What teachers need to consider when preparing students for the 21st Century.
An exciting one-day conference for educators, including K-12 teachers, higher education faculty, college students and other learning practitioners to develop and exchange best practices in teaching and learning. Presentations will include hands-on workshops and research-based current strategies to engage your 21st century learners!
The College of St. Scholastica, Duluth, MN
When: Tuesday, June 19, 2012
Cost: Conference fee is $125
Details: This event will also offer a host of break-out sessions geared towards engaging the 21st century learner.
CEUs: Presentations will meet MDE re-licensure strands.
Keynote Speaker: Dr. Lisa Delpit
Full Text: 21st Century Teaching and Learning Conference.
The most impressive technology-rich classrooms don’t look like classrooms. Instead, they look like creative businesses on deadline—like advertising agencies pulling together a big campaign, architectural firms drawing up blueprints, or software companies developing new programs.
I recently visited a middle school science class as students toiled away on science fair projects using a classroom wiki: a widely adopted collaborative Web platform. As I watched, students uploaded graphic displays of their data, commented on each other’s hypotheses, and recorded video journals of their progress. The room buzzed with activity, as each of these young knowledge workers made contributions to their collective endeavor. When students got stuck, other students jumped from their desks to help. The teacher circulated through the classroom like a project manager, answering questions, providing feedback, holding students accountable to deadlines, and providing just-in-time instruction.
Full Text: Education Week: Use Technology to Upend Traditional Classrooms.
It has become clear that teaching skills requires answering “What should students learn in the 21st century?” on a deep and broad basis. Teachers need to have the time and flexibility to develop knowledge, skills, and character, while also considering the meta-layer/fourth dimension that includes learning how to learn, interdisciplinarity, and personalisation. Adapting to 21st century needs means revisiting each dimension and how they interact:
Full Text: OECD educationtoday: What should students learn in the 21st century?.
Ravitz, J., Hixson, N., English, M., & Mergendoller, J. (2012). Using project based learning to teach 21st century skills: Findings from a statewide initiative. Paper presented at Annual Meetings of the American Educational Research Association. Vancouver, BC. April 16, 2012. Available: http://www.bie.org/research/study/PBL_21CS_WV
In 2008, the West Virginia Department of Education launched a major initiative to provide teachers with professional development in PBL. This initiative was intended to improve learning outcomes across the state and to help teachers prepare students for 21st century skills.
After three years of extensive professional development, including week-long summer institutes, BIE and the West Virginia Department of Education, Office of Research surveyed teachers who used PBL with extensive professional development and a similar group of matched teachers, to address the following research questions.
Do teachers who have used PBL with extensive professional development teach and assess 21st century skills to a greater extent than teachers who have not had similar professional development or do not use PBL?
How is PBL use and teaching of 21st century skills influenced by other variables — such as subject and grade, class achievement level, block scheduling, etc.?
Results are useful in clarifying measures of 21st century teaching, describing how these practices vary, and showing how they relate to PBL use.
This study seeks to determine the effect of project based learning (PBL) professional development and implementation on teachers’ perceived ability to teach and assess 21st century skills. At the end of the 2010-2011 school year, data on teaching practices and perceptions were systematically gathered and compared from two groups of teachers matched by demographics, grade and subject: teachers expected to have utilized PBL after extended professional development (44) and teachers who had not received the professional development or not expected to have used PBL (42). Teachers who used PBL and received extensive professional development reported more teaching and assessment of 21st century skills overall, with similar patterns seen within subjects and for nearly all of the measured skills.
This paper was presented at Annual Meetings of the American Educational Research Association. An official report from WVDE including more technical information on sampling is being developed. Additional analyses (not yet available) will focus on statewide standardized test scores as they relate to PBL use.
The survey measures of 21st century skills teaching were highly reliable (all alpha > .90) and are available by request for use in other studies.
Download pdf: AERA paper
Via: Using PBL to Teach 21st Century Skills: Findings from a Statewide Initiative in West Virginia | Research | Research | Project Based Learning | BIE.
Every day, those of us who were educated in the last century are reminded how different the world is from the time we knew. Yet schools often seem less affected by the change than everything else around us. Apart from some computers and other technological equipment, most school buildings, scheduling and teaching would not appear unfamiliar with a teacher in the 1950s. But the kids would be different, because their world is different. What kinds of skills do they need for success in this still-new century? While there is some debate about all of the elements of this skill set, there is a growing consensus about “21st century skills.”
Let’s take a look at them:
Full Text: DurhamRegion Article: Is your child being given a 21st century skill set?.
Interpersonal learning , personalized learning, second life learning , 3d learning, collaborative learning and virtual learning , these are just some of the few buzz words you would be hearing so often in today’s educational literature. Things have changed , old methods and pedagogies are no longer relevant. The teacher-controlled learning where deconstructed and reconstructed information is presented in a highly formal and standardized classroom settings becomes very obsolete. The urgent questions we should , as educators , ask ourselves are : what is the driving engine behind this huge transformation in learning ? and Do we need a new pedagogy to better enhance learning ?
[Some great videos here which you could easily show in the staff room or at a staff meting]
Full Text: The 21st century pedagogy teachers should be aware of.
Bernie Trilling, Charles Fadel
- Explores the three main categories of 21st Century Skills: learning and innovations skills; digital literacy skills; and life and career skills
- Addresses timely issues such as the rapid advance of technology and increased economic competition
- Based on a framework developed by the Partnership for 21st Century Skills (P21)
The book contains a DVD with video clips of classroom teaching.
Following up to the discussion on ‘Generation C’ and the implications for education, there is a burning question that begs an answer, ‘Given this connected, communicating, content-centric, computerized, community-oriented group called Generation C, how then do universities and higher education institutions go about educating them? What do educators need to do? Good question…..
There are educators who have put forth answers, even solutions; some with bold and innovative programs, some with thoughtful and visionary ideas, of which I’ll share here. I’ve compiled all into three categories, 1) innovative pedagogy and teaching methods, 2) bold educational programs and ventures that challenge the university model, and 3) ideas to ponder, contemplate and mull over.
[Some great examples here]
via How then do we teach Generation C? | online learning insights.