21st Century Learning and Teaching

Is critical thinking for kids? Absolutely! The art of critical thinking begins in childhood. What kind of thinker is your child?  Does he believe everything on TV?  Does she always figure out how to get what she wants? 

Does he ask questions?  Does she go along with what her friends suggest?  You can help develop your child’s critical thinking skills by learning a few key guidelines!

Whether your child is just starting summer vacation or in the midst of the school year, parents can help keep minds active in fun ways. Critical thinking skills don’t fully develop until adolescence, but the foundations for good thinking develop in younger children.

The nonprofit Foundation for Critical Thinking cultivates core intellectual virtues that lead to fair-minded thinking.  They have identified three ways K-6 children typically think.

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Changing The Learning Process

Until now, this level of personalization has been limited to small classrooms, though AI makes every classroom feel like a small one. AI systems analyze students' progress on a scale that teachers alone cannot, effectively minimizing the student-teacher ratio problem. AI systems also erase distance. Learning happens anywhere at any time.

Another benefit of AI-augmented education is that it isn't judgemental. Constructive criticism from an AI tutor can feel less intimidating than a fellow human. Students, especially the underserved, who may not be accustomed to such feedback, are likely to respond more positively to this feedback and are thus more likely to seek it out in the future. Feedback from AI systems is instantaneous and thereby extremely effective and can be acted on immediately.

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My Modern Knowledge as I am retired... I recently met some young female teachers, educators in a Restaurant and as I am a very social person I started in to a discussion: I love to talk to find out what persons are around me and IF from EDUcation, guess, I can't STOP to…

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Safer Internet Day 2020 – Save the date!. Safer Internet Day (SID) is organised by Insafe in February of each year to promote safer and more responsible use of online technology and mobile phones, especially among children and young people across the world. Safer Internet Day 2020 will be celebrated on Tuesday 11 February 2020…

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https://www.scoop.it/topic/apple-mac-ios4-ipad-iphone-and-in-security

https://gustmees.wordpress.com/2017/10/26/critical-thinking-and-proactive-thinking-a-must-in-modern-edu/

A new year, new challenges! As every new year there is a new challenge to perform for a BETTER Professional-Development for TEACHers, EDUcators, LEHRENDE, Instructors. Especially for Modern-EDU, Modern-Pedagogy, Modern-Learning there is still a lot to LEARN! Here below some thoughts in form of quotes from me.

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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

Let us talk about Hygiene... Strange, I make an introduction about Hygiene in an Cyber-Security Blog, ISN'T it?!! Well, there is a reason behind: WHEN WE use a computer, Smartphone and/or any OTHER technical device (such as cars as well...) WE need to take care of them! AND our body? The same: WE…

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https://www.scoop.it/topic/apple-mac-ios4-ipad-iphone-and-in-security

https://gustmees.wordpress.com/2017/10/26/critical-thinking-and-proactive-thinking-a-must-in-modern-edu/

This book highlights new scientific research about how people learn, including interdisciplinary perspectives from neuroscience, the social, cognitive

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Motiver ?

Depuis la fin du XIXème siècle, de nombreux de pédagogues ont avancé des propositions pour donner vie et force au désir d’apprendre. Alfred Binet, pédagogue et psychologue français, plus connu pour ses tests, écrivait par exemple en 1902 dans son livre « Les idées modernes sur les enfants » :

 : « Au lieu de lui expliquer des idées, il vaut mieux les lui faire trouver ; au lieu de lui donner des ordres, il vaut mieux lui laisser la spontanéité de ses actes, et n’intervenir que pour contrôler ». Il ajoutait plus loin : « Entrez dans une classe ; si vous voyez les élèves immobiles, écoutant sans peine un maître agité qui pérore dans sa chaire, ou encore vous voyez ces enfants, copier, écrire le cours que le maître leur dicte, dites-vous que c’est de la mauvaise pédagogie. J’aime mieux une classe où je verrais des enfants moins silencieux, plus bruyants mais occupés à faire le travail le plus modeste, pourvu que ce soit un travail où ils mettent un effort personnel, un travail qui est leur œuvre, qui exige un peu de réflexion, de jugement et de goût. »

Depuis la mise en place des écoles actives voici plus d’un siècle, l’activité justement et l’autonomie de l’élève, son plaisir de découvrir par lui-même, de se questionner et de chercher sont recommandés comme les meilleurs agents de la motivation. Les questions nourrissent la curiosité et entraînent la dynamique du « connaître ». Les attentes de l’enfant, ses projets jouent un rôle moteur, auquel contribuent fondamentalement la confiance dans ses compétence intellectuelles et l’estime de soi, que notre système scolaire met particulièrement à mal.

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Video: How to tell the difference between AI, machine learning, and deep learning.

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At first, many faculty sought to replicate online what they normally do in a classroom. They soon discovered this was not a strategy that was practical, as not all students could access synchronous classes reliably and many had challenges, such as other siblings or parents needing access to the technology, the costs of broadband Internet access exceeding their ability to pay, or were in different time zones. Nor was it efficient.

In fact, what faculty began to discover is what has been known for some time. There is “no empirical evidence that says that classroom instruction benefits students (compared to alternatives) from a learning achievement perspective”, a finding from the Centre for the Study of Learning and Performance at Concordia University. Faculty began to experiment with personal challenges, small group work, project-based learning and the recording of short videos. They began to explore pedagogy, the science and art of instruction based on design.

Faculty sought help from colleagues with previous experience teaching online, looking for evidence for what worked in their discipline. They were inspired by examples for creative arts and music, where Zoom rehearsals and performances produced remarkable and life-changing events. Some discovered open education resources, materials, labs, videos, simulations, games, that helped them find new ways of engaging their online learners. Some truly innovative design ideas emerged, such a course on COVID-19 in which a different “angle” (epidemiology, economics, psychology, virology, politics) became the focus for each week taught by a faculty member from that discipline.

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Personalized and blended learning and differentiated instruction should be viewed as interrelated supports for deep learning.

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Description
Teach programming across Key Stage 1 with:
- Lesson outlines.
- A sequence of pupil activities using free, online resources to teach programming. This includes a 'What is programming?' video designed to explain programming (below) to pupils aged 4+ and 6 other videos that can be shown to pupils to introduce each activity. 
- 3 unplugged (printable) activities.
- Video tutorial for teachers demonstrating how a free website can be used to assess each skill covered in this pack.
- ​Pupil activity pack with 7 activities (including 'What is programming?' video) with video tutorials guiding pupils through online tasks to learn skills at their own pace.

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https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=Programming...

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

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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/

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A new year, new challenges! As every new year there is a new challenge to perform for a BETTER Professional-Development for TEACHers, EDUcators, LEHRENDE, Instructors. Especially for Modern-EDU, Modern-Pedagogy, Modern-Learning there is still a lot to LEARN! Here below some thoughts in form of quotes from me...

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https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Grit

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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

A new year, new challenges! As every new year there is a new challenge to perform for a BETTER Professional-Development for TEACHers, EDUcators, LEHRENDE, Instructors. Especially for Modern-EDU, Modern-Pedagogy, Modern-Learning there is still a lot to LEARN! Here below some thoughts in form of quotes from me. . .

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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

SO, you are a retired EDUcator, TEACHer, Instructor, LEHRENDER: WHAT to do NOW?!! Well, that was the question I was asking myself when I became retired in 2014. As I did innovation in Modern-EDUcation in my country Luxembourg, there was NO WAY to give that up, BTW! SO, years before my retirement I…

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Part of the challenge facing educationalists is that technological change will call for skills that fall outside of age-old approaches to curriculum design and teaching. Emotional intelligence, creative thinking, and collaboration are just three core aptitudes that will be needed, but which cannot easily be taught in a traditional classroom environment.

“Updating curriculum should always be on the agenda,” says Jaime Saavedra of the World Bank, quoted in the WEFFI report. “But it is incredibly urgent to invest in changing the behaviour of teachers and improving what happens inside the classroom.

Avec les nouveaux modèles d’enseignement, tous les équilibres, tous les codes sont remis en cause. Au sens strict du terme, il n’y a plus d’enseignant, pas de cours, pas de programme, rien que des cas concrets à résoudre en trouvant soi-même la solution ou en s’associant à d’autres élèves. Cette pédagogie met l’accent sur le comportement, les capacités à travailler à plusieurs et à apprendre très vite en autonomie.

Pour Romain Martin, vice-recteur pour les affaires académiques de l’Université du Luxembourg, «la principale erreur consiste à se focaliser sur les technologies elles-mêmes. Il ne faut pas simplement regarder l’outil, mais comment ces outils sont utilisés.» Une désacralisation des technologies pourtant au cœur des enjeux, au profit d’une démarche pédagogique nouvelle. La tendance est ainsi à l’«adaptive learning». 

[Gust MEES] pratiquant ceci déjà depuis 2002 et enfin reconnu...

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Si l’école se concentre sur la mémorisation et le calcul, l’homme sera un jour dépassé par la machine, prévient François Taddei. D’où la nécessité d’enseigner à l’école coopération, créativité, communication, critique constructive et compassion.

François Taddei

Polytechnicien, directeur de recherche à l’Inserm, auteur du livre Apprendre au XXIe siècle (1)

La Croix  : La diffusion du numérique marque-t-elle une rupture dans l’histoire de l’école ?

François Taddei : Avec le numérique, l’école ne fait pas table rase du passé. Elle s’enrichit de nouvelles possibilités pédagogiques, suivant une évolution graduelle et hétérogène. Certains professeurs recourent beaucoup à ces outils, d’autres moins. De même, certains vont utiliser un tableau blanc interactif sans abandonner leurs méthodes d’enseignement très frontales.

Il n’empêche, les technologies de l’information et de la communication pour l’enseignement démultiplient les opportunités. En 1920, Célestin Freinet utilisait l’imprimerie pour permettre à la classe de communiquer avec le reste du monde. Aujourd’hui, le numérique permet de décloisonner instantanément la classe, par exemple en lui permettant de rédiger collectivement de courts textes postés sur Twitter.

De plus, on a accès, avec Internet, à une masse infinie d’informations situées hors des murs de l’école, à une multitude d’interactions avec l’extérieur. Si un enseignant et ses élèves s’intéressent au climat, ils peuvent aujourd’hui entrer en contact avec des chercheurs en mission dans ­l’Antarctique !

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DRUMMONDVILLE | Un collège privé du Centre-du-Québec réinvente l’école en remplaçant les pupitres, les tableaux et les cours magistraux par des espaces modernes où les élèves apprennent à leur rythme, encadrés par des « coachs ».

Depuis septembre, le Collège Saint-Bernard de Drummondville a entrepris une révolution en éducation, si bien que des chercheurs se pencheront bientôt sur ce modèle.

Le Collège a détruit sept classes pour créer trois grands espaces qu’il appelle « zones innovantes ».


Des tables, des banquettes et des coussins remplacent les pupitres, alors que les vitres et les portes servent de tableaux pour écrire.

Quelque 180 élèves de 1re, 2e et 3e secondaire circulent librement, consultent leur téléphone, peuvent écouter leur musique et travaillent à leur rythme sur leur ordinateur.

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https://gustmees.wordpress.com/2015/12/27/what-are-the-best-ways-of-teaching-and-learning-ideas-and-reflections/

I was fortunate to be able to share my thoughts on how digital content curation may be implemented as a powerful pedagogical approach in the latest issue of SCIS Connections. 

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