Podcast
Questions and Answers
According to the article, what is the primary difference between viewing 21st-century skills as 'novel' versus viewing them as skills that need more intentional teaching?
According to the article, what is the primary difference between viewing 21st-century skills as 'novel' versus viewing them as skills that need more intentional teaching?
- Novel skills necessitate a complete revision of curriculum and content, while skills needing intentional teaching require more targeted and obvious remedies. (correct)
- The perception of skills as novel emphasizes teacher training, whereas the perception of skills needing intentional teaching emphasizes parental involvement.
- Novel skills require a focus on standardized testing, while skills needing intentional teaching require project-based assessments.
- Viewing skills as novel requires increased funding for technology, while viewing them as needing intentional teaching calls for smaller class sizes.
What is the author's main point regarding content and skills in education?
What is the author's main point regarding content and skills in education?
- Skills are more important because they stay with the learner, whereas content can easily be looked up.
- Content and skills should be taught separately to ensure mastery of each.
- Content is readily available, so schools should focus primarily on teaching skills.
- Content and skills are intertwined, and content should not be sacrificed for a superficial pursuit of skills. (correct)
Why does the author believe that simply providing 'experiences' to students is insufficient for developing skills such as collaboration and self-direction?
Why does the author believe that simply providing 'experiences' to students is insufficient for developing skills such as collaboration and self-direction?
- Experience is not the same as practice, which involves intentional effort, feedback, and strategic improvement. (correct)
- Experiences teach novel concepts but do not reinforce existing skills.
- Experiences are valuable only if students are already proficient in the content area.
- Experiences are too costly to implement effectively in all schools
What do the authors suggest regarding the use of student-centered methods, such as problem-based and project-based learning?
What do the authors suggest regarding the use of student-centered methods, such as problem-based and project-based learning?
According to the article, what is a critical component often missing from professional development for teachers regarding 21st-century skills?
According to the article, what is a critical component often missing from professional development for teachers regarding 21st-century skills?
What assertion do the authors make regarding assessments and their role in education reform?
What assertion do the authors make regarding assessments and their role in education reform?
What coordinated strategy do the authors recommend to meet the needs of a system as large and diverse as the U.S. public schools?
What coordinated strategy do the authors recommend to meet the needs of a system as large and diverse as the U.S. public schools?
According to the article, what is the risk if efforts to incorporate "21st-century skills" into education are not implemented effectively?
According to the article, what is the risk if efforts to incorporate "21st-century skills" into education are not implemented effectively?
What is the author's view of the relationship between logical reasoning and knowledge?
What is the author's view of the relationship between logical reasoning and knowledge?
What should staff development planners do?
What should staff development planners do?
Flashcards
Are "21st-century skills" new?
Are "21st-century skills" new?
Skills like critical thinking and problem-solving have been essential throughout history, not just in the 21st century.
The Main Issue?
The Main Issue?
Focus should be to teach skills more deliberately and effectively to ALL students, not overhaul content.
Skills vs. Knowledge
Skills vs. Knowledge
Skills and knowledge are intertwined; content should not be sacrificed in pursuit of skills.
Experience vs. Practice
Experience vs. Practice
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How will these skills be thought?
How will these skills be thought?
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Better Assessments
Better Assessments
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Past Education Reform Efforts
Past Education Reform Efforts
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Critical thinking
Critical thinking
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Study Notes
- Students need "21st-century skills" to be successful
- Skills that students need in the 21st century are not new
Critical Thinking
- Critical thinking and problem-solving have been components of human progress throughout history
- These skills can be seen from the development of early tools to land and sea exploration
Skills
- Information literacy and global awareness are not new
- At least not among the elites in different societies
Knowledge
- Mastery of different kinds of knowledge is needed
- Including facts to complex analysis
The Republic
- Plato wrote about four distinct levels of intellect
Change Extent
- Collective and individual success depends on having these skills, which is new
High-Quality Education
- Many US students are taught these skills, usually if they attend effective schools or encounter great teachers
- To have a more equitable and effective public education system these skills must become universal
Skills Divisions
- A distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" should lead policymakers to different education reforms
Intertwined Skills
- Educators and policymakers ensure that content is not short changed for an ephemeral pursuit of skills
- Skills and knowledge are intertwined
Reform Efforts
- Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads
- The 21st-century-skills movement faces the same risk
Delivering Challenges
- Issue is how to meet the challenges of delivering content and skills in a rich way that improves outcomes for students
Ensuring Success
- To ensure that all students have access to a rich education that intentionally helps them learn these skills requires implemented in concert
- Otherwise the reform is superficial or counter-productive
Calculator Separation
- Describing skills is seen as akin to a function on a calculator
Logical Conclusion
- If vegetables are finished, the child will get a cookie after dinner
Incorrect Conclusions
- Believing that skills and knowledge are separate leads to incorrect conclusions
- Skills are essential, content is merely desirable
- Skills are independent of content, developing these skills through the use of selected content
Domain Understanding
- To think critically students need the knowledge that is central to the domain
Curricular Challenges
- Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division
- Experiences will presumably develop these skills
- Experience is not the same thing as practice, practice means trying to improve
Teaching Requirements
- Practice also requires feedback, usually from someone more skilled
Skill Realism
- Education leaders must be realistic about which skills are teachable
- It should be studied how these skills can be taught effectively
Method Usage
- Teachers rarely use these student centred techniques despite believing they're effective
Collaboration Calls
- The 21st-century-skills movement's plan calls for greater collaboration among teachers in order to share expertise
Content Centric Knowledge
- Is required to think critically
- Which is central to the domain
Improvement Plans
- Should include better curriculum, better teaching, and better tests
- Curriculum, Assessment, and teacher expertise, training, and support have been weak links in past education reform efforts
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