21st Century Brochure 7 5 10

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    Observations, interviews, and focus group sessions forthis research project took place in China, England,

    Wales, and the United States. This project wassupported by the Georgia Southern University and the

    Georgia Professional Standards Commission (GaPSC).

    Additional information about this study can be obtained from:Brenda Marina, Ph.D., Project [email protected]

    orCindi Chance, Ed.D., Co-Director,[email protected]

    Pamphlet designed by:Brenda Marina, Ph.D.,[email protected] Renae Story, M.Ed.,[email protected]

    What is 21st Century

    Teaching & Learning?

    A Briefing of the Georgia Southern

    University Global Education

    Research Collaborative Initiative

    A Global Education & Teacher

    Quality Study

    2009 - 2010

    mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

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    What we wanted to do

    Using interviews and observations define and describepractices and policies that have had a positive impact onschool improvement.

    Compare and contrast the effectiveness of major educationalreform policies from effective schools/systems.

    Engage school and university leaders in cross-culturaldiscussions on middle & secondary schoolpolicy and practices.

    What we saw

    For the purpose of this document, this pictorial representation does notdetail numeric values from the result of our observation instrument.

    Student centered instruction included hands-on/active learning andhigher order questions asked by students. Teacher centered instructionincluded teacher directed lectures and of integration technology intoinstruction. Both methods were observed in high performance schools.

    To define and describe the 21st century teaching andlearning we asked:

    School Teachers, Principals, School Board Members,

    Teacher Prep Faculty and Education Policy Makers.

    What is 21st

    Century

    Learning?

    Policies?

    PolicyMakers

    University

    Principals

    and

    Assistant

    Principals

    Teachers

    School

    Board

    (Governors)

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    What we heard

    Essential skills for 21st Century Learners

    use of application of technology transfer of learned skills to applicable daily routines information technology skills passion for growth and

    knowledge acquisition

    globally minded technology literate ability to question and think logically and creativity variety of learning styles effective communication the confidence to learn to take risks ability to initiate ones own learning awareness and understanding of the world

    What we found

    Policies that had the greatest impact on common educational

    issues were No Child Left Behind (NCLB) in the United States;

    Every Child Matters (ECM) in the United Kingdom; and the One

    Child Policy (OCP) in China. These issues also had an impact on

    teacher quality. Conversations on the community to the policies

    and practices led to defining Teacher Quality.

    Teacher Qualitywas defined as

    recognizing that different individuals learn in different ways autonomy for students to decide what is for them collaboration at all levels and with diverse communities the ability to judge the current position of students and plan

    the next step

    ability to facilitate change and to embrace change deliver child centered lessons that enthuse and motivate

    children

    the ability to assess the quality of learning and the needs ofindividuals to support their student development

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    Teachers who are aware of the big picture are also aware of

    the diversity and experiences and the directions their pupils

    will be headed.

    Head teacher, UK

    University level students must have general education

    and they need the broader education. University Faculty,

    China

    Quality teaching facilitates high student achievement at alllevels for students. Superintendent, US

    Teacher quality should be assessed in relation to the

    quality of learning and the students capacity to continue to

    learn in the future.

    Principal, UK

    Knowledge is not the only purpose It broadens the

    horizon to build character and values, that's the strategy to

    infuse knowledge its a holistic purpose. Principal,

    China

    Change the culture of teaching teach for holistic

    educationincluding exercise. University Faculty, US

    Whats next?...

    It is critical that educators and scholars continue

    to gather information about teaching and

    learning and share it with educators and policy

    makers at all levels. Increased collaborationsbetween schools and universities was

    recommended by the participants in this study.

    Teacher/faculty exchange programs and cross-

    cultural research projects were the foremost

    activities suggested.


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