The document discusses 21st century education and skills. It emphasizes teaching students skills like critical thinking, collaboration, communication and using technology to solve real-world problems. 21st century education focuses on active, project-based learning where students learn by doing rather than passive learning. It identifies seven survival skills needed for students to succeed in today's world: critical thinking, collaboration, adaptability, initiative, communication, accessing information and imagination. The document also outlines a framework for 21st century learning that incorporates core subjects with themes of global awareness, financial literacy and more. It discusses learning skills in the areas of learning and innovation, technology and life/career. Finally, it compares traditional 20th century classrooms to 21st century classrooms
3. What and why is 21st
Education?
Is a education through innovation, critical and
technology skill oriented
Learning by participating in real-life, real-world
service learning projects
diverse, globalized, and complex, media-saturated
society
To fit in the world after few years.
Impossible into possible
4. adapt in 21st
century skills: (7 survival skills)
• Critical Thinking and Problem Solving
• Collaboration across Networks and Leading by
Influence
• Agility and Adaptability
• Initiative and Entrepreneurialism
• Effective Oral and Written Communication
• Accessing and Analyzing Information
• Curiosity and Imagination
Source- Tony Wagner in his book, The Global
Achievement Gap
7. Core Subjects and 21st Century Themes
21st century
interdisciplinary themes
into core subjects:
•Global Awareness
•Financial, Economic,
Business and
Entrepreneurial Literacy
•Civic Literacy
•Health Literacy
•Environmental Literacy
Core Subjects
• English, reading or language arts
• World languages
• Arts
• Mathematics
• Economics
• Science
• Geography
• History
• Government and civics
8. Learning for the 21st Century identifies
various types of learning skills
into three key areas
9. Learning for the 21st Century
Learning and Innovation Skills
Learning and innovation skills are what separate
students who are prepared for increasingly complex life
and work environments in today’s world and those who
are not. They include:
•Creativity and Innovation
•Critical Thinking and Problem Solving
•Communication and Collaboration
10. Information, Media and Technology Skills
Today, we live in a technology and media-driven environment,
marked by access to an abundance of information, rapid
changes in technology tools and the ability to collaborate and
make individual contributions on an unprecedented scale.
Effective citizens and workers must be able to exhibit a range of
functional and critical thinking skills, such as:
•Information Literacy
•Media Literacy
•ICT (Information, Communications and Technology) Literacy
Learning for the 21st Century
11. Life and Career Skills
Today’s life and work environments require far more than thinking
skills and content knowledge. The ability to navigate the complex
life and work environments in the globally competitive information
age requires students to pay rigorous attention to developing
adequate life and career skills, such as:
•Flexibility and Adaptability
•Initiative and Self-Direction
•Social and Cross-Cultural Skills
•Productivity and Accountability
•Leadership and Responsibility
Learning for the 21st Century
12. 21st Century Skills is a Fusion of the 3R’s with the 4C’s
3 R's of education-Reading, writing and arithmetic
-the 3 R's encompass the subject curriculum and
the 4 C's
20. • Time-based
• Focus: memorization of discrete
facts
• Lessons focus on the lower level
of Bloom’s Taxonomy –Textbook-
driven
• Passive learning
• Learners work in isolation –
classroom within 4 walls
• Teacher-centered: teacher is
center of attention and provider
of information
• Little to no student freedom
• “Discipline problems" – educators
do not trust students and vice
versa. No student motivation.
• Fragmented curriculum
• Grades averaged
• Low expectations
• Outcome-based
• Focus: what students Know,
Can Do and Are Like after all
the details are forgotten
• Upper level of BT.
• Research-driven
• Active Learning
• Learners work collaboratively-
Global Classroom
• Student-centered:
• No “discipline problems”
• Integrated and Interdisciplinary
curriculum
• Grades based on what was
learned
21.
22. Schools will go from ‘buildings’ to 'nerve centers', with walls that
are porous and transparent, connecting teachers, students and the
community to the wealth of knowledge that exists in the world.”
Teacher - dispenser of information to orchestrator of learning and
helping students turn information into knowledge, and knowledge
into wisdom.
The 21st
century will require knowledge generation, not just
information delivery, and schools will need to create a “culture of
inquiry”.
Learner - In the past a learner was a young person who went to
school, spent a specified amount of time in certain courses,
received passing grades and graduated. Today we must see
learners in a new context:
23. First – we must maintain student interest by
helping them see how what they are learning
prepares them for life in the real world.
Second – we must instill curiosity, which is
fundamental to lifelong learning.
Third – we must be flexible in how we teach.
Fourth – we must excite learners to become even
more resourceful so that they will continue to
learn outside the formal school day.”
25. “If we teach today’s
students as we taught
yesterday’s, we rob
them for tomorrow”.
John Dewey.
26. References
•
• Kellner, Douglas;
New Media and New Literacies: Reconstructing Education for the New
• Grant, Jodi, Director of the After School Alliance;
Fourteen Million Kids, Unsupervised
• McLeod, Scott, Dangerously Irrelevant
• Time, Learning and Afterschool Task Force,
A New Day for Learning
• Belasco, James A., Teaching the Elephant to Dance, 1991
• Wesch, Michael, Ph. D. See his works at Digital Ethnography.
(separate footnotes to be added for each web page and video
cited)
29. Differences between active and passive learning
Teacher-centred passive
learning
1.Exposition
2.Whole-class teaching
3.Teacher provides
knowledge
4.Students empty vessels which
need filling up
5.Teacher-imposed
discipline
6.Learning styles limited
Student-centred active
learning
1.Inquiry/discovery
2.Group work
3.Teacher acts as
guide/facilitator
4.Student ownership of ideas
and work
5.Student self-discipline
6.Wide range of learning
styles
32. Well, if Active Learning works,
why don’t more teachers use it?
•We tend to teach the way we were taught,
rather than in the way that works best.
•We know too much, and rather enjoy
explaining.
32
Source: http://www.geoffpetty.com/activelearning.html
37. “If we are only teaching what we know, our
children can only do as bad as we are doing, and
this is the challenge we are facing – we have to
go beyond it.”
(Pauli, 2009, TEDx)
“Inquiry is something that students do,
not something that is done to them.”
Inquiry and the National Science Education Standards
38. Inquiry Based Learning
• Traditional education
(Chalk and Talk/ lecture)
- Focus on ‘what we know’
(facts)
- Direct transfer of
knowledge from teacher to
student
- Teacher’s role = dispense
knowledge
- Student’s role = receive
knowledge
Inquiry-Based Learning
- Focus on ‘how we are knowing
what we know’ (evidence)
- Indirect transfer of knowledge
- Teacher’s role = facilitator of
learning
- Student’s role = active,
independent learner (investigator)
39. Why inquiry base learning?
Inquiry-based learning is an approach to
teaching and learning that places students’
questions, ideas and observations at the
centre of the learning experience
students' cognitive development (Hofstein et al.,
2005; Wallace et al., 2003),
Develop skills necessary to become “independent
inquirers”. (Ferko & Ferko.,2005)
the development of flexible and adaptive thinkers, and
the encouragement of students' creative thinking and
handling risk-taking situations (Zion, 2007; Gürses et
al, 2007; Trumbull et al., 2005).
40. Three components of IBL
1. An understanding of student learning.
Students attempt to make sense of the world
around them – to make it predictable – by looking
for patterns and relationships in their experiences
and through interaction with others.
Students construct their understanding through
reflection on their experiences.
41. Three components of IBL cont.
2. The nature of inquiry.
Explore: students become familiar with the
phenomenon they will study.
Investigate: Students plan and carry out
investigations.
Draw Final Conclusions: students synthesize what
they have learned and come to some final
conclusions.
Communicate: Students communicate their new
understanding to a wider audience.
42. Three components of IBL
3. A focus on content.
An overview of important concepts often appears
frameworks and syllabus. But the specifics depend
heavily on the local context and the interests of
students and teachers.
43. 1. Bloom’s Taxonomy (high level questions)
2. Asks Questions that Motivate
3. Utilizes wide variety of resources
4. Teacher as Facilitator
5. Meaningful products come out of inquiry-based
learning
Five Characteristics of IBL
44. 1.Inference Questions
2.Interpretation Questions
3.Transfer Questions
4.Questions about Hypotheses
5.Reflective Questions
Five Kinds of Questions Need to be Asked in
IBL
“The most valuable questions are those that lead to other questions and
provide germs for future investigations” (Lucas, Broderick, Lehrer, &
Bohanan, 2005).
45. Students Doing IBL
*They look forward to learning.
*They demonstrate a desire to learn more.
*They seek to collaborate and work
cooperatively with teacher and peers.
*They are more confident in learning,
demonstrate a willingness to modify ideas
and take calculated risks, and display
appropriate skepticism.
http://www.thirteen.org/edonline/concept2class/inquiry/index_sub2.html
Students view themselves as learners in the process of learning.
46. Example of IBL
Examples of student responses
What will be the product of
4x4?
“The answer is 16.”
“I agree with what _____ said,”
or alternatively, “I disagree with
what ______ said.”
Examples of prompts used
by students and teachers to
extend the contribution
“Can you give a reason for
why you agree (or disagree)
with what _____ said?”
“What’s your evidence?”
“How do you know the
answer is 16? Can you share
with us how you got that
answer?”
47. Photo story telling
Provide software and install in their laptops
Present how to make a photo story
Divide into 5 groups and ask them to create 1 min photo story
(8 mins)
Presentation of photo story telling in groups.
49. Features of Concept Cartoons
Adapted from Talking Science, Thinking Science: Making Teaching and Learning More Dialogic [A Workshop for Science Educ6ators]
• Puts forward a range of viewpoints about the topic.
Offers new ways of looking at the situation –make situation
problematic and provide a stimulus for developing ideas
further.
•Designed to intrigue(curiosity),promote discussion
and to Stimulate higher thinking.
50. Concept Cartoons
Generally, concept cartoons helps in following;
•To solve and determine students’ misconceptions
•To provide the active participation of students in the
learning process
•To create the discussion environment
•Retention of existing knowledge of students
•To enable students to express their idea
51. Concept Cartoons promote talking
& thinking:
•by providing an engaging
stimulus
•by using familiar situations
•by presenting a situation that
invites learners to join in with a
conversation
•by using plausible alternatives to
create cognitive conflict and
promote discussion
•by inviting learners to justify their
Concept Cartoons
Adapted from Talking Science, Thinking Science: Making Teaching and Learning More Dialogic
51
52. Concept Cartoons
In concept cartoons, according to Keogh, Naylor and Wilson (1998); Keogh
and Naylor,(1999a);
•It should be used minimal amounts of text, so that they are accessible and
inviting learners (of any age) with limited literacy skills.
•Scientific ideas are applied in everyday situations, so that learners are
challenged to make connections between the scientific and everyday.
•The alternative ideas put forward are based on research that identifies
common areas of misunderstanding, so that learners are likely to see many
of the alternatives as credible
•The scientifically acceptable viewpoints will be included amongst the
alternatives.
•The alternatives put forward all appear to be of equal status, so that
learners cannot work out which alternative is correct from the context.
53. How Can Concept Cartoons Be Used?
Possibilities include:
•Discuss who you agree with.
•Think-pair-share your ideas.
•Discuss why each character
has his/her idea.
Groups might take one
character each, and feedback
to the class.
•Put the alternatives on a Most
likely to Least
likely spectrum line.
53
54. Concept Cartoon 1
1. Discuss the
conversation the
characters are having.
2. Which one of the
characters do you
agree with?
3. Why?
4. How could you
investigate the
situation to find
out which alternative
best explains what is
happening
scientifically?
5. Share your ideas.
54
55. Concept Cartoon 2
11
1. Discuss the
conversation the
characters are
having.
2. Which one of the
characters do you
agree with?
3. Why?
4. How could you
investigate the
situation to find
out which
alternative best
explains what is
happening
scientifically?
5. Share your ideas.
56. Concept Cartoon 3
1. Discuss the
conversation the
characters are
having.
2. Which one of the
characters do you
agree with?
3. Why?
4. How could you
investigate the
situation to find
out which
alternative best
explains what is
happening
scientifically?
5. Share your ideas.
65. EngageEngage
Activity which will focus student’s attention, stimulateActivity which will focus student’s attention, stimulate
their thinking, and access prior knowledge.their thinking, and access prior knowledge.
DemonstrationDemonstration
ReadingReading
Free WriteFree Write
Analyze a Graphic OrganizerAnalyze a Graphic Organizer
KWL (Know already ~ Want to know ~ Learn) This is the “KWL (Know already ~ Want to know ~ Learn) This is the “elicitelicit”” partpart
BrainstormingBrainstorming
Student asks questions such as:Student asks questions such as:
Why did this happen?Why did this happen?
What do I already know about this?What do I already know about this?
What have I found out about this?What have I found out about this?
Shows interest in the topic.Shows interest in the topic.
66. ExploreExplore
Activity which gives students time to think andActivity which gives students time to think and
investigate/test/make decisions/problem solve, andinvestigate/test/make decisions/problem solve, and
collect information.collect information.
Perform an InvestigationPerform an Investigation
Read Authentic Resources to Collect InformationRead Authentic Resources to Collect Information
Solve a ProblemSolve a Problem
Construct a ModelConstruct a Model
67. ExplainExplain
Activity which allows students to analyze theirActivity which allows students to analyze their
exploration. Student’s understanding is clarified andexploration. Student’s understanding is clarified and
modified through a reflective activity.modified through a reflective activity.
Student Analysis & ExplanationStudent Analysis & Explanation
Supporting Ideas with EvidenceSupporting Ideas with Evidence
Structured QuestioningStructured Questioning
Reading and DiscussionReading and Discussion
Teacher ExplanationTeacher Explanation
Thinking Skill Activities: compare, classify, errorThinking Skill Activities: compare, classify, error
analysisanalysis
68. ElaborateElaborate
Activity which expands and solidifies studentActivity which expands and solidifies student
thinking and/or applies it to a real-worldthinking and/or applies it to a real-world
situation.situation.
Problem SolvingProblem Solving
Decision MakingDecision Making
Experimental InquiryExperimental Inquiry
Thinking Skill Activities: compare, classify, applyThinking Skill Activities: compare, classify, apply
69. EvaluateEvaluate
Activity which allows the teacher to assessActivity which allows the teacher to assess
student performance and/or understandings ofstudent performance and/or understandings of
concepts, skills, processes, and applications.concepts, skills, processes, and applications.
Any of the Previous ActivitiesAny of the Previous Activities
Develop a Scoring Tool or RubricDevelop a Scoring Tool or Rubric
Performance AssessmentPerformance Assessment
Produce a ProductProduce a Product
Journal EntryJournal Entry
PortfolioPortfolio Extend
72. Learning objectives: What do you want your students
to know/be able to do once they finish this activity?
Standards: What national/state/local standards will do
you want to address with this activity?
73. Once you know where you want to go, the 5-E
Model makes it easy to plan your lesson.
Simply plug appropriate activities into each
step.
74. Elicit
E. Bring in a dandelion that has developed into seed
and ask question to find out what they know of
different types of seeds and their dispersal.
OR
S. Show the pictures of different impact of disaster.
Discuss and find out the disasters they know,
experienced and how they can/cope with them
75. Engage
E. Bring in a dandelion that has developed into seed
and ask students what happens when the wind blows
or substitute a brief film clip showing the same thing
http://www.youtube.com/watch?v=u8_gDqZGSq4
OR
S. Show the brief video clip of disaster and ask
students (or groups of students) to list at least 6
different kinds of disaster. Have groups share their
most feared disaster.
76. Explore
E. Ask students to work in small groups outside to
locate 5 different types of seeds from flowers, trees,
and shrubs in the schoolyard and have them
determine how their seeds are dispersed.
OR
S. Take student groups to the library or computer
lab. Find out the different types of disaster that
occur frequently in the world and in Bhutan and the
impact on the society.
77. Explain
E. Groups will share their seeds and dispersal ideas
with the rest of the class. Have students compare
similarities and differences between the seeds
collected.
OR
S. Have each group share their results. Have
students offer suggestions about which disaster
seemed to be most dangerous and more likely to
happen in Bhutan.
78. Elaborate
E. Have each group (or each student) design their
own seed, using paper, string, glue, crayons, and
other craft supplies. Take the models outside and try
them to see how they work.
OR
S. Groups can design a research project on any one
disaster and ways to prevent and prepare for it.
These will include a hypothesis, experimental design,
data collection and analysis, and conclusions.
79. Evaluate
E. Have students write a story or draw a picture,
describing the life of their seed, how its structure
helps it move from place to place, and what it might
observe as it moves to a new germination spot.
OR
S. Students will write a formal report using the
detailed ways of reducing the risk of disaster and
ways to be prepared for the disaster.
80. Extend
E. Have students design a shape using different
materials that can fly the furthest and state how
shape and design is used in flying objects or can be
used in practical models .
OR
S. Have students to design posters or draw an
awareness campaign plan on disaster management
81. • Divide yourself into 10 groups.
• Select any topic
(chapter number= Group number)
• Design a 5E model instruction for the chosen topic.
(Time -15 mins)
• Presentation ( 10 mins)
Activity
Notas do Editor
Learning and innovation or creative and ctiritcal thinkng though technology
Learning not just by abstract or listening but active participation
We live in world of diverse culture, people and globalized society
Our kintagraden kids will resign by 2050s and will join in service by mostly by 2020 or 2025, therefore how the world wil be after few years. 1990s the the whole room is occupied by a computer and in 1920s in chip and soon it is predicated to fill in blood steam.
Our youths need to have the competency to compete with global citizens. We need to grow and as per the EBP by 2025 teachers need to do sort of exam for global competency.
We live in the society of ICT where by using these facilities and our functional and critical thinking skills must contribute to the society.
In many countries today’s students are referred to as “digital natives”, and today’s educators as “digital immigrants”.
Today’s students are digital learners –
Many are multitasking – listening to music while surfing the Web or instant-messaging friends while playing a video game. Dr. Michael Wesch points out web 2
introduce contents via lecture/readings
Next, cookbook labs are used to illustrate and verify the concepts from the readings and/or lecture.
Students then complete problems or structured activities to practice the acquisition and/or application of the unit concepts.
Finally, the evaluation of the unit is conducted, often based primarily on content acquisition, but process skills may be involved, as well.
I prefer the traditional ‘chalk and talk’ method of science teaching. (avg = 2.3)
- “I don’t prefer it, but sometimes it is ok and works well.”
- “Sometimes lecturing is appropriate as a follow up precursor to inquiry activities-to give context and inherent meaning.”
- “I see the advantage of both and am most familiar with the traditional method, but hands-on learning is very beneficial to the learning process.”
-“Depend on class.”
-“It is sometimes necessary (time constraints).”
We all remember comprehension, application, analysis, synthesis, and evaluation. While those are kinds of metacognition, classifying the questions teachers ask becomes an an even more significant thing as the teacher sets the learning environment and expectations.
Questions that bring Conclusion on the basis of evidence
Questions that provoke meta cognition why and how that brings explaination
This powerpoint was originally made by former Earth Central staff member, Tarin Weiss, who didn’t join us this summer because she got a full time assistant professor’s job at Westfield State. I have adapted it for our use this year. Actually, they forced me to do it. And while indeed I was an English teacher for 30 years, the art of teaching doesn’t vary much from one discipline to another.
The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information.
The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. Constructivist approaches work well with learners of all ages, including adults.
Recently, two more E’s have been added to the model. Elicit was added to the Engage part which adds the important step of accessing students’ prior knowledge. This is an important part of getting kids ready to learn. And “extend” was added to the elaborate component as a way to get kids to transfer some of their knowledge into other learning opportunities. This important part is how students will ultimately connect their learning in science to the world, starting with other school subjects, and beyond that to the working world. We need to show our students how the concept or skills is practical or useful in real life. That’s why the “extend” was added.
Notice that the arrows go back and forth in this model, of course indicating that learning is a cycle not a linear list of steps.
And remember that we are adding the “extend” part of the 5E model by helping the students make connections to other learning.