A recent Ed Week online article, “How Do You Define 21st Century Learning”, featured the thoughts of eleven people connected to the US education establishment as teachers, consultants or educrats. I take some solace that Ed Week thinks that what 21st Century learning will look like is still open to interpretation and controversy, rather than putting this topic into a neat little box and getting back to rearranging the deck chairs. Not that their framing doesn’t contain a very obvious bias and “box” in using the phrase “schools need to teach” rather than “students want to learn”. Crack the whip on all those teachers so they “leave no child behind” and their students are compelled to continue to “race to the top”.
Twenty-first-century learning embodies an approach to teaching that marries content to skill. Somehow to me, her first four sentences don’t seem to be the path forward to achieve the self-directed learner envisioned in the fifth.
Twenty-first-century learning means that students master content while producing, synthesizing, and evaluating information from a wide variety of subjects and sources with an understanding of and respect for diverse cultures. Powerful learning of this nature demands well-prepared teachers who draw on advances in cognitive science and are strategically organized in teams, in and out of cyberspace. I define 21st-century learning as 20th- (or even 19th!-) century learning but with better tools… But being able to Google is no substitute for true understanding. Adaptability, complex communication skills, non-routine problem solving, self-management, and systems-thinking are essential skills in the 21st-century workforce. Twenty-first-century learning will ultimately be “learner-driven.” Our old stories of education (factory-model, top-down, compliance-driven) are breaking down or broken, and this is because the Internet is releasing intellectual energy that comes from our latent desires as human beings to have a voice, to create, and to participate. Twenty-first-century learning builds upon such past conceptions of learning as “core knowledge in subject areas” and recasts them for today’s world, where a global perspective and collaboration skills are critical. Students in the 21st century learn in a global classroom and it’s not necessarily within four walls. Finally Richard Allington, a professor of education and early-reading expert at the University of Tennessee. I think we actually could teach everyone to read (the old way) and for the life of me I cannot understand why schools would spend funds on computers when their libraries are almost empty of things students might want to read.
There are certainly other ways of parsing and organizing these thoughts on our educational path forward than the framing I have chosen. Establishes as a baseline that educators, students and parents must be well versed in the 21st century skills that students need to acquire to be successful.
Offers an innovative vision of what the learning environment should become by applying what we know about how people learn and adapting the best pedagogy to meet the needs of this generation of learners. Identifies the types and systems of assessments schools need to develop to fully capture the varied dimensions of 21st century learning as well as the independent role students need to take on in monitoring and adjusting their own learning. Acknowledges the fuel that drives today’s global economy and, in turn, its importance in both student learning and the school environment. Gives appropriate recognition to the personal, professional, and familial relationships that determine the health, growth, and cognitive development of a child within the family, school, and community. Underscores the essential role technology plays in 21st century life and work and, consequently, the role that it must play in learning. The term “21st century” has become an integral part of educational thinking and planning for the future. Various studies have shown us that rote memorization is not an effective learning strategy, and that teacher-centered classrooms may not be the most efficiently structured ones for student engagement. However, despite learning about the skills that students will need to develop to become successful in the 21st century, as well as what beliefs about education may be worth hanging onto or throwing away, schools and teachers are left trying to figure out what their role needs to be in the education of their 21st century students. Once upon a time, the role of the educator was to prepare students for the specific tasks they would be required to complete (be it a trade, craft, or profession). As always, at its core, the role of education is to prepare students to become active, successful, and contributing members of society. Students should be encouraged to work together to discover information, piece it together, and construct meaning. Schools should also be collaborating with other educational institutions around the world to share information and learn about different practices or methods that have been developed. Since we are no longer preparing students for specific tasks and roles, we need to take a more general approach and teach them the skills that are useful in any situation.
In order to prepare students to become responsible citizens, we need to model what a responsible citizen is. Schools will often work at accomplishing this by creating events for the school community, by encouraging students to join committees or take part in school projects, and by occasionally helping the community around them with activities such as food drives or neighborhood clean-ups. Education needs to help students take part in this global community and find ways of impacting more than just their neighborhood. Welcome to the 21st Century: Why YOU Should Be Marketing on the Web You are using an outdated browser. Tenminste, die beweegt idealiter mee met deze dynamiek. In de kenniseconomie die Nederland is, leiden we onze leerlingen op dit moment op om in de toekomst te functioneren in de maatschappij.

Toch houden wereldwijd meerdere groeperingen, zoals p21.org, zich bezig met dit vraagstuk: Welke competenties hebben onze huidige leerlingen, die onze toekomstige werknemers zijn, nodig in de 21st eeuw? Onderwijs Maak Je Samen heeft als missie de kwaliteit van het onderwijs samen met jou te verbeteren.
In a broader sense, however, the idea of what learning in the 21st century should look like is open to interpretation — and controversy.
Without skills, students are left to memorize facts, recall details for worksheets, and relegate their educational experience to passivity. Students demonstrate the three Rs, but also the three Cs: creativity, communication, and collaboration. Many will emerge as teacherpreneurs who work closely with students in their local communities while also serving as learning concierges, virtual network guides, gaming experts, community organizers, and policy researchers. Students still need to know and deeply understand the history that brought them and our nation to where we are today.
From my perspective as a scientist and science educator, the most effective way to prepare students for the workforce and college is to implement and scale what is already known about effective learning and teaching.
The knowledge-based results look a lot like free-market economies or democratic governments (think: Wikipedia). They are more inclined to find information by accessing the Internet through cellphones and computers, or chatting with friends on a social networking site. Teachers should be able to make relevant and useful choices about when and how to teach them, and whether or not students are making progress toward their personal demonstration of accomplishment. Students should be engaged in relevant and contextual problem- and project-based learning designed to develop 21st century skills and provided using a multi-disciplinary approach. Assessments used in the classroom should increase relevant feedback to students, teachers, parents, and decision-makers and should be designed to continuously improve student learning and inform the learning environment. As a result, schools should create a culture that supports and reinforces innovation for student learning and leverages the creativity and ingenuity of every adult and student to solve their unique problems. Specifically, each student should have a clear and purposeful connection to the social environment in school, with at least one adult who is purposefully in tune with the student’s learning preferences, learning interests, and social connections. Students and educators need 24 by 7 access to information, resources, and technologies that engage and empower them to do background research, information and resource gathering, and data analysis, to publish with multiple media types to wide and varied audiences, to communicate with peers and experts, and to gain experience and expertise in collaborative work. Educators and administrators are actively searching for ways to prepare students for the future, and the educational system has been evolving faster than ever before.
Communities were also much more homogenous, and so specific values and cultures needed to be transmitted and practiced to ensure the survival of those beliefs.
We cannot adequately prepare students for the society that exists today or will exist tomorrow, if we continue to prepare them for the society that existed yesterday. In order to prepare students to play their role in the 21st century society we are a part of, a few things need to be considered when deciding how education will look in our schools and classrooms.
While student-centered learning is strongly encouraged in the 21st century, this does not mean that the teacher can never give a lecture again. Instead of passively receiving information, the students would gather information on their own, under the guidance of their teacher.
While students are encouraged to learn in different ways, the teacher still provides guidance as to the skills that need to be acquired. The teacher can make a point of helping students to understand how the skills they are building can be applied in their lives.
Lessons have little purpose if they do not have any impact in a student’s life outside of the school.
Our community is no longer just the area of space located around the school, but reaches out and envelopes the world.
This doesn’t mean that they do not need to learn the value of helping others around them and protecting their immediate environment, but that they should also be learning about how they can help and protect a world further away from them, but also closer all the time.
21st century skills gaan niet alleen over ICT-vaardigheden en mediawijsheid.  Ze gaan over een nieuwe manier van leren, leven en werken. Met het integreren van 21st century skills in curricula raken leerlingen ons inziens beter uitgerust voor hun toekomst in onze dynamische maatschappij.
Without content, students may engage in problem-solving or team-working experiences that fall into triviality, into relevance without rigor.
They need to be able to enjoy man’s greatest artistic and scientific achievements and to speak a language besides their mother tongue.
Loosely governed and highly self-directed, these teaching and learning activities exist beyond the sanction or control of formal educational institutions. They must develop strong critical thinking and interpersonal communication skills in order to be successful in an increasingly fluid, interconnected, and complex world. Similarly, many teachers are monitoring and issuing assignments via virtual classrooms… Many of our Bureau of Indian Education schools are located in disadvantaged rural and remote areas. The research, to date, has provided no evidence that having either computers or whiteboards in schools has any positive effect on students’ reading and writing proficiencies.
Additionally, the teaching and learning environment should generate the continuous development of these skills.
Globalization has opened up the world and allowed people to connect in new and exciting ways.

Instead, it means that the main source of knowledge in the classroom should not be the teacher. Different learning styles are encouraged, and students have an enhanced sense of motivation and responsibility. How can students be expected to work with people from other cultures, with different values from their own, if they are not able to work with the people they see each day in their classroom? Students should learn how to recognize the different strengths and talents each person can bring to a project, and change roles depending on those attributes.
80% van de leerlingen die nu primair onderwijs genieten, zullen later banen hebben die we nu nog niet eens kennen! Voorbeelden hiervan zijn creativiteit, innovatie, kritisch denken, problemen oplossen, communicatie, samenwerking, aanpassingsvermogen, leiderschap, productiviteit, sociale vaardigheden en nog veel meer competenties. Het succes van de 21st century skills begint echter bij de leerkrachten die deze competenties moeten verwerken in hun lespraktijk.
Onderwijs Maak Je Samen ondersteunt jou graag als het gaat om (onderdelen) van de 21st Century Skills.
Our system perpetuates a racial and socioeconomic achievement gap that undermines our ideals of freedom, equality, and opportunity. Instead, the 21st-century learning paradigm offers an opportunity to synergize the margins of the content vs. Virtual tools and open-source software create borderless learning territories for students of all ages, anytime and anywhere.
According to most 21st-century skills’ advocates, students needn’t actually walk around with such knowledge in their heads, they need only to have the skills to find it. I believe the political and institutional responses will be to continue to promote stories about education that are highly-structured and defined from above, like national standards or (ironically) the teaching of 21st-century skills. The BIE is working with various stakeholders to ensure that our schools have a Common Operating Environment so that students and teachers can access information beyond the classroom… Within the federal BIE school system, we must rely upon the vision and the ability of our tribal leadership, parents, teachers, and students to work with the federal leadership to keep education a top priority. But school and classroom libraries are well established as essential if we plan to develop a literate citizenry. We blend traditions and create unique belief systems that are not taught in any classroom, but are developed through our life experiences and passions. Education is no longer about listening to the teacher talk and absorbing the information. In order to contribute to society, students will need to be able to acquire new information as problems arise. They engage in many different types of hands-on activities, as well as demonstrate learning in many different ways. Welke kennis, vaardigheden en attitudes ze voor die toekomstige banen nodig hebben, is bijna onmogelijk op dit moment in te schatten.
Veel van deze competenties herken je ongetwijfeld maar komen helaas niet altijd expliciet terug in de kern- en lesdoelen van het huidige (basis-)onderwijs. Als onderwijsadviseurs en –trainers helpen wij jou graag bij het leren kennen van de 21st century skills en de vertaling ervan naar de praktijk.
Denk hierbij aan thema’s als creatief denken, denkvaardigheden, digitale geletterdheid, cooperatief leren en meer. Integrating core concepts with key skills will prepare students for the workplace and college.
These will, however, seem increasingly out-of-sync not just with parents, educators, and administrators watching the Internet Revolution, but with students, who themselves are largely prepared to drive their own educations. In this setting, educators can leverage technology to create an engaging and personalized environment to meet the emerging educational needs of this generation.
We transmit our values and cultures without the expectation of them being adopted by our audience – just accepted by them.
Then, they will need to connect the new information with the knowledge they already have and apply it to solving the problem at hand. Twenty-first-century learning means hearkening to cornerstones of the past to help us navigate our future. Twenty-first-century technology should be seen as an opportunity to acquire more knowledge, not an excuse to know less.
We need to move past mile-wide and inch-deep coverage of ever-expanding content in the classroom. They will not be able to call upon a teacher for answers, so will need to have ‘learned how to learn’ on their own. Embracing a 21st-century learning model requires consideration of those elements that could comprise such a shift: creating learners who take intellectual risks, fostering learning dispositions, and nurturing school communities where everyone is a learner. The opportunities afforded by technology should be used to re-imagine 21st-century education, focusing on preparing students to be learners for life.

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