WHAT SKILLS DO YOU NEED FOR THE 21ST CENTURY? ARE

YOU READY?

TOPIC: 21ST CENTURY SKILLS OF TEACHERS

NCBTS: DOMAIN 7-PERSONAL AND PROFESSIONAL COMPETENCIES OF TEACHERS

At the end of this module, the learner should be able to:

Identify the different skills teachers need in the 21st century;

Discuss the importance of each skill and how it can be applied in the teaching- learning process;

Participate actively in the discussion; and,

Write a pledge/commitment on becoming a twenty-first century teachers.

What do I need to learn?

What do 21st century educators have to learn to make learning more fun and enjoyable?

What are the ideal traits that characterize the A-1 teacher of the 21st century? What do teachers need to do to be attuned with to the paradigm shifts in education? These shifts that are present in the educational system revolve around these areas:

The learner

The access to various forms of information

The ability to network

The emergence of a new breed of teachers

The 21st century teachers perform various roles which are really very different from the traditional or classic educator.

What do I need to know?

21st Centur

y Teacher

The risk taker

The Collaborat

or

The model

The leader

The visionary

The learner

The communi

cator

The Adopto

r

Andrew Churches illustrates a detailed picture of the new breed of educators.

TRAITS CHARACTERISTICS

The ADAPTOR – Able to adapt the curriculum and the requirements in innovative and creative ways.

The VISIONARY – Able to see across the disciplines and through the curricula.– Able to use energizing tools and web technologies.– Able to see ideas and use these in his/her classes.

The LEARNER – Able to continue learning and absorb experiences and knowledge; and,

– Must endeavor to stay current. The COMMUNICATOR – Is fluent in tools and technologies for communication and

collaboration. The LEADER – Able to lead in the process of ICT integration.

The MODEL – Able to exemplify model behaviors that one expects from his/her students.

– Able to model tolerance, global awareness and reflective practice.

The COLLABORATOR – Able to use collaboration tools to enhance and motivate learners to share, contribute, adapt and invent.

The RISK TAKER – Able to take risks and surrenders oneself to students’ knowledge

– Able to trust his/her students.

According to the partnership for 21st century

skills, these are the teaching skills we need to

include:

Information, media literacy and communication

skills

Thinking and problem-solving

Interpersonal, collaborative and self-direction skills

Global awareness

Economic and business literacy including

entrepreneurial skills

Civic literacy

The core of John Dewey’s philosophy is learning by doing.

Teachers don’t want to teach the theories and principles alone but

to apply these learnings in their daily life.

With all the varied resources available today, the learners

get closer to the sources of information than they could before.

The stress on problem-solving and critical thinking is really vital in

the teaching-learning process. Group work and social skills play a

vital role in the functioning of a globalized economy. The students

need to learn through collaborative learning projects.

Social community and integrating community-based projects

into curriculum enhance/enrich students’ awareness of life beyond

schools.

As 21st century educators, Tony Wagner in his book, The Global Achievement Gap stresses the seven survival skills:

Seven Surviv

al Skills

Critical Thinking

and Problem Solving

Collaboration Across Networks

and Learning by

Influence

Agility and Adaptability

Initiative and Entrepreneurnali

sm Effective Oral

Communication

Accessing and

Analyzing Information

Curiosity and

Imagination

Wagner cited that today’s learners are called digital learners and today’s teachers are digital immigrants.

With the changes in the educational system, education must be structured to meet the needs of students in the 21st century. The terms, school, teacher, learner and curriculum have evolved to have different meanings. Old Paradigm New Paradigm

School

• “buildings” • Nerve centers• Walls are transparent• Connecting teachers, students

and community to the wealth of knowledge that exists in the world.

Teacher

• Dispenser of Knowledge

• Orchestrator of learning• Help students to turn information

into knowledge, knowledge to wisdom.

Learner

• Young person who goes to school and spends time in certain courses: receives grades and graduates

Learners are seen in a new context:• Helping them see how they

prepare for life in the real world• Instilling curiosity for life-long

learning

• Being flexible in how we teach.• Exciting learners to become

resourceful so that they continue learning after schooling.

Curriculum • Teacher-centered; fragmented curriculum

• Time-based

• Memorization of discrete facts

• Focused on lower-levels of Bloom’s Taxonomy of Objectives

• Textbooks-driven

• Passive learning

• Learners work in isolation

• Real life; relevant, project-based 21st century education

• Outcome-based

• Focuses on what students know, can do and are like after all the details are forgotten

• Designed for the higher levels of Bloom’s Taxonomy of Objectives

• Research-driven

• Active learning

• Learners work in collaboration

Curriculum • Teacher as the center of attention

• Little to no student freedom

• With discipline problems; teachers don’t trust students

• No student motivation

• Fragmented curriculum

• Grades averaged

• Low expectations

• Teacher is judge

• Teacher is the facilitator/coach

• Great deal of student freedom

• No discipline problems; students and teachers have mutually respectful relations as co-learners

• Students are highly motivated

• Integrated/ interdisciplinary curriculum

• Grades are based on what was learned

• High expectations

• Self-; peer, and other assessments; public audience and authentic assessment

Curriculum • Curriculum is irrelevant and meaningless to students

• Print is the primary vehicle of learning and assessment

• Diversity of students is ignored and assessments

• Literacy in the 3R’s

• Factory model-based on the needs of the employers for the industrial age______

• Curriculum is connected to students’ interests, experiences, potentials and the real world

• Performances, projects and multiple forms of media are used for learning and assessment

• Addresses multi-diversity of students

• Multiple literacies of the 21st century- aligned to living and working on globalization and the new millennium

• Global model based on the needs of a globalized and high-tech society.

The 21st century learning proponents advocate an expanded set of educational goals as indicated by the Partnership for 21st century skills.

Life and

Career S

kills

Learning and Innovation

Skills

Information

and, Media, and

Technology Skills

Core Subjects and 21st Century

ThemesStandards and Assessment

Curriculum and Instruction

Professional Development

Learning Environment

The p21 century learning consists of core subjects and themes that revolve around three (3) core skills.

Learning and Innovative Skills

(The 4C’s)Life and Career Skills Information-Media and

Technology Skills

Critical thinking and problem-solving

Creativity and innovation

Communication

Collaboration

Flexibility and adaptability

Initiative and self-direction

Social and cross-cultural interaction

Productivity and Accountability

Leadership and responsibility

Information and literacy

Media literacy

ICT literacy

REPORTED BY:GROUP 4

AVANCEŇA

OCO

OLACAO

RONCESVALLES

SALAMIA

SANCHEZ

VALDEZ