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21st Century Learning

Final Project
by

Jaxx Tram

on 22 November 2016

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Transcript of 21st Century Learning

Implementations and practices of a forward looking education
21st Century Classroom
Changing teaching methods in accordance with the World
methodology and pedagogical approaches
Where we have been
Foundations
What the Future will entail
Shift of Paradigm
values which are still important
•Emotional and physical awareness helps makes connections between teacher/student. Finding the right balance between emotional and challenging activities. To create a safe learning environment to ask questions –
Respect
goes a long way.
knowledge, comprehension application.
•Understanding of Bloom’s Taxonomy of the Cognitive Domain: Focus on the first three stages;
•Observing variations, different interpretations and other alternatives.
•Research, Organize, Summarize
core philosophy
building upon where we have come from
•Students are collaborative, creators, life long learners, know how to problem solve, are critical thinkers, have empathy, and understand quality vs. quantity of information.
• The ability to take curriculum and adapt it in an imaginary way – dynamic, inventive. Teaching to many different learning styles.

• To share information and learn from each other, not just in the classroom, but on the internet. There is no one right answer or no one person has the answer. Information is fluid.
•Bloom’s Taxonomy of thinking: After activating prior knowledge, taping into the higher orders of
analyzing, evaluating
and
creating
to clarify thinking and go deeper into the subject. To provide direction and structure to thinking. Learn through scaffolding.
•Socratic Method: Questioning and hypothesizing, researching about the problem, then developing answers. Drawing judgment to challenge the accuracy and completeness of the thinking.

Assess thinking for accuracy and validity to then find one’s own answers/conclusions. Problems are presented at the beginning and then brought up at the end of the lesson to address again.
•A critical mind is a thinking mind: questions define the agenda of our lessons and is the force that powers our thinking and leads us in a direction. To think purposefully, one must have a view.
•Flexibility
to incorporate on-going experiences. The setting dictates the investigation, spurs the imagination to invent, then reflect and
associate
.
•Immediate/Instant!
The ability to learn informally, anywhere and anytime. Teachers/students facilitate, stimulate, moderate and manage information from the environment around them.

Teaching through different disciplines and curricula in order to reinforce, strengthen subjects. Integration of activities, knowledge. Looking at the bigger picture of how things are patterned/connected.
•Student response centered approach, explores the students and the text together. What is the value of the lesson – how is this applicable? What do the students want to know and what should they learn? Allowing students to ask questions and fostering the environment to question.
Implimentation
The process is emphasized. Logic of information is through perception, induction of knowledge, analysis, then comparison to past knowledge incorporated.

A focus on the qualitative and quantitative accumulation of information. Re-evaluation is an ongoing activity and through this process, knowledge is clarified.
•Foster communication through student leadership. Participation from the student is central during lectures, activities, and discussions.








•Collaborative effort to search for new methods of learning. Hold discussions, conduct new activities, inquiry driven, virtual field trip through other mediums – youtube, blogs, wikis, documentaries, collaborative classrooms.
•Constructivism:
Learn through
experience,
knowledge needs application to the world, to create individual meaning. Learning is more engaging when the student
creates the content
, encouraging critical and independent thinking. Student responsibility, teacher just facilitates and supports. Students become
autonomous
.

Collaborative
discussion
on what it means to be a responsible student; inquiry process,
creating

constructive criticism
, how to actively listen/take notes,
engage
in class, meeting daily/weekly and overall objectives.
What is working and what are the current challenges? What does collaboration
look and sound
like? What are the
values
of the class?
•Students are creating their own questions/ problems to solve. Issues are complex involving multiple answers requiring qualitative and quantitative responses.

Accommodates for more learning styles, taking more learning risks to develop a deeper understanding for the subject.

Flipping
the learning: Learning is tailored to the
individual
. A challenge to reach each student’s,
Zone of proximinal
learning.

Students will access the information/lesson at home and the work/application of the lesson will be approached in the classroom.

This allows for students to move at their own pace and the teacher can
facilitate
scaffolding to encourage the student along.

Surrender to student knowledge-
trust the student
and allow others to teach. Breaking the habit of our innate egocentricism. No judgments of the past or future.
Outcomes and an updated model
•Sharing responsibility to learn, teach and make decisions, mutual respect. Negotiation and modifications to allow for ownership in the student’s learning.

Choice is allowed leading to a stronger sense of self confidence with the work.
•Teacher is the
researcher
: watching, listening, asking questions – circular process. Our self image is not tied to our success or failures.
Failure
is an opportunity to learn and is necessary for growth.
Demand
feedback.
•Technology is part of the curriculum. It is used in an engaging manner, encouraging dialogue and refinement of information.

Teachers and students are comfortable incorporating many tools to advance learning. How they access/research information has drastically changed.
•Communicators – effective aural and written skills, visionary, leaders/models, setting goals. Learn through examples, through each other and by teacher/peer assessments.
*classes are not modeled after this, but they can sometimes feel like this.
•Building relationships through peers, schools, and globally. Not just within the classroom but with other learners around the world. Connecting and collaborating to create a deeper meaning for the knowledge learned.
Education is not starting from scratch, we have a strong foundation. Teachers and students have so many more resources, I look forward to what the next years will bring for the classroom.
Full transcript