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Model of Effective Instruction
Transcript of Model of Effective Instruction
By: Lindsay Schaufele
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"Education Writer and former teacher Diana Senechal expresses deep concern about the 21st Century Learning Skills movement's focus on current societal needs to the detriment of core academic studies." (Noll, 2014, p.350).
Arguments Against 21st Century Skills Model
Demands too much change too fast
Skill emphasis such as technology and innovation downplays subject matter content
Skill concepts are too broad
Skills cannot further intellectual development without a solid foundation of knowledge
"Students lose the opportunity to master the fundamentals of any subject." (Noll, 2014, p. 362)
As Robert Frost phrases goes, "A little bit of everything,/ A great deal of none." (Noll, 2014, p.362)
Chasing new pedagogy distracts educators from the bigger picture
"Employers may know what kinds of skills they need, but they do not necessarily know how this translates into instruction. Their perceptions are bound to the workplace and should not control curricula." (Noll, 2014, p.363)
"We should pursue perfection in curriculum and pedagogy." (Noll, 2014, p.364)
Skills and knowledge are intertwined in the following 21st century themes: learning/innovation skills, information, media, technology skills, life/career skills
Subcategories: creativity/innovation, critical thinking/problem solving, communication/collaboration, and technology
"Educators must plan to teach the skills in the context of particular content knowledge and to treat both as equally important." (Noll, 2014, p.355)
Greater collaboration amongst teachers
Student centered instructional methods
According to Carol Dweck (2011) there are two types of learners: fixed mindset and growth mindset
Growth-mindset can be improved
Fixed-want to uphold a smart facade but not interested in learning
Dweck, C. (2011, January). Who Will the 21st Century Learners Be? Knowledge Quest. 38. 8-9. Retrieved from
Noll, J. W. (2014). Taking Sides: Clashing Views on Educational Issues. New York, NY:
McGraw Hill Company, 17th Edition, Issue 21.
Prezzi. (2013). Retrievable from: http://prezi.com
The Partnership for 21st Century Skills. (n.d.). Framework for 21st Century Learning.
Retrieved from http://www.p21.org/overview/skills-framework
After researching past and present teaching methods, I have come to the conclusion that an integration of the two would be a reasonable answer to the debate. I strongly agree with Diana Senechal (2010) in her belief that core curriculum and a solid foundation must be our first objective as educators. At the same time I think that 21st Century skills can be incorporated into this goal. Just as we have seen through the articles, "How to Learn in the 21st Century" by Rita Oates, and "I Want That...Flipping the Classroom" by Sheila Cohen and Kristy Brugar, technology provides endless possibilities and positive student outcomes.
In grade school I was continuously exposed to whole group instruction where the teacher lectures at the front of the room. Yet as I went on to college to study education I found that there are several teaching methods available. I understand the need for a balance of methods from the past and methods of the future that incorporates technology and the skills necessary for success in the future.
As my school continues forward with the 21st Century Learning movement, it will be my responsibility to make the most changes. I feel that my students will transition smoothly being only in kindergarten and lacking school experiences. Myself on the other hand will have to undergo continuous reflection, professional development, and collaboration with other educators. Fortunately I work in a school with a strong professional support system where I feel comfortable in sharing my opinions and concerns. I know that together no matter what pedagogy we are implementing that we will stick to our motto as best as we can, "Every Child, Every Day."