With the nature of our changing world,
the educational system is in a state of reform, as students today require a
different set of knowledge and skills than those in previous generations. Our fast-paced, technology-driven society
demands workers to think critically, problem solve and adapt to new situations.
Therefore, schools are focusing on teaching students useful, universally applicable
skills and skills deemed as critically important by professors and employers. Traditional
methods that focused primarily low order thinking skills and memorization are
now being replaced by cross-disciplinary skills and skills that will prepare
students for success after graduation. These skills have been termed “21st
Century Skills”, which include critical thinking, collaboration, communication,
creativity and innovation, cultural and ethical citizenship, digital
competencies and character (Drake,
Kolohon, & Reid, 2014).
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Retrieved
from https://www.google.ca/search?q=21st+century+learning&espv=2&biw=1050&bih=702&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMIgsj24JCMyAIVw36SCh3BLANU#tbm=isch&q=the+21st+century+learner&imgrc=cK3kAxcKRHXG0M%3A
C21 Canada is a leader in the advocacy of
integrating 21st learning into classroom settings. It proposes that
these skills will “prepare a student to be a productive and participatory
citizen of the twenty-first century” (Drake,
Kolohon, & Reid, 2014). To learn more about the organization and to find
resources for implementing 21st century learning, visit (www.c21canada.org).
Throughout
my education, I have experienced firsthand the traditional style classroom and
have had the opportunity to participate in an innovative, constructivist
learning environment that reflects the 21st century values. For
example, growing up the curriculum reflected the mastery of core academic
subjects with little emphasis on life skills. For the majority of my schooling,
I experienced the banking model of education as I sat in a classroom as a
passive learning taking in facts and information. As my time in school
progressed and especially in University, my eyes opened to a whole new learning
experience, where I became actively engaged in my learning environment and in
turn I was motivated more than ever to learn. My teacher acted as a facilitator
and would ask questions allowing for students to research, communicate and
critique. My learning experience and others in my generation is unique as we
were in school as technology, information and knowledge increased at
astronomical rates. For example, I remember being in grade 7 when a smartboard
was introduced into the classroom and now almost all classrooms are equipped
with this technology. Therefore, education reform has happened right before my
eyes and is continuing to unfold as I approach my prospective teaching
placements.
Retrieved from https://www.google.ca/search?q=21st+vs+20th+century+learning&espv=2&biw=1050&bih=702&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMI9MO68Y6MyAIVClySCh25DQ8R&dpr=1#imgrc=iq638-dmkz5IBM%3A
Most
teachers teach how they have been taught and tend to reproduce their schooling
experiences for their students. This can be seen as problematic, as this
approach to teaching disregards the notion of the changing society and does not
accommodate the needs of the students. However with the mix of experiences I
have encountered, I think I will be able to break away from this pattern and
shift towards a more progressive approach to education. As a future educator, I plan
to embrace change and incorporate 21st learning experiences into my
classroom through my methods of instruction and the use of technology. I would
now like to share something I have come across through my research of 21st
century learning that I would like to incorporate into my teaching in the
future for the development of 21st century skills.
Project-based learning (PBL) is a
method of teaching and learning that aligns with the goals of 21st
century learning. PBL starts with a driving question that students then
research and explore in efforts of producing some kind of final project. Starting with a driving question allows for
students to nourish their curiosity and gives students purpose/motivation in
their work. The research portion allows students to find, interpret and process
knowledge, which is an essential skill in today’s society. Designing the final
project cultivates critical thinking, problem solving and creativity. Lastly,
presenting the project builds on students communication, interpersonal skills
and often digital competencies. This can be seen as an alternative to
paper-based and teacher-led classrooms and as you can see there are endless
benefits to this approach. Genius hour is an extension of PBL, which provides
students with one hour a day to explore their passions and work on something
they are interested in with teacher guidance. I think this is a phenomenal idea
for engaging 21st century learners and I encourage you to watch this
YouTube video to find out how it can be implemented into your classroom. Also
for more information, please visit (http://www.geniushour.com/).
Therefore, Genius Hour and Project-based
learning aligns with my teaching beliefs about constructivism and the
importance of engaging students with their interests to create motivated
learners.
References
Drake, S., Kolohon, W., & Reid,
J. (2014) Interweaving curriculum and classroom assessment: Engaging the 21st
Century Learner. Don Mills, ON: Oxford University Press.
Kesler, C. (2015). Genius Hour:
Where Passions Come Alive. Retrieved from http://www.geniushour.com
Brotto, G. (2015). Canadians for 21st
Century Learning and Innovation. Retrieved from http://c21canada.org.
