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Classroom Setting in 21st century
Design principles for 21st century classroom
School improvement framework
Primordial learning metaphors
21st century classroom expected to deliver
• In order to be confident learners, it is expected they be “motivated, resourceful, enterprising and entrepreneurial”
• To be connected our learners must be “effective users of communication tools, members of communities, connected to land and environment, international citizens”
• Actively involved students are described as “participant in a wide range of life contexts, contributors to – social, cultural, economic and environmental”
• And lifelong learners are described as “ literate and numerate, critical and creative thinkers, active seekers, users and creators of knowledge” as well as being “informed decision makers”
Cave spaces
Campfire
Watering hole
campfire
Watering hole
Cave spaces
EXAMPLES OF CLASSROOM SETTING
20th century classroom examples
21st century classroom examples
• Classroom work today means studying individually and in groups, with both analog and digital tools.
• One classroom with multiple settings. Help to improved concentration, focus and move to different activities.
THE DIFFERENCES20TH CENTURY 21ST CENTURY
Classroom presentation and materials are typically developed in advance outside of class with teachers as primary developers
Classroom presentations and materials are developed dynamically both inside and outside of class with students as co-developers or as primary developers
Classroom activity often focuses on the teacher as presenter and the students as audience
Classroom activity focuses on students as participants and agents and the teacher as guide or mentor
Classroom activity emphasizes exposition: displaying, organizing, summarizing and explaining information
classroom activity emphasizes discovery and application: finding, assessing, synthesizing and utilizing information
The classroom is the primary site of access to course content, and access is often “linear- students cannot typically return to previous class presentations
Access to course content is augmented by electronic sources and media, and access is often recursive or “on-demand”, allowing students to return to content when and as often as they’d like
Students and teachers have access to one another primarily in the classroom
In addition to classroom access, students and teachers have access to one another via virtual means: online discussions, email, chat, social networking, etc
Discrete disciplinary boundaries are often established and preserved
Interdisciplinary connections are encouraged disciplinary boundaries are seen as porous or even arbitrary.
Learning modalities that school should provide:-
• Independent study• Peer tutoring• Team collaborative work in small and mid-size groups (2-6 students)• One-on-one learning with the teacher• Lecture format with teacher or outside expert at centre stage• Project based learning• Technology-based learning with mobile computers• Distance learning• Research via the internet with wireless networking• Student presentations• Performance and music-based learning• Seminar style instruction• Community service learning• Naturalist learning• Social-emotional learning• Art based learning• Story-telling (floor seating)• Hands on learning – learning by building
21st Century Skills
21st Century
Skills
21st Century
SkillsCURIOSITY AND IMMAGINATION
CRITICAL THINKING AND PROBLEM SOLVING
Ability to communicate clearly, articulate thoughts and ideas effectively in variety of forms and context of communication and use it for range purpose while listen effectively to decipher meaning
Curiosity fuels lifelong learning as it contributes to the quality of life where they do research to find information needed to solve the problem and together think and work with others creatively Ability to reasoning
effectively, make judgments and decisions also solving different problems
INITIATIVE AND ENTREPRENEURALISM
Using entrepreneurial skills to enhance workplace productivity also able to utilize time and manage workload efficiently without depending on others.
COLLABORATION ACROSS NETWORKSAble to cooperates with others in diverse population, sharing responsibility and making compromises while working toward a common goal
AGILITY AND ADAPTIBILITYAdapt to change varies roles, job responsibilities and understand, negotiate and balance diverse view and beliefs
GRITGRIT
RESILIENCERESILIENCE
HOPE AND OPTIMISMHOPE AND OPTIMISM
EMPATHY AND GLOBAL
STEWARDSHIP
EMPATHY AND GLOBAL
STEWARDSHIP
VISION FOR THE FUTURE
VISION FOR THE FUTURE
SELF-REGULATIONSELF-REGULATION
EDUCATORS NEED TO
KNOW AND DO
Successfully aligning technologies with content and pedagogy and developing the ability to creatively use technologies to meet specific learning needs
Aligning instructions with standards, particularly those standards that embody 21st century knowledge and skills
Balancing direct instruction strategically with project-oriented teaching methods
Using a range of assessment strategies to evaluate student performance and differentiate instruction (including but not limited to formative, portfolio-based, curriculum-embedded and summative)
Participating actively in learning communities; tapping the expertise
within a school or school district through coaching, mentoring, knowledge-sharing and team
teaching
Acting as mentors and peer coaches with fellow educators
Using a range of strategies (such as formative assessments) to reach diverse students and to create
environments that support differentiated teaching and learning
Pursuing continuous learning opportunities and embracing
career-long learning as a professional ethic