key learning / 21st century skills
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- 1. Learning to Learn
- 2. Aims .. * .... To explore why more and more schools are developing "Learning to Learn" curricula; * .... To look at a range of approaches to "Learning to learn"; including 'Alite', 'Building Learning power' and 'Habits of Mind'; * .... To ask how these relate to the idea of a competency based curriculum; * .... To help establish how these approaches are essentially different from study skills.
- 3. The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Alvin Toffler Alameda Community Learning Center , California
- 5. Building Learning Power
- 6. Resilience being ready, willing and able to lock on to learning.
- Absorption - Flow; the pleasure of being rapt in learning.
- Managing distractions - Recognising and reducing interruptions.
- Noticing - Really sensing whats out there.
- Perseverance - Stickability; tolerating the feelings of learning
- 7. Resourcefulness Being ready, willing and able to learn in different ways .
- Questioning - getting below the surface; playing with situations.
- Making links - seeking coherence, relevance and meaning
- Imagining - using the minds eye as a learning theatre
- Reasoning thinking rigorously and methodically
- Capitalising - making good use of resources
- 8. Reflectiveness - being ready, willing and able to become more strategic about learning
- Planning - Working learning out in advance.
- Revising - Monitoring and adapting along the way.
- Distilling - Drawing out the lessons from experience.
- Meta-learning - Understanding learning, and yourself as a learner.
- 9. Reciprocity - Being ready, willing and able to learn alone and with others
- Interdependence - Balancing self-reliance and sociability.
- Collaboration - The skills of learning with others.
- Empathy and listening - Getting inside others minds
- Imitation - Picking up others habits and values
- 1. Collecting, analysing and organising information
- 2. Communicating ideas and information
- 3. Planning and organising activities
- 4. Working with others and in teams
- 5. Using mathematical ideas and techniques
- 6. Solving problems
- 7. Using technology
- ( The Mayer Report , Mayer, E (Chair) 1992, Key Competencies Report of the Committee to advise the Australian Education Council and Ministers of Vocational Education, Employment and Training, on employment related Key Competencies for post-compulsory education and training. Canberra.)
- Enterprise skills overlap with the Key Competencies
- identified by the Mayer Committee.
- accepting responsibility
- initiating ideas
- negotiating for successful outcomes
- planning activities
- taking and managing risk
- being flexible
- evaluating own and others' performance
- making decisions
- organising and managing resources
- solving problems
- thinking creatively.
- 12. Queen Elizabeth Community College, Devon
- Key Skills for Success
- Creative innovators
- Literate in word, number and informatics
- Able to learn new things quickly
- Able to use new technologies
- Able and confident communicators
- Great team workers
- Emotionally well grounded
- Fit and healthy
- Politically aware citizens
- Self-motivated and responsible
- Possessors of a wide range of interests
- L2 puts exciting learning, study and thinking skills, collaborative problem solving, formative assessment and ICT into the one approach brilliant
- Derek Wise Head Teacher, Cramlington Community High School
- The 5Rs:
- responsibility and
- Together with thinking and ICT skills.
- School is like the launch pad for a spaceship
- All the life support systems remain attached until that moment of lift-off when, while it is always in communication with the command centre, the spaceship is on its own. So, too, must we prepare students to take command of themselves; to establish feedback systems for self-guidance; and constantly to monitor their own progress toward their destination, making small manoeuvres and mid-course corrections along the way. Similarly, a students education must provide experiences by which students gradually learn to take charge of their own learning, to become increasingly more aware of their behaviours and their effects on others, and to strengthen their fortitude and resilience to self-correct and self-modify. Thus, the school becomes a launch pad for a life of self-directed learning.
- Arthur L. Costa / Bena Kallick
- Assessment Strategies for Self-Directed Learning
- A Habit of Mind means having a disposition towards behaving intelligently when confronted with problems, the answers to which are not immediately known
- Costa and Kallick.
- 18. What behaviours are indicative of the efficient, effective problem solver? Just what do human beings do when they behave intelligently? Research in effective thinking and intelligent behaviour Feuerstein (1980), Glatthorn and Baron (1985), Sternberg (1985), Perkins (1985) and Ennis (1985) indicates that there are some identifiable characteristics of effective thinkers. These are not necessarily scientists, artists, mathematicians or the wealthy who demonstrate these behaviours. These characteristics have been identified in successful mechanics, teachers, entrepreneurs, salespeople and parents people in all walks of life. Costa and Kallick. What is a Habit of Mind?
- 20. I reckon my first goal, managing impulsivity, is achieved because I tend to control my emotion easily and never show my bad-tempered side. This is shown when I never loss my temper or revenge even though a person offended me. However, creating, imagining and innovating, is the one where I have put in most effort in because I am lack in creativity and I think I am too indolent to abandon the traditional way of thinking. Furthermore, I think I have to improve my questioning and problem solving goal too because I am lack asking questions even though I do not understand something, this i
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