing these skills. The Iowa Core Curriculum and standards from groups like ISTE are also highlighted as frameworks to integrate 21st century skills into teaching and assessment.
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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
- 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.
21st Century Skills, Technology and EducationAniqa Zai
what are 21st century skills, 12 skills, framework of 21st century skills and what is technology and education, relation between technology and education
The document discusses the characteristics of 21st century learners, noting that they learn by doing, collaborate well, and have greater access to technology. It provides quotes emphasizing that 21st century learning involves mastering content from diverse sources, developing strong communication and problem-solving skills, and having the adaptability needed for today's workforce. The document contrasts 20th century education with 21st century approaches and skills.
The document outlines the key characteristics and skills of 21st century learners across several categories:
1. Information, media, and technology skills including visual literacy, digital literacy, and global awareness.
2. Learning and innovation skills like critical thinking, problem solving, creativity, communication and collaboration.
3. Life and career skills such as flexibility, initiative, social skills, productivity, and leadership.
The skills focus on areas like accessing and evaluating information, effective communication, digital literacy, and adapting to changing environments.
The document discusses the qualities of 21st century educators. It describes educators as adaptors, communicators, learners, visionaries, leaders, models, collaborators, and risk takers. As adaptors, educators must adapt curriculum and teaching styles to different learners. As communicators, they must be fluent in communication tools. As learners, educators must continue learning themselves. As visionaries, they must imagine new uses of technology. As leaders, they lead by example and champion new processes. As models, they exemplify behaviors for students and reflect on their own teaching. As collaborators, they leverage tools to enhance learning. And as risk takers, they have vision for technology and take risks in the classroom
The document discusses digital learners and 21st century teachers. It defines digital learners as today's students who have grown up in a digital age and expect learning to be interactive. It outlines key 21st century skills needed for success, including creativity, critical thinking, communication, collaboration, and cultural awareness. It also discusses how instruction should change to develop these skills through application, connections, and participation. Finally, it describes characteristics of 21st century teachers, identifying them as adapters, visionaries, collaborators, risk-takers, learners, communicators, models, and leaders who champion new technologies and model behaviors for students.
Digital learner and 21st century teacher (monique)Monique Camansi
This document discusses 21st century learning and skills. It argues that 21st century learning requires both content knowledge and skills like problem solving, collaboration, and adapting to change. True 21st century learning means embracing both traditional cornerstones of education to help navigate the future, as well as fostering creativity, learning dispositions, and communities where everyone is a learner. A literature review found that skills like communication, problem solving, collaboration, innovation and adapting to new demands are essential for success today, as manual labor and routine jobs are increasingly automated or outsourced. The document provides four ways to engage digital learners: tapping into their passions; connecting content to the real world; making students experts; and giving their voices a platform through
The document discusses the need to prepare students for 21st century skills and learning. It asks tough questions about how to define 21st century teaching and learning, examines big ideas around inquiry and questioning, and explores applications of technology like blogging and Web 2.0. It addresses the changing nature of jobs, information, and knowledge, and argues that schools must redefine themselves to remain relevant in preparing students for an uncertain future.
This document summarizes a presentation on teaching 21st century learners. It discusses how today's students have grown up with technology and have different learning preferences than previous generations. These "digital natives" are used to multi-tasking, random access to information, and interactive learning. It suggests faculty incorporate more collaborative and experiential learning activities that engage students through multimedia. Technology can empower students by allowing them to learn more efficiently. However, faculty also need training to develop technology-rich courses that meet the needs and expectations of 21st century learners.
The document discusses the shift towards 21st century learning, which focuses on developing skills like collaboration, communication, and creativity. It emphasizes designing learning with clear goals and priorities, and seeing the shift as an ongoing process of improvement rather than a single program. It also discusses challenges to change, and the need for vision, skills development, incentives, resources, and action planning to successfully implement new approaches to teaching and learning.
'The 21st Century Learner: Blended Learning tools and the use of social networksBex Lewis
On 26th March, Dr Bex Lewis will be running a Collaborative Enhancement and Teaching (CET) Lunch, 12.30 - 2pm
The topic will be 'The 21st Century Learner', with discussions on blended learning tools and the use of social networks.
CET lunches are an informal space to discuss and share learning and teaching experiences/practice across the university.
The session will include discussions as to what differences there may be with "The 21st Century Learner", a summary of Sir David Melville's CLEX report from March 2009, a consideration of what Blended Learning is, visual stats, and a look at some potential tools/their uses.
(The presentation was somewhat a 'work in progress', and there's a lot more depth I'd like to investigate, but it generated great discussion, and some thinking for me/others!)
The document summarizes the key differences between traditional and 21st century classrooms. In traditional classrooms, teachers deliver content through lectures and textbooks, and students are assessed based on their knowledge. However, in 21st century classrooms, teachers facilitate learning by directing students to various sources and asking them to apply and demonstrate their knowledge. The document then outlines the skills needed for the 21st century, including learning and innovation skills (creativity, critical thinking, communication, collaboration); information and media literacy skills; and life and career skills (flexibility, leadership, social skills, accountability). It provides definitions and examples for each of these skills.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through all stages of their career. It is used by various organizations to design teacher education programs and evaluate teacher performance.
The document outlines standards for 21st century teachers and professional development. It discusses 5 standards for teachers: leadership, establishing a respectful environment, content knowledge, facilitating learning, and reflecting on practice. It then discusses what 21st century professional development looks like, including ensuring educators understand 21st century skills, enabling collaboration, tapping expertise within schools, and using 21st century tools. Successful professional development balances direct instruction with projects, enhances subject matter with skills like problem-solving, enables learning communities, and helps teachers support diverse students.
1. The document discusses the roles and characteristics of 21st century teachers, which include being an adaptor, visionary, collaborator, risk-taker, learner, model, communicator, and leader.
2. 21st century teachers must be able to adapt curriculum to different learning styles and dynamic teaching experiences. They also need to leverage tools like blogs and wikis to enhance learning.
3. Other important traits include being tolerant, accepting new ideas, and modeling behaviors like reflection and use of technology for students.
The 21st century teacher must fulfill several key roles: adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader. As an adaptor, the teacher must be able to creatively teach the curriculum using a variety of tools and technologies. As a visionary, they must see potential in emerging technologies and leverage them for learning. Teachers also need to collaborate using tools like blogs, wikis and social media, and act as a model for students by demonstrating behaviors like tolerance, acceptance and global awareness. Above all, teachers must continually learn, communicate effectively, and provide leadership to succeed in the 21st century classroom.
The document discusses how teachers can become 21st century learners by using online resources and web 2.0 tools for professional development. It recommends building a personal learning network using social media sites, wikis, blogs and other tools to facilitate ongoing learning and collaboration. A variety of specific web sites and online conferences are also provided as examples of digital resources teachers can utilize.
The document discusses 36 digital skills that 21st century teachers should possess, as outlined in an article by Med Kharbach. These skills include the ability to use various digital tools and platforms for communication, content curation and creation, assessment, project-based learning, and online safety. Specific tools are recommended for tasks like video editing, image editing, creating presentations, managing online portfolios, polling students, and detecting plagiarism. Developing these technical, digital literacy and pedagogical skills can help teachers and students thrive in 21st century learning environments.
Technology Skills for the 21st Century ESL TeacherEdu Nile
Technology Skills for the 21st Century ESL Teacher. A presentation at Qatar TESOL 11th annual conference (Feb. 20-21, 2015).
*Co-presenters: Ismail Fayed & Islam Mohamed
The modern day educator needs to question whether what he brings to the class is of value to the student? what is the ROI for the student as they can learn anything, anytime and anywhere? so, why should they sit through your class. Is there a need to redefine the role of the educator as we know. It warrants the teacher to facilitate, moderate, guide, coach.. They need to Ignite, Empower and Inspire.... to define the role and guide the students a new way in the world, to mould, guide and mark their place in history
This document provides an overview of MOOCs (Massive Open Online Courses) including their history, meaning, and examples of popular MOOC platforms. It explains that MOOCs were first coined in 2008, are free online courses designed for large numbers of students, and while they may not offer academic credits, can enable certification or further studies. It also summarizes some key details about Coursera, edX, and Udacity - three major MOOC providers.
This document discusses tips for overcoming obstacles in reading and activities to enhance selective reading skills. It recommends setting time for reading, motivating children by making reading fun and rewarding them. Suggested activities include storytelling, spelling, and using graphic organizers. Reading comprehension is defined as not just reading words but understanding what is read. It affects daily life by allowing one to commute, classify food, and use different items. Techniques like using context clues, synonyms/antonyms, and graphic organizers can help better understand texts. Comprehension improves learning by enhancing vocabulary and recognizing words and their meanings.
The document outlines a teaching aid plan to create an alphabet book. The plan aims to help kindergarten to 2nd grade pupils enjoy learning, be motivated, and quickly recall information by developing language skills and stimulating the brain. The objectives are to create an alphabet book that will achieve these goals and benefit young students.
The document provides alternative ways to teach letter sounds and review the alphabet to keep children engaged, such as using flashcards, arranging letters in a circle, playing music and having children dance or identify letters while music plays, giving examples of each letter, and making it a fun group activity that can also work in a school setting. The goal is to make alphabet review less tedious through interactive and varied methods.
The document discusses the role of a 21st century teacher, describing them as an adaptor, visionary, and collaborator. It states that a 21st century teacher must adapt the curriculum and teaching style; envision how to use new ideas in the classroom; and leverage collaborative tools to engage learners. Additionally, it notes that 21st century teachers are risk-takers, lifelong learners, strong communicators, models, and leaders.
The document compares traditional classrooms to 21st century classrooms. In traditional classrooms, teachers deliver content through lectures and students are assessed based on their knowledge. However, in 21st century classrooms teachers facilitate learning by directing students to various sources and asking them to demonstrate their knowledge and skills.
The document then outlines several 21st century skills grouped into 4 main categories - learning and innovation skills; life and career skills; information, media and technology skills; and effective communication skills. These skills include creativity, critical thinking, problem solving, flexibility, leadership, and technology literacy. The document emphasizes that to prepare students for tomorrow, teaching must evolve beyond traditional methods.
Teacher Education, K-12 Education and the Massive Open Online Course Dave Cormier
Presentation at the 44th Canadian Society for the Study of Education (CSSE) Conference by Dave Cormier and Bonnie Stewart. A review of MOOCs from their coining in 2008 to practical uses in the field of Higher Education. Discusses MOOC narratives of solutionism, disruption and unbundling. Includes MOOCs as open access, open accreditation, Niche MOOCs and important trends on the horizon.
The document provides an overview of the K to 12 education reform program in the Philippines. Some key points:
1) K to 12 aims to improve the quality of basic education by decongesting the curriculum, making it more relevant, and expanding it to include kindergarten and two additional years of senior high school.
2) This will better prepare students for employment or higher education and make Philippine degrees more internationally recognized.
3) Reforms include the implementation of mandatory kindergarten, revisions to curriculum content and time allotments, and the introduction of new career pathways in senior high school.
4) K to 12 is expected to benefit both individuals and society by improving learning outcomes, increasing opportunities
The main beliefs of Jehovah's Witnesses are:
1) They have a strict hierarchy with sole authority given to the Governing Body who are responsible for interpreting the Bible.
2) They use their own translation of the Bible called the New World Translation and believe only their organization can properly interpret scripture.
3) They believe in one God named Jehovah but do not believe Jesus is God and reject the Trinity, seeing Jesus as a created being.
4) They do not believe in hell and think death is a state of unconsciousness until resurrection for judgment at the end of times.
Jehovah's Witnesses are a Christian denomination that believes Jesus is God's son, not God himself. They believe only 144,000 people will go to heaven while others will live in paradise on earth. They are known for door-to-door preaching, rejecting blood transfusions and military service, and believing that only they represent true Christianity. As of 2009, there were over 7 million Jehovah's Witnesses worldwide.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
This document summarizes an online learning platform called illi that aims to empower self-directed learning through open educational resources. Key features include crowdsourced educational content that students can customize into personalized learning experiences at their own pace. The platform also uses analytics and algorithms to recommend content tailored to individual learning styles. It seeks to make advanced placement curriculum accessible online to more students.
This document summarizes an online learning platform called illi that aims to empower students to customize their own education solutions. It provides open educational content that students can access at their own pace. Content can be created and shared by users, and organized into personalized "notebooks". Student learning is tailored using analytics and algorithms. The platform also aims to make Advanced Placement content more accessible online to help more students prepare for AP exams. Key features include crowdsourced content, modular courses, user ratings, and personalized learning through data.
This document summarizes an online learning platform called illi that aims to empower self-directed learning through open educational resources. Key features include crowdsourced educational content that students can access at their own pace, modular courses that can be customized into personalized learning experiences, and user ratings and reviews to curate high-quality materials. The platform also seeks to apply these online learning approaches to Advanced Placement content.
This document provides a summary of an accessibility and inclusion forum held on 12 November 2013. It includes statistics on disability rates in the UK working population and brief descriptions of programs discussed at the forum, including SpringboardTV which provides work experience for learners, and supported internships for those with learning difficulties or disabilities. The agenda lists presentations on employability skills, case studies from various colleges, and discussions around the use of technology, open badges, and events.
The document discusses various topics related to multimodal fluency and learning in the digital age including:
- The need to ground online learning in learning theory and pedagogy to ensure effective design.
- Different models of cloud computing like Infrastructure as a Service, Platform as a Service, and Software as a Service.
- The importance of developing skills like information literacy, digital literacy, and interpersonal skills for learning and survival in the modern world.
- Various teaching strategies like inquiry-based learning, problem-based learning, and constructivism that can be used with digital tools.
- The use of tools like Google Sites, Flickr, Animoto, and WordPress to support constructivist and problem-based
Introducing NIXTY - Empowering Education for Everyone!NIXTY
NIXTY is a global learning platform that provides free and premium online courses, ePortfolios, and learning management systems at a lower cost than commercial competitors. It aims to address the needs of educators and institutions facing budget cuts by maximizing teacher resources and providing robust functionality for 20% of the cost of other LMS providers. NIXTY's business model generates revenue through premium accounts, advertising, and marketplace sales to support its free and low-cost offerings.
The document discusses various online learning tools that can be used to provide information, gather information, and allow people to work together online, including:
1) Online courses that allow self-directed learning through facilitated modules and may include certificates of completion.
2) Webinars that allow "live" online meetings using video, chat, and screensharing. They can be recorded and made available later.
3) Collaborative websites using content management systems like blogs and wikis to allow groups to jointly publish and update information online.
This document discusses pedagogy, retention, attainment, and the use of new technologies in education. It provides examples of how some colleges in Scotland are innovating with blended learning, MOOCs, learning tools, and digital skills development for staff and students. It suggests colleges could make better use of online resources and tools to enhance teaching and learning. The document also discusses the importance of authentic assessment, staff development, analytics, and embracing informal learning opportunities.
The document discusses emerging trends in eLearning, including the progression from distance learning to ubiquitous learning enabled by mobile technologies. It describes blended learning models that combine online and face-to-face instruction, and social software tools that allow user-generated content and networked learning. The document also notes tensions between traditional education systems and more student-centered approaches enabled by social software.
An Introduction To SWGFL Merlin For Schoolsianportlock
The document introduces SWGfL Merlin, a learning platform that brings together hardware, software, and support services to enable more effective teaching and learning both inside and outside the classroom. It discusses the goals and targets set by the DCSF for schools to implement learning platforms and provide online access for students, parents, and teachers. The benefits of SWGfL Merlin are highlighted for different stakeholders, and considerations for successful adoption and change management are outlined.
This document discusses multimedia and its educational implications. Multimedia is content that uses a combination of media like text, audio, images, video and interactive content. It can be recorded, displayed or interacted with using electronic devices. There are several multimedia packages including text, graphics, audio, video, animation and interactive content. The educational implications of multimedia include deeper understanding, improved problem solving, increased positive emotions and access to a vast variety of information. It also allows students to explore places virtually. Easy ways to use technology in the classroom include virtual field trips using apps, using videos for mini-lessons, and adding multimedia elements to presentations. Learning management systems and online assessment tools are also discussed.
The document summarizes a presentation about managed learning environments and digital literacy practices. It discusses the concept of managed learning environments, web 2.0 tools, e-portfolios, learning management systems, and creating reusable digital content. The goal is to empower students and teachers by providing integrated online tools and resources to support learning.
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs for collaborating with others and sharing knowledge. Finally, PLNs form for connecting with professionals in fields of interest and contributing expertise on an ongoing basis after course completion. The document provides examples of roles and activities in these networks and models for developing competencies through them.
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs through connecting with others, and eventually into PfLNs through connecting with professionals. A model is presented showing the progression from PLE building to forming a professional learning network. The roles of social networks in supporting these learning networks is also discussed.
The document summarizes a presentation on hybrid courses that blend face-to-face instruction with online learning using social interaction technologies. It defines a hybrid course as combining in-person and online learning, with a significant portion of activities occurring online. The document outlines various social technologies used in hybrid courses like blogs, wikis, podcasts and learning management systems. It discusses benefits of hybrid courses for students, faculty and universities, as well as challenges, such as requiring self-motivation from students.
This document provides an introduction and overview of using wikis in the classroom. It begins by explaining that a wiki is a website that allows easy creation and editing of interlinked web pages. Wikis are often used for collaboration and knowledge management. It then demonstrates how to set up a free wiki on Wikispaces.com and explores the various features and tools available for customizing, editing, and managing wiki pages and the overall site. These include creating and linking pages, embedding content, setting permissions, and more. The goal is to help users understand wikis and feel comfortable utilizing the different capabilities of the Wikispaces platform.
The document discusses the benefits of using Moodle, an open-source learning management system, compared to maintaining one's own website. It notes that Moodle provides easy tools for creating and managing course content, enrolling and tracking students, and includes features like forums, assignments and assessments. The document encourages teachers to set up a Moodle site on a web hosting account or have their school set one up to take advantage of its interactive tools and support community.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. And the 21st Century Teacher Presenter – Carl Keller Whitehall-Coplay School District Technology Integration Coach
2. What is Moodle? Moodle is an alternative to proprietary commercial online learning solutions, and is distributed for free under the GNU General Public License. Modular Object- Oriented Dynamic Learning Environment
3. But We Have a PLMS Can you do this with your PLMS? Construction of Knowledge: Using or manipulating knowledge as in analysis, interpretation, synthesis, and evaluation, rather than only reproducing knowledge in previously stated forms. Disciplined Inquiry: Gaining in-depth understanding of limited topics, rather than superficial acquaintance with many, and using elaborated forms of communication to learn and to express one's conclusions. Value Beyond School: The production of discourse, products, and performances that have personal, aesthetic, or social significance beyond demonstration of success to a teacher. Authentic Intellectual Work Fred M. NewmannUniversity of Wisconsin, Madison
4. Can You do This With Moodle? Construction of Knowledge: Using or manipulating knowledge as in analysis, interpretation, synthesis, and evaluation, rather than only reproducing knowledge in previously stated forms. Disciplined Inquiry: Gaining in-depth understanding of limited topics, rather than superficial acquaintance with many, and using elaborated forms of communication to learn and to express one's conclusions. Value Beyond School: The production of discourse, products, and performances that have personal, aesthetic, or social significance beyond demonstration of success to a teacher. Authentic Intellectual Work Fred M. NewmannUniversity of Wisconsin, Madison
5. Jack of All Trades, Master of None! In the 21st Century Classroom,no one platform does it all! For every increase in privacy,there is a loss in authenticity. Increase sophistication,and you lose simplicity. Like it or not, you’re going tohave to get comfortableusing multiple platforms!
7. “Fences are made for those who cannot fly.” Elbert Hubbard (American editor, publisher and writer, 1856-1915)
8.
9. Schools subject to CIPA are required to adopt and enforce a policy to monitor online activities of minors.
10. Schools and libraries subject to CIPA are required to adopt and implement an Internet safety policy addressing: (a) access by minors to inappropriate matter on the Internet; (b) the safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communications; (c) unauthorized access, including so-called “hacking,” and other unlawful activities by minors online; (d) unauthorized disclosure, use, and dissemination of personal information regarding minors; and (e) measures restricting minors’ access to materials harmful to them.
11. Schools and libraries are required to certify that they have their safety policies and technology in place before receiving E-rate funding.
12. CIPA does not affect E-rate funding for schools and libraries receiving discounts only for telecommunications, such as telephone service.
13. An authorized person may disable the blocking or filtering measure during any use by an adult to enable access for bona fide research or other lawful purposes.
14. CIPA does not require the tracking of Internet use by minors or adults.http://www.fcc.gov/cgb/consumerfacts/cipa.html
15. Moodle in the Middle? wiki spaces private places wide open spaces
16. Students Private Class Internet Portal (Moodle Site) Information Source, Pretesting, Formative and Summative Assessment, Progress Monitoring, “Direction-Giving” W W W W W W Publically Viewable Spaces Public Class Space(s) Wiki, PLMS, etc. Parents, Friends, and Visitors
18. Students Proprietary LMS Private Class Internet Portal (Moodle Site) W W W W W W Publically Viewable Spaces Public Class Space(s) – PLMS Parents, Friends, and Visitors
19. Moodle in the Middle? Moodle becomes a static web portal for your class... a home port on the vast electronic sea. Only one or two URLs for your students to remember Moodle provides gateway user tracking Moodle becomes a home for pre-assessment, formative assessment , progress monitoring, scaffolding, differentiation, summative assessment, and much more
21. Standards on the BottomWhere a Good Foundation Belongs! Connect to Solid Standards and Curriculum Effective 21st Century teaching and learningis impossible to achieve unless it is based on a solid curriculum foundation! Use your Moodle site to provide direct links to National, State, and Local curriculum resources. Clear Standards / Curriculum Framework
22. Standards on the BottomWhere a Good Foundation Belongs! Clear Standards / Curriculum Framework
23. Standards on the BottomWhere a Good Foundation Belongs! Connect to Solid Curriculum Provide direct links to S.A.S. or cut and paste to create local documents containing this information. Clear Standards / Curriculum Framework
24. Standards on the BottomWhere a Good Foundation Belongs! Connect to Solid Curriculum Provide direct links to S.A.S. or cut and paste to create local documents containing this information. Clear Standards / Curriculum Framework
25. Curriculum on Top of the StandardsBuild on Your Foundation! Connect to Solid Standards and Curriculum Provide direct links to local curriculum resources. Our BIG Ideas! Organisms share common characteristics of life. Life emerges due to the chemical organization of matter into cells. Cells have organized membranes and organelles to organize and carryout chemical reactions. Clear Standards / Curriculum Framework
26. Curriculum on Top of the StandardsBuild on Your Foundation! Connect to Solid Standards and Curriculum Use Moodle’s Display a Directory feature to provide student access to local curriculum resources without having to link to each file separately. Clear Standards / Curriculum Framework
27. Display The Contents of a Directory Without having to link to each individual file Clear Standards / Curriculum Framework
28. Use an HTML Block to Display Current Standards and Anchors Clear Standards / Curriculum Framework
29. Add Images and Color Addressing Student Interests / Instruction
32. Use Moodle Lessons for Effective Interactive Instruction Effective Instruction / Fair Assessment / Interventions / Materials & Resources
33. Use Moodle Lessons for Effective Interactive Instruction Effective Instruction / Fair Assessment / Interventions / Materials & Resources
34. Use Moodle Lessons for Effective Interactive Instruction Think about the possible combinations! Effective Instruction / Fair Assessment / Interventions / Materials & Resources
35. Use Moodle Lessons for Effective Interactive Instruction Even more possibilities! Effective Instruction / Fair Assessment / Interventions / Materials & Resources
36. Use Moodle Lessons for Effective Interactive Instruction Having trouble getting students engaged in the scientific method? Let them browse through the museum of medical quackery, and then try to stop the discussion! http://www.museumofquackery.com/ Effective Instruction / Fair Assessment / Interventions / Materials & Resources
57. One Database – Many Tools! * Repeated attempts could be allowed in some classrooms ** Not necessarily recorded for scoring… use for student self-direction and diagnosis Fair Assessments
58. Build the Opportunity for Resiliency Into Your Assessments Fair Assessments / Encourage Resiliency
59. Some Settings From the Quiz Module… Think about the possibilities here to encourage resiliency! Fair Assessments / Encourage Resiliency
60. Use Adaptive Mode in Assessments to Encourage Resiliency Fair Assessments / Encourage Resiliency
61. Use Moodle to ProvideSpecific Interventions Interventions
62. Use Moodle to ProvideSpecific Interventions A Teacher-generated SCORM Package Interventions
63. Use Moodle to ProvideSpecific Interventions A Teacher-generated SCORM Package Interventions
64. Use Moodle to ProvideSpecific Interventions Create Your own Flash-based Scorm Package http://www.udutu.com Interventions
70. ProcessIn “sub” courses Create Special Interest Areas Main Course Area Differentiation/Addressing Student Interests
71. Use Moodle Networking toCollaborate BetweenMoodle Servers Moodle Networking Your Moodle Server A Distant Moodle Server Collaboration/Real-world Partnerships
73. Questions? Constructive Comments! Presentation available at… http://www.slideshare.net/cgkel Sample Moodle Site available at… http://moodle.cliu.org/course/view.php?id=428 Enter as Guest I put this here so it looks like the rest of the slides
74. SAS5678 Hey! That’s the same combination I have on my luggage! Links to Real World Application