Expect change as education moves into 21st century

It isn’t uncommon for parents to look over their children’s schoolwork and think to themselves, “I don’t remember learning that at their age.” It also isn’t uncommon for a parent to ask a child for help using a new electronic gadget or figuring out an app.

There is no doubt that technology is changing how we live our daily lives. That means that today’s generation must also learn and be taught differently to keep up with the pace of technology’s development.

Many schools are using the phrase “21st century learning” or “21st century skills” to describe this movement that is refining the goals of education. Ultimately, 21st century learning will be learner-driven. No longer will learning come from the top down. Students will be prepared to drive their own educations.

This type of education does not necessarily take place within four walls. Students will use the Internet through their cell phones and computers, and they’ll chat with friends on a social networking site. The teacher’s role will be to monitor and issue assignments via virtual classrooms.

The overarching learning goals for students will not change. These subjects include math, language and social and physical sciences. Other subjects will also become equally important: the environment, health and financial and civic literacy. The difference will be in how the students learn such subjects. The “how” includes what many educators are referring to as the “4 C’s.”

Critical Thinking and Problem Solving: This refers to the ability to use facts, knowledge and data to effectively solve problems.

Creativity and Innovation: This is the ability to create new ideas using a wide range of techniques and to be able to develop, implement and communicate those ideas effectively. The definition can go further to include the ability to accept failure as an opportunity to learn, understanding that creativity and innovation is a cyclical process of small successes and frequent mistakes.

Communication: This is the ability to articulate thoughts and ideas effectively using oral, written and non-verbal communication skills and a variety of multiple media and technologies — all in diverse environments.

Collaboration: This is working effectively and respectfully with diverse teams while exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. This includes assuming shared responsibility for collaborative work and valuing the individual contributions made by each team member.

The definitions for school, teacher and learner will be revised to reflect this new learning environment. Schools will go from buildings to nerve centers with walls that are transparent — connecting teachers, students and the community to the wealth of knowledge that exists in the world. The primary role of the teacher as a dispenser of information will shift to an orchestrator of learning and helping students turn information into knowledge — and knowledge into wisdom.

Learners also need to be seen in a new context. Their interest must be maintained by helping them see that what they are learning prepares them for the real world. Their curiosity must be instilled. They should be excited to become even more resourceful so that they will continue to learn outside the formal school day.

Please remember that shifting schools to a 21st century learning environment will take time. However, be prepared. Soon, older students will be able to take their electronic devices to school and use them in the classroom. Hardcover textbooks will be replaced with e-books. These simple changes begin the transformation to the future 21st century learning environment.

Read more: http://www.vcstar.com/news/2012/oct/31/expect-change-as-education-moves-into-21st/#ixzz2B7pzlNj0
- vcstar.com 


Read more: http://www.vcstar.com/news/2012/oct/31/expect-change-as-education-moves-into-21st/#ixzz2B7phSWOR - vcstar.com

Pearson Introduces Schoolwide Improvement Model at National Summit

At a National Summit in Orlando today, Pearson will introduce its “Schoolwide Improvement Model” (SIM), a comprehensive research-based approach for attaining sustainable systemwide change in K-12 schools. Forged in partnership with school districts large and small, urban and rural, the new innovative and flexible Schoolwide Improvement Model represents the culmination of two decades of verifiable third-party research, experience and proven results, including the combined heritage and proven success of America’s Choice and Pearson’s Learning Teams.

Alison Wagner, President of Pearson’s School Achievement Services, said, “Our new Schoolwide Improvement Model is a direct response to all that we’ve learned from our rich experiences working with schools around the country and studying best practices around the world.”

Wagner said Pearson’s Schoolwide Improvement Model is built on five essential components:

1. Standards-aligned curriculum, instruction and assessment;
2. High-performance leadership, management and organization;
3. Data-driven culture;
4. High achievement for students and engagement of staff, parents and the community; and,
5. Sustainability for continuous improvement.

To read the entire article, click here:Pearson Introduces Schoolwide Improvement Model at National Summit

Homework May NOT be a Valuable Educational Tool

Basic strategies for assigning homework~Suggestions for establishing homework assignments and policies.

BY KATHLEEN CASSON

Research on homework shows that it is not the valuable educational tool that many believe. Kralovec and Buell (2001) found that “homework often disrupts family life, interferes with what parents want to teach their children, and punishes students in poverty for being poor.” In addition, homework has serious limitations for teaching and learning.

For elementary students, homework does not improve academic achievement (Cooper, 1994). Supporters of homework claim that homework in the elementary grades can develop character traits like self-discipline and time management skills. However, this view lacks solid evidence.

Based on this information, the following suggestions should be kept in mind when considering homework assignments and policies:

• Be mindful of the amount of homework assigned. Homework types and amounts must be modified consistent with individual student needs, even within regular education. Remember that what is ten minutes work for one student can easily be an hour’s work for another.
• Homework should never be counted as a part of the content grade unless the teacher is certain that all the students in the class come from a similar level of environmental enrichment and parental support.
• Provide a system for checking children’s materials and copying of assignments at the end of the school day, particularly for students who have difficulty in homework organization.
• Assignments should have a clear purpose that is understood by students. If they have this understanding, students are more likely to complete assignments.
• Except in rare cases, students should not be removed or restricted from extra-curricular activities, including recess, for failure to complete homework assignments.

References

Cooper, H. (1994). The battle over homework: An administrator’s guide to setting sound and effective policies. Thousand Oaks, CA: Corwin Press.

Kralovec, E. & Buell, J. (2001). "End homework now." Educational Leadership, 58 (7).

Click here for the original article.

What Are 21st-Century Skills? ATC21S Explains...

Learning to collaborate with others and connect through technology are essential skills in a knowledge-based economy.

ATC21S started with a group of more than 250 researchers across 60 institutions worldwide who categorized 21st-century skills internationally into four broad categories:

• Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning
• Ways of working. Communication and collaboration
• Tools for working. Information and communications technology (ICT) and information literacy
• Skills for living in the world. Citizenship, life and career, and personal and social responsibility

For more information, click on this link ATC21S~ 21st Century Skills

Kids Get Health Benefit From Yoga

University of Michigan pediatrician Dolores Mendelow says yoga, if done properly, is a suitable alternative to tumbling and team sports for getting stressed-out, sedentary children socializing, exercising and building discipline.

"It requires practice, patience and accepting of self-limitations," she said.


A preliminary study of pediatric health benefits of yoga, published in 2008, finds motor skills and concentration improvements, on top of better posture and breathing.


Yoga stretching and body alignment can create a better athlete, said Michigan State Universitystrength coach Mike Vorkapich. Players use back and arm movements to improve strokes and pitches, he said.

Listening improves too, said Jennifer Hayes, an MSU yoga teacher. She sometimes teaches without demonstrating postures. She hears this all the time: "Wow, this is harder than I thought."


Find the whole article at Kids Get Health Benefit From Yoga

Launch of the New Gateway to 21st Century Skills

The Gateway gets a complete new look and several new features!

JES & Co. announced today the launch of a robust build of the Gateway to 21st Century Skills (Gateway). The homepage (www.thegateway.org) has been simplified with easy to use icons. A daily contribution from Today in Literature provides a daily calendar of engaging stories about literary history. A resource recommendation engine will allow user searches to return a more-like-this list of similar resources. The new Gateway will also feature one click access to current and past weekly educational topics covered by Gateway columnists, Joann and Peggy.