The Teaching -Learning Matrix

 

 

6.2.1-21st Century Skills and Curriculum (con¹t)

 

 

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

OVERVIEW :There are six key elements for fostering 21st Century Learning

 

 

(5)  CORE SUBJECTS:

1.Emphasize core subjects. Knowledge and skills for the 21st century must be built on core subjects. No Child Left Behind identifies these as English, reading or language arts, mathematics, science, foreign languages, civics, government, economics, arts, history and geography. NCLB requires that students be technology literate by the end of the eighth grade.

2. The challenge is to focus beyond "basic competency" to understanding the core academic content at much higher levels

(7) 21st CENTURY LEARNING SKILLS:

1.  Use 21st century tools to develop learning skills. proficient in literacy, defined as ³the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge, and communicate with others in order to participate effectively in society.²

2.     Students and teachers must  use 21st century tools to build ³content knowledge, access and communicate information, manage complexity, solve problems and think critically and creatively.²(Skills 2003)

3.     The goal is for students to learn with information and technology, not learning about information and technology.

 

 

(6) LEARNING SKILLS:

1.     To cope with the demands of the 21st century, "students need to know more than core subjects. They need to know how to use their knowledge and skills-by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, and making decisions."(Salpeter 2003)

2.  See Table in (3) above

 

(8) 21stCENTURY CONTEXT:

Experiences that are relevant to students' lives, connected with the world beyond the classroom, and based on authentic projects are central to the sort of education the Partnership for 21st Century Skills defines as the appropriate context for learning in the Information Age.

 

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(9) 21st CENTURY CONTENT:

Civic literacy---Learning from and working collaboratively with individuals

representing diverse cultures, religions and lifestyles in a spirit

of mutual respect and open dialogue in personal, work and

community contexts.(Skills 2003)

 

(10) NEW ASSESSMENTS THAT MEASURE 21st CENTURY SKILLS:

1.     New Assessments that Measure 21st Century Skills: "As pervasive as assessment seems to be today," the report says, "it remains an emerging and challenging field that demands further study and innovation."

2.     Recommendations include moving beyond standardized testing as the sole measure of student learning; balancing traditional tests with classroom assessments to measure the full range of students' skills; and using technology-based assessments to deliver immediate feedback.(Salpeter 2003)