What is the role of teachers in preparing future generations?
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Claudia costin claudia costin visiting professor of practice in education - harvard graduate school of education, former secretary of education - municipality of rio de janeiro @claudiacostin.
August 3, 2017
- 10 min read
The following essay comes from “ Meaningful education in times of uncertainty ,” a collection of essays from the Center for Universal Education and top thought leaders in the fields of learning, innovation, and technology.
This is a very ambitious goal. In many parts of the developing world, too many are left behind by not having access to school or learning the basics. Of the 121 million out-of-school children and adolescents in low- and middle-income countries, one-sixth of children did not complete primary school and one-third of adolescents did not complete lower secondary. Thirty percent of countries still do not have gender parity in primary and 50 percent do not have it in secondary.
Worst of all, 250 million children cannot read, write, or do basic arithmetic, although many of them have been in school for some years. “Schooling Ain’t Learning” states the subtitle of the excellent book from Lant Pritchett, “ The Rebirth of Education ,” which analyzes the challenges the developing world faces to ensure improvements in literacy and numeracy. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has described it as the Global Learning Crisis.
To make matters worse, the demand for skills is migrating to non-routine cognitive and interpersonal skills, since many jobs are being lost to automation . Curricula in schools do not normally consider this change and education systems do not have the tools to address these more sophisticated skills.
Globalization has made these changes present in almost every country, adding to existing inequalities and contributing to the intergenerational transmission of poverty. In many low-income, and even middle-income countries, certified teachers (i.e. teachers who have received the formal education required by the country’s regulations) lack knowledge in some subjects such as mathematics, physics, and chemistry, lack adequate quantities of textbooks, and connectivity (and sometimes even electricity) is rare in school buildings. Yet, even in these cases, the demand for higher-level thinking skills is present in the labor market, imposing a double-challenge over an already overburdened school system.
In this context, what should be the role of the teacher? It would be easy to respond that if the basics do not exist, we should not expect anything more than the basics, thus allowing the next generation of students to be unskilled and unprepared for the future ahead.
In this short essay, I try to state the opposite: It is possible, with the appropriate support, to expect teachers to help students to be active citizens and professionals in these times of uncertainty.
The path to scale 21st century education in countries with struggling education ecosystems
These countries cannot make their school systems progress step-by-step, first covering the last mile in access, then promoting the outdated model of quality education for all, and finally ensuring that the system incorporates the development of a new set of skills. They will have to leapfrog and learn from countries that have previously improved their education systems.
For this to be feasible, some initial deficiencies will need to be addressed, such as a precarious pre-service and in-service education and inefficient teachers’ hiring processes. Pre-service education in the developing world tends to overemphasize the theory, at the expense of the practice of education. A curriculum reform in the tertiary institutions that prepare future teachers would be more than welcome. Only through a solid reflection on a teacher’s everyday practice could we advance towards a model where they could be seen less as a mere class provider and more as a mediator in the process of skills development—literacy and numeracy, higher order cognitive skills, or social and emotional skills. These skills are better developed through interactions, not speeches or copying from a blackboard, as most teachers do. Facilitating a class where consistent participation is expected is extremely difficult for novice teachers that were themselves taught through pedagogies that don’t demand students’ engagement.
Last year, the OECD delivered an interesting report on the strategies mathematics teachers from participating countries in PISA 2012 used to deliver their instruction. 4 The report grouped the strategies into three categories: active learning, where the emphasis is on promoting student engagement in their own learning, with support of ICT and lots of teamwork; cognitive activation, where students are challenged into a process that develops higher order thinking skills, especially problem solving and critical thinking; and teacher-directed instruction, that relies on the teacher ability to deliver good classes. According to the report, the strategies are not mutually exclusive, which demand the instructor a constant change in roles, to adjust to the kind of instruction being implemented.
Pre-service education and hiring processes in the developing world should prepare professionals that are ready to manage these more sophisticated roles as they deal with their daily teaching of classes.
In addition to this important transformation, professional development should incorporate the notion that, in addition to being a mediator, a teacher is part of a team and teaching is not an isolated work. Teachers need to learn to collaborate, co-create, plan classes, and monitor their work together. This could be in the school they are working or within a school system. Good initiatives of pairing struggling schools with better performing ones in the same area—thus dealing with the same student population—have shown promising results globally.
The real challenge is that before the profession becomes more attractive, and the pre-service education more effective, these countries need to deal with a current cohort of teachers that often lack the skills and repertoire to face this complex reality. In these cases, a blend of more scripted teaching strategies with space for experimentation and support for innovation have shown to be effective. Studies have shown that unskilled teachers benefit greatly from additional support such as pre-formatted class plans, digital classes, and more detailed textbooks.
Despite this, learning—through collaboration or professional development courses—how to deliver classes that are more engaging and allow for the student’s space to develop higher order thinking skills, is feasible even under these difficult circumstances. It just demands more structured professional development and better-prepared instructors to address these teachers’ needs.
This demands mentoring and class observations, together with structured materials to support initial efforts from the novice teacher to prepare meaningful class-plans and deliver them. It also requires some additional time if the classes are—as in some developing countries—too short or based on a curriculum overloaded with unnecessary content.
Building Global Citizens at Uncertain Times
The demands put on schools are not restricted to preparing students for the increasing demands of the labor market. A child needs to grow to be an informed member of the society in which they live and to have the knowledge and capabilities to participate. In addition to acquiring basic cognitive and social and emotional skills, a solid Global Citizenship curriculum should be introduced in the school system even in the developing world. Understanding how his or her own country is organized, and how it connects to a globalized world, will be of great value for the student.
To foster the skills needed to become a global citizen, we should develop these skills in a structured way in the teachers’ workforce. This means in-service education through collaboration and group-discussions on empathy, cultural appreciation, ethnic and gender identities, and general knowledge of current world affairs and challenges. A teacher that believes she is part of humanity and not just of a region or a country tends to foster the same perception in her students.
Ultimately, if we want students to become citizens, we need to give them a voice. Very often, in school systems, we treat teenagers as children and don’t trust them to be responsible for their own student lives and choices. This means we must trust them to take part in important decisions about the school curriculum and we must discuss their behavior issues with them directly—not their parents. This would also require allowing some space for them to make mistakes and learning to correct them effectively. A global citizen, it must be understood, is first a citizen in his own school, community, and country. If we truly want to prepare them to become informed and active members in their countries, it is important to give them some space to exercise choices and activism at an early stage.
In Rio de Janeiro, where I was municipal secretary of education, we introduced a mandatory assignment at the beginning of 7th grade, for the adolescents to state in a structured way the life project—that meant putting their dreams into words and learning to plan their future lives. They did it at the beginning of the school year, in an activity conducted with the support of 9th graders that were trained specifically for the task. Only after the whole class arrived at an acceptable proposition for each kid did the teachers enter the classroom, at which point each student could choose a mentor teacher to continue discussing their projects. The results were impressive for both students and instructors.
Using Technology to Leapfrog
Although it might seem utopic, education in low- and middle-income countries can benefit from modern technology even when the basics are lacking, if a more contextualized approach to including such tools in the classroom is taken, as a support to teachers not as an additional subject.
In China, for example, the Ministry of Education offers schools options to use digital classes. In Rio de Janeiro, when I was secretary, we took a similar approach: offering all teachers the use of digital classes prepared by trained instructors. The use of the platform has shown positive impacts on learning. Yet to take full advantage of this tool, connectivity needs to exist. In the absence of this, pen-drives or offline options were provided. Using technology for remedial education was and is still done, even when connectivity is not available.
Other possibilities are the broadcasting of classes to support instruction where specific teachers are not available. An interesting example of this innovative practice was highlighted in the Millions Learning report from the Center for Universal Education at Brookings. The school system in the state of Amazonas in Brazil had the challenge of providing physics and chemistry classes in the Amazon jungle for high school students. The solution was to enlist a teacher to broadcast classes and provide schools with a generalist teacher to ensure class participation and student engagement.
The use of technology in these examples show the possible advantages of bringing resources and a knowledge base that is not yet available in every classroom. On the other hand, the fact that in the education ecosystem it exists somewhere and may be mobilized is of great help and doesn’t give teachers the sense of disempowerment, since it is prepared by teachers from within the Amazonas system or by members of the community and not by a distant company located in another country.
The SDG-4 demands an organized effort to ensure that every child and adolescent in the world has the means to complete quality primary and secondary school, as well as develop skills to live a healthy and productive life. Unfortunately, as uncertainty grows, this task seems almost impossible—even in high-income countries—as more complex skills are demanded by employers and globalization requiring individuals who understand the challenges the planet is facing and that can operate in different geographies.
What should be the role of teachers, in such an environment, especially in low- and middle-income countries? This is the question I have tried to answer here, providing some clues of what could be done to ensure that the United Nation’s goal can actually produce a more educated global society, and that a better world might emerge.
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The role of teachers in 21st-century education
Education is at the very heart of a democratic society. Through the delivery of education effectively, we give young people the power to influence their future and contribute to the community. Teachers need to be far more than educators, inspiring creative thinkers and achievers.
The role of technology in modern education , there is a challenge in facing this new era of 21st-century education – and come to think of it, there is more that can be done regarding adaptation. When talking about the role of teachers, the focus should be on changing perspectives to better connect with modern times, not changing mindsets.
We live in a society where everything is digitized and nothing is conventional anymore. The notion and position of a teacher should follow suit.
This article discusses some roles teachers are expected to take on in the 21st-century education system and some useful tools.
What is 21st-century education?
The world has changed a lot. It has become more complicated, more complex, and more challenging. The challenges we face today are much different from the ones our parents faced back in their days. In the digital world where everything is fast-paced and virtual, it is very important to understand how to adapt to this new environment and how to use technology to your advantage.
As per research conducted by boarding schools in Dehradun ,21st-century education aims to prepare students for life in the 21st century by teaching them skills such as problem-solving, critical thinking, and communication. In the 21st century, education is about more than just learning facts. It’s about developing skills that help you succeed in a world of constant change.
It gives them the knowledge and skills to adapt to new challenges, solve problems creatively and innovate in their fields. It also helps them become more responsible citizens who contribute positively to society. These skills are essential for students when they enter the workforce because employers need employees who have these skills to solve problems creatively and effectively collaborate with other team members or clients on various projects.
The purpose of 21st-century education is to develop students who are:
Students should be encouraged to ask questions and have the freedom to explore their interests.
Students should be encouraged to think outside the box, take risks, and use their imagination.
Emotionally intelligent :
Students should learn how to manage their emotions, respond appropriately to others’ emotions and be able to resolve conflicts peacefully.
Citizens of the world :
Students should be aware of issues facing humanity such as cultural diversity and global warming so they make informed decisions about how they want to contribute positively towards a sustainable future.
Technology-enhanced learning environments
In the 21st century, teachers and administrators are faced with the challenge of preparing students for an ever-changing world. Students need to think critically, solve problems and communicate effectively. Teachers must provide instruction relevant to their students’ needs within a changing global economy. One way to do this is through technology-enhanced learning environments.
Technology-enhanced learning environments combine technology with innovative approaches to teaching. It enhances the learning experience for students. The use of technology enhances student engagement and motivation by providing a variety of resources and opportunities for them to explore their interests while becoming more knowledgeable about topics they find interesting or important.
Technology has become an integral part of our everyday lives; therefore, it should not be surprising that it is integrated into education. Students learn better when they are actively involved in their learning process; technology enables them to have a more hands-on approach while also allowing them to remain engaged throughout the coursework.
Teachers can utilize several types of technologies to enhance their lessons: computers; tablets; mobile devices such as smartphones or e-readers; video game consoles; smartboards (large interactive whiteboards).
The role of a teacher in the 21st century
Another survey done by Top Schools in India shows that Teachers are the most important component of any education system. And in the 21st century, they must be equipped with the right tools and training to provide their students with a first-class learning experience.
Educators have an even larger role to play in ensuring students are prepared for the future. The work of teachers is complex and challenging.
Teachers play an essential role in 21st-century education because they’re responsible for giving students the skills and knowledge they need to thrive in today’s economy. To do this, teachers need to know how to use technology effectively and be familiar with modern teaching methods like project-based learning and flipped classrooms.
It’s exciting to see how teachers are adapting to the ever-changing role of educators in society.
Guides and facilitators
Teachers give students choices, but they also set clear expectations and boundaries. They should use their knowledge and experience to help students learn from others’ work, whether in print or online. Teachers should also be able to help students explore ideas on their own to develop critical thinking skills.
The teacher’s role is shifting from a teacher as a deliverer of content to a facilitator of learning. Teachers must be aware of the new tools available to their advantage. The teacher is still the center of the classroom, but the students are now more involved in the learning process.
Teachers integrate technology into courses and lessons. They design their professional development opportunities. This shift requires new skills and approaches from teachers, who now have to provide more than just content knowledge to their students. It also requires them to be able to adapt their teaching methods depending on what kind of learning environment they are teaching in.
Teachers should encourage students to ask questions, seek answers, discuss what they find out, and share their findings with others. Teachers should also guide students in developing research skills to locate information efficiently and evaluate sources critically.
Today’s students need to be able to think critically, analyze information, solve problems, communicate clearly, and work in teams. These skills are necessary for success in today’s workplace and will be even more important in the future. The teachers promote these skills in class.
Keep students motivated
Teachers must now be able to motivate their students beyond just delivering content or telling stories about what they learned that day. The teacher must now be able to teach their students how to learn on their own, how to think critically, and how to problem-solve independently. Teachers must also be able to motivate their students so that they are interested in doing well in school and also interested in learning more than what they were required to by their school curriculum.
Assessment in the 21st century
Teachers need to understand that there is a need for them to change their teaching methods as well as their assessment practices. It is also essential for them to embrace technology and use it effectively in the classroom. Teachers need to be able to share their lesson plans and assessments with other teachers in their school district and with teachers from around the world.
To do this effectively, teachers need to understand how their students learn best and how they can optimize their learning experiences. Teachers must also be able to evaluate their teaching practice so they can continually improve their effectiveness as educators.
In the past decade, technological advances have provided educators with an array of tools to better facilitate student learning. These tools include multimedia resources, simulations, and virtual laboratories. In addition, the Internet has become an important resource for teachers and students.
Educators are increasingly using web-based applications to share lessons with other schools and districts, conduct research on topics related to their field of study and collaborate with other educators around the world.
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15 Characteristics of a 21st-Century Teacher
A teacher reflects on our changing society and how change informs what teaching is like today.
Recent technological advances have affected many areas of our lives, including the way we communicate, collaborate, learn, and, of course, teach. Those advances necessitate an expansion of our vocabulary, producing definitions such as digital natives , digital immigrants , and the topic of this post— 21st-century teacher .
As I write this, I’m trying to recall if I ever had heard phrases such as 20th-century teacher or 19th-century teacher . Quick Google searches reassure me that there are no such word combinations. Changing 20th to 21st brings different results: a 21st-century school, 21st-century education, 21st-century teacher, 21st-century skills. I searched for Twitter hashtags and Amazon books, and the results were just the same—nothing for 20th-century teacher and a lot for 21st : #teacher21, #21stcenturyskills, #21stCTeaching, and quite a few books on 21st-century teaching and learning.
Obviously, teaching in the 21st century is an altogether different phenomenon; never before could learning be happening the way it is now—everywhere, all the time, on any possible topic, supporting any possible learning style or preference. But what does being a 21st-century teacher really mean?
1. Learner-centered classroom and personalized instruction: As students have access to any information possible, there certainly is no need to spoon-feed them knowledge or teach one-size-fits-all content. Students have different personalities, goals, and needs, and offering personalized instruction is not just possible but desirable. When students are allowed to make their own choices, they own their learning, increase intrinsic motivation, and put in more effort—an ideal recipe for better learning outcomes.
2. Students as producers: Today’s students have the latest and greatest tools, yet the usage in many cases barely goes beyond communicating with family and friends via chat, text, or calls. Even though students are now viewed as digital natives, many are far from producing any digital content. They own expensive devices with capabilities to produce blogs, infographics, books, how-to videos, and tutorials, just to name a few, but in many classes they are still asked to turn those devices off and work with handouts and worksheets.
Sadly, often these papers are simply thrown away once graded. Many students don’t even want to do them, let alone keep or return to them later. When given a chance, students can produce beautiful and creative blogs, movies, or digital stories that they feel proud of and share with others.
3. Learn new technologies: In order to be able to offer students choices, having one’s own hands-on experience and expertise will be useful. Since technology keeps developing, learning a tool once and for all is not an option. The good news is that new technologies are new for the novice and and experienced teachers alike, so everyone can jump in at any time. I’ve used a short-term subscription to Lynda.com , which has many resources for learning new technologies.
4. Go global: Today’s tools make it possible to learn about other countries and people firsthand. Of course, textbooks are still sufficient, yet there’s nothing like learning languages, cultures, and communication skills by actually talking to people from other parts of the world.
It’s a shame that with all the tools available, we still learn about other cultures, people, and events from the media. Teaching students how to use the tools in their hands to visit—at least virtually—any corner of this planet will hopefully make us more knowledgable and sympathetic.
5. Be smart and use smartphones: Once again—when students are encouraged to view their devices as valuable tools that support knowledge (rather than as distractions), they start using them as such. I remember my first years of teaching when I would not allow cell phones in class and I’d try to explain every new vocabulary word or answer every question myself—something I wouldn’t even think of doing today.
I’ve learned that different students have different needs when it comes to help with new vocabulary or questions, so there’s no need to waste time and explain something that perhaps only one or two students will benefit from. Instead, teaching students to be independent and know how to find the answers they need makes the class a different environment.
I’ve seen positive changes ever since I started viewing students’ devices as useful aids. In fact, sometimes I even respond by saying, “I don’t know—use Google and tell us all.” What a difference in their reactions and outcomes!
6. Blog: I have written on the importance of both student and teacher blogging. Even my beginners of English could see the value of writing for real audience and establishing their digital presence. To blog or not to blog should not be a question any more.
7. Go digital: Another important attribute is to go paperless—organizing teaching resources and activities on one’s own website and integrating technology can bring students’ learning experience to a different level. Sharing links and offering digital discussions as opposed to a constant paper flow allows students to access and share class resources in a more organized fashion.
8. Collaborate: Technology allows collaboration between teachers and students. Creating digital resources, presentations, and projects together with other educators and students will make classroom activities resemble the real world. Collaboration should go beyond sharing documents via email or creating PowerPoint presentations. Many great ideas never go beyond a conversation or paper copy, which is a great loss. Collaboration globally can change our entire experience.
9. Use Twitter chats: Participating in Twitter chats is the cheapest and most efficient way to organize one’s PD, share research and ideas, and stay current with issues and updates in the field. We can grow professionally and expand our knowledge as there are great conversations happening every day, and going to conferences is no longer the only way to meet others and build professional learning networks.
10. Connect: Connect with like-minded individuals. Again, today’s tools allow us to connect with anyone, anywhere, anytime. Have a question for an expert or colleague? Simply connect via social media: follow, join, ask, or tell.
11. Project-based learning: As today’s students have access to authentic resources on the web, experts anywhere in the world, and peers learning the same subject somewhere else, teaching with textbooks is very 20th-century. Today’s students should develop their own driving questions, conduct their research, contact experts, and create final projects to share, all using devices already in their hands. All they need from their teacher is guidance.
12. Build your positive digital footprint: It might sound obvious, but it is for today’s teachers to model how to appropriately use social media, how to produce and publish valuable content, and how to create sharable resources. Even though it’s true that teachers are people, and they want to use social media and post their pictures and thoughts, we cannot ask our students not to do inappropriate things online if we ourselves do them. Maintaining professional behavior both in class and online will help build positive digital footprint and model appropriate actions for students.
13. Code: While this one might sound complicated, coding is nothing but today’s literacy. As pencils and pens were the tools of the 20th century, today’s teacher must be able to operate with today’s pen and pencil—computers. Coding is very interesting to learn—the feeling of writing a page with HTML is amazing. Even though I have a ways to go, just like in every other field, a step at a time can go a long way. Again, Lynda.com is a great resource to start with.
14. Innovate: I invite you to expand your teaching toolbox and try new ways you have not tried before, such as teaching with social media or replacing textbooks with web resources. Not for the sake of tools but for the sake of students.
Ever since I started using TED talks and my own activities based on those videos, my students have been giving very different feedback. They love it! They love using Facebook for class discussions and announcements. They appreciate novelty—not the new tools, but the new, more productive and more interesting ways of using them.
15. Keep learning: As new tools and new technology keep emerging, learning and adapting is essential. The good news is: It’s fun, and even 20 minutes a day will take you a long way.
This piece was originally submitted to our community forums by a reader. Due to audience interest, we’ve preserved it. The opinions expressed here are the writer’s own.
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- Policy in Focus
Teachers of the Future: Meeting the Needs of 21st Century Learners
- Teacher and Principal Quality
- Teacher Professional Learning
As jurisdictions around the world rethink the knowledge, skills and competencies students will need for a very different future, they are also considering what that shift means for the teaching profession. This has led to the development of new teacher competencies that reflect the broad goals that are being set for students. These competencies serve as standards for the profession, a framework for professional learning and growth and, in some cases, a tool for evaluation and accreditation. Hong Kong, Singapore and Estonia are three cases in point.
- caring cultivators of all around growth;
- inspirational co-constructors of knowledge; and
- committed role models of professionalism.
As caring cultivators, Hong Kong teachers are expected to “nurture students holistically through character-building”; “serve as role models”; and “enhance student capacity for self-management; self-regulation and life-long learning.” As inspirational co-constructors of knowledge, they “engage students in deep learning through inspiring them to construct knowledge individually and collaboratively.” And as committed role models of professionalism, they “pursue professional development individually and through sharing and collaboration” and “epitomize a quest for equity, excellence and harmony.”
In Estonia, teacher professional standards were also updated in 2019. The standards state that the key role of a teacher is to “empower the learner” and create a “learning path” to realize the learner’s potential. The standards are organized in six areas of competency :
- supporting the learner;
- planning of learning and teaching;
- reflection and professional development;
- collaboration and supervision; and
- development, creative and research activities.
Each competency is focused on the teacher’s role in understanding the needs and interests of the learner, creating learning environments reflective of these needs and interests, supporting student well-being and socio-emotional development, and working collaboratively with students and their families. For example, teachers should: “notice and recognize learners different interests, abilities and needs” and “create trustworthy relationships with learners and parents.” In addition to this focus on learners, teachers are expected to reflect on their practice and focus on learning and improving their own work and the work of their school.
Finally, Singapore states that to prepare their students to be “future-ready” their teachers need to demonstrate the 21 st century competencies they want for their students. The National Institute of Education (NIE), the teacher preparation and development institute for the country, has reflected this perspective in the way they have reframed their goals for teachers. They prepare graduates to be:
- creators of knowledge and not merely consumers;
- facilitators of learning and not merely transmitters;
- architects of learning environments and not merely implementers;
- shapers of characters and not merely participants; and
- leaders of educational change and not merely followers.
Hong Kong, Estonia and Singapore developed their competencies for a future-ready profession before the pandemic hit. But the pandemic has shown the value of their approach, as their teaching profession has proven more adaptable to ongoing changes. Other countries might wish to learn from their example.
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13 21st-Century Teachers and Learners – Meeting the Needs of All Learners
‘If a child can’t learn the way we teach, maybe we should teach the way they learn.” –Ignacio Estrada
- What is the central goal of 21st-century learning?
- How are the skills of the 21st-century teacher different than those in times past?
- Why is it important for teachers to consider universal design when designing curriculum or lessons for all students?
- How can a teacher’s relationship with a student have a positive impact on self-concept and the future?
There is now greater diversity than in times past, and a “one-size-fits-all” classroom is no longer appropriate. In the past, the emphasis was on the “3R’s” (reading, writing, arithmetic) as well as social studies, science and language. The model was teacher-centered with an emphasis on teaching strategies that focused on repetition, memorization, and lecturing; and tests were given at the end of the learning cycle to assess student learning. Today, curriculum developers realize the importance of developing educational goals and teaching methods that prepare students for college and future careers (Alismail & McGuire, 2015).
The Educational Landscape in the 21st Century
The term 21st-century skills encompasses a broad set of knowledge and skills that are not easy to define because the use of the term is often inconsistent, but they are generally considered to be those outlined in Figure 13.1.
The 21st-century skills were developed because it is often thought that students in this century need a wide variety of skills in addition to the academic standards that have been adopted in many states. The 21st-century skills ideally work in tandem with academic or content standards and can be taught in or out of school. They also lend themselves well to an integrated curriculum, project-based learning, and authentic learning experiences. For more details about the skills, access the link above.
The Common Core State Standards (CCSS) and Partnership for 21st Century Skills integrated the framework prepared by The Partnership for 21st Century Skills. This plan advocated for the integration of core academic knowledge, critical thinking, and social skills in teaching and learning to support students in mastering the multi-dimensional abilities required in the 21st century. These skills include the “ New 3Rs ” (Relationships, Routines, and Resilience) of core academic content mastery (Cantor, 2021) and the 4Cs of Critical Thinking, Communication, Collaboration, and Creativity (Stauffer, 2021). By integrating cognitive learning and skills into the curriculum, students can gain a deeper understanding of the subject as well as ways to solve complex problems in the real world.
The Partnership for 21st Century Skills prepared educational standards for the next generation to present an appropriate strategy to apply them. The 21st-century standards:
- focus on 21st-century skills, content knowledge, and expertise
- build understanding across and among core subject areas as well as 21st-century interdisciplinary themes
- emphasize deep understanding rather than shallow knowledge.
- engage students with real-world data, tools, and experts they will encounter in college, on the job, and in life
- allow for multiple measures of mastery (Alismail & McGuire, 2015)
By adopting a 21st-century curriculum, there can be a blend of knowledge, thinking, innovation skills, media, literacy, information, and communication technology coupled with real-life experiences and authentic learning that are integrated into the academic subjects (Lombardi, 2007). The central goal for curriculum in the 21st century is a focus on the construction of knowledge that encourages students to create information that has value for them and helps them gain new skills. Developing curriculum that is based in the real world also encourages student participation and supports them in understanding the knowledge rooted in the core subjects. Additionally, this will provide students with the opportunity to develop civic, financial, environmental, and health literacies as well as global awareness.
Curriculum that emphasizes the construction of knowledge and is rooted in the core subjects is the starting point. The question becomes: how do we reach all the learners with diverse needs?
The 21st-Century Teacher
To meet the needs of learners, teachers should possess additional skills, including those of technology. Palmer (2015) describes 15 Characteristics of a 21st-Century Teacher that include: a learner-centered classroom, students as learners, users, and producers of digital content, and project-based learning. A more complete description of these skills can be found in the article: 15 Characteristics of a 21st-Century Teacher .
Universal Design for Learning
Universal Design for Learning (UDL) re-conceptualizes curriculum design by placing student diversity at the forefront and designing flexible and accommodating curriculums to meet the needs of diverse students (Strangeman, et. al, 2020). This is a relatively new approach to curriculum that is grounded in the belief that each learner is unique and brings different strengths and areas of weaknesses to the classroom (Rose and Meyer, 2002). In classrooms today, students come from diverse backgrounds, cultures, socioeconomic, and disability groups. Many traditional curriculums are designed to meet the needs of a “typical” or “average” student. This can be a significant disadvantage for students not in these categories and can lead to barriers that make access and progress more difficult.
UDL is based on the same principles as universal design in architecture which began as a movement to design structures with all users in mind and includes features like ramps and elevators to make access easier (Connell, et al., 1997). Not only does the design allow access for students with disabilities, but an unexpected side effect of this process is that it provided accessibility for all individuals, therefore, usability benefitted more people. The next step was to apply UDL to curriculum by considering the needs of all students, beginning at the planning stage. By maximizing access to information, it provided additional access to learning (Rose & Meyer, 2002).
Application of UDL during the Curriculum Design Process
Neuroscience has also contributed to the guidance of UDL in curriculum design. Research in neuroscience includes three broad neural networks in the brain that oversee three avenues of learning: UDL classifies these three avenues as recognition, strategic, and affective networks (Cytowic, 1996; Luria, 1973; Rose & Meyer, 2002). UDL stresses that these three abilities differ from student to student. As a way to meet this challenge there are three UDL principles that guide a flexible curriculum design process:
- to support recognition learning, provide multiple, flexible methods of presentation,
- to support strategic learning, provide multiple, flexible methods of expression and apprenticeship, and
- to support effective learning, provide multiple, flexible options for engagement (Rose & Meyer, 2002).
The three principles can be included in the design of goals, the inclusion of strategies and resources, flexible presentations and assessments. Using an assessment as an example, curriculum designers can include a range of media, formats, and response options so that the student’s knowledge and skills are assessed and not their ability to cope with the format and presentation. This is true for both formative and summative assessments.
Multimedia tools and peer reviews provide feedback to students that can improve their work and increase team collaboration. Technology also has the advantage of allowing students to gain information and knowledge as well as the development of different literacies even if they are working by themselves. This can encourage students to pursue individual passions for learning about specific topics that support creative thinking and innovation skills.
21st-Century Students as Consumers of Information
According to Carol Ann Tomlinson, 21st-century schools must prepare students to be wise consumers of information, and confident producers of knowledge. The 21st-century student populations are more heterogeneous than in the past, which means schools need to become more responsive to diverse cultures, languages, experiences, economics, and interests—and do this in ways that provide equity of access to dynamic learning experiences to meet the needs of all learners.
Current research suggests that the best vision of a 21st-century classroom is centered on the learners, knowledge, assessment, instruction, and the classroom community (National Research Council, 2000). Technology, when used effectively, can support teachers and students in a variety of ways, including curriculum planning, differentiated learning opportunities, assessment development and meeting the needs of a diverse student population.
There is agreement among educators and the public that we must establish certain “core skills” that should be included in this framework (Binkley, et al, 2012). The challenge is that there is no single framework for what is included in the list of skills. The Partnership for 21st Century Skills framework (Dede, 2010) has two categories of skill groups. The first is “perennial” skills, or those retained from the 20th century, but are still valuable in the 21st century. These skills include communication, creativity, and critical thinking. The second category is “contextual skills,” or those unique to the 21st century that includes the ability to manage large quantities of digital information and data that are important for decision-making.
The Metiri Group and the North Central Regional Education Laboratory (NCREL) developed the 21st Century Skills Framework (Burkhardt, et al. 2003 ), with the following four, key categories of skills (refer to the P21 Framework Definitions for a full description of these skills):
- digital age literacies,
- inventive thinking,
- effective communication, and
- high productivity.
It seems that the needs of the 21st-century classroom are different than they were in the past. One key difference is that teachers are facilitators of learning, and it is their responsibility to have a curriculum that supports students in developing skills for an academic program and eventually the workplace. Another key difference is the emphasis on a project-based curriculum that encourages higher-order thinking skills, effective communication, and technology skills. One common thread has become the need for successful collaboration as a part of student learning. To accomplish these things, it is important to move beyond the skills of the 20th century and master those of the 21st century. The 21st Century Skill: Rethinking How Students Learn discusses some strategies for doing just that.
“Teaching Up” and the 21st-Century Teacher
Another plan that is designed to maximize learning for all students in mixed-ability classrooms is “Teaching Up” which has been developed by Tomlinson and Javious (2012). In developing differentiated or responsive instruction, teachers begin by planning with a specific group of students in mind. They may also choose to plan from the academic standards using grade-level expectations and differentiate “up” or “down” from that point.
Other teachers may want to begin by developing learning experiences that focus on the essentials for students who have more difficulty with particular content to help clarify the essentials and to differentiate from that beginning position. “Teaching up” requires that the teachers begin by developing tasks that are a challenge for high performing learners, and then to differentiate or scaffold learning in ways that support a broad range of students in working with “advanced” levels of knowledge, understandings, and skills. “Teaching up” is rooted in six key principles as shown in Figure 13.2 (Tomlinson, 2015).
Teaching Up Principles
Developing Inclusive Practices in Literacy
Anita Nigam, author of the proceeding article, was born in India and taught elementary students there and in the U.S. She is currently a faculty member at a University in Illinois where she specializes in literacy and English language learning (ELL).
Classrooms now more than ever need to reflect the diverse cultures present as they provide a range of perspectives and experiences that can help shape the minds of all the students in mainstream classes. Previously, if there were students needing special attention, they were provided assistance outside the classroom; however, the focus now is to have the teacher meet the needs of all learners within the classroom, leading to the birth of inclusive classrooms. Therefore, the onus of developing culturally responsive classrooms falls on the shoulders of all classroom teachers. However, many teachers grew up without much exposure to cultural diversity and do not see the potential of all students nor the many issues and challenges that some students face (Sleeter, 2008). Teachers of color tend to recognize the literate potential of students of color and have high expectations for them but are not always aware of how to use students’ cultural knowledge to inform their teaching practices (Villegas & Davis, 2008).
The summary of this qualitative research study is aimed at promoting awareness and implementation of developing culturally responsive literacy practices among preservice teachers who were part of the Elementary Education Program in a private university in the Midwest region of the United States. All 16 preservice teachers had a broad definition of diversity, i.e., the inclusion of students from special population which included ELLs and learners from diverse populations.
Throughout the semester the preservice teachers worked in an elementary school which was their clinical placement and also at an after-school program that offered tutoring services for students from grades one through five of the elementary school. Preliminary results and findings from the study show four major themes that emerged from the analysis of the data:
- creating differentiated assignments for students to do after they finish their work to meet the needs the different abilities that students have,
- pairing mainstream students with students from diverse backgrounds to talk about a family or a public event and encourage nurturing relationships and a welcoming environment,
- using the trading card strategy for vocabulary where students are given the choice to write the definition in their native language,
- reading “ First You, Then Together ” where the teacher would have students read a page or two to themselves before reading it together while having the students follow along with their fingers or reading aloud with the teacher while going over the same page, and
- using technology such as Chromebook to enable dictation so students are able to demonstrate their knowledge and writing abilities without having to jump through extra hurdles to complete the writing tasks required of them within the lesson.
These findings, though modest, are an attempt to create awareness of social equity literacy practices among preservice teachers teaching at a local elementary school with a diverse population.
A Place at the Table: Create a Community of Learners
In the following article, A Place at the Table: Create a Community of Learners , Yvonne Siu-Runyan, a former classroom teacher, university professor, and past president of the National Council of Teachers of English, has summed up what is needed to help all learners gain literacy skills.
In order to learn, all students need to take risks. In order to take risks, all students need a safe place to learn and to be seen. That is, your students need to know that in your classroom, they each have a seat at the table and have voices and stories to share.
- Books and stories provide common experiences for students.
- Books and stories nurture an understanding of self and others.
- Books and stories shape our understanding of the world around us and ourselves.
- Listen to your students’ conversations in various settings . This simple action will provide you with useful information to guide your instruction and conversations with your students.
- Your best and most important ally are the parents/guardians.
- Never doubt the power of having a good relationship with parents/guardians.
- Thus, your first contact with parents/guardians should be a positive, not a negative one.
- Do call the parents/guardians of your students and make sure you have positive things to say? Most parents/guardians expect the worst.
- Before you end your conversation, be sure to tell the parent/guardian to share the positive information with the child.
- The next day watch — this child will stand taller, do more, and take more learning risks because this child will know that you care, and learning involves caring and LOVE.
- Students like it when their teachers read and write with them and share their reading and writing.
- By sharing your literacy experiences with students, they get an inside-out look at the power of reading and writing and you become a member of the literacy club in your classroom.
- Show the students your “inside out” process and make it visible.
- Students learn when their teachers model and show their inside out process.
- What do I do that helps you as a reader, writer, and thinker?
- What do I do that does not help you as a reader, writer, and thinker?
- When I asked these two questions of my students, I learned that my students liked it when I read and wrote alongside them for it made visible the processes involved in reading, writing, and thinking.
- Have a classroom library and showcase books. If we want our students to read, then it makes good sense that books must be accessible.
Books fall open; we fall in! I love this saying, “Ah … the power of the printed page.” Do create a classroom learning environment where students are surrounded by books. For if there are a wide variety of books in your classroom, your students will find books that speak to them. There is a plethora of stunning books written for young people like never before. Be sure to have books in which our young can see themselves and to which our students can relate. In this way, our young will be better equipped to reach back in order to reach out, and then reach out in order to reach forward with courage and love in our quest to make this place we call Earth a better place for all for: Education should liberate, not indoctrinate.
I end with this old Chinese Proverb: “Yin Zhen Zhi Ke,” or “Drinking poison to quench thirst.” This Chinese saying warns us that measures taken in the short term to solve a problem may be more damaging than the problem.
Be wary of narrow standards and standardized tests. Learning is much more.
For those parents and students who want to differentiate based on individual needs, homeschooling is becoming one of the “go-to” alternatives.
Home-based education led by families has been practiced by cultures around the world and down through history, and it has played an influential role in Western civilization (Gordon & Gordon). Homeschooling today is the parent-led practice of teaching their children rather than attending a public school (Ray, 2000 ).
During American Colonial times, children were taught at home using the Bible for reading. Writing, math, and vocational skills were usually taught by the father (Ray, 2017). The children of missionary families or families who traveled were taught using mail-order curricula that they could take to different parts of the world. Homeschooling at that time was often a joint effort between parents, tutors, older children, and families. At times, parents or groups would sometimes pool their resources to employ a teacher for more support (Hill, 2000 ). At the end of the 19th century, homeschooling was widely practiced, and public or formal school attendance was voluntary (Tyack, 1974 ).
More than two million children today are homeschooled (Ray, 2017). The number of children in homeschools is now larger than the New York City public school system and even larger than the Los Angeles and Chicago public school systems combined (Hill, 2000 ; Ray, 2017). As a result, there is a rising need for support, collaboration, and professional expertise. Groups for home educators and networks are growing and becoming a new type of educational institution (Hill, 2000 ). They are usually identified as associations, co-ops, or charter schools (Collom, 2005 ; Hill, 200 0 ). Home school parents and supporters of this alternative form of education have developed new teaching models and curriculums to help parents become educators (Tilhou, 2020).
Common beliefs, motivations, and the choice to homeschool attract homeschool parents/educators who want mutual support and collaboration. These families do not want to be isolated, so they make use of services and resources from experts, and they form teams that gain others’ support, often through organized groups (Collom, 2005 ; Hill, 2000 ). The advantages of this collaborative effort can extend beyond families that collaborate with the support of public funds for materials and resources, facilities, and administrator’s time (Hill, 2000 ).
Collom ( 2005 ) found that the newest homeschoolers are highly motivated by academic reasons. The decision to home school can be categorized into four areas and include those who:
- are critical of public schools,
- attracted to home-based public charter,
- have ideological reasons, and
- focused on family and children’s needs.
Results also indicate that the home-based charter has been the most popular motivation, and criticism of public schools had a slightly lower score.
Homeschool Partnerships with Public Education and the Future
Thomas ( 2016 ) has stated that if home parents/educators see value in the resources in their community, public school parents may likely feel the same way. Additionally, if homeschooling parents make educational decisions based on the goal of providing high-quality learning experiences, teaching faith, setting student goals, and meeting family needs, public school parents may also have similar goals. Can public schools provide a variety of choices parents are wanting? Is it possible for public schools to provide more customized schedules that fit the changing interests and needs of public-school families? Thomas ( 2016 ) argues, after examining homeschool families’ instructional decisions and motivations, that public education ought to find more ways to listen to parents’ needs and understand the educational goals they have for their children.
By considering alternative educational models and parental motivations for forming and joining the homeschool movement, public education may gain valuable insights about meeting the needs of families in the 21st century (Tihou, 2020). There are currently school districts that engage in partnerships with homeschool educators. Partnerships allow homeschool students to access classes and programs while maintaining the respect that the child’s primary teacher is his or her parent (Dahlquist, et al. ( 2006 ). It may be advantageous for public schools to adopt inclusive policies that offer a range of partnership options with homeschool families as a way to improve communication and create more responsive public spaces where responsibilities for raising the next generation are shared (Thomas, 2016).
The prevalence of homeschool support groups and associations is growing across the United States. Members of these groups come from a variety of backgrounds, but all have a shared interest in providing quality education for their children. What has emerged from this like-mindedness is a movement of millions across the United States not only to educate one’s own child but to come together and form groups which lead to a greater impact on children’s learning and parents’ teaching. What is still unknown is the impact this movement may ultimately have.
Gone are the days when a teacher could lecture to a class for 30 minutes to an hour and keep their attention.
To be effective, teachers today must be knowledgeable about different content areas, as well as models and strategies for engaging all students in meaningful learning experiences. Parents make choices about their children’s education, and public schools are, in effect, competing with charter schools and homeschools for students.
Several excellent resources for meeting the challenges of 21st-century learning are available. For this ILA, view two or more of the preceding videos and post your biggest “takeaways” using in the ILA Response Group in Hypothesis.
Connecting to the 21st-Century Student
Cultural Diversity: Dr. Geneva Gay
Dr. Geneva Gay from the University of Washington, Seattle answers the question “Why is it important for faculty to employ culturally responsive teaching practices?”
The Power of a Teacher | Adam Saenz | TedEx Yale
Teachers and students in the 21st century must have broader and more varied skills than their counterparts of the past. Incorporating Universal Design as a part of curriculum planning can ease access to learning for many students. Some parents have chosen homeschooling as a way to meet the educational needs of their children. Carol Tomlinson and others find that differentiating instruction through “teaching up” can meet the needs of a diverse classroom.
Curriculum Essentials: A Journey Copyright © 2021 by Linda J. Button, Ed.D. is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.
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Characteristics of a 21st-Century Teacher
- An Introduction to Teaching
- Tips & Strategies
- Policies & Discipline
- Community Involvement
- School Administration
- Technology in the Classroom
- Teaching Adult Learners
- Issues In Education
- Teaching Resources
- Becoming A Teacher
- Assessments & Tests
- Elementary Education
- Secondary Education
- Special Education
- M.S., Education, Buffalo State College
- B.S., Education, Buffalo State College
What does a 21st-century teacher look like to you? You may have heard this popular buzzword thrown around your school or on the news, but do you know what a modern-day educator really looks like? Beyond the obvious of being up-to-date on the latest in technology, they can have the characteristics of a facilitator, a contributor, or even an integrator. Here are six more key characteristics of a 21st-century educator.
They are able to adapt to whatever comes there way. Being a teacher in today's world means that you have to adapt to the ever-changing tools and changes that are being implemented in the schools. Smartboards are replacing chalkboards and tablets are replacing textbooks and a 21st-century teacher needs to be okay with that.
These educators don't just expect their students to be a lifelong learner, but they are as well. They stay up-to-date with current educational trends and technology and know how to tweak their old lesson plans from years before to make them more current.
Are Tech Savvy
Technology is changing at a rapid pace and that means that a 21st-century teacher is right along for the ride. The latest technology, whether it's for lessons or grading , will allow the teacher and student to be able to learn better and faster. An effective teacher knows that learning about the latest gadget can truly transform their students' education, so they are not just current on the new trends, but really know how to master them.
Know How to Collaborate
An effective 21st-century educator must be able to collaborate and work well within a team. Over the past decade, this important skill has grown quite rapidly in schools. Learning is deemed to be more effective when you can share your ideas and knowledge with others. Sharing your expertise and experience, and communicating and learning from others is an important part of the learning and teaching process.
Are Forward Thinking
An effective 21st-century educator thinks about their students' future and is aware of the career opportunities that may arise from them. They are always planning to ensure that no child gets left behind so they focus on preparing today's children for what's to come in the future.
Are Advocates for the Profession
They are an advocate not only for their students but their profession. Today's teachers are being watched with a close eye because of all of the changes in curriculum and the Common Core . Instead of sitting back, a 21st-century teacher takes a stand for their themselves and their profession. They pay close attention to what is going on in education and they address these issues head-on.
They also advocate for their students. Today's classrooms are filled with children who need someone to look out for them, give them advice, encouragement, and a listening ear. Effective teachers share their knowledge and expertise and act as a role model for their students.
21st-century teaching means teaching as you have always taught but with today's tools and technology. It means utilizing everything that is important in today's world so that students will be able to live and prosper in today's economy, as well as having the ability to guide students and to prepare them for the future.
- The Whys and How-tos for Group Writing in All Content Areas
- What to Do When the Technology Fails in Class
- 5 Keys to Being a Successful Teacher
- What Is the Role of a Teacher?
- Pros and Cons of Teaching
- Traits of a Bad Teacher
- Building an Effective Classroom
- How Teachers Can Build a Trusting Relationship With Their Principal
- Importance of Effective Teacher Training
- Problems for Teachers That Limit Their Overall Effectiveness
- Essential Qualities of a Good Teacher
- 15 Exceptional Things Great Teachers Do Well
- Teaching Strategies to Promote Student Equity and Engagement
- 10 Things a Successful School Principal Does Differently
- 7 Reasons to Become a Teacher
- Teacher Interview Questions and Suggested Answers
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ROLE OF TEACHERS IN 21ST CENTURY
The present paper focuses on the that development of scientific inquiry skills are very much suitable for the current classrooms, the authors stress that as students focus on the process of doing investigations, they develop the ability to ask scientific questions, investigate the aspects of the world around them, and use their observations to construct reasonable explanations for the questions posed. In ancient days, a teacher enjoyed a very high respectful position and honour. Even the kings used to sit at their feet, due to the nobility of their profession as well as the sacrifice, service and dedication towards their duty. The respect is reflected from the following definitions written in honour of teachers. • John Adams - (1735-1826 Second U.S. President' - "A teacher affects eternity; he can never tell where his influence stops".
Journal of Baltic Science Education
The aim of the research is to detect the views of the science teacher candidates about the nature of scientific inquiry before and after a history of science based teaching process. The research was made with the participation of 18 teacher candidates, who were enrolled in the primary science-teaching department of an Istanbul-based university. The qualitative data collection and analysis methods were used in the research, which was based upon the “case studies” to uncover the views in more details. Data of the research were collected by using the document analysis and interview. The data were assessed through the content and descriptive analysis methods. The results of the research represented that the teacher candidates’ views about the guidance of the scientific questions to the scientific investigations, the multiple purposes of the scientific investigations and the justification of the scientific knowledge were “weak” in the pre-test, and their views about the remaining aspects...
European Journal of Education Studies
The goals of this study are to determine the Turkish preservice science teachers’ views about scientific inquiry. In this research, simple descriptive survey is conducted for the purpose of describing pre-service science teachers’ views about scientific inquiry. For this purpose, “Views about Scientific Inquiry (VASI) Questionnaire” was utilized to collect data. Seventy two senior preservice teachers in a Science Teacher Education Program at a large university participated in this study. Data were collected using qualitative research methods of individual open-ended instrument, and semi-structured interviews. Findings revealed that the majority of the preservice teachers’ responses of the scientific inquiry aspects are naive. On the other hand, for only three aspects of SI, the pre-service science teachers have informed views. These aspects are inquiry procedures are guided by the question asked and all scientists performing the same procedures may not get the same results. In this ...
Naz Fulya Özkarabacak
Lately, The Ministry of National Education (Turkey) has announced '2023 Education Vision' for raising qualified generations equipped with a variety of skills and for meeting the needs of educators. Students, families, teachers and schools are four primary elements of the report. Especially upskilling teachers who appeal future generations and evaluating their skills are often referred in the report. In this regard, the present survey study aimed to determine and compare scientific thinking skills of teachers in accordance with their working experiences. Sampling of the study comprised of 62 teachers working in schools of Aegean region of Turkey from a variety of disciplines such as mathematics, science, and information technologies, and of working experiences from 1 to 28 years. Data of the study are gathered through sequential inquiry-based activity sheets administered simultaneously with the implementation of inquiry-based activities regarding electromagnetism. Findings of the study revealed that teachers had irrational and intuitive levels of thinking skills at the beginning and they could improve their level of thinking through activities and approached to think more in a scientific manner. However, this improvement differed as working experience changes. Novice teachers who have working career for less than 2 years could not show statistically significant improvement in their statements, in contrast, well-experienced teachers showed statistically significant increase in their scientific thinking scores. They could record their predictions and explanations consistently by considering variables, and evidence-data, they could make observations in an objective way which are the analyzing criteria determined by considering the literature. With the light of the findings, it is argued that especially novice teachers need support to improve their abilities and that they could be encouraged in a longer period with such inquiry-based activities fostering their thinking skills which eventually result in having scientific thinking generations as intended in 2023 education vision.
Contributions from science education research
International Journal of Progressive Education
Seda Çavuş Güngören
Journal of Research in Science Teaching
Renia Gasparatou , Georgia Dimopoulou
In educational philosophy and theory there are long debates on the ideal teacher. Some prioritize the cognitive aims of teaching (e.g. providing knowledge, developing critical thinking, etc.), others the social and emotional aims (e.g. disciplining, giving motivations, building relationships with students, etc.), while others yet suggest that all the above should be pursued by any single teacher. Within this debate, there is little talk about science teacher in particular. Are they supposed to worry about whether students just "learned their physics"? Common sense, reinforced by educational policy today, indeed often sees them as mere transmitters of scientific information. But this may not be how they see themselves. This paper will report on a small-scale study that shows that science teachers themselves recognize a multi-dimensional role of their teaching and try to accommodate different educational aims within the science-class. RÉSUMÉ Dans la philosophie et la théorie de l'éducation, il y a de débats longs sur la question de l'éducateur idéal. Certains mettent l'accent sur l'importance des objectifs cognitifs de l'enseignement (par exemple, fournir des connaissances et développer une pensée critique, etc.), d'autres sur les objectifs sociaux et émotionnels (par exemple, discipliner et motiver les élèves ainsi que de développer des relations avec eux, etc.) et d'autres soutiennent que tous les précédents devraient être poursuivis par n'importe quel éducateur. Dans ce débat, on parle peu de l'enseignant des sciences. Doivent ils s'inquiéter si les élèves ont simplement « appris leur physique » ? En effet, l'opinion dominante, renforcée par la politique éducative d'aujourd'hui, les considère souvent comme des simples transmetteurs des informations scientifiques. Cependant ce n'est pas celle la manière qu'ils se voient. Cet article présentera une étude à petite échelle montrant que les enseignants des sciences se reconnaissent d'avoir un rôle multidimensionnel en ce qui concerne leur enseignement, tentant de concilier des différents objectifs éducatifs au sein de la classe scientifique. MOTS-CLÉS Objectifs d'enseignement, enseignants des sciences, éducateur idéal, philosophie de l'éducation
Journal of Biomedical Science
Jurnal Peradaban Masyarakat
Zenodo (CERN European Organization for Nuclear Research)
Biochimica et Biophysica Acta (BBA) - Biomembranes
Journal of Food, Nutrition and Agriculture
Indian Journal of Science and Technology
Journal of Interdisciplinary Medicine
Investigative Ophthalmology & Visual Science
Mustafa Yakar , Şahin Çakır
International Journal of Manpower
Shane Niall O'HIGGINS
Nutrition in clinical practice : official publication of the American Society for Parenteral and Enteral Nutrition
Shevchenko Ukrainian Studies Conference, Indiana University Bloomington
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Essay on Teaching In The 21St Century
Students are often asked to write an essay on Teaching In The 21St Century in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.
Let’s take a look…
100 Words Essay on Teaching In The 21St Century
The digital age of learning.
In the 21st century, teaching has transformed dramatically due to the rise of technology. Classrooms are no longer confined to physical spaces; instead, they have expanded to include virtual platforms, making education accessible to learners worldwide.
Technology as a Teaching Tool
Technology has become an indispensable tool in modern classrooms. Interactive whiteboards, tablets, and laptops allow teachers to engage students with dynamic presentations, videos, and simulations. Online platforms facilitate collaboration, enabling students to work together on projects regardless of location.
With the aid of technology, teachers can tailor instruction to meet the unique needs of each student. Adaptive learning software tracks individual progress and adjusts the curriculum accordingly. This approach ensures that every student receives targeted support and has the opportunity to succeed.
The internet has broken down geographical barriers, allowing students to connect with peers from different cultures and backgrounds. Virtual exchange programs and online forums provide opportunities for students to learn about diverse perspectives and develop global awareness.
In the 21st century, learning is no longer limited to formal educational institutions. The internet has made it possible for individuals to pursue lifelong learning through online courses, webinars, and tutorials. This flexibility allows people to continuously update their skills and knowledge, adapting to the ever-changing demands of the modern world.
The Role of the Teacher
While technology has transformed teaching methods, the role of the teacher remains crucial. Teachers are no longer solely providers of information; instead, they are facilitators of learning. They guide students in navigating the vast ocean of information available online, helping them develop critical thinking and problem-solving skills.
Challenges and Opportunities
The integration of technology in education also presents challenges. Ensuring equitable access to technology and addressing the digital divide are ongoing concerns. Additionally, teachers must continuously adapt to new technologies and pedagogical approaches. However, these challenges also bring forth opportunities to create more engaging, personalized, and globally connected learning experiences.
Teaching in the 21st century is characterized by the transformative power of technology. Classrooms have evolved into dynamic digital spaces, providing students with personalized learning experiences, global connectivity, and lifelong learning opportunities. As technology continues to advance, teachers play a pivotal role in guiding students through this rapidly changing educational landscape.
250 Words Essay on Teaching In The 21St Century
Teaching in the 21st century: embracing innovation and technology.
The 21st century has brought about profound changes in teaching and learning. Educators have witnessed a transition from traditional chalk-and-talk methods to a more dynamic and student-centered approach to education. In this modern era, teachers have embraced innovation and technology, recognizing their transformative potential in shaping the minds of young learners.
Technology as a Catalyst for Learning
Technology has become an integral part of teaching and learning in the 21st century. Interactive whiteboards, tablets, and laptops are now commonplace in classrooms, allowing teachers to deliver lessons in a more engaging and visually appealing manner. Students can explore educational apps, conduct research, and collaborate on projects using these tools, enhancing their learning experience.
Blended Learning: A Fusion of Modalities
Modern teaching methods have shifted towards blended learning, which skillfully combines face-to-face instruction with online learning platforms. Students can access learning materials and participate in online discussions at their own pace, while classroom time is dedicated to interactive activities, group work, and creative projects. This flexible approach fosters independence, time management skills, and encourages students to take ownership of their learning journey.
Empowering Students through Personalized Learning
In the 21st century, teaching has undergone a shift from a one-size-fits-all approach to personalized learning. Teachers utilize data-driven insights to tailor instruction to each student’s needs, interests, and learning styles. By identifying learning gaps and strengths, educators can provide targeted support and create differentiated learning pathways. This personalized approach ensures that all students have the opportunity to thrive and reach their full potential.
Fostering Collaboration and Communication
The 21st century teaching emphasizes collaboration and communication skills, preparing students for a globalized and interconnected world. Teachers encourage students to work together on projects, engage in peer-to-peer learning, and participate in discussions. These opportunities develop teamwork, problem-solving abilities, and effective communication skills, which are highly valued in the modern workplace.
Teaching in the 21st century is a dynamic and ever-evolving landscape. Educators have embraced innovation and technology, creating engaging and personalized learning experiences for students. With technology as a catalyst, blended learning models, and a focus on personalized learning, students are empowered to become independent thinkers, effective communicators, and resourceful learners. In this digital age, teachers play a pivotal role in cultivating the skills and knowledge necessary for students to thrive in the 21st century and beyond.
500 Words Essay on Teaching In The 21St Century
Teaching in the 21st century.
Teaching methods have undergone a profound transformation in the 21st century, driven by technological advancements, globalization, and changing student demographics. In this modern era, effective teaching embraces a dynamic and engaging approach that empowers students to thrive in a rapidly evolving world.
The integration of technology has revolutionized the teaching and learning landscape. Interactive whiteboards, tablets, and laptops have become essential tools in classrooms, allowing for multimedia presentations, online research, and collaborative projects. Virtual learning platforms facilitate blended learning, where students access digital resources and engage in online discussions, enhancing their learning experience beyond the physical classroom.
The 21st century teacher recognizes the importance of student-centered learning. This approach shifts the focus from rote memorization to critical thinking, problem-solving, and creativity. Teachers encourage active participation and collaboration, fostering a classroom environment where students feel comfortable sharing ideas and taking risks. Differentiation, or adapting instruction to meet the needs of individual students, is key to ensuring that all learners succeed.
Global Citizenship and Cultural Awareness
Globalization has made it essential for students to develop a global mindset and an appreciation for diverse cultures. Teachers incorporate global issues and perspectives into their lessons, helping students understand the interconnectedness of the world and the importance of empathy and understanding. They also encourage students to learn foreign languages, which opens doors to new opportunities and enhances intercultural communication.
Entrepreneurial Thinking and Innovation
In a rapidly changing job market, students need to be equipped with entrepreneurial skills and a mindset that embraces innovation. Teachers foster creativity and encourage students to think outside the box. Project-based learning, where students work on real-world problems, helps them develop problem-solving skills and the ability to collaborate effectively. Encouraging students to embrace failure as a learning opportunity builds resilience and promotes a growth mindset.
Lifelong Learning and Adaptability
In the 21st century, learning does not end with graduation. Teachers instill in students a love of learning and the ability to adapt to changing circumstances. They encourage students to be curious and seek knowledge beyond the classroom, whether through online courses, workshops, or personal interests. Teachers also help students develop strong research skills, enabling them to evaluate information critically and make informed decisions.
In conclusion, teaching in the 21st century is about preparing students for success in a dynamic and interconnected world. By embracing technology, adopting a student-centered approach, promoting global citizenship, fostering entrepreneurial thinking, and nurturing lifelong learning, teachers empower students to become active, informed, and responsible members of society.
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