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Framework for 21st Century Learning

Framework for 21st Century Learning
P21's Framework for 21st Century Learning was developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge students need to succeed in work, life and citizenship, as well as the support systems necessary for 21st century learning outcomes. It has been used by thousands of educators and hundreds of schools in the U.S. and abroad to put 21st century skills at the center of learning. The P21 Framework represents both 21st century student outcomes (as represented by the arches of the rainbow) and support systems (as represented by the pools at the bottom). Tweet the Framework While the graphic represents each element distinctly for descriptive purposes, P21 views all the components as fully interconnected in the process of 21st century teaching and learning. 21st Century Student Outcomes 1. Mastery of fundamental subjects and 21st century themes is essential for students in the 21st century. 2. 3. 4. 21st Century Support Systems Related:  Professional Development

10 skills great to have on your résumé right now The Insider Picks team writes about stuff we think you'll like. Business Insider has affiliate partnerships so we may get a share of the revenue from your purchase. Andrey_Popov/ Shutterstock Looking for a new job can be hard. If your résumé is easy to read and free of typos, and features great relevant experience, try adding some skills to the bottom. Below, we rounded up relevant skills for a variety of careers, so there's bound to be something worth enrolling in. As a bonus, you can take advantage of great deals on most of these courses by using the promo codes "INSIDERPICKS75" or "SEPT1206" at checkout. 1. If you're looking to pursue a more creative career, such as photo editing or graphic design, a basic knowledge of Photoshop is usually a requirement. Mastering Adobe Photoshop CC, £19 (originally £50), available at Udemy. [38% off with the code SEPT1206] 5. A basic understanding of web development is useful to a variety of careers, and not all of them are based in tech. 6. 9. 10.

How Do You Define 21st-Century Learning? Published Online: October 11, 2010 Published in Print: October 12, 2010, as How Do You Define 21st-Century Learning? By Elizabeth Rich The term "21st-century skills" is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today's world. In a broader sense, however, the idea of what learning in the 21st century should look like is open to interpretation—and controversy. To get a sense of how views on the subject align—and differ—we recently asked a range of education experts to define 21st-century learning from their own perspectives. Richard AllingtonProfessor of Education, University of Tennessee; Early-Reading Expert I’m an old guy. Barnett BerryFounder and CEO, Center for Teaching Quality Sarah Brown Wessling2010 National Teacher of the Year Twenty-first-century learning embodies an approach to teaching that marries content to skill.

10 things Teachers Want in Professional Development sketch by @SylviaDuckworth While on Twitter today this graphic caught my eye. It was posted by @MindShiftKQED linking to an article on their blog. The sketch itself was created by Sylvia Duckworth and it definitely caught my attention. I began to think about the kinds of professional learning we offer at Powerful Learning Practice and asked myself if we were honoring what teachers want. No one works harder and thinks deeper than the folks at PLP who selflessly plan and offer the coaching, professional learning, e-courses, and products available on our site. But I was curious if what we do we aligns with this list of teacher wants? 1. At PLP, we like to think we listen. But I wonder about the district empowerment of the teachers before they show up in our sessions. It has been my experience that often teachers are too shy to speak up about their professional learning needs. 2. This is so important. 3. Change is not easy. 4. All of us at PLP have been classroom teachers. 5. 6. Exactly! 7.

9 Characteristics Of 21st Century Learning The label of “21st Century learning” is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including: –weighing the magic of technology with its incredible cost and complexity –underscoring the potential for well thought-out instructional design –considering the considerable potential of social media platforms against its apparent divergence from academic learning Some educators seek out the ideal of a 21st century learning environment constantly, while others prefer that we lose the phrase altogether, insisting that learning hasn’t changed, and good learning looks the same whether it’s the 12th or 21st century. At TeachThought, we tend towards the tech-infused model, but do spend time exploring the limits and challenges of technology, the impact of rapid technology change, and carefully considering important questions before diving in head-first. The size of the circles on the map are intended to convey priority. 1. 2. 3. 4. 5. 6. 7. 8. 9.

Teacher Training and Education SIG, IATEFL La plataforma virtual como herramienta de enseñanza Resumen En el presente artículo se busca presentar los beneficios de utilizar una plataforma virtual educativa, obteniendo el mejor y mayor de los resultados. Además de mostrar, cuales son esos beneficios, se busca identificar de cuales herramientas dispone el educador para llevar a cabo el proceso de enseñanza haciendo uso apropiado de una plataforma virtual. Palabras clave: Plataforma virtual –Beneficios -Resultados -Herramienta –Recursos -Evaluación Abstract In this article we try to present some of the big amount of benefits of using a virtual learning environment. Keywords: Virtual learning environment –Advantages –Benefits –Resources –Teaching process –Learning process 1. A través de este interesante recurso, como educador, he tenido la oportunidad no solo de motivar, sino también de guiar y acompañar a los estudiantes en sus proyectos y evaluaciones. 2. 2.1 Breve descripción de las herramientas para actividades Herramientas para Actividades: Dentro de estas se pueden citar: Chat Foros

Our SIG Day speakers – Jane Spiro Our TDSIG Day at the IATEFL Annual Conference in Glasgow kicks off with Jane Spiro, who will be speaking on the topic of reading and how this can shape us as teachers, running right from childhood. In this first post about our SIG Day speakers, you’ll find links to a video to introduce Jane and she also answers a few quick TD-related questions… Jane Spiro – We are what we read: how reading shapes teachers What’s your session at IATEFL all about? My session looks at ways in which teachers are shaped by their reading, not only professionally or academically, but outside professional life, and from childhood: first experiences hearing stories read aloud, favourite childhood books, books in adolescence and early adulthood which changed your view of the world. Jane (wearing the garland) with teacher educators in Hawaii If you were stuck on a desert island, which book would you take with you and why? What piece of advice would you give to a teacher starting to think about their practice?

Servei d'Informàtica » Ciber-plagio y software antiplagio La utilización de las Tecnologías de la Información y la comunicación (TIC) se ha convertido en un elemento vertebrador en los procesos de enseñanza-aprendizaje (E/A) en la Universidad de Alicante. Sólo con mirar algunos datos de la utilización de Campus Virtual podemos hacernos una idea del protagonismo que han aquirido ciertas funcionalidades en la comunicación entre los actores principales del proceso de E/A (tutorías, debates, anuncios, etc.), en el intercambio de materiales y referencias (enlaces, materiales, referencias bibliográficas, etc.) y en los procesos de evaluación (pruebas objetivas y controles). Son muchos los aspectos positivos que se podrían extraer de la utilización de las TIC en los procesos de E/A: comodidad, asincronía, rapidez en la comunicación, reducción notable de la utilización de papel, etc. Ahora bien, la irrupción de las TIC también ha provocado o facilitado importantes cambios que no pueden valorarse de forma positiva. – Software antiplagio. Referencias

Trainer Development: a Course for Teacher Educators This 25 hours per week face-to-face taught course is eligible for Erasmus+ funding. A programme of social and academic activities is also included. This course looks at the attitudes, skills and knowledge required by teacher trainers and educators. This course will cover some or all of the following aspects: Key issues and recent developments in training methodology Course and programme design for in-service and pre-service purposes Approaches to teacher training and education with particular reference to the place of reflective practice Facilitation and its place in professional learning Development versus training Classroom action research and its place in professional development The pros and cons of distance courses Principles and practice in materials design for teacher training Classroom observation and supervision; supervisory styles A review of recent literature and other resources in teacher education Course dates 17 - 28 July 2017 Apply Fees Course fees may be subject to change.

Entornos Educativos basados en la Tecnología Introducir el uso de la tecnología como recurso didáctico en una propuesta formativa es un proceso difícil y lento, sin embargo, es también una dinámica progresiva que genera cambios positivos en la actitud de los estudiantes, pues permite acercar a los alumnos a una gama de recursos que motivan el aprendizaje. En nuestros días, el ordenador e Internet cobran protagonismo en las escuelas pues funcionan como herramientas innovadoras donde se concentran recursos multimedia disponibles para cualquier asignatura. Por ello, su integración en el aula es un tema de importancia actual que se debe abordar por quienes buscan mejorar los procesos formativos y académicos. Encontrar las herramientas y recursos idóneos que se adapten a las necesidades de aprendizaje de los alumnos es un reto docente difícil de abordar, ya que no todos los profesionales de la educación cuentan con la formación adecuada para implementar el uso de tecnologías digitales en la escuela. Ricardo Torreblanca

TeachingEnglish | British Council | BBC Before I start, let's get some terminology straight. I'm not talking about exams. We as a society need exams. Governments and large institutions couldn't function without exams. Brújula TICs, un uso increíble de las TIC Con las TIC descubres oportunidades para ayudar a tu comunidad. Jorge Eliécer Camargo, docente de la Institución Educativa Santa Rosa, en el distrito de Aguablanca, Cali, es la persona detrás de Brújula TICs. Un proyecto que vincula la educación y las TIC con el fin de fortalecer los procesos de aprendizaje de lectura y escritura de los estudiantes. Esta iniciativa nació después de que Jorge Eliécer conoció el grupo Brújula, un grupo de estudiantes que había sido separado de los demás debido a que tenían problemas de aprendizaje, o estaban en situaciones de extraedad o descolarización. Con el deseo de mejorar sus condiciones, le propuso al rector que le permitiera darles clases de sistemas. Las edades de los estudiantes que hacen parte del programa oscilan entre los 10 y 15 años, y los cursos corresponden a 1º, 2º y 3º de primaria. Para Jorge Eliécer, vincular las TIC y la educación es de suma importancia en nuestro tiempo.

Types of Teacher Questions Do you know what kind of questions you ask most frequently? Research on the questions teachers ask shows that about 60 percent require only recall of facts, 20 percent require students to think, and 20 percent are procedural in nature. The major types of questions fall into four categories: Managerial: questions which keep the classroom operations moving; Rhetorical: questions used to emphasize a point or to reinforce an idea or statement; Closed: questions used to check retention or to focus thinking on a particular point; and Open: questions used to promote discussion or student interaction. (Source: P. Following is a list of question types you can use to analyze your questioning strategies and develop a variety of questions to help students think. I. Series of questions which require students to go beyond the first response. Types: Clarifying Ex: "What, exactly do you mean?" "Will you please rephrase your statement?" "Could you elaborate on that point?" Increasing Critical Awareness II.

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