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Module 1

21st Century Education

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80 views

Module 1

21st Century Education

Uploaded by

hanna grace miaga
Copyright
© © All Rights Reserved
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Download as PDF or read online on Scribd
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Module 1: 21% Century Education Module 1: 218' CENTURY EDUCATION pe © LEARNING OUTCOMES . Define 21* Century education . Describe the 21" Century teacher and the ;. Draw relevant life lessons and significant . Prepare an evaluation instrument intended needed innovative tools for learning Examine the critical attributes of 21% Century education Explain how 21" Century education concepts can be integrated in the classroom values from the experience in practicing 21" | Century education Analyze research abstract on 21% Century education and its implications on teaching- learning process for 21% Century teaching-learning ee INTERACTIVE PRESENTATION The Carousel Round: In this strategy, students will generate information through: personal ideas, thoughts and insights on 21* Century education. This is also to determine their prior knowledge on the given topic. Procedure: Students will form two big circles in class: the inner core and outer core. “ The inner core will rotate clockwise while the outer core counterclockwise upon the signal of the teacher. When the teacher keeps on uttering “carousel...carousel...carousel”, students will also keep on rotating. When he/she says “Off’, students will stop and face partners. The teacher will then ask questions and students share their answers with their partners in a given time. Sample Questions: A. What is your understanding of 21% Century learning? B. What digital tool do you know? And how is it operated? C. What can you say about 21" Century learners? D. How do you describe technology? E. Are you in favor of this technological world? 1 M Burton ano ENHANcine New Literacies Across THe CurRicuLu 4. This will continue until the teacher has asked all the ques; at hand. ‘ . 5. The class will provide enough time for reflection on the acti Guide questions for reflection: A. What questions were the most difficult and easy for you answer? Why? B. What answer from a partner impressed and amazed y, Why? C. What information have you gained from a Partner j sharing his/her mind? D. What have you shared with a Partner regarding your vie about 21% Century learning? —. What can you say about the activity? What can you Suggest for further improvement of the next activity? ris CONCEPT EXPLORATION This modern society is ushered in by a dramatic technological revolution. It is an increasingly diverse, globalized and complex media- Salurated society. According to Dr. Douglas Kellner, this technological revolution bears a greater impact on society than the transition from an oral to print culture. Education prepares students for life in this world. Amidst emerging Social issues and concerns, there is a need for students to be able to communicate, function and create change personally, socially, economically and politically at the local, national and global levels by Participating in real-life and real-world service learning projects. Emerging technologies and resulting globalization also provide unlimited possibilities for exciting discoveries and developments. 24" Century Education Contexts 21* Century Schools. Schools in the 21% century focus on @ project-based curriculum for life that would engage students in addressing real-world Problems and humanity concerns and issues. This has become an innovation in education, from textbook- driven, teacher-centered, Paper-and-pencil schooling into a better understanding of the Concept of knowledge and a new definition of the educated person, Therefore, it makes a new way of designing and delivering the curriculum. a Module 1; 21" Century Educa Schools will go from ‘buildings’ to ‘nerve centers’, with open walls and are roofless while connecting teachers, students and the community to the breadth of knowledge in the world. Teachers will transform their role from being dispensers of information to becoming facilitators of learning and help students translate information into knowledge and knowledge into wisdom. Therefore, the 21" century will require knowledge generation, not just information delivery, and schools will need to create a “culture of inquiry”. Learners will become adaptive to changes. In the past, learners spent a required amount of time in respective courses, received passing grades and graduated. Today, learners are viewed in a new context. These changes have implications for teachers: (1) Teachers must discover student interest by helping them see what and how they are learning to prepare them for life in the real world; (2) They must instill curiosity, which is fundamental to lifelong learning; (3) They must be flexible in how they teach; and (4) They must excite learners to become more resourceful so that they will continue to learn outside formal school. 21 Century learning demands a school that excites students for school, There is a little or no discipline. problem because of strong student engagement. Likewise, parents are informed about positive changes in their children. As a result, students manifest significant imptovement in basic skills of reading, writing, speaking, listening, researching, scientific explorations, math, multimedia skills and others. The 21" Century Curriculum. The twenty-first century curriculum, has critical attributes that are interdisciplinary, project-based and research-driven. It is connected to local, national and global communities, in which students may collaborate with people around the world in various projects. The curriculum also integrates higher- order thinking skills, multiple intelligences, technology and multimedia, multiple literacies and authentic assessments, including service- learning (http:/edglossary.org/21s'-century-skills). The classroom is filled with self-directed students, who work independently and interdependently, The curriculum and instruction are designed imbued with the concept of differentiation. Thus, instead of focusing on textbook-driven or fragmented instruction, instruction turns to be more thematic, project-based and integrated with skills and competencies purely not confined within themselves, but are explored through research and concept application in projects and outputs (http://edglossary.org/21-century-skills). SUILDING AND ENHANCING New LITERAGIES ACROSS THE CURRICULUM Learning is not confined through mT onan ed figures alone but rather is connected to previous experience, interests, talents and habits. ’ ‘ ironment. Typically, a 218 The 21% Century Learning Envir ye Century classroom is not confined to a literal a oor a a learning environment where students collabora’ eT ee ee exchange insights, coach and mentor one another al ie eee and skills with other students. Cooperative learning is rot i in which students work in teams because cooperation a ma te emphasis than competition, and collaborative learning i ; lan isolated learning. They use technologies, including Internet systems and other platforms. : Hence, in the process of creating a world-class 21" century and remodeling of present learning environment, building new schools ¢ school facilities can be addressed toward creating environmentally friendly, energy-efficient, and “green” schools. Inside every classroom, students shall apply their knowledge of research in life, which is a clear indication of a relevant, rigorous, 21*century real-life curriculum. An ideal learning environment also considers the kind of spaces needed by students and teachers in conducting investigations and projects by diverse groups for independent work. An ideal learning environment has plenty of wall space and other areas for displaying student work that includes a place where the parents and the community can gather to watch student performances, as well as a place where they can meet for discussions. Technology in the 21% Century Pedagogy. Technologies are not ends in themselves but these are tools students use to create knowledge for personal and social change. . | 24" Century learning recognizes full access Therefore, a better bandwidth of Wifi access soa be along areas of the school for the students to access their files and supplement their learning inside the classroom. Various laboratories and learning centers are set up in such a way that they allow a space needed for students’ simulation and manipulative works, All classrooms should have televisions to watch broadcasts cate b: the school and other schools around. Other resources in the sch 4 en also be utilized by students in creating opportunities for thelr eeesee explorations (http://www.21stcenturyschools.com/Critical _ Pedagogy. Understanding 21* Century Learners. Today's students are referred to as “digital natives”, while educators “digit 2 as “digital 3] (Prensky, 2001). Most likely, digital natives usually eee ae Module 1: 21% Century Educatic holistic and non-linear. Their predominant senses are motion and touch. They learn through experience and learn differently. Digital immigrants often reflect, are sequential, and linear. Their predominant senses are hearing and seeing. They tend to intellectualize and believe that learning is constant (Hawkins and Graham, 1994), Students’ entire lives have been immersed in the 21" Century media culture. They take in the world via the filter of computing devices, such as cellular phones, hand held gaming devices, PDAs, and laptops plus the computers, TVs, and game console at home. A survey by the Henry J. Kaiser Family Foundation found that young people (ages 8-18) spend on electronic media an average of six hours a day. In addition, many are multitasking, such as listening to music while surfing the Web or instant-messaging friends while playing a video game. The preschoolers easily navigate electronic multimedia resources on games, in which they learn colors, numbers, letters, spelling, and more complex tasks, such as mixing basic colors to create new colors, problem-solving activities, and reading. However, as Dr. Michael Wesch points out, although today's students understand how to access and utilize these tools, they use them only for entertainment purposes. Thus, students should be prepared and assisted to become media literate as they function in | ani online collaborative research-based environment with the advent of researching, analyzing, synthesizing, critiquing, evaluating and creating new knowledge. 21" Century Skills Outcome and the Demands in the Job Market. The 21% Century skills are a set of abilities that students need to develop to succeed in the information age. The Partnership for 21% Century Skills lists three types, namely: (1) Learning Skills | which comprise ‘critical thinking, creative thinking, collaborating, and communicating; (2) Literacy Skills which is composed of information literacy, media literacy, and technology literacy; and (3) Life Skills that include flexibility, initiative, social skills, productivity and leadership. | These skills have always been important in an information-based economy. | | Likewise, skills demanded in the job market include knowing a | trade, following directions, getting along with others, working hard | and being professional, efficient, prompt, honest, and fair. More so, to adapt to these jobs in this information age, students need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies and deal with the influx of information. Amidst rapid changes in the jexible, take the initiative, lead : fl World, industry requires students to be Neo fe i net when necessary, and create something ing to Partnership for 21% Century on fae ee eee mployees who can tink eically, ® Probleme sie et ie ie collaborate and communicate. pts for a creatively, innovate, academe and industry demands, sc} ols need perfect match Fee ea alstry-demanded work eve in the Curriculum ft ‘i Oy fesning com/resources/what-are-21"-century-skills). (http: i lications. 21" Century skills are * Century Learning Imp! 1 r J Deine beanie areas and the skills may be taught in a variety of both in-campus and community settings. Teachers should practice teaching cross-disciplinary skills in related courses, such as integrating research methods in various disciplines; articulating technical scientific concepts in verbal, written, and graphic forms; presenting laboratory reports to a pool of specialists, or use emerging technologies, software programs and multimedia applications as an extension of an assigned project. Likewise, accrediting organizations and regulatory bodies may require 21° century skills in the curriculum. In doing so, the assessment tools should also contain these skills, They may design or adopt learning standards that explicitly describe multi-disciplinary skills that students should acquire and master. Schools and teachers should multiple technologies, and new information, while also taking initi the process, and working collabo use a variety of applied skills, ways of analyzing and processing ative, thinking creatively, planning out ratively in teams with other students. More so, schools may allow stu in which In today’s worlg ‘ |, information and knowl increasing at a certain rat wledge are continuously i fe that no one can learn everything about ay appear true today could be roven to be false tomorrow and the jobs that th stud: may not yet exist Fev ‘udents will get after they graduate this reason, Students need to be tau fi ight how to Sera analyze and tion and they need adaptable skills that they can apply in all facets f life. Thus, merel teachi) them ideas and facts without teachi hi ; 4 a i; : life settings is no longer enough, peau ey) tis pe eae Module 1; 21" Century Education 7 Schools need to adapt and develop new ways of teaching and learning that reflect a changing world. The purpose of school should be to prepare students for success after graduation and therefore, schools need to prioritize the knowledge and skills that will be in the greatest demand, such as those deemed to be most important by college professors and employers. Hence,” teaching students to perform well in school or pass the test alone is no longer sufficient. Henceforth, teachers must realize and students must understand that no one can move toward a vision of the future unless he/she understands the socio-historical context of where they are now, what events led them to be where they are, how this can inform development of a vision for the future and how they want to get there. Thus, a clear articulation of the purpose of education for the 21st Century is the place to begin. (http:/thoughtfullearning.com/resources/ what-are-21st-century-skills) A Paradigm Shift for 21° Century Education Before 21" Century Education 21" Century Education Time-based Outcome-based Focus: memorization of discrete facts Focus: what students Know, Can Do and Are Like after all the details are forgotten. Lowerorder thinking skills in Bloom's Taxonomy, such as knowledge and comprehension Higher order thinking skills (metacog- nition); such as application, analysis, synthesis, and evaluation Textbook-driven Research-driven Passive learning Active learning Learners work in isolation and confined in, the classroom (walled classroom) . Teacher-centered: teacher is dispenser of knowledge, information and attention. ~ | student-centered: teacher is facilitator Learners work collaboratively with classmates and others around the world (global classroom). coach of students’ learning. Lite SSO slicont epson IScij and ae Problems" — No trust between educators nts, Little student motivation, Fragmented Curriculum Grades take N from formal entered in assessment measures the class record for feporting purposes Assessment is for marking purposes and placed as Part of lesson plan structure Low expectations. What students receive is what. | they get. Teacher is judge. No one else sees ‘student work. Outputs are assessed using structured metrics, Curriculum is irrelevant and meaningless to the students. Print is the primary vehicle of leariing and assessment. Student diversity is ignored 2 SMNANGING New Literacies Across THE CURRICULUM _| Great deal of student freedom. assessment. | No “discipline problems" - Students and teachers have mutual respect and relationship as co-learners. High student motivation, Integrated and Interdisciplinary cu Grades are based on students’ perfor- mance as evidence of learning outcome Assessment is important aspect of instruction to gauge learning outcome High expectations that students s learning to high extent. Self, peer and others serve as evaluato of student learning using wide range of metrics and authentic assessments, Curriculum is connected to students’ interests, experiences, talents and the rec world. Performances, projects and multiple forms of media are used for learning and Curriculum and instruction address student diversity. Students just follow orders and instructions while listening to teacher's lecture. Literacy is the 3 R's (reading, writing and ‘rithmetic) problems. Students are empowered to lead and initiate while creating solutions and solving ‘4 Multiple literacies of the 21* Century aligned to living and working in a globalized new society. Factory model, based upon the needs of employers for the Industrial Age of the 19" century Global modet based upon the needs of a globalized high-tech society (Source: http:/www.21"CenturySchools.com) The paradigm shift from the 20" to the 21% Century, shows that the structure and modalities of education have evolved. Students become the center of teaching-learning process in the 21% Century using wide array of technological tools to assist them in exploring knowledge and _ information needed in surviving the test of time and preparing for future career endeavors. Assessment has been made varied to address multiple literacy development in diverse contexts. Teachers turn to become facilitators rather than lecturers Mend dispensers of information. As such, curriculum is designed in a way that reshapes the students’ holistic perspectives. a - it connects to life in the real world, interconnected with other disciplines and : The Critical Att Education, ributes of 274s Century Education continuously “ changes ime. There is The following are eight attributes of 21* Century education’ implications: j ye ion and their 1. Integrated and Interdisciplinary. Education in the 24% Century is characterized by interfacing various disciplines im an integrated manner rather th; an_compartmentalizing its Subsequent parts. This critical attr ribute implies the need to review the curriculum and create Strategies infusing different subjects toward enhancing the learning experiences of students. Technologies and Multimedia. Education in. the 215 Century makes optimum use of available Information and Communication Technology (ICT), as well as multimedia to improve the teaching and learning process, including online applications and technology platforms. It implies a need to acquire and use computers and multimedia equipment and the design of a technology plan to enhance learning at its best. 3. Global Classrooms. Education in the 21% Century aims fo produce global citizens by exposing students to the issues and concerns in the local, nationat and global societies. This critical . attribute implies the need to include current global issues/ ; concerns, such as peace and respect for cultural diversity, climate change and global warming in classroom discussions. 4. Creating/Adapting to Constant Personal and Social Change and Lifelong Learning. Education in the 21* Century subscribes to the belief that learning does not end within the four walls of the classroom.: Instead, it can 'take place anywhere, anytime regardless of age. This means that teachers should facilitate students’ learning even beyond academics. Therefore, it should not end with. requirement compliance and passing the exams, but also for transferring and applying | knowledge to a new context or real-life situations. As such, the curriculum should be planned in such a way that. students will Literacies ACROSS rue CURRICULUM : ide the schoo! for life. i ’ 0 Butoine ano EnHancinc New to learn even outs! continue : 5, Student-Centered. Education in the 2p CoE ans fous on students as learners while addressing their needs. in the 218° Century ‘ 5s ion iS relevant ii Differeritiated instructi ity factors and issues are taken classrooms, where diversi + tak into account and addressed when planning and delivering instruction, including their learning styles, interests, needs and abilities. in the 21 Century - Is. Education 2a Century Skill in becoming productive Kills needed demonstrates the & ing the basic skills of reading, 0 develop life and members of society: ,, students should als ! ich as critical and writing and numeracy, : work skills in 21% Century communities, su i creative thinking, problem-solving and decision-making and ICT lies that teachers should — literacy and skills. Therefore, it impli possess these skills first before their students. d Research-Driven. 21% Century education ce-based decision- emphasizes data, information and eviden' D making through student activities that encourage active learning. This implies the need for knowledge and skills in research, such as self-directed activities, learning projects, investigatory projects, capstones and other research-based output. 7. Project-Based an rid. Education in the 21%) to real-life experiences of information .s and Real Wo. 8. Relevant, Rigorou: | as it connects Century is meaningful learners. It implies the use of current and relevant linked to real-life situations and contexts. (http:/iflex.innotech. org/GURO21/module1/11_S.html) The Characteristics of a 21" Ceniury Teacher The 21% Century teaching-learning environment becomes more complicated brought by technological changes. Therefore, teachers should be able to cope with and adapt to these changes. pe teachers must be equipped with attributes, knowledge ane Bese cing 21% century education so that they may be al integrate them in their t i a See ca sx ir teaching. 21° Century teachers are 1. Multi-literate. Teachers know how to use various pr echnologies in teaching. : i : ™ 2. Multi-s jalis ae eal Teachers are not only knowledgeable in the », Subject they teach but also in other areas so that they Module 1: 21* Century Education 11 can help the learner build up what they gain in the classroom and outside the school and make sense of what was learned. . Multi-skilled. Teachers cope with the demand ‘for widening learning opportunities by being skillful not just in teaching but also in facilitating and organizing groups and activities. 4. Self-directed. Teachers are responsible for various aspects of school life and know how to initiate action to realize the learning goals of the students and the educational goals of the country, at large. Lifelong learner. Teachers embrace the ideal that learning never ends. Therefore, teachers must be constantly updated on the latest information related to their subject and pedagogic trends. They should also share what they are learning with their students and colleagues with a high sense of professionalism. 2 gr Flexible. Teachers are able to adapt to various learning styles and needs of the learners. They can facilitate learner-centered teaching with flexibility using alternative modes of delivery. DF Creative problem solver. Teachers create innovative ideas and effective solutions to the arising problems in the field, be it in the classroom, in the school or the profession as a whole.

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