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"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."
Beth Dichter's insight:
What do young people need to know? Jackie Gerstein provides a great visual as well as a list of 18 ideas, and each has a link for additional information. She also requests that you send her additional ideas. After you review the list you might consider how many of these skills are taught in your school, or consider which should be taught in school. * How to be a self-directed learner – finding and using resources (both face-to-face and online) to learn and improve personal interests * How to evaluate websites and online tools for credibility * How to work in mixed-age groups * How to code * How to set and achieve goals 
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What is 21st century learning, and how do networks and technology function within it?
Beth Dichter's insight:
There are many ways we may look at 21st century learning and this post suggest that there are six channesl of learning. In fact the post notes that there are more than six channels but that "these six are emerging or have always existed as powerful players in how learners make meaning." The image above provides a visual view, and the six key areas are listed below. * Dialogic Response * Community Interaction * Abstraction and Creativity * Media Literacy * Play * Self-Directed Learning Are there other areas you would define as channels of learning?
Drora Arussy's curator insight,
May 20, 2013 12:38 PM
Wonderful way to put it in perspective. Thank you for sharing the visual. 
Brad Reitzel's curator insight,
August 26, 2014 10:54 AM
Very important components for 21st Century learnings...media literacy should probably be number one in our list!
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"So I'm trying to better understand how people learn--not now they're taught in terms of teaching strategies, but more so learning strategies--only not really strategies...Learning actions, or cognitive actions."
Beth Dichter's insight:
How can we help out students become more self-directed in their learning? What tools can we provide them with to help them become self-directed learners (using 21st century tools and skills)? This post provides a list of 27 actions. The post states: "The big idea is that these kinds of “brain actions” are not only the kinds of tasks you can use to create assignments, but more importantly are the kinds of acts that promote inquiry-based understanding. So rather than start with a topic–fractions, metaphors, or racism–you can simply insist on the cognitive action itself. Learners can choose topics of their own, or you can offer a range of topics." With that as a background five of the actions are listed below. There is additional material in the post as well as another 22 actions. * Challenge something * Test the validity of a model * Study the relationship between text and subtext * Critique something * Transfer a lesson or philosophical stance from one situation to another
Don Berg's curator insight,
July 10, 2014 3:53 PM
Interesting how much of challenge it is to distinguish between teaching and learning. That is one of the obstacles to getting self-directed learning to become a mainstream feature in schools. |
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"...in practice, curriculum maps are almost always not the “living, breathing” documents experts like Heidi Jacobs Hayes promote. They are instead very dead things—lifeless prisons of content to be covered, and boxes to be highlighted...For a curriculum map—or any planned learning experiences—to be vital—and vitally useful—they must be adaptive and circular rather than rigid and linear. ...they must encourage students to continue their pursuit of understanding and self-knowledge."
Beth Dichter's insight:
What can you do to help extend the learning process, to keep it going in your classroom? This post provides "six strategies to help keep the learning going in your classroom." Below are two. * At the end of an activity, project, lesson, or unit ask simple questions: So? So what? What now? What have you learned? Why is that important? What makes sense to do next in light of this progression? * Promote self-directed learning using frameworks that teach students to access, evaluate, and use information in real-time, rather than simply “doing assignments.” Click through to the post to read four more strategies.
Sue J Wilson's curator insight,
November 25, 2013 10:32 AM
"...in practice, curriculum maps are almost always not the “living, breathing” documents experts like Heidi Jacobs Hayes promote. They are instead very dead things—lifeless prisons of content to be covered, and boxes to be highlighted...For a curriculum map—or any planned learning experiences—to be vital—and vitally useful—they must be adaptive and circular rather than rigid and linear. ...they must encourage students to continue their pursuit of understanding and self-knowledge." 
Roberta Orlando's curator insight,
November 26, 2013 9:01 AM
Interesting food for thought...worth reading ;)
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Beth Dichter's insight:
A look at what self-directed learning is, at why people are doing it, tips and tricks. strategies. problems that may arise, how people are doing it and some famous folk whom were self-directed learners.
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Beth Dichter's insight:
If you had to come up with the seven most "compelling trends" in education today what would they be? This graphic shows one view of the trends. The ones listed are: * Digital & Research Literacy * Shifts from Standards to Habits * Game-Based Learning and Gamification * Connectivism * Transparency * Place-Based Education * Self-Directed Learning and Play For more information on these check out the original post.
Darren Smith's curator insight,
March 14, 2013 12:04 AM
Love this. professional Learning Teams can benefit from this. 
Nancy Jones's comment,
March 14, 2013 11:53 AM
Love it. Thanks, as always , for sharing all this great stuff:)
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The best question she asks is 'Which are taught in school? Which should be?' These are great questions to explore as a staff in looking at these universal skills.