Presenter by: Mr Lhaten

21st century Education OR Educating for 21st Century

What and why is 21st Education?

Is a education through innovation, critical and technology skill oriented

Learning by participating in real-life, real-world service learning projects

diverse, globalized, and complex, media-saturated society

To fit in the world after few years. Impossible into possible

adapt in 21st century skills: (7 survival skills) • Critical Thinking and Problem Solving• Collaboration across Networks and Leading by

Influence• Agility and Adaptability• Initiative and Entrepreneurialism• Effective Oral and Written Communication• Accessing and Analyzing Information• Curiosity and ImaginationSource- Tony Wagner in his book, The Global

Achievement Gap

Framework for21st Century Learning

Core Subjects and 21st Century Themes

21st century interdisciplinary themes into core subjects:•Global Awareness•Financial, Economic, Business and Entrepreneurial Literacy•Civic Literacy•Health Literacy•Environmental Literacy

Core Subjects• English, reading or language arts• World languages• Arts• Mathematics• Economics• Science• Geography• History• Government and civics

Learning for the 21st Century identifies various types of learning skills

into three key areas

Learning for the 21st Century

Learning and Innovation SkillsLearning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include:

•Creativity and Innovation•Critical Thinking and Problem Solving•Communication and Collaboration

Information, Media and Technology SkillsToday, we live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as:

•Information Literacy•Media Literacy•ICT (Information, Communications and Technology) Literacy

Learning for the 21st Century

Life and Career Skills Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as:

•Flexibility and Adaptability•Initiative and Self-Direction•Social and Cross-Cultural Skills•Productivity and Accountability•Leadership and Responsibility

Learning for the 21st Century

21st Century Skills is a Fusion of the 3R’s with the 4C’s

3 R's of education-Reading, writing and arithmetic -the 3 R's encompass the subject curriculum and

the 4 C's

20th Century and 21st century classroom

• Time-based• Focus: memorization of discrete

facts• Lessons focus on the lower level

of Bloom’s Taxonomy –Textbook-driven

• Passive learning • Learners work in isolation –

classroom within 4 walls• Teacher-centered: teacher is

center of attention and provider of information

• Little to no student freedom• “Discipline problems" – educators

do not trust students and vice versa. No student motivation.

• Fragmented curriculum• Grades averaged• Low expectations

• Outcome-based• Focus: what students Know,

Can Do and Are Like after all the details are forgotten

• Upper level of BT.• Research-driven• Active Learning • Learners work collaboratively-

Global Classroom• Student-centered: • No “discipline problems” • Integrated and Interdisciplinary

curriculum• Grades based on what was

learned

Schools will go from ‘buildings’ to 'nerve centers', with walls that are porous and transparent, connecting teachers, students and the community to the wealth of knowledge that exists in the world.”

Teacher - dispenser of information to orchestrator of learning and helping students turn information into knowledge, and knowledge into wisdom.  The 21st century will require knowledge generation, not just information delivery, and schools will need to create a “culture of inquiry”. 

Learner - In the past a learner was a young person who went to school, spent a specified amount of time in certain courses, received passing grades and graduated.  Today we must see learners in a new context:

First – we must maintain student interest by helping them see how what they are learning prepares them for life in the real world. 

Second – we must instill curiosity, which is fundamental to lifelong learning. 

Third – we must be flexible in how we teach.

Fourth – we must excite learners to become even more resourceful so that they will continue to learn outside the formal school day.”

• iKids

• ePal (global classroom)

“If we teach today’s students as we taught yesterday’s, we rob them for tomorrow”. John Dewey.

References• • Kellner, Douglas;

New Media and New Literacies: Reconstructing Education for the New Millennium

• Grant, Jodi, Director of the After School Alliance; Fourteen Million Kids, Unsupervised

• McLeod, Scott, Dangerously Irrelevant• Time, Learning and Afterschool Task Force,

A New Day for Learning• Belasco, James A., Teaching the Elephant to Dance, 1991• Wesch, Michael, Ph. D. See his works at Digital Ethnography.

(separate footnotes to be added for each web page and video cited)

Second session Teaching strategies.

Differences between active and passive learning

Teacher-centred passivelearning

1.Exposition2.Whole-class teaching3.Teacher providesknowledge4.Students empty vessels which need filling up5.Teacher-imposeddiscipline6.Learning styles limited

Student-centred activelearning

1.Inquiry/discovery2.Group work3.Teacher acts asguide/facilitator4.Student ownership of ideas and work5.Student self-discipline6.Wide range of learningstyles

Why Active Teaching and Learning?

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Does active learning work in practice?

Well, if Active Learning works,why don’t more teachers use it?

•We tend to teach the way we were taught, rather than in the way that works best.

•We know too much, and rather enjoy explaining.

32Source: http://www.geoffpetty.com/activelearning.html

http://w3.gre.ac.uk/~bj61/talessi/atl.html

Active Learning (teaching)Strategies

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Tell me, and I will forget.Show me, and I may remember.

Involve me, and I will understand.

Inquiry Based Learning

“If we are only teaching what we know, our children can only do as bad as we are doing, and this is the challenge we are facing – we have to go beyond it.” (Pauli, 2009, TEDx)

“Inquiry is something that students do, not something that is done to them.”

Inquiry and the National Science Education Standards

Inquiry Based Learning

• Traditional education (Chalk and Talk/ lecture)

- Focus on ‘what we know’ (facts)

- Direct transfer of knowledge from teacher to student

- Teacher’s role = dispense knowledge

- Student’s role = receive knowledge

Inquiry-Based Learning

- Focus on ‘how we are knowing what we know’ (evidence)

- Indirect transfer of knowledge

- Teacher’s role = facilitator of learning

- Student’s role = active, independent learner (investigator)

Why inquiry base learning? Inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas and observations at the centre of the learning experience students' cognitive development (Hofstein et al., 2005; Wallace et al., 2003),Develop skills necessary to become “independent inquirers”. (Ferko & Ferko.,2005)the development of flexible and adaptive thinkers, and the encouragement of students' creative thinking and handling risk-taking situations (Zion, 2007; Gürses et al, 2007; Trumbull et al., 2005).

Three components of IBL

1. An understanding of student learning. Students attempt to make sense of the world

around them – to make it predictable – by looking for patterns and relationships in their experiences and through interaction with others.

Students construct their understanding through reflection on their experiences.

Three components of IBL cont.

2. The nature of inquiry. Explore: students become familiar with the

phenomenon they will study. Investigate: Students plan and carry out

investigations. Draw Final Conclusions: students synthesize what

they have learned and come to some final conclusions.

Communicate: Students communicate their new understanding to a wider audience.

Three components of IBL

3. A focus on content.An overview of important concepts often appears frameworks and syllabus. But the specifics depend heavily on the local context and the interests of students and teachers.

1. Bloom’s Taxonomy (high level questions)

2. Asks Questions that Motivate

3. Utilizes wide variety of resources

4. Teacher as Facilitator

5. Meaningful products come out of   inquiry-based learning

Five Characteristics of IBL

1.Inference Questions2.Interpretation Questions3.Transfer Questions4.Questions about Hypotheses5.Reflective Questions

Five Kinds of Questions Need to be Asked in IBL

“The most valuable questions are those that lead to other questions and

provide germs for future investigations” (Lucas, Broderick, Lehrer, &

Bohanan, 2005).

Students Doing IBL

*They look forward to learning. *They demonstrate a desire to learn more. *They seek to collaborate and work cooperatively with teacher and peers. *They are more confident in learning, demonstrate a willingness to modify ideas and take calculated risks, and display appropriate skepticism.

http://www.thirteen.org/edonline/concept2class/inquiry/index_sub2.html

Students view themselves as learners in the process of learning.

Example of IBL

Examples of student responses What will be the product of

4x4? “The answer is 16.” “I agree with what _____ said,”

or alternatively, “I disagree with what ______ said.”

Examples of prompts used by students and teachers to extend the contribution

“Can you give a reason for why you agree (or disagree) with what _____ said?”

“What’s your evidence?” “How do you know the

answer is 16? Can you share with us how you got that answer?”

Photo story telling

Provide software and install in their laptops Present how to make a photo story

Divide into 5 groups and ask them to create 1 min photo story(8 mins)Presentation of photo story telling in groups.

Concept Cartoons

Features of Concept Cartoons

Adapted from Talking Science, Thinking Science: Making Teaching and Learning More Dialogic [A Workshop for Science Educ 6ators]by Mr. Stuart Naylor, 14 March 2011, SEAMEO RECSAM, Penang, Malaysia.

• Puts forward a range of viewpoints about the topic.

Offers new ways of looking at the situation –make situation problematic and provide a stimulus for developing ideas further.

•Designed to intrigue(curiosity),promote discussion and to Stimulate higher thinking.

Concept Cartoons

Generally, concept cartoons helps in following;•To solve and determine students’ misconceptions•To provide the active participation of students in the learning process•To create the discussion environment•Retention of existing knowledge of students•To enable students to express their idea

Concept Cartoons promote talking & thinking:•by providing an engaging stimulus•by using familiar situations•by presenting a situation that invites learners to join in with a conversation•by using plausible alternatives to create cognitive conflict and promote discussion•by inviting learners to justify their views using reason and evidence

Concept Cartoons

Adapted from Talking Science, Thinking Science: Making Teaching and Learning More Dialogic51

Concept CartoonsIn concept cartoons, according to Keogh, Naylor and Wilson (1998); Keogh and Naylor,(1999a);•It should be used minimal amounts of text, so that they are accessible and inviting learners (of any age) with limited literacy skills.•Scientific ideas are applied in everyday situations, so that learners are challenged to make connections between the scientific and everyday.•The alternative ideas put forward are based on research that identifies common areas of misunderstanding, so that learners are likely to see many of the alternatives as credible•The scientifically acceptable viewpoints will be included amongst the alternatives.•The alternatives put forward all appear to be of equal status, so that learners cannot work out which alternative is correct from the context.

How Can Concept Cartoons Be Used?Possibilities include:•Discuss who you agree with.•Think-pair-share your ideas.•Discuss why each character has his/her idea.Groups might take one character each, and feedback to the class.•Put the alternatives on a Most likely to Leastlikely spectrum line.

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Concept Cartoon 11. Discuss the

conversation the characters are having.

2. Which one of the characters do you agree with?

3. Why?4. How could you

investigate the situation to find out which alternative best explains what is happening scientifically?

5. Share your ideas.

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Concept Cartoon 2

11

1. Discuss the conversation the characters are having.

2. Which one of the characters do you agree with?

3. Why?4. How could you

investigate the situation to find out which alternative best explains what is happening scientifically?

5. Share your ideas.

Concept Cartoon 31. Discuss the

conversation the characters are having.

2. Which one of the characters do you agree with?

3. Why?4. How could you

investigate the situation to find out which alternative best explains what is happening scientifically?

5. Share your ideas.

Concept Cartoons: Activity

59

Math

General

General

The 5 E Instructional The 5 E Instructional ModelModel

Engage

Explore

ExplainElaborate

Evaluate5 E’ Lesson

Elicit

Extend

EngageEngage Activity which will focus student’s attention, Activity which will focus student’s attention,

stimulate their thinking, and access prior stimulate their thinking, and access prior knowledge.knowledge.

DemonstrationDemonstration ReadingReading Free WriteFree Write Analyze a Graphic OrganizerAnalyze a Graphic Organizer KWL (Know already ~ Want to know ~ Learn) This is the “KWL (Know already ~ Want to know ~ Learn) This is the “elicit”elicit” part part BrainstormingBrainstorming

Student asks questions such as:Student asks questions such as:Why did this happen? Why did this happen? What do I already know about this? What do I already know about this? What have I found out about this?What have I found out about this?Shows interest in the topic.Shows interest in the topic.

ExploreExplore Activity which gives students time to think Activity which gives students time to think

and investigate/test/make decisions/problem and investigate/test/make decisions/problem solve, and collect information.solve, and collect information.

Perform an InvestigationPerform an Investigation Read Authentic Resources to Collect Read Authentic Resources to Collect

InformationInformation Solve a ProblemSolve a Problem Construct a ModelConstruct a Model

ExplainExplain Activity which allows students to analyze their Activity which allows students to analyze their

exploration. Student’s understanding is exploration. Student’s understanding is clarified and modified through a reflective clarified and modified through a reflective activity.activity.

Student Analysis & ExplanationStudent Analysis & Explanation Supporting Ideas with EvidenceSupporting Ideas with Evidence Structured QuestioningStructured Questioning Reading and DiscussionReading and Discussion Teacher ExplanationTeacher Explanation Thinking Skill Activities: compare, classify, Thinking Skill Activities: compare, classify,

error analysiserror analysis

ElaborateElaborate Activity which expands and solidifies Activity which expands and solidifies

student thinking and/or applies it to a student thinking and/or applies it to a real-world situation.real-world situation.

Problem SolvingProblem Solving Decision MakingDecision Making Experimental InquiryExperimental Inquiry Thinking Skill Activities: compare, classify, applyThinking Skill Activities: compare, classify, apply

EvaluateEvaluate Activity which allows the teacher to assess Activity which allows the teacher to assess

student performance and/or student performance and/or understandings of concepts, skills, understandings of concepts, skills, processes, and applications.processes, and applications.

Any of the Previous ActivitiesAny of the Previous Activities Develop a Scoring Tool or RubricDevelop a Scoring Tool or Rubric Performance AssessmentPerformance Assessment Produce a ProductProduce a Product Journal EntryJournal Entry PortfolioPortfolio Extend

Create Inquiry-Based Lessons the Easy Way!

What are the first things you need to consider?

Learning objectives: What do you want your students to know/be able to do once they finish this activity?

Standards: What national/state/local standards will do you want to address with this activity?

Once you know where you want to go, the 5-E Model makes it easy to plan your lesson.

Simply plug appropriate activities into each step.

Elicit E. Bring in a dandelion that has developed into seed

and ask question to find out what they know of different types of seeds and their dispersal.

OR

S. Show the pictures of different impact of disaster. Discuss and find out the disasters they know, experienced and how they can/cope with them

Engage E. Bring in a dandelion that has developed into seed and ask students what happens when the wind blows or substitute a brief film clip showing the same thing

http://www.youtube.com/watch?v=u8_gDqZGSq4

OR

S. Show the brief video clip of disaster and ask students (or groups of students) to list at least 6

different kinds of disaster. Have groups share their most feared disaster.

Explore E. Ask students to work in small groups outside to locate 5 different types of seeds from flowers, trees,

and shrubs in the schoolyard and have them determine how their seeds are dispersed.

OR

S. Take student groups to the library or computer lab. Find out the different types of disaster that

occur frequently in the world and in Bhutan and the impact on the society.

ExplainE. Groups will share their seeds and dispersal ideas

with the rest of the class. Have students compare similarities and differences between the seeds

collected.

OR

S. Have each group share their results. Have students offer suggestions about which disaster seemed to be most dangerous and more likely to

happen in Bhutan.

ElaborateE. Have each group (or each student) design their own seed, using paper, string, glue, crayons, and

other craft supplies. Take the models outside and try them to see how they work.

OR

S. Groups can design a research project on any one disaster and ways to prevent and prepare for it.

These will include a hypothesis, experimental design, data collection and analysis, and conclusions.

EvaluateE. Have students write a story or draw a picture,

describing the life of their seed, how its structure helps it move from place to place, and what it might

observe as it moves to a new germination spot.

OR

S. Students will write a formal report using the detailed ways of reducing the risk of disaster and

ways to be prepared for the disaster.

ExtendE. Have students design a shape using different materials that can fly the furthest and state how

shape and design is used in flying objects or can be used in practical models .

OR

S. Have students to design posters or draw an awareness campaign plan on disaster management

• Divide yourself into 10 groups.• Select any topic (chapter number= Group number)• Design a 5E model instruction for the chosen topic.

(Time -15 mins)• Presentation ( 10 mins)

Activity