Training for teachers

1. 21st Century Teaching And Assessment
Strategies For Effective Learning
... Reach Your True Potential
Presented by
Mrs.Juanita Abraham
B.ED; M.ED.

2. Today’s Workshop
What you will learn:
 How to foster deep learning in students using
21st century teaching and learning skills
 Designing and delivering interactive lessons
 Engaging formative and summative
assessment strategies to improve learning

3. Session Goals:
Examine how education has already changed, and why the curricular
priorities of schools no longer align with student needs
Examine the changing role of the teacher and the school for the 21st
Century
Explore the 21st century skills students will need to live and work in
the 21st Century global economy
Module 1: How To Foster Deep Learning In Students Using
21st Century Teaching And Learning Skills

4. Module 1: How To Foster Deep Learning In
Students Using 21st Century Teaching And
Learning Skills
Session goals (Cont.):
 Explore best educational strategies for Integrating 21st century
skills into their own content and classroom practices
 Create a project to make it a 21st century skill based lesson, unit
or project.

5. Defining The Need For Change
“Today’s education system faces irrelevance unless we
bridge the gap between how students live and how they
learn”.
Lets think….How has the world of education changed for
the past 20 years?

6. Defining The Need For Change
The Four Questions Exercise
?

7. The Four Questions Exercise: Sample
Responses
Question #1— what will the world be like twenty years from now?—
evokes responses that project current events, issues, and challenges
into the future.
 A “smaller world,” more connected by technology and transport.
 A mounting information and media tidal wave that needs taming.
 Global economic swings that affect everyone’s jobs and incomes.
 Strains on basic resources—water, food, and energy.
 The acute need for global cooperation on environmental challenges.

8. Increasing concerns about privacy, security, and terrorism.
The economic necessity to innovate to be globally competitive.
More work in diverse teams spanning languages, cultures,
geographies, and time zones.
The need for better ways to manage time, people, resources, and
projects.
Sample Responses Cont.

9. Sample Responses Cont.
Question #2—What skills will your child need in the future you
painted?—
 Learning and innovation skills: Critical thinking and problem solving,
Communications and collaboration, Creativity and innovation
 Digital literacy skills: Information literacy, Media literacy,
Information and communication technologies (ICT) literacy
 Career and life skills: Flexibility and adaptability, Initiative and self-
direction, Social and cross-cultural interaction, Productivity and
accountability, Leadership and responsibility

10. Sample Responses cont.
Question #3—what were the conditions that made your high-
performance learning experiences so powerful?
Very high levels of learning challenge, often coming from an
internal personal passion.
Equally high levels of external caring and personal support—a
demanding but loving teacher, a tough but caring coach, or an
inspirational learning guide.
Full permission to fail—safely, and with encouragement to apply
the hard lessons learned from failure to continuing the struggle
with the challenge at hand. This last point is extremely important.
Failures, well supported, can often be better teachers than easy
successes (though this is certainly not a very popular approach in
today’s “test success”–driven schools).

11. Sample Responses cont.
Very high
Question #4—What would school be like if it were designed around
your answers to Questions #1 through #3?—consistently spotlights
the distance between what we all know learning should be and what
most schools end up doing each day:
 The world of work is increasingly made of teams working together
to solve problems and create something new—why do students
mostly work alone and compete with others for teacher approval?
 Technology is more a part of our children’s lives each day—why
should they have to check their technology at the classroom door
and compete for limited school computer time?

12.  The world is full of engaging, real-world challenges, problems, and
questions - why spend so much time on disconnected questions at
the end of a textbook chapter?
 Doing projects on something one cares about comes naturally to
all learners—why are learning projects so scarce inside so many
classrooms?
 Innovation and creativity are so important to the future success of
our economy—why do schools spend so little time on developing
creativity and innovation skills?
Now, if only we could wave a magic wand and instantly realize the
consensus results of these Four Question exercises, schools would
be a different place!
Sample Responses Cont.

13. What Is 21st Century Learning
Approach?
“The illiterate of the 21st century will not be those who cannot read and write, but
those who cannot learn, unlearn, and relearn” - Alvin Tofler
A 21st century learning comprises of the following 6(six) elements:
Emphasis on core subjects: knowledge and skills of the 21st century
must be built on core subjects-like English, reading or language arts,
mathematics, science, foreign languages, civics, arts, history,
government, economics, and history.
Emphasize learning skills: As much as students need knowledge in
core subjects, they also need to know how to keep learning
continuously throughout their lives.

14. What is A 21st Century Learning
Approach?
 Use 21st century tools to develop learning skills: Skilled 21st century
students should be proficient in the use of ICT (information and
communications technology).
 Teach and learn in a 21st century context: students need to learn
academic content through real world examples, applications and
experiences both inside and outside of school. Students understand,
and retain more when learning is relevant, engaging, and meaningful
to their lives.
 Teach and learn 21st century content: There are 6 content areas
identified by educators, business leaders as critically important to
success in communities and aim the workplace. Such as:
Global Awareness, Financial, Economic, Business and Entrepreneurial
Literacy, Civic Literacy, Health Literacy, Environmental Literacy.

15. What is 21st Century Learning
Approach?
Teach and learn 21st century content: There are 6 content areas
identified by educators, business leaders as critically important to
success in communities and aim the workplace. Such as:
• Global Awareness
• Financial, Economic, Business and Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy.
Use 21st century assessments that measure 21st century skills: A
balance of assessments- that is high-quality standardized testing for
accountability purposes and classroom assessments for improved
teaching and learning in the classroom.

16. How is the Role of the Teacher
Changing in the 21st Century?
Teacher directed Learner Centered
Direct instruction Interactive exchange
Knowledge Skills
Content Process
Basic skills Applied skills
Facts and principles Questions and problems
Theory Practice
Curriculum Projects
Time-slotted
One-size-fits-all
Competitive
Classroom
Text-based
Summative tests
Learning for school
On-demand
Personalized
Collaborative
Global community
Web-based
Formative evaluations
Learning for life

17. What Are 21st Century Skills?
The kinds of skills students will need to develop to succeed in the
21st century.
They are divided into three broad categories with sub-skills. They are:
Learning and innovation skills: Critical thinking and problem solving,
Communications and collaboration, Creativity and innovation
Digital literacy skills: Information literacy, Media literacy,
Information and communication technologies (ICT) literacy
Career and life skills: Flexibility and adaptability, Initiative and self-
direction, Social and cross-cultural interaction, Productivity and
accountability, Leadership and responsibility.

18. LEARNING AND INNOVATION
SKILLS
Creativity and Innovation
Developing, implementing, and communicating new ideas to others;
staying open, and responsive to new and diverse perspectives.
Innovation on the other hand requires putting students’ ideas or
solutions into practice in the real world.
The strongest learning activities occur when teachers:
Ask students to complete tasks for which they do not already know
a response or solution
Require students to work on solving real problems
Represent innovation by requiring students to implement their ideas,
designs or solutions for audiences outside the classroom.

19. Creativity and Innovation
B. Work creatively with others
Develop, implement and communicate new ideas to others
effectively
Be open and responsive to new and diverse perspectives;
incorporate group input and feedback into the work
Demonstrate originality and inventiveness in work and understand
the real world limits to adopting new ideas
View failure as an opportunity to learn; understand that creativity
and innovation is a long-term, cyclical process of small successes
and frequent mistakes
C. Implement innovation:
Act on creative ideas to make a tangible and useful contribution to
the field in which the innovation will occur.

20. Critical Thinking and Problem
Solving Skills
Students should be able to:
A. Reason Effectively
Use various types of reasoning (inductive, deductive, etc.) as appropriate to
the situation.
B. Use Systems Thinking
Analyze how parts of a whole interact with each other to produce overall
outcomes in complex systems.
C. Make Judgments and Decisions
Effectively analyze and evaluate evidence, arguments, claims and beliefs.
Analyze and evaluate major alternative points of view.
Synthesize and make connections between information and arguments.
Interpret information and draw conclusions based on the best analysis.

21. Reflect critically on learning experiences and processes.
D. Solve Problems
Recognize and investigate problems; formulate and propose
solutions.
Solve different kinds of non-familiar problems in both conventional
and innovative ways.
Identify and ask significant questions that clarify various points of
view and lead to better solutions
Critical Thinking and Problem
Solving Skills

22. Skilled Communication
Students should be able to:
Express and interpret information and ideas- understanding,
managing, and creating effective oral, written, and multi-media
communication in a variety of forms and context.
Produce extended communication that represents a set of
connected ideas, not a single simple thought.
Use multi-modal communication opportunity. Communication is
multi-modal when it includes more than one type of communication
mode or tool used to communicate a coherent message.
Use supporting evidence to explain their ideas or support their
presentations with facts or examples.
Design their communication for a particular audience to ensure that
their communication is appropriate to the specific readers,
listeners, viewers, or others with whom they are communicating.

23. Collaboration Skills
Learn and contribute productively as individuals and as members of a
group. Demonstrate teamwork, working productively with others,
exercising empathy, respecting diverse perspectives.
Students should be able to:
A.Work together when the activity requires them to work in pairs or
groups to:
Discuss an issue
Solve a problem
Create a product or solution
B. Have shared responsibility when they work in pairs or groups to
develop a common product, design, or response.

24. Collaboration Skills
C. Make substantive decisions together when they must resolve
important issues that will guide their work together. Substantive
decisions are decisions that shape the content, process, OR product
of students’ work
D. Work interdependently when all students must participate in order
for the team to succeed.

25. INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
Information Literacy Skills
Students should be able to:
A.Access and evaluate information
Access information efficiently (time) and effectively (sources)
Evaluate information critically and competently
B. Use and manage information
Use information accurately and creatively for the issue or problem
at hand
Manage the flow of information from a wide variety of sources
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information

26. Media Literacy Skills
Use media for learning purposes
Students should be able to:
Compare information received on television with that received on
radio or in newspapers.
Access information on the internet.
Discuss the reliability of information received on internet sources.
Explain how film can either represent accurate versions or fictional
versions of the same event.
Explain the role of advertising in the media.
Use a variety of images and sounds to create presentation on a
topic.

27. ICT Literacy Skills
Using technology effectively to support learning. ICT is a powerful
tool to promote and support a wide range of 21st century skills. For
example, ICT can help students to collaborate in ways that were not
possible before, or to communicate through new mediums of
expression, also for knowledge construction and real-world problem-
solving and innovation.
Students should be able to:
Apply technology effectively
Use technology as a tool to research, organize, evaluate and
communicate information

28. ICT Literacy Skills
Use digital technologies (computers, PDAs, media players, GPS,
etc.), communication/networking tools and social networks
appropriately to access, manage, integrate, evaluate, and create
information in order to successfully function in a knowledge
economy.
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information technologies.

29. LIFE AND CARRER SKILLS
Flexibility and Adaptability Skills
The skills involved in flexibility and adaptability can be learned by
working on progressively more complex projects that challenge
student teams to change course when things aren’t working well,
adapt to new developments in the project, and incorporate new team
members on both current and new projects.
Students should be able to:
A.Adapt to change
Adapt to varied roles, job responsibilities, schedules, and contexts
Work effectively in a climate of ambiguity and changing priorities

30. Flexibility and Adaptability
Skills
B. Be flexible
Incorporate feedback effectively
Deal positively with praise, setbacks and criticism
Understand, negotiate and balance diverse views and beliefs to
reach workable solutions, particularly in multi-cultural
environments

31. Initiative and Self-Direction
Skills
 Today’s students must prepare for the reality of 21st century work
and develop deeper levels of initiative and self-direction skills as
they progress through school. Offering each student the appropriate
level of freedom to exercise self-direction and initiative is an
ongoing, universal challenge for both teachers and parents.
 Music, dance, and theater performances; mentorships,
apprenticeships, internships, and community service projects; and
student-developed projects and hobbies all provide good
opportunities to develop a passion for a subject and to exercise
self-motivation, initiative, and self-direction.

32. Initiative and Self-Direction
Skills
Students should be able to:
A.Manage goals and time
Set goals with tangible and intangible success criteria
Balance tactical (short-term) and strategic (long-term) goals
Utilize time and manage workload efficiently
B. Work independently
Monitor, define, prioritize and complete tasks without direct
oversight
Monitor one’s own understanding and learning needs, locating
appropriate resources, and transferring learning from one domain
to another.

33. Initiative and Self-Direction
Skills
C. Be self-directed learners
Go beyond basic mastery of skills and/or curriculum to explore and
expand one’s own learning and opportunities to gain expertise
Demonstrate initiative to advance skill levels toward a professional
level
Demonstrate commitment to learning as a lifelong process
Reflect critically on past experiences in order to inform future
Progress.

34. Social and Cross-Cultural
Interaction Skills
The ability to work effectively and creatively with team members and
classmates regardless of differences in culture and style is an
essential 21st century life skill.
Students should be able to:
A.Interact effectively with others
Know when it’s appropriate to listen and when to speak
Conduct them in a respectable, professional manner

35. Social and Cross-Cultural
Interaction Skills
B. Work effectively in diverse teams
Respect cultural differences and work effectively with people from
a range of social and cultural backgrounds
Respond open-mindedly to different ideas and values
Leverage social and cultural differences to create new ideas and
increase innovation and quality of work.

36. Productivity and
Accountability Skills
Productivity and accountability are important skill sets that all 21st
century students and teachers need for success in school, work, and
life.
Students should be able to:
A.Manage projects
Set and meet goals, even in the face of obstacles and competing
pressures
Prioritize, plan and manage work to achieve the intended result

37. Productivity and
Accountability Skills
B. Produce results
Demonstrate additional attributes associated with producing high-
quality products including:
Work positively and ethically
Manage time and projects effectively
Multitask
Participate actively, as well as be reliable and punctual
Present oneself professionally and with proper etiquette
Collaborate and cooperate effectively with teams
Respect and appreciate team diversity
Be accountable for results

38. Leadership and Responsibility
Students should be able to:
A.Guide and lead others
Use interpersonal and problem-solving skills to influence and guide
others toward a goal
Leverage strengths of others to accomplish a common goal
Inspire others to reach their very best via example and selflessness
Demonstrate integrity and ethical behaviour in using influence and
power.
B. Be responsible to others
Act responsibly with the interests of the larger community in mind.

39. Integrating 21st Century
Learning into Classroom Practice
Collaborative Small-Group Learning
Project-Based Learning
Problem or Enquiry-Based Learning
Design-Based Learning

40. Collaborative Small-Group
Learning
Active and collaborative learning practices have a more significant
impact on student performance than any other variable, including
student background and prior achievement.
All the research arrives at the same conclusion—there are
significant benefits for students who work together on learning
activities compared to students who work alone.
The benefits include greater individual and collective knowledge
growth, better confidence and motivation levels, and improved
social interactions and feelings toward other students.

41. Project-Based Learning
Projects begin with an essential question that ties the curriculum to
a real-world, real-life issue that students care about.
Teachers introduce a project with an entry document that engages
students in wanting to do the project and outlines the project’s
requirements.
The teacher then elicts and charts what the student the students
know about the content and about the project requirements, and
what they need to know to create their final product.
Students are then put into collaborative groups, they create a group
contract that outlines who will do what within the group and how
they will agree to work together. They then begin researching the
topic, taking notes, creating outlines, storyboards, rough drafts,
etc.

42. Project-Based Learning
All teacher led instruction is designed to help the students gather
the information and skills necessary to be successful with their
final projects.
Final projects are often presented to the class or to an audience of
community members or experts in the field.

43. Project-Based Learning
Effective project learning has five key characteristics:
Project outcomes are tied to curriculum and learning goals.
Driving questions and problems lead students to the central
concepts or principles of the topic or subject area.
Student investigations and research involve inquiry and knowledge
building.
Students are responsible for designing and managing much of their
own learning.
Projects are based on authentic, real-world problems and questions
that students care about.

44. Problem-Based Learning
Problem-based approached begin by creating a problem statement that ties
the concepts or skills to be learned with a real-life situation.
Divide your students into collaborative teams, and have them begin by
analysing the problem by listing what they know and don’t know about the
problem.
Next have them research what they don’t know (but need to know in order
to solve the problem).
Then, have your student create some models or test solutions to the
problem.
Have them select the solution that best solves the problem, and present
their solution, as well as how they arrived at it, to the class for peer
feedback.
Finally provide time for them to reflect on their problem solving strategies
and methods (meta-cognition).

45. Design-Based Learning
Design-based learning has been shown to have the most impact in the
areas of math and science. Popular design-based learning activities
include robotics competitions wherein student teams design, build
and then pilot their robots in a series of competitive challenges.
Research has found that students who participate in learning by
design projects have a more systematic understanding of a system’s
parts and functions that control groups.

46. How Can Teachers Be Better Prepared To
Support Student Acquisition Of 21st Century
Skills?
Teachers of 21st century skills will need to be experts and have
expertise in teaching the same 21st century skills that they are
encouraging their students to excel in.
Teachers will have to take conscious efforts to communicate and
collaborate with each other and with students; become flexible with
managing new classroom dynamics; be able to support and enable
independent student learning, and be willing to adapt their teaching
styles to accommodate new pedagogical approaches to learning.
To make project approaches work well, teachers must carve out the
time to design and plan project activities that match the interests
and needs of their students and the school’s curriculum, as well as
the time for extended project work that doesn’t easily fit in the
standard fifty-minute classroom period.

47. How Can Teachers Be Better Prepared To
Support Student Acquisition Of 21st
Century Skills?
Teachers must also learn to play the role of facilitator and coach as
well as providing expertise and guidance.
In the 21st century, teachers must be comfortable with managing
new kinds of classroom dynamics, supporting multiple teams of
students working independently as they explore and gain new
understandings and skills that will prepare them for 21st century
life.
Teachers will have to collaborate and communicate with other
teachers and experts, working in teams to create and share their
best engaging projects that challenge the interests and skill levels
of their students and to assess their students’ project outcomes.

48. Questions?
???

49. Group Project Work to Practice 21st
Century Skills (20Mins).
Your project for this course will be to create a curriculum-based
project that can be used in your classroom. If you are a teacher think
about what you teach. Think about what you'd like your learners to
learn. Those of you who are teachers might think about something
you've taught in the past, but would like to make more learner-
centred and real-world for your learners in order to better meet their
learning needs.
Note: if you are not a teacher you may draft a project for your own
child/children, your job or profession, or if, you are a full time student,
you may draft a project plan for another course you are taking that
will help you to learn that content.

50. Points to Consider
A.For what areas of the curriculum are you interested in creating a 21st
Century project?
Content area(s). Try to think cross curricular if possible
Grade level (s)
B. What is/are your idea(s) for this project?
C. Have you taught this before, if so how?
D. What do you want the learners who will do your project to know and be
able to do as a result of the final project you plan for this course?
E. What will you accept of evidence that real learning has occurred?
F. What kind of product(s) might the learners produce create? How will you
meet the learning needs of all the learners?
G. How will you assure that what you want your learners to know and be
able to do is relevant?