Characteristics of a 21st Century Classroom_Sample

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haracteristics of a 21st Century Classroom

Characteristics of a 21st Century Classroom

s we move further into the new millennium, it becomes clear that the 21st Century classroomeds are very different from the 20th Century classroom needs. In the 21st Century classroom,

achers are facilitators of student learning and creators of productive classroom environments inhich students can develop the skills they will need in the workplace. The focus of the 21stentury classroom is on students experiencing the environment they will enter as 21st Centuryorkers. The collaborative project-based curriculum used in this classroom develops the higherder thinking skills, effective communication skills, and knowledge of technology that studentsll need in the 21st Century workplace. The interdisciplinary nature of the 21st Century

assroom sets it apart from the 20th Century classroom. Lectures on a single subject at a timeere the norm in the past and today collaboration is the thread for all student learning.

th Century teaching strategies are no longer effective. Teachers must embrace new teachingategies that are radically different from those employed in the 20th Century classroom. Therriculum must become more relevant to what students will experience in the 21st Centuryorkplace.

hanges in the Classroom

he 21st Century classroom is student centered, not teacher centered. Teachers no longernction as lecturers but as facilitators of learning. The students are learning by doing, and theacher acts as a coach, helping students as they work on projects. Students learn to use thequiry method, and to collaborate with others--a microcosm of the real world they will experiencece they leave the classroom.

udents no longer study each subject in isolation. Instead, they work on interdisciplinary projectsat use information and skills from a variety of subjects and address a number of essentialademic standards. For example, books assigned in reading or English, may be set in a countryat is also being explored in social studies. The final reading of an English book report mayquire that specific social studies standards be met as well.

xtbooks are no longer the major source of information. Students use multiple sources,cluding technology, to find and gather the information they need. They might keep journals,erview experts, explore the Internet, or use computer software programs to apply what theyve learned or to find information. Instead of being reserved only for special projects,chnology is seamlessly integrated into daily instruction.

this new classroom, flexible student groupings, based on individual needs, are the norm. The

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acher still uses whole group instruction, but it is no longer the primary instructional methoded. Teachers assess student instructional needs and learning styles and then draw on ariety of instructional and learning methods to meet the needs of all the students in theassroom.

he focus of student learning in this classroom is different. The focus is no longer on learning byemorizing and recalling information but on learning how to learn. Now, students use the

formation they have learned and demonstrate their mastery of the content in the projects theyork on. Students learn how to ask the right questions, how to conduct an appropriatevestigation, how to find answers, and how to use information. The emphasis in this classroomon creating lifelong learners. With this goal in mind, students move beyond the student role toarn through real world experiences.

st as student learning has changed so has assessment of that learning. Teachers use a varietyperformance-based assessments to evaluate student learning. Tests that measure a studentsility to memorize and to recall facts are no longer the sole means of assessing studentarning. Instead, teachers use student projects, presentations, and other performance-basedsessments to determine students achievement and their individual needs.

he goal of the 21st Century classroom is to prepare students to become productive members ofe workplace.

hanges in Teacher Behavior

st as the classroom is changing, so must the teacher adapt their roles and responsibilities.achers are no longer teaching in isolation. They now co-teach, team teach, and collaborateth other department members. Teachers are not the only ones responsible for student learning.her stakeholders including administrators, board members, parents, and students all sharesponsibility with the teacher for educating the student.

achers know that they must engage their students in learning and provide effective instructioning a variety of instructional methods as well as technology. To do this, teachers keep abreastwhat is happening in the field. As lifelong learners, they are active participants in their own

arning. They seek out professional development that helps them to improve both studentarning and their own performance.

he new role of the teacher in the 21st Century classroom requires changes in teachersowledge and classroom behaviors. The teacher must know how to:

q act as a classroom facilitator. They use appropriate resources and opportunities to create alearning environment that allows each child to construct his or her own knowledge. Theteacher is in tune with her students and knows how to pace lessons and provide


We do this all the time in our science classes


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meaningful work that actively engages students in their learning.q establish a safe, supportive, and positive learning environment for all students. This

requires planning on the part of the teacher to avoid safety risks, to create roomarrangements that support learning, and to provide accessibility to students with specialneeds. The teacher is skilled in managing multiple learning experiences to create a positiveand productive learning environment for all the students in the classroom. Classroomprocedures and policies are an important part of creating a positive learning environment.

The teacher evaluates and implements effective classroom management techniques in aconsistent manner. She uses routines and procedures that maximize instructional time.Students know what is expected of them, and the teacher knows how to effectively handledisruptions so there is no adverse impact on students instructional time.

q plan for the long-term and short-term.q foster cooperation among students within the classroom. The teacher models and

promotes democratic values and processes that are essential in the real world.q encourage students curiosity and intrinsic motivation to learn. The teacher helps students

become independent, creative, and critical thinkers by providing experiences that develophis/her students independent, critical and creative thinking and problem solving skills. Theteacher provides enough time for students to complete tasks, and is clear about herexpectations. Students are actively involved in their own learning within a climate thatrespects their unique developmental needs and fosters positive expectations and mutualrespect.

q make students feel valued. The teacher emphasizes cooperative group effort rather thanindividual competitive effort through collaborative projects and a team spirit.

q communicate effectively with students, parents, colleagues, and other stakeholders. Theteacher uses written, oral, and technological communication to establish a positive learningexperience and to involve other stakeholders in student learning.

q use language to foster self-expression, identity development, and learning in her students.q listen thoughtfully and responsively.q foster cultural awareness and cultural sensitivity in her students. The teacher encourages

students to learn about other cultures and instills in her students a respect for others andtheir differences.

(Commitment to the Role of Teacher as a Facilitator of Learning, 2007)

onclusion

students are to be productive members of the 21st Century workplace, they must move beyonde skills of the 20th Century and master those of the 21st Century. Teachers are entrusted withastering these skills as well and with modeling these skills in the classroom. The characteristicsthe 21st Century classroom will be very different from those of in the classrooms of the pastcause the focus is on producing students who are highly productive, effective communicators,ventive thinkers, and masters of technology.



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hange From Description Change To Description

acher-centered Teachers spend timedisseminating information tostudents through direct instruction

Student-centered Teachers act as facilitators,coaching students as they workon authentic projects

ontent Coverage Teachers cover content throughdirect instruction and move at apace to ensure that all material ispresented, whether it is learned ornot.

Learning and Doing Teachers design projects toaddress essential academicstandards. Student performanceon projects demonstratesproficiency or deficiency with

respect to standards. Interventionis done for students not meetingstandards.

emorizing information Teachers spend most timeinvolved in direct instruction, withassessment occurring as a test atthe end where recall ofinformation is tested.

Using information Teachers have students useinformation to develop authenticprojects where mastery ofinformation is demonstrated in thway information is used in theproject.

cturer Teachers spend most of their timeinvolved in stand and deliver.Knowledge comes from theteacher.

Facilitator The teacher provides projects thatinvolve students doing researchand assimilating the knowledgethemselves. Teachers act as

coaches and provide support asneeded by students. They take onthe role of project manager.

hole Group Configuration All students receive the sameinstruction. One size fits all.

Flexible Grouping ConfigurationBased on Individual StudentNeeds

Teachers group students basedon needs. Instruction seldom is tothe whole group. Rather,instruction occurs with individuapairs, or small groups as needed.

ngle Instructional and Learningodality

Multiple Instructional andLearning Modalities to Include AllStudents

emorization and Recall Tests are the primary means of

assessment and focus on recalland lower level thinking.

Higher Order Thinking Skills Teachers assign projects to the

class that requires higher orderthinking (synthesis, analysis,application, and evaluation).



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ngle Discipline The class is conducted in anisolated manner withoutconnections to other classes orsubjects.

Interdisciplinary Teachers have students completeprojects that are designed to useinformation and skills that cutacross other subject areas. Someprojects and assignments may bedone collaboratively between twoor more classes (e.g., history,science, and language arts astudy of what really might havehappened at the Little Big Horn)

olated Students are encouraged to workindividually

Collaborative Teachers allow students to workcollaboratively on projects andnetwork with others in the class,as well as experts outside ofschool.

uiz and Test Assessments Students are assessed throughtests only.

Performance-based Assessments Teachers utilize projects as wellas other products andperformances as assessments todetermine student achievementand needs. Assessments aretailored to the talents/needs of thestudents.

xtbook Dependent The teacher may follow thetextbook chapter by chapter, pageby page. The text book is themajor source of information.

Multiple Sources of InformationIncluding Technology

Teachers use the textbook as justanother resource, which is usedin conjunction with the internet,

journals, interviews of experts, et

chnology as a luxury The teacher is the main user oftechnology, primarily as a meansof presenting information.

Technology fully integrated intothe classroom

Teachers have students regularlyuse technology to findinformation, network/ communicate with each other andexperts, and to produce andpresent their projects,assignments, and performances.



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achers teaching to the onearning style

Teachers teach to one learningstyle (nearly) all the time (e.g.,always talking only, or alwaysgiving notes on the board only).Teachers also expect studentsubmissions to always be thesame most or all of the time (e.g.,all work is submitted in writtenform).

Teachers addressing the learningstyles of all learners

Teachers use different means ofpresenting information. Methodsare based on the preferences ofindividual students or groups.Students are able to conveyinformation to the teacher via theprojects/ performances/ assignments in a variety ofmodalities, based on theirpreferences (written, spoken,music, acted out, etc.).

arning content The focus is on covering content Learner-directed Learning Through projects, teachers havestudents learn how to ask theright questions, do an appropriateinvestigation, get answers, anduse the information so they cancontinue to learn all their lives.

arning isolated skills andctoids

Facts and skills are learned out ofcontext and for their own sakes.

Using a variety of types ofinformation to complete authenticprojects

Teachers devise projects thathelp students learn informationand skills through using them insituations similar to the way theywould in real life.

cting purely as a student Students are involved in str ictlyacademic endeavors (e.g., notetaking, listening to lectures).

Students acting as a worker in thediscipline

Teachers set up studentassignments, projects, andperformances to allow students tooperate the way a person wouldworking in the field in the realworld (as a scientist, writer,mathematician, etc).

aching in isolation Closing the door and workingalone with no contact or help fromoutside the classroom

Teaching in collaboration Teachers take part in co- andteam teaching, as well as workingcollaboratively with departmentmembers to improve learning forstudents

aching in such a way as to

sengage students

Students become bored because

school is not engaging and theyfeel they have to power down.

Engaging the 21st Century student Teachers consider how to utilize

the unique characteristics of the21st century brain and the habitsof the 21st century digital nativeto provide engaging and effectiveinstruction.



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aching content Teachers focus on subject matteralone.

Teaching to prepare students forthe 21st Century workplace.

Teachers incorporate elements ofthe 21st Century workplace intothe classroom to prepare thestudent with 21st centuryworkplace experiences and skills

achers alone educate theudent

Teachers have the primaryresponsibility for educating thestudent and focus most if not allof the load.

Shared responsibility foreducating the student

Teachers communicate with allstakeholders (administrators,school board members, parents,students) and enlist the help andinputs of all to effectively educat

students.it and get professionalvelopment

Teachers take part and acceptpassive and ineffectiveprofessional development

21st Century professionaldevelopment and learningcommunities

Teachers take an active part inplanning and participating inprofessional development thatregularly utilize learningcommunities to improve studentlearning and achievement.

acher looks for one answer forudents

Teachers pose low-levelquestions that require recallanswers. Emphasis placed oncorrect answer.

Teacher looks for multipleanswers from students.

Teachers pose questions thatrequire high level thinking withmultiple solutions. Emphasisplaced on the types of questions.

achers reflect on student results Teachers analyze assessment

scores for the sake of progressreporting progress.

Students reflect on student results

with teachers.

Teachers with students analyze

assessment scores for thepurpose of identifying strengthenand weakness to prescribeinstruction and academicsupports.

Characteristics of a 21st Century Classroom_Sample

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