Classroom Setting in 21st century

Design principles for 21st century classroom

School improvement framework

Primordial learning metaphors

21st century classroom expected to deliver

• In order to be confident learners, it is expected they be “motivated, resourceful, enterprising and entrepreneurial”

• To be connected our learners must be “effective users of communication tools, members of communities, connected to land and environment, international citizens”

• Actively involved students are described as “participant in a wide range of life contexts, contributors to – social, cultural, economic and environmental”

• And lifelong learners are described as “ literate and numerate, critical and creative thinkers, active seekers, users and creators of knowledge” as well as being “informed decision makers”

Cave spaces

Campfire

Watering hole

campfire

Watering hole

Cave spaces

EXAMPLES OF CLASSROOM SETTING

20th century classroom examples

21st century classroom examples

• Classroom work today means studying individually and in groups, with both analog and digital tools.

• One classroom with multiple settings. Help to improved concentration, focus and move to different activities.

THE DIFFERENCES20TH CENTURY 21ST CENTURY

Classroom presentation and materials are typically developed in advance outside of class with teachers as primary developers

Classroom presentations and materials are developed dynamically both inside and outside of class with students as co-developers or as primary developers

Classroom activity often focuses on the teacher as presenter and the students as audience

Classroom activity focuses on students as participants and agents and the teacher as guide or mentor

Classroom activity emphasizes exposition: displaying, organizing, summarizing and explaining information

classroom activity emphasizes discovery and application: finding, assessing, synthesizing and utilizing information

The classroom is the primary site of access to course content, and access is often “linear- students cannot typically return to previous class presentations

Access to course content is augmented by electronic sources and media, and access is often recursive or “on-demand”, allowing students to return to content when and as often as they’d like

Students and teachers have access to one another primarily in the classroom

In addition to classroom access, students and teachers have access to one another via virtual means: online discussions, email, chat, social networking, etc

Discrete disciplinary boundaries are often established and preserved

Interdisciplinary connections are encouraged disciplinary boundaries are seen as porous or even arbitrary.

Learning modalities that school should provide:-

• Independent study• Peer tutoring• Team collaborative work in small and mid-size groups (2-6 students)• One-on-one learning with the teacher• Lecture format with teacher or outside expert at centre stage• Project based learning• Technology-based learning with mobile computers• Distance learning• Research via the internet with wireless networking• Student presentations• Performance and music-based learning• Seminar style instruction• Community service learning• Naturalist learning• Social-emotional learning• Art based learning• Story-telling (floor seating)• Hands on learning – learning by building

21st Century Skills

21st Century

Skills

21st Century

SkillsCURIOSITY AND IMMAGINATION

CRITICAL THINKING AND PROBLEM SOLVING

Ability to communicate clearly, articulate thoughts and ideas effectively in variety of forms and context of communication and use it for range purpose while listen effectively to decipher meaning

Curiosity fuels lifelong learning as it contributes to the quality of life where they do research to find information needed to solve the problem and together think and work with others creatively Ability to reasoning

effectively, make judgments and decisions also solving different problems

INITIATIVE AND ENTREPRENEURALISM

Using entrepreneurial skills to enhance workplace productivity also able to utilize time and manage workload efficiently without depending on others.

COLLABORATION ACROSS NETWORKSAble to cooperates with others in diverse population, sharing responsibility and making compromises while working toward a common goal

AGILITY AND ADAPTIBILITYAdapt to change varies roles, job responsibilities and understand, negotiate and balance diverse view and beliefs

GRITGRIT

RESILIENCERESILIENCE

HOPE AND OPTIMISMHOPE AND OPTIMISM

EMPATHY AND GLOBAL

STEWARDSHIP

EMPATHY AND GLOBAL

STEWARDSHIP

VISION FOR THE FUTURE

VISION FOR THE FUTURE

SELF-REGULATIONSELF-REGULATION

EDUCATORS NEED TO

KNOW AND DO

Successfully aligning technologies with content and pedagogy and developing the ability to creatively use technologies to meet specific learning needs

Aligning instructions with standards, particularly those standards that embody 21st century knowledge and skills

Balancing direct instruction strategically with project-oriented teaching methods

Using a range of assessment strategies to evaluate student performance and differentiate instruction (including but not limited to formative, portfolio-based, curriculum-embedded and summative)

Participating actively in learning communities; tapping the expertise

within a school or school district through coaching, mentoring, knowledge-sharing and team

teaching

Acting as mentors and peer coaches with fellow educators

Using a range of strategies (such as formative assessments) to reach diverse students and to create

environments that support differentiated teaching and learning

Pursuing continuous learning opportunities and embracing

career-long learning as a professional ethic