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21st century innovation in learning - implications for learning in teacher education

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This presentation was given by Dr. Anne Sliwka of the University of Heidelberg at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during session 3.d: 21st Century Pedagogies: Making Change Happen.

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21st century innovation in learning - implications for learning in teacher education

  1. 1. 21st Century Innovation in Learning: Implications for Learning in Teacher Education Prof. Dr. Anne Sliwka Institute für Educational Science University of Heidelberg
  2. 2. 21st Century Practice in Learning (Dumont, Istance & Benavides 2010) The Learning Environment • recognizes the learners as its core participants, encourages their active engagement and develops in them an understanding of their own activity as learners. • is founded on the social nature of learning and actively encourages well-organised co-operative learning. • employs learning professionals highly attuned to the learners’ motivations and the key role of emotions in achievement. • is acutely sensitive to the individual differences among the learners in it, including their prior knowledge. Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
  3. 3. 21st Century Practice in Learning (Dumont, Istance & Benavides 2010) The Learning Environment • devises programmes that demand hard work and challenge from all without excessive workload. • operates with clarity of expectations and deploys assessment strategies consistent with these expectations; there is strong emphasis on formative feedback to support learning. • strongly promotes “horizontal connectedness” across areas of knowledge and subjects as well as to the community and the wider world. Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
  4. 4. What‘s New in 21st Century Education? • Diagnostic assessment: differentiation/personalisation of learning and scaffolding • Focus on cognitive, meta-cognitive and social-emotional learning • Consistent use of ICT in learning environments • Transparent assessment criteria and formative assessment • Deliberate selection of social processes: individual – collaborative – competitive • Deliberate selection of learning methods: e.g. inquiry-, project-based-, service learning. • Networked, wrapped-around schools Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
  5. 5. But what about Teacher Education? Let‘s use a cooperative learning method: Think for 2 minutes on your own Pair with your neighbour Share your ideas for 5 minutes Question: Do current learning enviroments in teacher education reflect 21st century learning principles? Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
  6. 6. Self-Similarity of Learning in Schools and in Teacher Education Hypotheses: If teacher education programmes want to prepare teachers for 21st century learning environments, they need to reflect, model and consistently apply 21st century learning principles. -> self-similarity Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
  7. 7. Self-Similarity of Learning in Schools and in Teacher Education • How can we use diagnostic assessment and differentiate instruction to make sure that teacher trainees work in their „zone of proximal development“? • How can we create a balance between cognitive, meta-cognitive and social-emotional learning in teacher education? • How can we make assessment criteria transparent and provide formative assessment to teacher trainees? • How can we diversify approaches to learning to encompass inquiry-based, problem-based, project-based and service learning? • How can we use cooperative/collaborative learning methods to model „professional learning communities“? • How can we create strong support networks for teacher education programmes? Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
  8. 8. Thank you! Bibliography: • Conner, L. and Sliwka, A. (2014): Implications of Research on Effective Learning Environments for Initial Teacher Education. In: European Journal of Education. Teacher Education and Professional Development. Volume 49, Issue 2, S. 165–177. • Sliwka, A. and Klopsch, B. (2012): Service Learning and School Development in German Teacher Education, in: Murphy, T. und Tan, J. (2012): Service-Learning and Educating in Challenging Contexts. London: Continuum, S. 89-104. • Sliwka, A. (2010): From homogeneity to diversity in German education, in: Effective Teacher Education for Diversity: Strategies and Challenges. Paris: OECD, S. 205-217. Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg

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