Designing 21st century schools and new learning environments starts with asking "What knowledge and skills do students need for the 21st century?" But real design needs to go much further and address the following questions as well:
- What pedagogy, curricula, activities, and experiences foster 21st century learning?
- What assessments for learning, both school-based and national, foster student learning of the outcomes, student engagement, and self-direction?
- How can technology support the pedagogy, curricula, and assessments of a 21st century collaborative learning environment?
- And lastly, what physical learning environments (classroom, school, and real world) foster 21st century student learning?
How do we move from a teaching platform to a learning platform? How should instruction change so that our students are ready now, and in the future?
The 21st century skills are not really different. We have always wanted students to be creative thinkers and problem solvers who have the skills necessary to function effectively in society and in the workplace. However, the way in which these skills are incorporated in the
classroom and how technology is integrated will greatly change instruction. Indeed, with technology, today’s classroom transcends physical walls and reaches around the globe. In addition, we need to plan instruction with an understanding of the “digital natives”
(Prensky, 2001) who have grown up in the Digital Age and who expect learning to be interactive, engaging and up-to-date.
Instruction that meets the needs of today’s students will incorporate:
• A variety of learning opportunities and activities
• The use of appropriate technology tools to accomplish learning goals
• Project- and problem-based learning
• Cross-curricular connections
• A focus on inquiry and the student-led investigations
• Collaborative learning environments, both within and beyond the classroom
• High levels of visualization and the use of visuals to increase understanding
• Frequent, formative assessments including the use of self-assessment
The role of teachers in a 21st century classroom shifts from that of the “expert” to that of the “facilitator.” The focus for instruction shifts from “knowing” to being able to use and apply information in relevant ways. Students who are being prepared for the 21st century will be involved in “continuous cycles of learning” (Lemke, et al, 2003) that lead to deeper understanding of the subject area content and that develop the critical skills for meeting the challenges of the future. - Susan C. Beers
The 21st century skills are not really different. We have always wanted students to be creative thinkers and problem solvers who have the skills necessary to function effectively in society and in the workplace. However, the way in which these skills are incorporated in the
classroom and how technology is integrated will greatly change instruction. Indeed, with technology, today’s classroom transcends physical walls and reaches around the globe. In addition, we need to plan instruction with an understanding of the “digital natives”
(Prensky, 2001) who have grown up in the Digital Age and who expect learning to be interactive, engaging and up-to-date.
Instruction that meets the needs of today’s students will incorporate:
• A variety of learning opportunities and activities
• The use of appropriate technology tools to accomplish learning goals
• Project- and problem-based learning
• Cross-curricular connections
• A focus on inquiry and the student-led investigations
• Collaborative learning environments, both within and beyond the classroom
• High levels of visualization and the use of visuals to increase understanding
• Frequent, formative assessments including the use of self-assessment
The role of teachers in a 21st century classroom shifts from that of the “expert” to that of the “facilitator.” The focus for instruction shifts from “knowing” to being able to use and apply information in relevant ways. Students who are being prepared for the 21st century will be involved in “continuous cycles of learning” (Lemke, et al, 2003) that lead to deeper understanding of the subject area content and that develop the critical skills for meeting the challenges of the future. - Susan C. Beers