Teaching and learning is changing rapidly in the 21st century when compared to past centuries. With the development of a global movement that requires a new way of learning in the 21st century. Formal education needs to be changed to enable new styles of learning that are needed to handle complex global challenges. Therefore, where in past centuries teachers have been required to used what is known as constructive teaching methods, in the 21st century teachers are required to use what is known as active learning strategies. Other factors that are adding to the changes of 21st century teaching and learning are globalisation, social change and technology.
Part 2: Preparing Students and Teachers for the 21st Century Teachers today must go beyond the core academic subjects, working actively to integrate 21st century skills and themes across the curriculum to prepare students for an increasingly complex and unpredictable future (Kay, 2009). While a range of definitions exist, 21st century skills largely center on “strong communication and collaboration skills, expertise in technology, innovative and creative thinking skills, and an ability to solve problems” (Larson & Northern, 2011, p. 121). Effective teaching today must incorporate such skills regularly across the curriculum, thus shifting teaching from a traditional ‘sage on the stage’ to that of a ‘guide on the side’ with a more student-centered approach. Learning becomes less about acquiring knowledge and more about the application of knowledge in authentic situations (Larson & Northern, 2011). With this shift in teaching, students can become more engaged and involved in their learning as they are given opportunities to be challenged by work that has greater meaning and connection with their personal lives and future.
Teachers help engage, discuss, inquire, and question students on their learning; it is more student-centered. The teacher is the prompter, the resource, the assessor, the organizer, the participant, and the tutor of the student to help improve learning, and influence practice and production. The educational technology standards for students and skills required to in the 21st century are: creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, digital citizenship, and technology operations. As for the educational
Progressivists feel that student’s learning is increased and more meaningful when engaged in activities that have meaning to them. Jerome Bruner’s approach, discovery learning, asserts that students must be active in the learning process to learn. The teacher presents the students with examples and the students discover the principles for themselves instead of relying on the teacher’s explanations. A similarly related instructional method of Bruner’s is guided discovery, a method in which the... ... middle of paper ... ...tuations in order to engage the student’s interest. I will assist my students in developing new insights and connecting them with their prior learning.
Technology Infusion The current trends in improving educational achievement address specific concerns that focus on increasing student’s achievement. Teachers, administrators, parents and community stakeholders want the educational environment conducive for learning. The use of technology will assist students in the workplace and increase their high order thinking skills needed to effectively function in our global society. Harvey –Woodall (2009) suggests that educators of the 21st century must become knowledgeable of different facets of technology available for the classroom to enhance instruction. It is important to note that the use of technology in the classroom can foster learning and improve student’s critical and reflective thinking skills.
It is important that I stay on the right track with the framework for the 21st century learning process. My lesson plan relies on this learning process. “A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future” (P21, n.d., para.7). While this project and lesson is made for students to have fun with learning, it also has a way in teaching them life lessons. This is what education is all about.
As a classroom teacher and a future educational leader, I must continue to learn new technologically innovating practices to increase my students’ engagement and foster the skills they will need to succeed in college and their careers in the 21st century. My students are accustomed to getting their information quickly through the Internet and other media, so I need to ensure that I am preparing them to become integral members of a global society that is increasingly technologically savvy. In my third grade classroom, I regularly use technology to support and enhance instruction, engage students, and increase motivation. I currently use basic technology to support instruction in my classroom in many ways. For example, students use PowerPoint to create their presentations on freedom fighters such as Susan B. Anthony and Caesar Chavez.
The Foundation for Learning Students past interests, experiences, prior knowledge, references and thought processes can effective the way students learn, process information and remember due to prior experiences, how it made them feel and their personal views and attitude towards specific subjects and can alter the way they learn new material and concepts because of this meaningful learning is important. It is a teachers job to have teach students in a way that can relate to their background knowledge and insure that material in on a level the student an process. Material and lessons should be relevant to the student to make it easier to promote learning in the classroom. However, learning cannot occur without having a prior foundation because this gives a basis from which to build. “The link between past experiences, student interest, and present learning is that we draw upon previous experiences and memories as we learn” (Slavin, 2006).
By utilising theories of teaching and learning, teachers will increase their knowledge of developmental levels in the students and understand the way students process and construct knowledge. The need to accept and understand learners with exceptionalities has an impact on the teachers and learners within the classroom. Classrooms are by nature multidimensional, full of simultaneous activities, fast paced and immediate, unpredictable, public and affected by the history of students, and teachers’ actions (Eggen & Kauchak, 2010)
Results have shown that students who are able to assess their own learning, understand where there learning is and take control of their learning learn invaluable life skills (Organisation for economic co-operation and development [OECD], 2005), ‘Students who are actively building their understanding of new concepts (rather than merely absorbing information) and who are learning to judge the quality of their own and their peers’ work against well-defined criteria are developing invaluable skills for lifelong learning.’ (Organisation for economic co-operation and development [OECD], 2005). By bringing self-assessment into the classroom teachers are helping their students to succeed. ‘Pupils who become skilled in self- assessment make impressive learning gains.’ (Abbott, Brooks & Huddleston, 2012, p. 126.). Self-assessment sparks better student learning as students are reflecting on their learning and are able to see more clearly their strengths and weaknesses.