This morning I was thinking about the things that all young people should know how to do regardless of income, geographical location, life goals, etc. I started a list – see below. Some have “always” been true – some are unique to this century of learning. Let me know of any other universal skills you believe young people should know how to do.
Affordable, accessible technologies can democratize opportunities for EVERYONE to become innovators and inventors. Countries can take advantage of this opportunity to create new jobs, new industry and skilled workers to achieve further economic growth and increase competitiveness. Also, preparing citizens with problem solving skills and entrepreneurial mindsets helps solve various social problems in the country.
"I Don't Get It" - How to Get Your Students Thinking
Presenter: Dennis Grice
What do you do when reading the book and completing the worksheet doesn't work? It's time to get creative! Discover some technology-infused lessons, activities, and projects that motivate students to think and express their creativity.
This is quite a clever and helpful device to tie together a large number of ideas about Bloom's Taxonomy in the Cognitive Domain. I highly recommend that interested readers visit the website and play with it. It's done quite well (although it would be even better if the few misspellings were attended to). Access it at http://eductechalogy.org/swfapp/blooms/wheel/engage.swf
But this gets me up on my soapbox because it highlights quite a significant oversight, in my opinion.
When Benjamin Bloom wrote his original work, he spoke of 3 domains, not just one. All 3 were, and are, of roughly equal importance in educating young people. The other 2 are the Affective Domain and the Psychomotor Domain. These correspond roughly to what, in today's parlance, might be called Social and Emotional Learning (Affective) and Mental and Physical Health (Psychomotor). Too much (or too little) emphasis on any one of the domains almost guarantees a lack of balance in childrens' learning and development. We can see this in the pejorative, hurtful names students call their peers when one of the domains assumes an unblanced priority over the others. Cognitive imbalance can lead to students being called eggheads or nerds, Affective imbalance to students being called geeks or loners, and Psychomotor imbalance to students being called dumb jocks or crazies.
It seems to me that the standards movement and the high-stakes testing movement have come to symbolize an educational environment that is seriously out of balance...with far too much emphasis on the Cognitive Domain, and too little on the Affective and Psychomotor. We have too many students who excel in one domain, and too few who are well rounded in two or three, as well as too many who do not reach their potential in any.
Furthermore, the emphasis on the separation of the Cognitive from the Affective and Psychomotor, has created structural imbalances in the operation of schools (read allocations of time, financial and material resources, personnel, and intellectual enegy) that work to the detriment of our young people and our communities.The drive toward home schooling and charter schools can be viewed as two manifestations of this structural imbalance...increasing numbers of parents view schools (especially public ones) as unsuitable places to send their children and clamor for alternatives that offer a better balance among the 3 domains.
This is a great graphic organizeer, but it represents only an exaggeratedly large part of a much more important whole. -JL
The label of “21st Century learning” is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including:
–weighing the magic of technology with its incredible cost and complexity
–underscoring the potential for well thought-out instructional design
–considering the considerable potential of social media platforms against its apparent divergence from academic learning
Some educators seek out the ideal of a 21st century learning environment constantly, while others prefer that we lose the phrase altogether, insisting that learning hasn’t changed, and good learning looks the same whether it’s the 12th or 21st century.
At TeachThought, we tend towards the tech-infused model, but do spend time exploring the limits and challenges of technology, the impact of rapid technology change, and carefully considering important questions before diving in head-first.
The following take on 21st century learning developed by TeachThought is notable here because of the absence of technology. There is very little about iPads, social media, 1:10 laptops, or other tech-implementation. In that way, it is closer to the “classic” approach to “good learning” than it is the full-on digital fare we often explore.
The size of the circles on the map are intended to convey priority.
gjmueller: “Bloom’s Revised Taxonomy: The interlocking of cognitive processes This great new diagram show the interlocking gears of cognitive thought and every cog-word links directly to an iPad app...
In this age of abundance of information, shifting classroom pedagogy isn't nearly enough to make learning in school more relevant and authentic for the learner. Self-directed learning (andragogy), and self-determined learning (heutagogy) are the ideals necessary in making students "future ready" to live and learn in a web connected world.
While original research applied these concepts to mature learners, it has become apparent that even young children have an abundant capacity for recognizing and directing their own learning. Anyone who has observed toddlers learning how to walk and talk understand the motivation and skill development that quickly develops during these processes.
YouTube.com/Teachers was created to show teachers how to use these videos to educate, engage and inspire their students. YouTube.com/Teachers is part of YouTube's larger educational initiative, YouTube EDU.
The Education Competencies represent many of the attributes, behaviors, areas of knowledge, skills, and abilities required for successful job performance. Learn about the proficiency levels and how to develop skills related to presentation skills.
Read more and download the "Education Competency Wheel" [PDF 126 MB]:
Critical thinking skills are what we want our students to develop. Without these skills we can not guarantee a sound and effective education that will enable our kids to seamlessly blend in tomorrow 's job market. Therefore, it is our responsibility as teachers and educators to fully understand the components of this set of skills in order to better focus on them in our instruction.
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