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Module 2.2 - 21st Century Skills Categories - Its Implication

This document discusses the implications of 21st century skills for educators, pre-service teacher preparation, and instructional models. It notes that educators must complement technology with pedagogy and content, align instruction with 21st century standards, and use a variety of teaching and assessment strategies. Pre-service teacher preparation should integrate 21st century skills across subjects and use principles of understanding-based learning. Effective instructional models integrate innovative strategies, technologies, and real-world learning experiences into dynamic communities of practice.

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ARLENE PILAR AVECILLA
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181 views12 pages

Module 2.2 - 21st Century Skills Categories - Its Implication

This document discusses the implications of 21st century skills for educators, pre-service teacher preparation, and instructional models. It notes that educators must complement technology with pedagogy and content, align instruction with 21st century standards, and use a variety of teaching and assessment strategies. Pre-service teacher preparation should integrate 21st century skills across subjects and use principles of understanding-based learning. Effective instructional models integrate innovative strategies, technologies, and real-world learning experiences into dynamic communities of practice.

Uploaded by

ARLENE PILAR AVECILLA
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
Download as pptx, pdf, or txt
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21st Century Skills Categories

 Implication to Educators
 Implication to Pre-Srvice Teacher Preparation
 Instructional Models
Implication to Educators
The advent of 21st Century skill enhancement among learners
bring the following implications to educators in:

1. successfully complementing technologies to content and


pedagogy and developing the ability to creatively use
technologies to meet specific learning needs
2. aligning instruction to standards, particularly those that
embody 21st century knowledge and skills
3. balancing direct instruction strategically with project
oriented teaching methods

4. applying child and adolescent development knowledge to


educator preparation and education policy

5. using a range of assessement strategies to evaluate student


performanceand differentiate instruction

6.participating actively in learning communities, tapping the


expertise through coaching, mentoring, and knowledge-
sharing and team- teaching
7. acting as mentors and peer coaches with fellow educators

8. using a range of strategies to reach drse studentsand to


create environments that support differentiated teaching and
learning.

9. pursuing continuous learning opportunities and embracing


career- long learning as professional ethics

10. establishing a conducive learning environment where


learners can freely express themselves and explore their
potentials and capacities.
Implication to Pre-Srvice Teacher Preparation

AACTE (2010) asserts that a 21st century approach to


curriculum is about more than just adding extra course or
extra class with student and teacher standards in ways that
blend thinking and innovation skills, ICT literacy and life and
career skills in context of all academix subjects and across
interdisciplinary themes
Implication to Pre-Srvice Teacher Preparation

An effective 21st century skills approach to curriculum is


designed for understanding ( Mctighe and Wiggins, 2005).
The progm's curriculum will be most beneficial to pre-
service teachers if it is designed to produce deep
understanding and authentic application of 21st century
skills in all subjects
Instructional Models

These are an important compotent in any teacher


preparation program.

AACTE (2010) pointed out that integration of


innovative and research-proven teaching
strategies, modern learning technologies and real-
world resources and contexts are all imperative in:
1. Integrating “teach for understanding” principles

2. Creating rich practice teaching experiences

3. Creating dynamic learning communities and perr


mentoring networks

4. Examining the role of content, pedagogy and


technologies in developing high- order thinking skills
Learning environments

1. Establish a 21st century vision for learning environments in


the program and the university

2. Ensure that the physical infastracture supports 21st century


knowledge and skills

3. Practice flexibility in time for project-based


Learning environments

4. Ensure technical infrastructure that sufficiently supports


learning

5. Strengthen networking engagementin the learning


environment
are extraordinaily
community
important in the work of
Partnerships
transforming
leaders
21st century teacher preparation
programs.
non-
govenrment
business
industry
agencies

Partership
parents professional
stakeholders associations

governement
agencies
Continuous Improvement

represents willingness to commit to revisiting the process over


time.

AACTE (2010)
- clearly identify measurable goals
-track progress regularly against these goals
- communicate progress to all stakeholders
- engage all participants in refining and improving success over
time

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