Start Date: 09/13/2020
Course Type: Common Course
Course Link: https://www.coursera.org/learn/atc21sExplore 1600+ online courses from top universities. Join Coursera today to learn data science, programming, business strategy, and more.
This MOOC is designed principally for practicing teachers who are wondering exactly how they can incorporate teaching and assessment of 21st century skills into their classrooms, labs or workshops. It will also be useful to trainee teachers, school leaders, teacher educators and curriculum and assessment specialists, providing them with an understanding of the challenges associated with teaching and assessment of 21st century skills. This course explains the social and cognitive skills that are known as 21st century skills. It reviews how they can be represented in the curriculum, in terms of developmental progressions. It also explores how teachers can recognise these skills in students, how the level of skill of a learner can be assessed, and then how learners can be supported to develop their skill. In this course we work through two detailed examples of 21st century skills. The first is collaborative problem solving, a 21st century skill which combines the capacities of collaboration, problem solving, critical thinking and communication. The second skill is a meta-cognitive skill of knowing how to learn in a MOOC. In each example, you will explore how to understand the nature of each skill from a teaching perspective, how to teach it, and how to assess it. These two examples show how any 21st century skill can be tackled in the classroom. The approach to teaching and assessment in this course derives from the application of a developmental, evidence-based, clinical approach to teaching practice. The course provides a mix of theory and practice, of thinking and doing, and opportunities to share ideas, experience and resources with other participants. Join Emeritus Professor Patrick Griffin and the team from the Assessment Research Centre, University of Melbourne in a Massive Open Online Course (MOOC) on the Assessment and Teaching of 21st Century Skills, hosted on Coursera.
During our introduction week, we provide two Modules. Module 1 offers an overview of the course and explains how assessment in it is structured. Our approach to assessment in the course introduces some developmental components that complement the summative approach used by Coursera for grading. The Course Progression provides the basis of the self-assessment activities provided throughout the course. These enable you to monitor your progress as you develop your skills in teaching and assessing C21 skills. In Module 2 we turn to the first topics of the course, and discuss the world in terms of technological change and the need for 21st century skills in today’s workforce. We talk about what is meant by '21st century skills' and how these skills are increasingly in demand as new technologies change the way we work, learn, live and function in a digital and knowledge-based society. You will have the opportunity to learn about different 21st century skills frameworks that have been created by a variety of institutions. We want to show you what we mean by a developmental approach, and how this approach can be used in assessment and learning and teaching. These lectures will form the foundation for topics to come in later weeks, so please take the time to watch them and to follow up with the suggested readings.
Assessment and Teaching of 21st Century Skills This course will help you prepare for teaching and teaching in the 21st century. You will learn how to improve your teaching, learning and assessment skills and apply this to new or continuing education. You will review current teaching and assessment standards in the 21st century and discuss appropriate practice through a series of videos, interviews and interviews with teachers and experts. You will learn how to make a list of 21st century skills and discuss and practice these in detail along with teacher-led groups. You will be able to discuss and apply these skills in context of 21st century skills, as well as in the context of 21st century English. You will be able to discuss and apply these skills in detail along with teacher-led groups. You will be able to improve your teaching, learning and assessment skills and skills, and apply this to new or continuing education as well as in the context of English language and culture.Teaching and Assessment in the 21st Century 21st Century Teaching and Assessment in the 21st Century 21st Century Assessment in the 21st Century 21st Century Engagement and Engaging Students 21st Century Skills Assessment and Teaching of 21st Century Skills This course will help you prepare for teaching and teaching in the 21st century. You will learn how to improve your teaching, learning and assessment skills and apply this to new or continuing education.
|21st century skills||Multiple agencies and organizations have issued guides and recommendation for implementation of 21st century skills in a variety of learning environments and learning spaces. These include five separate educational areas: standards, assessment, professional development, curriculum & instruction, and learning environments.|
|21st century skills||In 2002 the Partnership for 21st Century Skills (now the Partnership for 21st Century Learning, or P21) was founded as a non-profit organization by a coalition that included members of the national business community, education leaders, and policymakers: the National Education Association (NEA), United States Department of Education, AOL Time Warner Foundation, Apple Computer, Inc., Cable in the Classroom, Cisco Systems, Inc., Dell Computer Corporation, Microsoft Corporation, SAP, Ken Kay (President and Co-Founder), and Dins Golder-Dardis. To foster a national conversation on "the importance of 21st century skills for all students" and "position 21st century readiness at the center of US K-12 education", P21 identified six key skills:|
|21st century skills||21st century skills are a series of higher-order skills, abilities, and learning dispositions that have been identified as being required for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of a growing international movement focusing on the skills required for students to master in preparation for success in a rapidly changing, digital society. Many of these skills are also associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. These skills differ from traditional academic skills in that they are not primarily content knowledge-based.|
|21st century skills||In 2003 the North Central Regional Educational Laboratory and the Metiri Group issued a report entitled "enGauge® 21st Century Skills: Literacy in the Digital Age" based on two years of research. The report called for policymakers and educators to define 21st century skills, highlight the relationship of those skills to conventional academic standards, and recognize the need for multiple assessments to measure and evaluate these skills within the context of academic standards and the current technological and global society. To provide a common understanding of, and language for discussing, the needs of students, citizens, and workers in a modern digital society, the report identified four "skill clusters":|
|21st century skills||The P21 organization also conducted research that identified deeper learning competencies and skills they called the Four Cs of 21st century learning:|
|21st century skills||Bellanca, J. (Ed.) (2010) 21st Century Skills: Rethinking How Students Learn. Solution Tree Press, Bloomington, In.|
|21st century skills||Subsequent notable efforts were conducted by the US Secretary of Labor's Commission on Achieving Necessary Skills (SCANS), a national coalition called the Partnership for 21st Century Skills (P21), the international Organization for Economic Cooperation and Development, the American Association of College and Universities, researchers at MIT and other institutions of higher learning, and private organizations.|
|21st century skills||Bellanca, J (Ed.) (2014) Deeper Learning: Beyond 21st Century Skills. Solution Tree Press, Bloomington, In. (Ben Franklin Award, Independent Publishers. Asso. 2016)|
|21st century skills||Since the early 1980s, a variety of governmental, academic, non-profit, and corporate entities have conducted considerable research to identify key personal and academic skills and competetencies they determined were needed for the current and next generation. The identification and implementation of 21st century skills into education and workplaces began in the United States but has spread to Canada, the United Kingdom, New Zealand, and through national and international organizations such as APEC and the OECD.|
|21st century skills||In 2010, the Common Core State Standards Initiative, an effort sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO), issued the Common Core Standards, calling for the integration of 21st century skills into K-12 curricula across the United States.|
|21st century skills||The skills and competencies that are generally considered "21st Century skills" are varied but share some common themes. They are based on the premise that effective learning, or deeper learning, a set of student educational outcomes including acquisition of robust core academic content, higher-order thinking skills, and learning dispositions. This pedagogy involves creating, working with others, analyzing, and presenting and sharing both the learning experience and the learned knowledge or wisdom, including to peers and mentors as well as teachers. This contrasts with more traditional learning methodology that involves learning by rote and regurgitating info/knowledge back to the teacher for a grade. The skills are geared towards students and workers to foster engagement; seeking, forging, and facilitating connections to knowledge, ideas, peers, instructors, and wider audiences; creating/producing; and presenting/publishing. The classification or grouping has been undertaken to encourage and promote pedagogies that facilitate deeper learning through both traditional instruction as well as active learning, project-based learning, problem based learning, and others. A 2012 survey conducted by the American Management Association (AMA) identified three top skills necessary for their employees: critical thinking, communication and collaboration. Below are some of the more readily identifiable lists of 21st century skills.|
|Four Cs of 21st century learning||The Four Cs of 21st century learning, also known as the Four Cs or 4 Cs, are four skills that have been identified by the United States-based Partnership for 21st Century Skills (P21) as the most important skills required for 21st century education: critical thinking, communication, collaboration, and creativity.|
|21st century skills||During the latter decades of the 20th century and into the 21st century, society has undergone an accelerating pace of change in economy and technology. Its effects on the workplace, and thus on the demands on the educational system preparing students for the workforce, have been significant in several ways. Beginning in the 1980s, government, educators, and major employers issued a series of reports identifying key skills and implementation strategies to steer students and workers towards meeting the demands of the changing workplace and society.|
|21st century skills||Researchers at MIT, led by Henry Jenkins, Director of the Comparative Media Studies Program, in 2006 issued a white paper ("Confronting the Challenges of a Participatory Culture: Media Education for the 21st Century"), that examined digital media and learning. To address this Digital Divide, they recommended an effort be made to develop the cultural competencies and social skills required to participate fully in modern society instead of merely advocating for installing computers in each classroom. What they term participatory culture shifts this literacy from the individual level to a broader connection and involvement, with the premise that networking and collaboration develop social skills that are vital to new literacies. These in turn build on traditional foundation skills and knowledge taught in school: traditional literacy, research, technical, and critical analysis skills.|
|Four Cs of 21st century learning||These 21st century skills have been identified and supported by national educational and political leaders in the United States, including President Obama. In January 2016 members of the US House of Representatives created a bipartisan Congressional 21st Century Skills Caucus. The Four Cs have been adopted and implemented into the curricula of schools, school districts, and professional development programs.|
|21st century skills||In 1997, member countries of the Organization for Economic Cooperation and Development launched the Programme for International Student Assessment (PISA) to monitor "the extent to which students near the end of compulsory schooling have acquired the knowledge and skills essential for full participation in society". In 2005 they identified three "Competency Categories:"|
|21st century skills||Many of these skills are also identified as key qualities of progressive education, a pedagogical movement that began in the late nineteenth century and continues in various forms to the present.|
|Assessment of basic language and learning skills||The revised assessment of basic language and learning skills (ABLLS-R) is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. It provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957). The task items within each skill area are arranged from simpler to more complex tasks. This practical tool facilitates the identification of skills needed by the child to effectively communicate and learn from everyday experiences. The information obtained from this assessment allows parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive language-based curriculum.|
|Assessment of basic language and learning skills||The assessment of basic language and learning skills (ABLLS, often pronounced "ables") is an educational tool used frequently with applied behavior analysis (ABA) to measure the basic linguistic and functional skills of an individual with developmental delays or disabilities.|
|21st century||Some territories have gained independence during the 21st century. This is a list of sovereign states that have gained independence in the 21st century and have been recognized by the UN.|