Many countries are increasingly appreciating the important infusion of 21st century competencies in education by providing students with authentic learning opportunities. We are fortunate to work in a school division that encourages this type of learning for its students. Marope (2014), reflected on this:
"In their co-authored article, Clementina Acedo and Conrad Hughes argue that curriculum design in the 21st century must incorporate clear understandings of learning: definitions, sensitivity to cognitive development, social contexts of learning and metacognition. Drawing on cognitive psychology and established theories of teaching and learning, the authors suggest a few learning principles to investigate and reflect upon. They include fundamental areas of knowledge (STEM learning, information literacy, concepts- focused learning), competences (creativity and critical thinking) and attitudes (academic honesty, health and mindfulness, service learning)" (p. 484)
Preparing our students to be effective leaders in the workplace through addressing and encouraging 21st century learner competencies is a focus throughout our inquiry project. As students choose the avenue in which to research, solve and communicate their learning, they demonstrate the ability to be self-directed. Through collaboration, our students practice the skills to synergize, share and think about other’s idea. Critically thinking about the big ideas presented and ways to embark upon showing their knowledge and discoveries creates an opportunity to be innovative while following the steps to becoming problem solvers.
Using real world problems and applying their knowledge to improving our school grounds creates opportunities for students to become globally aware of environmental issues and the small steps children can take to improve their environment. Voogt et al (2013) describes how “information literacy covers people’s abilities in accessing, evaluating, using, managing and applying information and different sources provided by digital technologies.” (p. 406).
Providing assistive technology to explore and solve the big ideas increases students’ information and media literacy, a crucial skill for authentic learning as they progress through their schooling.
Through mentorship with the school division’s grounds department and gardeners and other mentors of their choice, students gain a sense of ownership of their community and become more civically engaged. This pride in their environment can lead to embarking on projects around the community such as community cleanup, providing time to local businesses and other facilities.
Lastly, as students work on a budget and price out the cost of trees and shrubs in order to expand the coverage in the schoolyard, they gain financial and economic literacy skills that deepen their understanding of finances and appreciation of the value of money.
"In their co-authored article, Clementina Acedo and Conrad Hughes argue that curriculum design in the 21st century must incorporate clear understandings of learning: definitions, sensitivity to cognitive development, social contexts of learning and metacognition. Drawing on cognitive psychology and established theories of teaching and learning, the authors suggest a few learning principles to investigate and reflect upon. They include fundamental areas of knowledge (STEM learning, information literacy, concepts- focused learning), competences (creativity and critical thinking) and attitudes (academic honesty, health and mindfulness, service learning)" (p. 484)
Preparing our students to be effective leaders in the workplace through addressing and encouraging 21st century learner competencies is a focus throughout our inquiry project. As students choose the avenue in which to research, solve and communicate their learning, they demonstrate the ability to be self-directed. Through collaboration, our students practice the skills to synergize, share and think about other’s idea. Critically thinking about the big ideas presented and ways to embark upon showing their knowledge and discoveries creates an opportunity to be innovative while following the steps to becoming problem solvers.
Using real world problems and applying their knowledge to improving our school grounds creates opportunities for students to become globally aware of environmental issues and the small steps children can take to improve their environment. Voogt et al (2013) describes how “information literacy covers people’s abilities in accessing, evaluating, using, managing and applying information and different sources provided by digital technologies.” (p. 406).
Providing assistive technology to explore and solve the big ideas increases students’ information and media literacy, a crucial skill for authentic learning as they progress through their schooling.
Through mentorship with the school division’s grounds department and gardeners and other mentors of their choice, students gain a sense of ownership of their community and become more civically engaged. This pride in their environment can lead to embarking on projects around the community such as community cleanup, providing time to local businesses and other facilities.
Lastly, as students work on a budget and price out the cost of trees and shrubs in order to expand the coverage in the schoolyard, they gain financial and economic literacy skills that deepen their understanding of finances and appreciation of the value of money.
contributing author: Cristy Leonard
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