Developing Professional Learning Communities

Posted on March 03, 2012

There is much talk about the difference between 20th and 21st Century education. The differences between the students of the 20th Century and those we teach now are profound, clinic well known and documented. From these differences, more about plus the differences that exist in the world we live in now and the world our students will occupy, it is safe to assume that education to must change. So this is an attempt to compare the predominant educational approach of the 20th Century and that of the 21st Century.

Comparing 20th and 21st Century Education paradigms

 

 

Source:Educational Origomi, www.edorigami.wikispaces.com/Comparing+20th+%26+21st+Century+Education
There is much talk about the difference between 20th and 21st Century education. The differences between the students of the 20th Century and those we teach now are profound, physician well known and documented. From these differences, decease plus the differences that exist in the world we live in now and the world our students will occupy, it is safe to assume that education to must change. So this is an attempt to compare the predominant educational approach of the 20th Century and that of the 21st Century.

Comparing 20th and 21st Century Education paradigms



There is much talk about the difference between 20th and 21st Century education. The differences between the students of the 20th Century and those we teach now are profound, remedy well known and documented. From these differences, plus the differences that exist in the world we live in now and the world our students will occupy, it is safe to assume that education to must change. So this is an attempt to compare the predominant educational approach of the 20th Century and that of the 21st Century.

Comparing 20th and 21st Century Education paradigms

 

 

Source:Educational Origomi, www.edorigami.wikispaces.com/Comparing+20th+%26+21st+Century+Education
Comparing 20th & 21st Century Education

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Table of Contents

Introduction

Comparison

20th Century Paradigm

21st Century Paradigm

Comparing 20th & 21st Century Educational Paradigms

Introduction

There is much talk about the difference between 20th and 21st Century education. The differences between the students of the 20th Century and those we teach now are profound, cheapest well known and documented. From these differences, link plus the differences that exist in the world we live in now and the world our students will occupy, it is safe to assume that education to must change. So this is an attempt to compare the predominant educational approach of the 20th Century and that of the 21st Century

Comparison

Comparing 20th and 21st Century Education paradigms

20th Century Paradigm

21st Century Paradigm

Interaction

Mainly individual some collaboration

Mainly collaborative some individual

Assessment

Mainly summative with some formative

Formative with summative

Centricity

Teacher centric

Student centric

Learning programs

Group based some extension or remedial

Individual learning programs

Learning program outcomes

Assessment focused

Process & Outcomes focused

Learning focus

Predominantly content with some process

Predominantly process with seamlessly embedded content

Teaching approach

Just in case learning

Just in time

Learning relevance

Low relevance to the learner Often low currency Can lack context for the learner

Relevant to learner Current and topical Has high contextual value for learner (me, group, community or global significence)

Daggett?s application model

Low, content often relevant to only to current unit of learning or course

Can be applied across several areas of learning. Applicable to real life situations

Think Skills

Predominantly lower order

Bloom?s Digital Taxonomy

Remember, understand & apply

Solo Taxonomy

Unistructural & Multistructural

Predominantly higher order Analysis, evaluation & creativity Relational & extended abstract

Technology use

Literacy (learning about technology) Augmentative (learning with technology)

Transformative (learning through technology)

Teaching methodologies

Stand and Deliver Instructional

Project and problem based learning Constructivist20th Century Paradigm

21st Century Paradigm

Student involvement in learning

Students given content & told processes

Students construct content & develop and evaluate processes.

Feedback

Limited

Multiple sources – self, peer & teacher/mentor

Student self management

Based on rules.

Limited or no student input into framework

Based on moral and ethical approach Students, staff & community partnership in development

Student promotion

Academic promotion with single level learning

Social Promotion with multi- leveling & extensive learner support

Gifted and talented

Focus on acceleration

Focus on extension and acceleration

Learning styles

Predominantly Read/Write & Auditory

Broad use of multiple learning styles (Visual, auditory, kinesthetic & read/write) Application of multiple intelligences

Physical Exercise

Reduction in Physical education classes. Often supportive of single sporting code

Daily exercise and frequent use of movement within classes. Supportive of individual and team sports

Reporting systems

Semester and Term based paper reports. A-E grade system

Use of comment banks Comments often summative Limited word count available for comments

Digital format with regular timely update Criterion based with clear descriptors

Focused & relevant comments with formative aspect

Timing of learning

Traditional school timing

Emphasis on 9-3 learning with homework

School times flexible and based on neurological research. Anywhere anytime learning facilitated by transformative technology use

School design

Classrooms & laboratory Single purpose spaces

Learning commons Flexible learning spaces Casual learning spaces

 

20th Century Paradigm

21st Century Paradigm

Interaction

 

Mainly individual some collaboration

 

Mainly collaborative some individual

 

Assessment

 

Mainly summative with some formative

 

Formative with summative

 

Centricity

 

Teacher-centric

 

Student-centric

 

Learning

programs

Group based some extension or remedial

 

Individual learning programs

Learning

program outcomes

 

Assessment focused

 

Process & Outcomes focused

 

Learning

focus

 

Predominantly content with some process

 

Predominantly process with seamlessly embedded content

 

Teaching

approach

 

Just in case learning

 

Just in time learning

 

Learning

relevance

 

Low relevance to the learner

 

Often low currency

 

Can lack context for the learner

 

Relevant to learner

 

Current and topical

 

Has high contextual value for learner (me, group, community or global significence)

 

Daggett’s

application model

 

Low, content often relevant to only to current unit of learning or course

 

Can be applied across several areas of learning.

 

Applicable to real life situations

 

Think

Skills

 

Predominantly lower order

 

//**Bloom’s Digital Taxonomy**//

 

Remember,

understand & apply

 

//**Solo Taxonomy**//

 

Unistructural

& Multistructural

 

Predominantly higher order

 

Analysis, evaluation & creativity

 

 

Relational

& extended abstract

 

Technology

use

 

Literacy (learning about technology)

 

Augmentative (learning with technology)

 

Transformative (learning through technology)

 

Teaching

methodologies

 

Stand and Deliver

 

 

Instructional

 

Project and problem based learning

 

Constructivist

 

Student

involvement in learning

 

Students given content & told processes

 

Students construct content & develop and evaluate processes.

 

Feedback

 

Limited

 

Multiple sources – self, peer & teacher/mentor

 

Student

self management

 

Based on rules.

 

Limited or no student input into framework

 

Based on moral and ethical approach

 

Students, staff & community partnership in development- Digital Citizenship

 

Student

promotion

Academic promotion with single level learning

 

Social Promotion with multi-leveling & extensive learner support

Gifted and talented

 

Focus on acceleration

 

Focus on extension and acceleration

 

Learning

styles

 

Predominantly Read/Write & Auditory

 

Broad use of multiple learning styles (Visual, auditory, Kinesthetic & read/write)

 

Application of multiple intelligences

 

Physical

Exercise

 

Reduction in Physical education classes.

 

Often supportive of single sporting code

 

Daily exercise and frequent use of movement within classes.

 

Supportive of individual and team sports

 

Reporting

systems

 

Semester and Term based paper reports.

 

A-E grade system

Use of comment banks

 

Comments often summative

 

Limited word count available for comments

 

Digital format with regular timely update

 

Criterion based with clear descriptors

 

Focused & relevant comments with formative aspect

 

Timing

of learning

Traditional school timing

 

Emphasis on 9-3 learning with homework

 

School times flexible and based on neurological research.

 

Anywhere anytime learning facilitated by transformative technology use

 

School

design

 

Classrooms & laboratory

 

Single purpose spaces

 

Learning commons

Flexible learning spaces

 

Casual learning spaces

 
There is much talk about the difference between 20th and 21st Century education. The differences between the students of the 20th Century and those we teach now are profound, physician well known and documented. From these differences, plus the differences that exist in the world we live in now and the world our students will occupy, it is safe to assume that education to must change. So this is an attempt to compare the predominant educational approach of the 20th Century and that of the 21st Century.

Comparing 20th and 21st Century Education paradigms

Click to Download the Full PDF

Click to Download the Full PDF

Source:Educational Origomi, www.edorigami.wikispaces.com/Comparing+20th+%26+21st+Century+Education
There is much talk about the difference between 20th and 21st Century education. The differences between the students of the 20th Century and those we teach now are profound, sildenafil well known and documented. From these differences, see plus the differences that exist in the world we live in now and the world our students will occupy, it is safe to assume that education to must change. So this is an attempt to compare the predominant educational approach of the 20th Century and that of the 21st Century.

Comparing 20th and 21st Century Education paradigms

 

 

Source:Educational Origomi, www.edorigami.wikispaces.com/Comparing+20th+%26+21st+Century+Education
There is much talk about the difference between 20th and 21st Century education. The differences between the students of the 20th Century and those we teach now are profound, adiposity well known and documented. From these differences, drugs plus the differences that exist in the world we live in now and the world our students will occupy, it is safe to assume that education to must change. So this is an attempt to compare the predominant educational approach of the 20th Century and that of the 21st Century.

Comparing 20th and 21st Century Education paradigms

 

 

Source:Educational Origomi, www.edorigami.wikispaces.com/Comparing+20th+%26+21st+Century+Education
Big Ideas

“The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools.” (Richard DuFour)

“Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, this establishing a goal to improve the current level, approved working together to achieve that goal, page and providing periodic evidence of progress.” (Richaed DuFour)

Author: Steve Barkley

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