Week 4 - Adapting schools to 21st century needs
With the increased use of technology in society, I believe educators will be tasked with helping students to not just “know” but think about “applying” what they know. Already, employers are emphasizing the need for higher aptitude towards non-routine problem-solving, which means developing creative thinkers and innovators over processors and task completers. I believe it is important to know processes and be able to complete tasks (meet deadlines), but educators in the 21st century will need to provide more opportunities for student-centered learning that allows for “thinking and applying” beyond just “knowing,” especially for students to be engaged and feel more attached to the content of their subjects.
In recent years, some school systems have reorganized into smaller “learning communities” to allow for focused learning targeted towards students with similar interests or needs. While this methodology appears to be interdisciplinary and project-based learning, this approach is still teacher-centered (i.e. team teaching). To ensure more opportunities for collaboration and learning experiences (sharing of knowledge, experience, interests, beliefs, and cultural backgrounds) by students, the shift needs to be towards students owning their learning and the educator being a resource/mentor in the process.
The benefit to re-organizing the curriculum and physical space into a student-centered environment is that students can learn at their own pace. When students explore interests and develop a passion, develop hands-on skills, and master competencies through trial and error and accessing resources, they can truly take pride in their own learning. Most importantly, the workplace values the development of creative and resourceful skills developed by the student through higher-order thinking and inquiry-based learning. Also of significance is that experiential learning recognizes student diversity and differentiation in individual learning styles, which is important in a “real world” of diverse individuals and constantly changing workplace needs.
Another concern is that because recent generations of students are increasingly tech-savvy, the emphasis on skills and understanding needed to transition from childhood to adulthood has declined, something Coates relates in Between the World and Me. Besides Coates’ attention to the lack of education about American history and accounting for all perspectives, students today demonstrate reduced concern about technical writing and economics although everyone entering the workforce will write resumes and file tax returns. Actually, a recent trend to address the generational gap with young adults is the offering of “adulting” classes to teach certain life skills so young adults can be more self-sufficient. Clearly, there are areas where schools can make an impact in meeting diverse needs and preparing students to meet the 21st century as adults, and incorporating these areas.
In recent years, some school systems have reorganized into smaller “learning communities” to allow for focused learning targeted towards students with similar interests or needs. While this methodology appears to be interdisciplinary and project-based learning, this approach is still teacher-centered (i.e. team teaching). To ensure more opportunities for collaboration and learning experiences (sharing of knowledge, experience, interests, beliefs, and cultural backgrounds) by students, the shift needs to be towards students owning their learning and the educator being a resource/mentor in the process.
The benefit to re-organizing the curriculum and physical space into a student-centered environment is that students can learn at their own pace. When students explore interests and develop a passion, develop hands-on skills, and master competencies through trial and error and accessing resources, they can truly take pride in their own learning. Most importantly, the workplace values the development of creative and resourceful skills developed by the student through higher-order thinking and inquiry-based learning. Also of significance is that experiential learning recognizes student diversity and differentiation in individual learning styles, which is important in a “real world” of diverse individuals and constantly changing workplace needs.
Another concern is that because recent generations of students are increasingly tech-savvy, the emphasis on skills and understanding needed to transition from childhood to adulthood has declined, something Coates relates in Between the World and Me. Besides Coates’ attention to the lack of education about American history and accounting for all perspectives, students today demonstrate reduced concern about technical writing and economics although everyone entering the workforce will write resumes and file tax returns. Actually, a recent trend to address the generational gap with young adults is the offering of “adulting” classes to teach certain life skills so young adults can be more self-sufficient. Clearly, there are areas where schools can make an impact in meeting diverse needs and preparing students to meet the 21st century as adults, and incorporating these areas.
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