21st Century Learning and Teaching

The World Economic Forum shared the Future of Jobs report in 2018 that provided a list of the growing skills for 2022. Here are the top 10:

- Analytical thinking and innovation
- Active learning and learning strategies
- Creativity, originality, and initiative
- Technology design and programming
- Critical thinking and analysis
- Complex problem-solving
- Leadership and social influence
- Emotional intelligence
- Reasoning, problem-solving, and ideation
- Systems analysis and evaluation

If we look at these 10 skill areas, what types of learning experiences or learning spaces can we create for our students that can address most if not all of them? Looking at these skills individually and thinking about the nature of our work, it can seem overwhelming. However, there are some simple ways to create a space where students can build all of these skills and more.

Here are six ideas to try that can help to address these skills:

1. Project-based Learning (PBL)

2. Coding

3. STEAM and Makerspaces

4. Place-based

5. Genius Hour

6. Student-Led PD or Teacher for a Day

Learn more / En savoir plus / Mehr erfahren:

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Grit

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/

https://gustmees.wordpress.com/2017/08/25/adventures-of-learning-how-does-it-happen/

https://gustmees.wordpress.com/?s=life+long+learning

“But we’ve always done it that way” is the comfortable, regular, and normal barrier to enacting change.

And, our reluctance to change — in our personal and our professional lives — not only limits progress, it also prizes old ways of doing and being that, by design, were exclusive. When we rely on the ways we have always done it, likely we are also relying on our past efforts, and history on many fronts tells us that our past efforts weren’t the most inclusive or equitable.

Learn more / En savoir plus / Mehr erfahren:

https://gustmees.wordpress.com/2017/06/02/still-following-we-have-always-done-it-this-way-or-already-on-growth-mindset/

What’s the secret to improving your life? Some people say it’s determination. Others say it’s developing a practical plan. But Standford psychologist Carol Dweck says…

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

What would you say are a few of the biggest myths about growth mindset?

OK, myth No.1 is the myth that it’s all about effort, and that you instil it by praising effort. Effort is one factor that leads to learning. So the ultimate value is growth, progress, learning. And effort is one thing that leads there but there are many other things – strategies, using resources, getting advice, guidance and mentorship, and when people leave that out and just praise effort, it’s not transmitting a growth mindset. Adults have nagged children for centuries to try harder. That’s not a growth mindset, it’s an adult nagging a child to try harder!

Also, we find that when teachers think it’s just about effort and praising effort they may praise effort that isn’t even there, or that’s not effective. So if a child tries hard at something and you say ‘great job, you tried hard’, but they didn’t make progress, they didn’t advance, you’re actually conveying a fixed mindset because you’re saying ‘great effort, I didn’t really expect you to do that, and I don’t expect you to do that, so I’m trying to make you feel good about not doing it’. So we need people to understand that it’s appreciating a variety of process variables that lead to learning.

The second myth is that you can teach students a lesson on growth mindset and put a poster up in the front of the room, and that’s that, that they will have a growth mindset from then on. And we know if the teacher doesn’t then embody a growth mindset, if teachers don’t embody growth mindsets in their teaching practices, in the way that they give feedback when the child is stuck, and the way they present a new unit, in the way that they give opportunities for revision and growth of understanding – if they don’t embody that growth mindset, they are not teaching it. And in fact, if their behaviour contradicts the poster at the front of the room, then maybe they’re doing a disservice.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=carol+dweck

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

An idea that is beginning to gain a lot of favour in educational circles at the moment is the notion of fixed versus growth mindsets, and how they might relate to students and learning. Based on the work of Stanford University psychologist, Carol Dweck, the idea of mindset is related to our understanding of where ability comes from. It has recently been seized upon by educators as a tool to explore our knowledge of student achievement, and ways that such achievement might be improved.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

Pushing our students to adopt a growth mindset is an easy call. Adopting one ourselves is harder.

Having a growth mindset doesn’t just mean learning about the theory and leaving it at that. It’s a constant process. Sometimes it’s difficult, often it’s a little painful, but it’s always worth the effort.

Six Tips for Instilling a Growth Mindset in Yourself

Focus on the hard stuff

Try innovative solutions, and if they don’t work, try some more.

Seek feedback wherever you can.

Reflect at the end of every day, especially the bad ones.

Notice the areas where you have a fixed mindset.

There’s a catch to learning a lot about growth mindset. Once we learn just how much of our lack of growth is a product of our attitude, it’s not so easy to write things off as impossible anymore.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

Ever wondered why kids say they’re bored at school, or why they stop trying when the work gets harder? Educationalist Carol Dweck explains how the wrong kind of praise actually *harms* young people.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=carol+dweck

Learn more / En savoir plus /Mehr erfahren:

https://gustmees.wordpress.com/?s=creativity

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Creativity

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=ePortfolios

https://gustmees.wordpress.com/?s=digital+citizenship

https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

Why do we demand excellence and then penalize people for achieving it? There must be a benefit for being exceptional and a consequence for being mediocre.

It’s time to raise the bar. It’s time to bring out the best in people. It’s time to demand excellence, and to recognize and reward it, too. We don’t gain anything from lowering the bar so that everyone can clear it. We also don’t gain anything by denying people the rewards they richly deserve. If we really want exceptional performance, we have no choice but to treat exceptional people in an exceptional way.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Frank+SONNENBERG

What happens when someone asks us to do something really tough? First, we try to get out of it. Right? Next, we complain that they’re asking the impossible. Then, we whine to our friends, “I’m having such a bad day” or “The world is unfair.” After we’ve exhausted every way to get out of the work . . . we take a break. (It’s exhausting.) When we return, we brainstorm excuses to cover our behind if things go south. And, when all else fails, and it usually does, we get down to work while talking to ourselves.

Contrast this mindset to a champion’s approach . . .

I can hear the coach saying, “If they’re bigger, be faster” “If they’re better, play up.” “If you’re hurt, walk it off and then get back in the game.” There’s no whining, no excuses, and certainly no second-guessing. The players are positive, they’re optimistic, and they’re entirely focused on winning. These are the trademarks of winners. They’ll do whatever it takes to win. They know they have to “get it done.”

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Frank+SONNENBERG

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

Examples of a false growth mindset include praising effort over progress, affirming students' potential without enabling them, and blaming their mindset instead of refocusing it.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

Kids do crazy things, but we expect more from grown-ups, don’t we? Unfortunately, that’s not always the case. Folks scream obscenities at ballgames, bully people on social media, and treat others with total disrespect. If you think this behavior is rude, insensitive, and tasteless, you’re right. But why is it so prevalent? The truth is, some people behave this way for personal gain; some folks don’t know better; and others know they’ll get away with it — because they have in the past. Some grown-ups never grow up.

While some indiscretions were once considered outlandish, we’ve become desensitized to these actions. It’s troubling that some of this behavior could have been avoided, but too many of us didn’t speak up. Instead, we closed our eyes to the poor behavior and waited for others to make the first move. The consequence is that wrongs committed by enough people become the norm over time. We have no one to blame except ourselves.

As leaders, role models, and parents, we must utilize every opportunity to reinforce the values that we hold dear.

What Values Do You Cherish?
Are polite manners a thing of the past? Should people honor their word? Is it Pollyanna to expect people to do what’s right? I think not! But if we don’t promote good values, don’t be surprised when bad ones become the norm. “How do we improve the situation?” you ask.

First, we must modify our criterion of excellence. It’s not what you have but who you are that counts. Moral character matters!

Learn more / En savoir plus / Mehr erfahren:

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Frank+SONNENBERG

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Character

http://www.scoop.it/t/21st-century-learning-and-teaching/?q=ethics

https://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Values

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

STILL following "WE have ALWAYS done it this way" OR ALREADY on Growth-Mindset!? Well, when analyzing posts from EDUcators, TEACHers from around the world on Social-Media twitter since 2009 already, I must admit (excuse-me please...) that MOST of THEM are still on a Fixed-Mindset! Very rare are those who have already adapted their…

Learn more / En savoir plus / Mehr erfahren:

https://gustmees.wordpress.com/?s=growth+mindset

https://gustmees.wordpress.com/?s=practice

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

Bigger issues:

#1. Unfairness is necessary. Giving second chances, for example, isn’t fair to those who perform on schedule and within expectation. But, not giving second chances is cruel.

#2. Fairness is merciless. Mercy is not getting what you deserve. In other words, mercy isn’t fair.

#3. Equal opportunity must include reward or lack of reward. Those who seize opportunities earn reward. Those who don’t seize opportunities don’t earn reward. It’s important to note that it’s not necessary to punish those who don’t seize opportunity.

Rewarding teams always includes some unfairness.

#4. Fairness – treating everyone the same – de-motivates high achievers and rewards low performers.

#5. Fairness, when it means everyone is treated the same, promotes inaction. If you can’t be do something for everyone then you can’t do it for anyone. The result is you don’t do much.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Counterfeit+Leadership

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

In science, we build a firm foundation and then we keep renovating the house. We find interesting results, we are fascinated by them, we don’t always trust them, so we go back and replicate them. We also challenge them by asking, where will this not work? When does the effect go away? How can we use better methods to test our theories?

As part of this process, scientists ask each other questions. Recently, other scientists asked us some questions about three of our papers. We took this very seriously, carefully considered each inquiry, delved into the studies again (in some cases reanalyzing the data), and prepared three documents, each detailing our process and our findings (here, here, and here). In each case, we showed that the conclusions reached in the paper were sound. But, as with anything that helps make science better, we were grateful for the questions because they pointed out areas for improvement or clarity, and because we believe in open science.

It is important however to consider these questions in light of a large body of work. The growth mindset story does not rest on a handful of isolated studies. Research in this area has been ongoing for 30 years and the field has amassed a large body of work. A meta-analysis published in 2013 found 113 studies conducted by many authors and concluded that mindsets are a significant factor in people’s self-regulation toward goals.

Meta-analyses are helpful, but not the final word. Government data collected at a country level—all the 10th grade students in the country of Chile (over 160,000)—showed that holding a growth mindset predicted academic achievement at every socioeconomic level. Recently, the state of California, collecting data from over 100,000 middle schoolers, found that students’ mindsets were a good predictor of their test scores. And this doesn’t include many experimental studies that have carefully oriented children (or adults) toward different mindsets and found effects on outcomes. It is highly unlikely that mindset is a phantom phenomenon.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=carol+dweck

False growth mindset is saying you have growth mindset when you don’t really have it or you don’t really understand [what it is]. It’s also false in the sense that nobody has a growth mindset in everything all the time. Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait.

Something really challenging and outside your comfort zone can trigger it, or, if you encounter someone who is much better than you at something you pride yourself on, you can think “Oh, that person has ability, not me.” So I think we all, students and adults, have to look for our fixed-mindset triggers and understand when we are falling into that mindset.

I think a lot of what happened [with false growth mindset among educators] is that instead of taking this long and difficult journey, where you work on understanding your triggers, working with them, and over time being able to stay in a growth mindset more and more, many educators just said, “Oh yeah, I have a growth mindset” because either they know it’s the right mindset to have or they understood it in a way that made it seem easy.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

https://gustmees.wordpress.com/2016/11/14/pssst-the-most-important-in-education-understanding/

https://gustmees.wordpress.com/2016/11/01/getting-ready-for-modern-education-first-try-to-understand-what-it-is/

Wherever you find success you’ll find complacency. Achieving success is hard; staying successful is even harder. Complacency is the enemy of success.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Frank+SONNENBERG

I’ve compiled a list of statements offering new teachers advice as they enter their first year of teaching. It is my intention that these suggestions will dispel many of the myths pre-service teachers encounter as they complete their training programs.

Don’t accept the DEFAULT, seek out an option that will be BETTER for students:

• Make it your mission to fight “We’ve always done it this way” thinking.
• Be a disruptor and shake things up. Create an epic classroom!
• Start slowly with little tweaks like replacing rows of desks with clusters of four in all classrooms, especially those in middle school and high school.
• Create the change you wish to see in your school.

Be so GOOD they can’t ignore you:

In the best guide I’ve found to learning this skill, “Thanks for the Feedback: The Science and Art of Receiving Feedback Well,” Douglas Stone and Sheila Heen of the Harvard Negotiation Project explain that feedback — both positive and negative — is challenging because it hits us in the vulnerable soft spot between our desire to grow and our deep need to be accepted and respected. The key to hearing feedback well, they argue, is to adopt what the psychologist and author Carol Dweck calls a “growth mindset.” People with a growth mindset believe that effort and challenge make us better, stronger and smarter, while those with a “fixed mindset” believe that our inherent assets are static no matter what we do.

Not all of the criticism kids face is constructive. Some of it is born out of ulterior motives or dark intentions, but the good news is that a growth mindset can protect kids from this sort of feedback as well.

Learn more:

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Criticism

An individual with a digital mindset understands the power of technology to democratize scale and speed up every form of interaction and action

Carol Dweck, in her research, differentiated between Fixed Mindset and Growth Mindset, and how these linked to people’s perception of their own abilities. Those with a fixed mindset believe that intelligence is static, and this can become an obstacle to change in behavior. This in turn makes it difficult for them to be learning agile or to adjust to a rapidly changing and ambiguous world. On the other hand, people with a growth mindset are likely to take every opportunity to pull the resources they need to perform better. They are usually the ones to volunteer information, ask questions and try out new ways of doing things. It cannot be argued that the digital world calls for constant exploration, experimentation and learning. And individuals with a growth mindset are more likely to put in extra effort to learn new things, take charge of their own learning, and possess a resilience that helps them to overcome challenges.

Being agile is more than just adapting to change. In the age of disruptive tech, we must be able to foresee and change before the need to change arises. Agility in this context encompasses the skill of being able to scan the landscape of one's domain of work and organizational ecosystem, and keeping pace with what is happening at the edges to remain relevant. In the digital era, this would mean being comfortable with technology, seeing change as an opportunity, and accepting the new ways of working without feeling threatened.