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The 27 Characteristics of A 21st Century Teacher

The 27 Characteristics of A 21st Century Teacher
"21st Century Educator" is probably the most popular buzzword in today's education. There is a growing and heated debate whether or not to label educators as 21st century and each camp has its own concept and arguments, however, for me personally I see teaching in 21st century as having undergone a paradigmatic shift. This is basically due to the emerging of the " social web" and the huge embrace of technology and particularly the mobile gadgetry in our classrooms. It would be unfair to ignore these huge transformations and their impact on education. Having said that, we are sharing with you today this great infographic from Mia featuring the 27 ways to be 21st century teacher. courtesy of : Related:  4 Cs

Taxonomie de Bloom Un article de Wikipédia, l'encyclopédie libre. La roue de la taxonomie de Bloom. La taxonomie de Bloom est un modèle pédagogique proposant une classification des niveaux d'acquisition des connaissances[1]. Description[modifier | modifier le code] La taxonomie organise l'information de façon hiérarchique, de la simple restitution de faits jusqu'à la manipulation complexe des concepts, qui est souvent mise en œuvre par les facultés cognitives dites supérieures[4]. Composition[modifier | modifier le code] La taxonomie des objectifs éducationnels selon Bloom. Elle peut être résumée en six niveaux, chaque niveau supérieur englobant les niveaux précédents. Note: Dans la liste suivante, traduite de l'anglais, certains verbes peuvent se recouper par le sens, le lecteur est invité à consulter des ouvrages de références pour s'assurer du sens exact des verbes. Révision[modifier | modifier le code] Ainsi en 2001 une taxonomie révisée de Bloom a été proposée par plusieurs auteurs dont Lorin W.

untitled 4 Big Things Transformational Teachers Do The key to transformational teaching is not reacting, but rather a grinding obsession with analysis and preparation. Lee Shulman, as reported by Marge Scherer, suggests that expert teachers -- despite enormous challenges --demonstrate: Cognitive understanding of how students learn; emotional preparation to relate to many students whose varied needs are not always evident; content knowledge from which to draw different ways to present a concept; and, finally, the ability to make teaching decisions quickly and act on them. So how do they do that? 1. Instructors tend to use one of two instructional orientations: Transmission: Where "the teacher's role is to prepare and transmit information to learners" and "the learners' role is to receive, store, and act upon this information." It is difficult to accomplish transformational teaching without understanding and implementing constructivist pedagogy -- facilitating hands-on experiences --where students construct meaning through active learning.

21st Century Teacher We have heard alot about the 21st Century Learner. We know that they are:collaborativeadaptiveinformation, media and technology savvycommunicatorsimmediate and instantrequire instant gratificationcreators and adaptorBut what about the 21st Century Teacher, what are the characteristics we would expect to see in a 21st Century Educator. We know they are student centric, holistic, they are teaching about how to learn as much as teaching about the subject area. We know too, that they must be 21st Century learners as well. We expect our students to be life long learners. For their advice and feedback Sheryl Nussbaum-Beach, Rod Fee, Kim Cofino, Doug DeKock, David Truss

New Bloom's Taxonomy Poster for Teachers August 29, 2014 Bloom's taxonomy is one of the most popular learning taxonomies ever. Since its release in the last half of the 20th century, it has been widely adopted within the education sector and was used extensively to design and create learning materials and curriculum content. Bloom's taxonomy maps out learning skills along a thinking continuum that starts with lower order thinking skills in one end (e.g. remembering and understanding) and moves up in difficulty to the other end that embraces higher order thinking skills (e.g. evaluating and creating). However, Bloom's taxonomy has been repeatedly modified to suit the requirements of the era in which it is used . You can access the original downloadable visual from this link.

Have Fun Teaching ESL Flashcards Here you will find a collection of hundreds of flashcards for ESL kids. Each flashcard set has both small (four on one A4 sheet) and large (two on one A4 sheet) versions. There are two copies of each card, one with a word describing the picture, and the other without a description so that you can write your own. This is particularly helpful with differences in American and British English. The flashcards are saved as .pdf files which are opened in your browser with Adobe Acrobat Reader or other PDF reader. Below the vocabulary list for each flashcard theme, there is a 'Single Flashcard Wizard' which you can use to print individual cards instead of a whole set. To get started, choose a flashcard category from the list on the right.

Les pratiques collaboratives dans l'éducation - François Taddei Paris Innovation Review – Nos systèmes éducatifs sont-ils toujours adaptés à un monde qui change à une vitesse sans cesse plus grande, qui est de moins en moins vertical et hiérarchique et de plus en plus horizontal et collaboratif ? François Taddei – Nos systèmes éducatifs sont fondés sur la résolution de problèmes classiques. Typiquement, pour entrer dans une grande école, il faut passer des concours qui consistent pour l’essentiel à résoudre des problèmes ordinaires. Or il y a d’autres formes d’intelligence, comme la résolution de nouveaux problèmes. Par exemple, dans les start-up, les hackerspace ou encore les communautés d’informaticiens, les participants sont jugés sur leur capacité à faire quelque chose que les autres n’avaient pas fait jusque-là, ce qui est très différent de faire la même chose que d’autres ont déjà fait mais plus vite. Le problème avec la première forme d’intelligence (la résolution de problèmes classiques), c’est que les machines savent l’appliquer.

Weekly Reflection: What is 21st century assessment? | Teaching the Teacher North and South magazine We hear a lot about 21st century learning in education. About how computers are going to revolutionize and personalize teaching and learning. In fact there’s even been a government inquiry into digital learning yet the elephant in the room is assessment. Last month North and South ran an article boldly stating that kids needed to take more control in the classroom from those pesky know it all teachers. Yet I often wonder if the problem might not actually be with our teaching practices but with our assessment practices. Perhaps the problem isn’t that the current crop of teachers aren’t innovative, but it is our national obsession with measuring learning that is squeezing innovative teaching practices. In an era where schools have their NCEA and National Standards results put up for scrutiny, I’m sure I’m not on teacher feeling the pressure between that amazing engaging curriculum and ensuring achievement gains as measured by standardized tests for students.

Blog de M@rcel : des technologies et des pédagogies qui travaillent ensemble Introduction : répondre ou débattre Ce billet portera sur la contribution de deux collègues, Alain Beitone et Margaux Osenda, qui ont publié « La pédagogie inversée : une pédagogie archaïque » (des extraits de cet article seront proposés en bleu ci-dessous) Il ne s’agit pas pour moi de « répondre » à leurs arguments ou de les démonter en tentant de démontrer combien le propos serait incorrect, inapproprié, fallacieux … Je l’ai souvent dit : en matière d’innovation (gardons ce concept pour le moment), il me paraît important de considérer tous les points de vue même ceux envers lesquels, personnellement et subjectivement, on ne peut d’emblée marquer son accord. En effet, les propos des thuriféraires et autres évangélistes doivent être considérés avec circonspection voire méfiance, ceux des « grognons » (comme je les appelle chaleureusement) avec attention en ce qui concerne les alarmes qu’ils nous envoient. La classe inversée n’a rien d’innovant ! Introduction I.1. I.2. I.3.

Teacher Discussion Forums :: View topic - ESL for 3 yr olds in an english speaking preschool program Hello! I am a prek teacher in a childcare center. Our center just enrolled two new students in our 3's preschool classroom who are non-english speaking. A little background: The russian speaking boy seems to be transitioning well. The chinese speaking girl is having a much harder time. Both children are 3.

» L’Anglais pour les dyslexiques–une piste à explorer I TEACH ENGLISH Un outil intéressant, car peu d’ouvrages sont consacrés à l’apprentissage de l’anglais LV par les élèves dyslexiques. Pour être honnête et pour l’avoir lu dans son intégralité, on peut douter de l’efficacité de certains choix que l’auteur présente comme étant une “méthode” en soi : par exemple, le code couleur grammatical est complexe au point que l’on est en droit de se demander si même des élèves ne présentant aucun trouble de l’apprentissage n’auraient pas des difficultés à se l’approprier (en tout cas, dans le contexte de l’enseignement en groupe-classe). Par exemple, d’un point de vue linguistique (hard-core), on peut comprendre qu’un adjectif et un participe passé partagent certains traits fonctionnels, mais de là à choisir la même couleur pour les deux… En tout état de cause, il s’agit clairement d’un a priori de ma part ; seule l’utilisation avec des élèves de cette méthode permettra de la valider ou non. Résumé de l’auteur : GOLLIET, Odile (2011).

The difference between social learning and social collaboration In my framework of Modern Workplace Learning (see diagram on right) I use the term social collaboration to label an important new element of work of the modern-day L&D department. I deliberately chose not to label it social learning. So what is the difference – or rather connection – between these two terms? Social learning, is of course, not a new concept or a new term; we’ve always learned socially – from our parents, siblings, friends and from our colleagues at work. Bandura’s social learning theory is also well known. For me, this new definition is missing the bigger picture, since it takes no account of where and how most social learning takes place – well outside of formal learning interventions – and in the workplace, in particular, when teams and other groups of people, learn IMPLICITLY from one another as a consequence of working together. So why is there a need to focus on social collaboration? The following two tabs change content below.

What are learning skills? | Thoughtful Learning K-12 The 21st century learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating. These skills help students learn, and so they are vital to success in school and beyond. Critical Thinking Critical thinking is focused, careful analysis of something to better understand it. Analyzing is breaking something down into its parts, examining each part, and noting how the parts fit together. Creative Thinking Creative thinking is expansive, open-ended invention and discovery of possibilities. Brainstorming ideas involves asking a question and rapidly listing all answers, even those that are far-fetched, impractical, or impossible. Communicating Analyzing the situation means thinking about the subject, purpose, sender, receiver, medium, and context of a message. Collaborating Allocating resources and responsibilities ensures that all members of a team can work optimally.

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