Standards for the 21st century learner
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The document outlines new standards for 21st century learners. It discusses the rapidly changing information landscape and increased demands for critical thinking, collaboration, and communication. The standards focus on developing learners' abilities to inquire, think critically, gain and apply knowledge, share knowledge ethically, and pursue personal growth. Key skills include evaluating information, understanding context, asking questions, and constructing meaning. Teachers should guide learners to build their own understandings and apply skills through practice. Developing lifelong learning dispositions like curiosity and reflection are also important goals.
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The document outlines the key abilities, dispositions, responsibilities, and self-assessment strategies needed for 21st century learning. It discusses how learners need skills like inquiry, critical thinking, and using information ethically. They need dispositions like initiative, adaptability and persistence. Responsibilities include respecting intellectual property and seeking diverse perspectives. Learners also require self-assessment strategies to monitor their own progress and identify areas for improvement. The goal is for learners to be able to thrive in an environment of complex information through developing these key attributes.
Aasl learning standards_2007
The document discusses the importance of reading and information literacy skills for students. It argues that reading is a foundational skill for learning, personal growth, and enjoyment that is key to success beyond school. It also emphasizes that students must be taught to seek diverse perspectives, gather and use information ethically, and that equitable access to information resources is important for education. Overall, the document promotes the development of information literacy, inquiry, critical thinking, ethical use of information, and other skills as crucial abilities for students in the 21st century.
Ib
The document discusses key aspects of the International Baccalaureate (IB) Middle Years Programme (MYP). It outlines requirements for schools implementing the MYP, including developing the curriculum as a whole-school activity and articulating it with other IB programmes. It also discusses the IB's role in supporting schools and validating their assessments. The MYP aims to develop inquiring, knowledgeable and caring students through an interdisciplinary curriculum framework.
Innovative approaches for Teaching and Learning
This document discusses education and teaching approaches. It begins by outlining the session objectives, which are to discuss the background and status of education, teaching approaches, and the shifting role of teachers. It then discusses how education increases capabilities and economic outcomes. It also examines factors like poverty that lead to disparities in education. The document outlines that schools often struggle due to issues like unprepared learners, ineffective teaching, and poor management. It then discusses characteristics of learners and different teaching approaches like teacher-centered, learner-centered, and constructivist approaches. The document concludes by explaining collaborative and cooperative learning.
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Planning for learning in maritime education
This document summarizes key concepts in planning for learning in maritime education. It covers learning outcomes, student activities, teaching methods, and assessment. Specifically, it discusses:
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2. Blooms Taxonomy for cognitive learning outcomes ranging from knowledge to evaluation.
3. Factors to consider when planning student activities, such as teaching styles, sociocultural learning theory, and tools/artefacts.
4. The role of technology in transforming conceptions of learning and social memory, and how this affects formal education.
Pedagogy
The document discusses several concepts related to pedagogy and learning theories:
- Pedagogy is the study of teaching methods and how the learning process is influenced. It considers interactions during learning and how teaching/learning are shaped by psychological, social, and political factors.
- Participatory learning gives students space to create their own interpretations through participating in activities like creating wikis, blogs, and digital stories.
- Peer and self-assessment methods are used to help students correct their own mistakes and improve work by evaluating others' work.
- Building trust, openness, risk-taking, and relationships are important for classroom success as students must learn to trust and be trusted by others to feel comfortable sharing
UDL and Technology
The document discusses Universal Design for Learning (UDL) and how technology can support learning for all students. UDL aims to provide multiple means of representation, action and expression, and engagement. This allows for different learning styles and individual needs. Technology can tap into the three primary brain networks - recognition, strategic, and affective - to gather facts, organize ideas, and engage students. When applied in educational settings, UDL and technology provide equitable access to learning and allow students to demonstrate knowledge in varied ways.
Form = Function
1. The document discusses 21st century skills training and outlines several key points about effective teaching and learning.
2. It emphasizes the importance of understanding students' varying needs and abilities, and teaching both small groups and individuals.
3. Setting clear learning goals and criteria helps students understand what is expected of them and allows for self-assessment.
Learner centered principles
Students construct knowledge through activities that go beyond simply reproducing or learning information, and instead require generating new ideas or understandings. An effective activity for knowledge construction is interdisciplinary, with clear goals incorporating multiple subjects, and requires students to apply their new knowledge to support further construction in a new context. Strategic thinking and metacognition play important roles in knowledge construction, as strategic thinking allows for planning and assessment, while metacognition involves self-awareness of one's cognitive processes. Different learning contexts, such as orienting, instructional, and transfer contexts, provide different types of environments to support knowledge construction.
21ST CENTURY SKILLS AND ICT INTEGRATION IN INSTRUCTION18.pptx
The document discusses 21st century skills and theories of learning relevant in today's world. It defines 21st century skills as competencies including collaboration, digital literacy, critical thinking, and problem solving. It examines learning theories of cognitivism, constructivism, reflectivism, and connectivism which support active, student-centered learning. The document also compares 20th century and 21st century classrooms, noting shifts from a teacher-centered to student-centered approach with a focus on skills beyond academics like collaboration and self-management.
LAC SESSION ON 21ST CENTURY SKILLSN AND ICT INTEGRATION IN EDUCATION.pdf
The document discusses 21st century skills and theories of learning relevant in today's world. It defines 21st century skills as competencies including collaboration, digital literacy, critical thinking, and problem solving. It analyzes learning theories of cognitivism, constructivism, reflectivism, and connectivism and how they support active, student-centered learning. The document also contrasts 20th century and 21st century models of teaching and learning and the role of ICT (information and communication technology) in education.
21st Century Digital Learners and Teachers
The document discusses 21st century digital learners and teachers. It identifies key skills for digital learners, including creativity, critical thinking, communication, collaboration, and information/technology literacy. It also discusses how these skills should be integrated with content. For teachers, it outlines characteristics of a 21st century educator, including being an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader. Teachers must help students develop 21st century skills while adapting instruction and using technology appropriately.
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The document discusses 21st century skills and theories of learning relevant in today's world. It defines 21st century skills as competencies including collaboration, digital literacy, critical thinking and problem solving. It also summarizes several learning theories - cognitivism, constructivism, reflectivism, and connectivism - noting they support principles of 21st century teaching and learning. The document advocates applying multiple learning theories and emphasizes skills like deep learning and higher-order thinking in modern education.
Enhancingstudentsmotivationtolearn
The document discusses key aspects of effective classroom instruction and management. It states that instruction should be well-planned, relevant, engaging, and meet students' academic needs. It also emphasizes that understanding individual student's instructional needs allows teachers to create a positive learning environment where students feel respected and can succeed. Failure to do so can often lead to unproductive behavior and lack of learning.
Roles and functions of educational technology in 21st Century education
The term “21st century” has become the central part of educational thinking and planning for the future. Administrators and Teachers are actively searching for ways to prepare students for the future, and the educational system has been evolving faster than ever before. Creating a 21st century education system is about making sure that all students are prepared to succeed in a competitive world – a world with plenty of opportunities for highly skilled individuals and limited options for everyone else.
Globalization has opened up the world and allowed people to connect in new and exciting ways. We blend traditions and create unique belief systems and also transmit our values and cultures without the expectation of them being adopted by our audience. As always, at its core, the role of education is to prepare students to become active, successful, and contributing members of society.
Instruction should be student-centered
Instead of passively receiving information, the students would gather information on their own, under the guidance of their teacher. Different learning styles are encouraged, and students have an enhanced sense of motivation and responsibility.
They engage in many different types of hands-on activities, as well as demonstrate learning in many differentways. Learning is about discovery, not the memorization of facts.
In order to prepare students to play their role in the 21st century society we are a part of, the following can be considered when deciding how education will look in our schools and classrooms.
Education should be collaborative
Students must learn how to collaborative with others. Students should be encouraged to work together to discover information, piece it together, and construct meaning and should learn how to recognize the different strengths and talents each person can bring to a project, and change roles depending on those attributes. Schools should also be collaborating with other educational institutions around the world to share information and learn about different practices or methods that have been developed.
Learning should have context
Students are encouraged to learn in different ways, the teacher still provides guidance as to the skills that need to be acquired. The teacher can make a pint of helping students to understand how the skills they are building can be applied in their lives. Students will be so much motivated to learn something that they can se the value in. We need to take a more general approach and teach them the skills that they are useful in any situation.
Technology is a tool, a way for fact-based learning and allows students to do a lot of the research using the internet and various tools. The Role of Technology in 21st Century Learning:
1. Technology allows for24/7 access to information
2. Constant social interaction, and
3. Easily created and shared digital content.
Technology and Teaching Standards
The document summarizes the North Carolina Professional Teaching Standards and the National Educational Technology Standards for Teachers. The NC standards establish a basis for teacher preparation, evaluation, and development. They aim to help students learn 21st century skills and content. The standards address leadership, establishing a respectful environment, content knowledge, facilitating learning, reflection, and student success. The NETS standards define technology skills and knowledge needed for digital-age teaching and learning. They focus on student creativity, designing assessments, modeling digital work and learning, promoting digital citizenship, and engaging in professional growth.
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Learner centered lesson planning & instruction
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Standards for the 21st century learner
- 2. Exponential expansion of information
- 4. Increasing digitization of text
- 5. Heightened demands for critical thinking and communication
- 7. Rapid-paced
- 9. Access high quality information
- 11. Make sense of this information
- 12. Make own conclusions or create new knowledge
- 13. Share their knowledge with others
- 14. Multiple literacies – digital, visual, textual, and technological
- 16. Focus on the learner
- 17. Strong school library media program
- 21. Students are more likely to be successful in developing the skills and dispositions of learning when they are given opportunities to construct their own understanding and develop skills through guided practice
- 22. Integrating all learning modalities (reading, writing, speaking, listening, viewing, and representing) is also helpful for students with different learning needs
- 24. Determine the intended meaning and to understand it in context
- 25. Inquiry based learning is explicitly recognized as one of the common beliefs
- 26. The learners themselves are engaged in asking questions and finding answers, not simply accumulating facts
- 27. Any time they are questioning, finding answers, discovering new ideas, and constructing their own meaning they are drawing upon their skills of inquiry
- 28. Skills are best taught through an approach to which the teacher guides the learners to construct their own understandings and to apply these understandings to any learning experience
- 29. The acquisition of learning skills is complex and developmental
- 31. Learning requires a capacity to learn that reflects a range of dispositions: to be curious, resilient, flexible, imaginative, critical, reflective, and self-evaluative
- 34. Actively pursues information and ideas both in print and digitally, drawing conclusions and developing new applications
- 35. Learners experience pressure to be independent in their information searching because they often are using information tools when available
- 36. Learners must follow ethical and legal guidelines, respect the principles of intellectual freedom and pursue multiple perspectives and a balance of viewpoints before making decisions or drawing conclusions
- 37. Practice safe behaviors in the use of social tools
- 38. Seek opportunities for pursuing personal and aesthetic growth
- 39. Connect their learning to real-world issues and ideas
- 40. Contribute to the exchange of ideas in a learning community
- 41. Respect the ideas and experiences of others
- 42. Use information and knowledge in service of democratic values
- 44. Reflection must become intrinsic to learning so that learning is not defined as an accumulation of information, but rather as the thoughtful processing of information to produce, apply, and create knowledge
- 45. Looking backwards, looking at the present, and looking at the future
- 46. Students develop their own voices and become empowered to be independent and socially responsibly learners
- 47. Models of exemplary performance enable students to internalize a solid understanding of the expectations and to compare their performance with the model
- 48. Student self-assessment may be most effective when students learn to question themselves throughout the learning process
- 49. Common Beliefs
- 50. Reading is a window to the world
- 51. Inquiry provides a framework for learning
- 52. Ethical behavior in the use of information must be taught
- 53. Technology skills are crucial for future employment needs
- 54. Equitable access is a key component for education
- 55. The definition of information literacy has become more complex as resources and technologies have changes
- 56. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own
- 57. Learning has a social context
- 58. School libraries are essential to the development of learning skills