The World Economic Forum shared the Future of Jobs report in 2018 that provided a list of the growing skills for 2022. Here are the top 10:
- Analytical thinking and innovation - Active learning and learning strategies - Creativity, originality, and initiative - Technology design and programming - Critical thinking and analysis - Complex problem-solving - Leadership and social influence - Emotional intelligence - Reasoning, problem-solving, and ideation - Systems analysis and evaluation
If we look at these 10 skill areas, what types of learning experiences or learning spaces can we create for our students that can address most if not all of them? Looking at these skills individually and thinking about the nature of our work, it can seem overwhelming. However, there are some simple ways to create a space where students can build all of these skills and more.
Here are six ideas to try that can help to address these skills:
The World Economic Forum shared the Future of Jobs report in 2018 that provided a list of the growing skills for 2022. Here are the top 10:
- Analytical thinking and innovation - Active learning and learning strategies - Creativity, originality, and initiative - Technology design and programming - Critical thinking and analysis - Complex problem-solving - Leadership and social influence - Emotional intelligence - Reasoning, problem-solving, and ideation - Systems analysis and evaluation
If we look at these 10 skill areas, what types of learning experiences or learning spaces can we create for our students that can address most if not all of them? Looking at these skills individually and thinking about the nature of our work, it can seem overwhelming. However, there are some simple ways to create a space where students can build all of these skills and more.
Here are six ideas to try that can help to address these skills:
What does your ideal classroom look like? I asked a district leader a while back what his ideal classroom looked like and he responded, “It's hard to put my finger on it but I know it when I see it.” This response is more common than not. Think about that for a minute. If…
What does your ideal classroom look like? I asked a district leader a while back what his ideal classroom looked like and he responded, “It's hard to put my finger on it but I know it when I see it.” This response is more common than not. Think about that for a minute. If…
As the world economy shifts away from manufacturing jobs and towards service industry and creative jobs, there’s a consensus among parents, educators, politicians and business leaders that it is crucial students graduate into university or the workforce with the ability to identify and solve complex problems, think critically about information, work effectively in teams and communicate clearly about their thinking.
Originally developed by Rotman’s former dean, Roger Martin, integrative thinking is a broad term to describe looking for solutions through the tensions inherent in different viewpoints. Martin noticed that effective CEOs understood that their own world view was limited, so they sought out opposing viewpoints and came to creative solutions by leveraging seemingly opposing positions. For the past seven years, a spin-off group called the I-Think Initiative has been training teachers in the Toronto area on how integrative thinking can build critical thinking in students from a young age.
As the world economy shifts away from manufacturing jobs and towards service industry and creative jobs, there’s a consensus among parents, educators, politicians and business leaders that it is crucial students graduate into university or the workforce with the ability to identify and solve complex problems, think critically about information, work effectively in teams and communicate clearly about their thinking.
Originally developed by Rotman’s former dean, Roger Martin, integrative thinking is a broad term to describe looking for solutions through the tensions inherent in different viewpoints. Martin noticed that effective CEOs understood that their own world view was limited, so they sought out opposing viewpoints and came to creative solutions by leveraging seemingly opposing positions. For the past seven years, a spin-off group called the I-Think Initiative has been training teachers in the Toronto area on how integrative thinking can build critical thinking in students from a young age.
Excellent article with some terrific ideas. I liked this insight particularly: "the brain is wired to prioritize data that confirms the model a person already holds."
Educators often talk about 21st-century skills and the benefits of incorporating communication, creativity, collaboration, problem-solving, and critical thinking into lessons. These are skills students rarely learn straight out of a textbook. The best way to teach them, we’ve found, is by making these skills a relevant part of their active lives.
If that sounds daunting, rest assured, it doesn’t always have to be. One way we have taught these skills is through project-based learning (PBL), where students apply what they’ve learned during a hands-on project that is relevant to the real world — and their lives.
To that end, a new report developed by MIDA Learning Technologies, which we researchers worked on, shows that students engaged in PBL understand concepts more deeply than those receiving traditional instruction, resulting in improved problem solving skills. Past research reviewed in the report also suggests that PBL students perform better on a wide range of assessments including standardized testing. The full report includes quantitative and qualitative evaluations of students’ problem-solving abilities after implementation of a pre-built, project-based STEM curriculum in science class.
Educators often talk about 21st-century skills and the benefits of incorporating communication, creativity, collaboration, problem-solving, and critical thinking into lessons. These are skills students rarely learn straight out of a textbook. The best way to teach them, we’ve found, is by making these skills a relevant part of their active lives.
If that sounds daunting, rest assured, it doesn’t always have to be. One way we have taught these skills is through project-based learning (PBL), where students apply what they’ve learned during a hands-on project that is relevant to the real world — and their lives.
To that end, a new report developed by MIDA Learning Technologies, which we researchers worked on, shows that students engaged in PBL understand concepts more deeply than those receiving traditional instruction, resulting in improved problem solving skills. Past research reviewed in the report also suggests that PBL students perform better on a wide range of assessments including standardized testing. The full report includes quantitative and qualitative evaluations of students’ problem-solving abilities after implementation of a pre-built, project-based STEM curriculum in science class.
This article discuss the results based on K-12, but the concepts can also be implemented in the Higher Education classroom. There is a push for more active learning in higher ed and this is a great way to get started.
Project-based learning (PBL) is essential to developing necessary skills in student's education. I can remember multiple instances throughout my time in school where I've understood the concept better simply because I was applying the ideas.
Think about the jobs in today’s economy — the ones we’re supposed to prepare students for after graduation. Are employees evaluated using bubble-in tests to prove they know the ins and outs of their job? Do they learn and use new skills one at a time in a vacuum? The questions sound a bit silly until you realize too often that’s what students take away from their education. Why is the culture to drill facts into students’ heads just to pass a test?
Just like in the real world, my students show what they can do through projects, teamwork, and research. Is it working? Well, according to state science exams, my students consistently score higher than other science classes in my district.
I’ve never been a big believer in teaching to a test. Indeed, since my first year in the classroom I’ve used a project-based model with my science and social studies classes. On the first day of school I issue my fifth-graders a PASSPORT (which stands for Preparing All Students for Success by Participating in an Ongoing Real-world simulation using Technology) and explain that their yearlong adventure to “Johnsonville” starts today. The school year is a simulation of adulthood where students work, create, and learn about personal finance and entrepreneurial skills. They experience real-world situations and gain insights into global affairs. Students tend to view my classroom less as a “classroom” and more of an interactive city where all projects intertwine to create an ecosystem of businesses and homes.
Think about the jobs in today’s economy — the ones we’re supposed to prepare students for after graduation. Are employees evaluated using bubble-in tests to prove they know the ins and outs of their job? Do they learn and use new skills one at a time in a vacuum? The questions sound a bit silly until you realize too often that’s what students take away from their education. Why is the culture to drill facts into students’ heads just to pass a test?
Just like in the real world, my students show what they can do through projects, teamwork, and research. Is it working? Well, according to state science exams, my students consistently score higher than other science classes in my district.
I’ve never been a big believer in teaching to a test. Indeed, since my first year in the classroom I’ve used a project-based model with my science and social studies classes. On the first day of school I issue my fifth-graders a PASSPORT (which stands for Preparing All Students for Success by Participating in an Ongoing Real-world simulation using Technology) and explain that their yearlong adventure to “Johnsonville” starts today. The school year is a simulation of adulthood where students work, create, and learn about personal finance and entrepreneurial skills. They experience real-world situations and gain insights into global affairs. Students tend to view my classroom less as a “classroom” and more of an interactive city where all projects intertwine to create an ecosystem of businesses and homes.
Effective project-based learning is grounded in a strong learning community, one teachers create and must regularly foster. “Project-based learning requires kids to take risks and they aren’t going to take risks if they don’t trust you or each other,” Thomas said. She suggests teachers co-create a social contract with the class at the beginning of the year and make sure it is a living document that can grow and change. Every joke or put-down is a test of the teacher and she should stop everything to revisit the social contract and discuss violations. When kids are resisting a new kind of learning, it’s often because they feel unsafe.
“When we focus on the skills and dispositions at the beginning, the depth of the work is much greater. And [students] internalize the skills much more than when it’s a separate unit because it’s contextualized.”
“A lot of teachers don’t understand how important it is to build a learning community,” Thomas said. One of the best ways to do this is through meaningful work, but it’s also important at times to take a break from academics and just play together. A short game outside can refocus students and build trust and teamwork at the same time.
Effective project-based learning is grounded in a strong learning community, one teachers create and must regularly foster. “Project-based learning requires kids to take risks and they aren’t going to take risks if they don’t trust you or each other,” Thomas said. She suggests teachers co-create a social contract with the class at the beginning of the year and make sure it is a living document that can grow and change. Every joke or put-down is a test of the teacher and she should stop everything to revisit the social contract and discuss violations. When kids are resisting a new kind of learning, it’s often because they feel unsafe.
“When we focus on the skills and dispositions at the beginning, the depth of the work is much greater. And [students] internalize the skills much more than when it’s a separate unit because it’s contextualized.”
“A lot of teachers don’t understand how important it is to build a learning community,” Thomas said. One of the best ways to do this is through meaningful work, but it’s also important at times to take a break from academics and just play together. A short game outside can refocus students and build trust and teamwork at the same time.
Project-based learning is all the rage right now, and for good reason: It’s a surefire path to deep student engagement and learning. Check out our interactive infographic to discover all you need to know to get started with PBL.
Project-based learning is all the rage right now, and for good reason: It’s a surefire path to deep student engagement and learning. Check out our interactive infographic to discover all you need to know to get started with PBL.
The Using Google Tools in Project-Based Learning Infographic presents how teachers can use google apps in project-based learning to streamline learning.
The Using Google Tools in Project-Based Learning Infographic presents how teachers can use google apps in project-based learning to streamline learning.
As cities build sensors and data systems into infrastructure, a team of innovative engineering students developed a "smart stick" to transform the urban experience for visually impaired people.
As cities build sensors and data systems into infrastructure, a team of innovative engineering students developed a "smart stick" to transform the urban experience for visually impaired people.
Hora Genial permite liberdade aos aprendizes para desenharem sua aprendizagem. durante o periodo da aula. Sao estimulados a explorarem suas proprias curiosidades, e construirem e organziarem seu conheimento durante a aula. Para que isso se concretize, devem seguir os 6 principios:
Creating a gold-standard for Project Based Learning and then reaching that standard may seem to be a bit like scaling a mountain - at first glance-difficult, very risky, and somewhat mysterious. However, even the tallest mountains can be climbed if you have the right knowledge, skills, tools, and support—and perhaps a little courage. The same can be said for Project Based Learning. We at the Partnership for 21st Century Skills think a lot about skills - so let’s explore the skills that are needed.
Creating a gold-standard for Project Based Learning and then reaching that standard may seem to be a bit like scaling a mountain - at first glance-difficult, very risky, and somewhat mysterious. However, even the tallest mountains can be climbed if you have the right knowledge, skills, tools, and support—and perhaps a little courage. The same can be said for Project Based Learning. We at the Partnership for 21st Century Skills think a lot about skills - so let’s explore the skills that are needed.
Project-based learning may be the best vehicle for personalized learning as teachers move beyond "course-based" approaches and open the way for student-designed curriculum.
Not every teacher may be ready to jump into this type of personalization. To make it work, they'll be required to adopt a different teaching role. They'll need strong management skills and a commitment to disruptive innovation.In addition, the current constructs of the education system may hold us back. What if we could make this dream of personalized PBL a reality?
===> I say that we work toward it, creating a push on the system that demands change in the education of our students. <===
Not every teacher may be ready to jump into this type of personalization. To make it work, they'll be required to adopt a different teaching role. They'll need strong management skills and a commitment to disruptive innovation.In addition, the current constructs of the education system may hold us back. What if we could make this dream of personalized PBL a reality?
===> I say that we work toward it, creating a push on the system that demands change in the education of our students. <===
An art teacher and I (drama teacher) started to use a negotiated approach with students about 15 years ago. By working with students to be aware of curriculum expectations and discussing "what would this look like" we assisted students with developingntheir own learnign pathways and expressions of their learning - in keeping with the legislated requirements of curriculum. I've also noted over the years that elements of the International Baccalaureate - particularly the project work from MYP - reflects a similar approach.
Without reference to research literature, I'd speculate that this speaks to engagement, authenticity and relevance... and needn't be confined to K-12 contexts.... well-documented project work could be conducted outside the confines of formal classes and evidenced against formal assessment criteria.
Performance assessments are real-world scenarios that reflect the ambiguity of real-world challenges. They require higher-order thinking and problem solving. They are concluded with authentic performance.
- Real-world scenario: students assume roles in real-world scenarios.
- Authentic, complex process: scenarios reflect complex and ambiguity of real-world challenges.
- Higher-order thinking: requires critical thinking, analytic reasoning, and problem solving.
- Authentic performance: the ‘product’ reflects what a professional would produce.
- Transparent evaluation criteria: the learning outcomes drive the creation of the task.
Doesn't real time assessment, application of learning make more sense then standardzed tests which only assess how well teachers can teach the standards, whether they are state or Common Core.
Wikipedia explains service learning as: "An educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs."
That second definition is easier to comprehend, but it still feels more complicated than it needs to be. How about this: In service learning, students learn educational standards through tackling real-life problems in their community.
Wikipedia explains service learning as: "An educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs."
That second definition is easier to comprehend, but it still feels more complicated than it needs to be. How about this: In service learning, students learn educational standards through tackling real-life problems in their community.
“Skills young people should be learning to be prepared for a career in 2020 include:
The ability to concentrate, to focus deeply.
The ability to distinguish between the “noise” and the message in the ever-growing sea of information.
The ability to do public problem solving through cooperative work.
The ability to search effectively for information and to be able to discern the quality and veracity of the information one finds and then communicate these findings well.
Synthesizing skills (being able to bring together details from many sources).
The capability to be futures-minded through formal education in the practices of horizon-scanning, trends analysis and strategic foresight.”
Skills young people should be learning to be prepared for a career in 2020 include:
The ability to concentrate, to focus deeply.
The ability to distinguish between the “noise” and the message in the ever-growing sea of information.
The ability to do public problem solving through cooperative work.
The ability to search effectively for information and to be able to discern the quality and veracity of the information one finds and then communicate these findings well.
Synthesizing skills (being able to bring together details from many sources).
The capability to be futures-minded through formal education in the practices of horizon-scanning, trends analysis and strategic foresight.”
Infographic and discussion of the range of skills we need to help students learn as well as colleagues is helpful. I was struggling with deep focus before I read this. It was a gentle reminder to step it up in many ways.
Der Film beschreibt, wie das Lernen im 21. Jahrhundert sein sollte. Nach dem Vorbild des "21st Century Lerning" Films des US-amerikanischen Bildungsaktivisten Patrick Newell und durch seine freundliche Freigabe, hat die Organisation EDCUATION Y eine deutsche Fassung produziert.
Darin kommen Bildungsexperten aus der Wissenschaft genau zu Wort wie Bildungspraktiker.
Der Film beschreibt, wie das Lernen im 21. Jahrhundert sein sollte. Nach dem Vorbild des "21st Century Lerning" Films des US-amerikanischen Bildungsaktivisten Patrick Newell und durch seine freundliche Freigabe, hat die Organisation EDCUATION Y eine deutsche Fassung produziert.
Darin kommen Bildungsexperten aus der Wissenschaft genau zu Wort wie Bildungspraktiker.
For a successful PBL unit, set clear goals, over plan, make students accountable, give concrete deadlines, share rubrics in advance, and reflect on your methods.
For a successful PBL unit, set clear goals, over plan, make students accountable, give concrete deadlines, share rubrics in advance, and reflect on your methods.
The Introducing Project-Based Learning in your Classroom course introduces you to the concept of project-based learning (PBL) and helps you to implement this pedagogical approach in your classroom by providing concrete examples, ideas and tools that can inspire and support you and your students to embark on a PBL learning journey.
We will be exploring three key challenges related to the implementation of PBL: how to get students to collaborate effectively, how to facilitate student-driven activities, and finally how to assess PBL in your classroom.
The course offers an introduction to these topics and provides you with a framework to engage with fellow teachers and other education stakeholders by sharing resources, experiences, ideas, etc. The goal of the course is to develop into a professional learning community discussing PBL even after the course has finished.
The Introducing Project-Based Learning in your Classroom course introduces you to the concept of project-based learning (PBL) and helps you to implement this pedagogical approach in your classroom by providing concrete examples, ideas and tools that can inspire and support you and your students to embark on a PBL learning journey.
We will be exploring three key challenges related to the implementation of PBL: how to get students to collaborate effectively, how to facilitate student-driven activities, and finally how to assess PBL in your classroom.
The course offers an introduction to these topics and provides you with a framework to engage with fellow teachers and other education stakeholders by sharing resources, experiences, ideas, etc. The goal of the course is to develop into a professional learning community discussing PBL even after the course has finished.
Working on a group project? Or organizing your students for group projects? Here are some tools that can manage the collaboration process for everyone.
The Internet of Things World Forum (IoTWF) is an exclusive industry event, hosted by Cisco. The event brings the best and brightest thinkers, practitioners, and innovators from business, government, and academia together to accelerate the Internet of Things. The primary goal of the IoTWF is to accelerate the market adoption of the Internet of Things. The framework and agenda for the event is set by the membership-only IoTWF Steering Committee.
The Internet of Things World Forum (IoTWF) is an exclusive industry event, hosted by Cisco. The event brings the best and brightest thinkers, practitioners, and innovators from business, government, and academia together to accelerate the Internet of Things. The primary goal of the IoTWF is to accelerate the market adoption of the Internet of Things. The framework and agenda for the event is set by the membership-only IoTWF Steering Committee.
Can kids solve real life problems that affect our world? Sure! Why not? Many of you know the 7 sterile steps to PBL. How about adding a little more to the 7 steps? Here are a few ideas about how to solve real-life problems with your class
Can kids solve real life problems that affect our world? Sure! Why not? Many of you know the 7 sterile steps to PBL. How about adding a little more to the 7 steps? Here are a few ideas about how to solve real-life problems with your class
In the first of two parts, guest blogger John Larmer of the Buck Institute for Education clears up any confusion on the difference between project-based learning, problem-based learning, and whatever-else-based learning.
In the first of two parts, guest blogger John Larmer of the Buck Institute for Education clears up any confusion on the difference between project-based learning, problem-based learning, and whatever-else-based learning.
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The World Economic Forum shared the Future of Jobs report in 2018 that provided a list of the growing skills for 2022. Here are the top 10:
- Analytical thinking and innovation
- Active learning and learning strategies
- Creativity, originality, and initiative
- Technology design and programming
- Critical thinking and analysis
- Complex problem-solving
- Leadership and social influence
- Emotional intelligence
- Reasoning, problem-solving, and ideation
- Systems analysis and evaluation
If we look at these 10 skill areas, what types of learning experiences or learning spaces can we create for our students that can address most if not all of them? Looking at these skills individually and thinking about the nature of our work, it can seem overwhelming. However, there are some simple ways to create a space where students can build all of these skills and more.
Here are six ideas to try that can help to address these skills:
1. Project-based Learning (PBL)
2. Coding
3. STEAM and Makerspaces
4. Place-based
5. Genius Hour
6. Student-Led PD or Teacher for a Day
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Grit
https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset
https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/
https://gustmees.wordpress.com/2017/08/25/adventures-of-learning-how-does-it-happen/
https://gustmees.wordpress.com/?s=life+long+learning