PD_Module%203_NonAdmin. Www.atc21s.org/uploads/3/7/0/0/37007163/pd_module_2_for_web.pdf. Changing Role of Education and Schools.pdf. European Schoolnet Academy. Researchnetwork.pearson.com/wp-content/uploads/Assessing_21st_Century_Skills_NCME.pdf. Keyconet.eun.org/c/document_library/get_file?uuid=2ba7847f-b335-4aa6-9d57-bad7c441aedd&groupId=11028. E-Portfolios: Tools for 21st century learning. Today (September 9, 2008) sees 'Effective Practice with e-Portfolios', the newest guide in the Jisc Effective Practice series, being launched at ALT-C in Leeds.
The publication explores good practice in the use of e-portfolios as a support for learning. It is being launched in conjunction with an e-portfolios infoKit which covers the main drivers, purposes, processes, perspectives and issues around e-portfolio use – created by Jisc infoNet. "The infoKit and publication draw together the lessons that we have learnt through the many excellent initiatives in this area and highlight some emerging practice that can inspire us as we move forward in the coming years. " Optimus Education - the new home of teachingexpertise. Developing a Competency Framework - Learning Skills from MindTools.com. Linking Company Objectives and Personal Performance © VeerBinkski Objectives should align across the oganization.
You're probably familiar with the phrase ‘what gets measured gets done.' Defining and measuring effectiveness – especially the performance of workers – is a critical part of your job as a manager. The question is: How do you define the skills, behaviors, and attitudes that workers need to perform their roles effectively? Some people think formal education is a reliable measure.
All of these are important, but none seems sufficient to describe an ideal set of behaviors and traits needed for any particular role. A more complete way of approaching this is to link individual performance to the goals of the business. Defining which competencies are necessary for success in your organization can help you do the following: Ensure that your people demonstrate sufficient expertise.
Project Maths - Learning and teaching for the 21st Century. St0032november97.pdf. TwinSpaces - Home. TwinSpaces - Pek, the Traveller Flea, is an eTwinning project (which is part of Comenius, the EU program for school learning).
The final result is a comic made among several European schools, published in all their languages, in PDF, web and paper. In edition #3 take part teachers and students from: ☼ IES San Clemente, Santiago de Compostela (Galicia, Spain) ☼ IES Miguel Ángel González Estévez, Vilagarcía de Arousa (Galicia, Spain) ☼ Escola Secundária de Gama Barros, Cacém (Sintra, Portugal) ☼ IES Rey Don García, Nájera (, Spain) ☼ Lycée Louis Blériot, Trappes (France) ☼ Střední škola průmyslová a umělecká, Hodonín (Czech Republic) ☼ Liceo Classico "S. . ☼ I.S.I.S. . ☼ SOU "Georgi Izmirliev", Gorna Oryahovitsa (Bulgaria) ☼ The National Secondary School of Humanities and Arts Konstantin Preslavski, Varna (Bulgaria)
TwinSpaces - Home. The main aim of this project is to explore pupils’ potential and discover their talents.
Helping children to discover what they are good at promotes healthy self-esteem and is essential to their future success. The children need to try many things before they gravitate toward a set of skills that involve their own abilities, therefore we will create opportunities for kids to explore different objects, activities and people. After a short introductory phase we will announce a competition. Our pupils will form international teams with members from all the partners, and work cooperatively with a vested interest in each other’s learning as well as their own. The teams will play games, carry out tasks, share their discoveries and champion each other, celebrate each other’s successes, and learn to work together regardless of ethnic backgrounds. European Schoolnet Academy. European Schoolnet Academy. EN_Developing%20pupil%20competences%20through%20eTwinning.pdf.
Project-Based Learning. Project Based Learning. Publications. Page. Keyconet.eun.org/c/document_library/get_file?uuid=d2e33016-9c19-4901-aa00-5d25c5d734f2&groupId=11028. Session5-wilson-paper-tea2012.pdf. Videos. KeyCoNet. Country overviews. 5_for web_V2.pdf. 213475e.pdf. Professional Development : 21st Century Learning Design. "21st century skills aren't just another thing to teach; they are essential skills that every learner should have as they leave our schools.
" Robyn Hrivnatz Teacher Lamar Consolidated ISD Katy, Texas - United States “The more you use the 21CLD rubrics as an educator, the more enriching your learning activities become.” Thomas Gaffey Teacher School of the Future Philadelphia, PA - United States Students around the world need advanced skills to succeed in the globalized, knowledge based world of today. 21st Century Learning Design, or 21CLD, professional development helps teachers redesign their existing lessons and learning activities to build students’ 21st century skills. It can be linked to your national or local curriculum standards. The 21CLD rubrics help educators identify and understand the opportunities that learning activities give students to build 21st century skills. Assessment & Teaching of 21st Century Skills - ATC21S.
The Partnership for 21st Century Skills. Skills beyond school. Definition and Selection of Competencies website The importance of knowledge, skills, and competencies to individuals and society is widely accepted among policymakers in OECD countries.
At least at the discourse level, a well-educated, knowledgeable, highly qualified citizenry is seen as playing an eminent role in facing the challenges of the present and the future. To date, the major impetus in OECD countries for efforts in the area of key competencies has come from the business sector and from employers. From a purely economic viewpoint, competencies of individuals are seen as important because they contribute to: boosting productivity and market competitiveness;minimizing unemployment through developing an adaptive and qualified labor force; andcreating an environment for innovation in a world dominated by global competition.
From a broader social perspective, knowledge, skills, and competencies are important because of their contributions outside the domain of economics and work. Eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32006H0962&from=EN. Defining%2021st%20century%20skills.pdf. OECD. Andreas Schleicher, OECD Education Directorate Anyone wondering why knowledge and skills are important to the future of our economies should consider two facts.
First, jobs: employment rates are higher among people with more education than among those with less. This has continued to be the case during the crisis. Also, in those OECD countries where college education has expanded most over recent decades, learning differentials for college graduates have continued to rise compared with school leavers, for instance. Their pay did not decrease, unlike that of low-skilled workers.
This is a good, concrete argument for skilling up. For most of the last century, the widespread belief among policymakers was that you had to get the basics right in education before you could turn to broader skills.