Critical thinking, creativity, collaboration and communication are the ( 4C) first idea that comes to mind when talking about 21 century skills. There are various means of integrating these skills into the classroomز
Today, I am sharing my experiment with the use of "Extensive Reading" (ER) as one of the methods to integrate 21 century skills into our ESL/EFL classrooms. I will first share the Methdology then my experiment with this methodology and a guide of how to apply this Methdology to integrate the 21 century skills into your classroom
However, most people would agree that 21st Century skills are those skills which are or will be needed to succeed at work and in life over the coming century.
Traditionally, career progress has been seen as quite a linear thing. One job or role leads to another further up the ladder. However, the workplace is changing. Organisational structures are becoming much flatter. Roles are becoming much less defined, and teams are often dispersed across different countries. I have experienced all of this first hand, working with different publishers through rounds of restructuring.
21st Century Skills.
Nina MK, Ph.D.
I describe it as the ability to seek-out, elicit, and consider different information and various perspectives of situations, fairly weigh the evidence on all sides and how it all connects to existing background knowledge, and then use that process to come to an independent conclusion.
21st century skills … a few suggestions
Many thanks for all of your blog posts in July and August this year! For those of you going back to school this month, we wish a great new academic year!
Our four new topics for September and October 2016 look at the theme of 'assessing learning' and ask you to think about some of the ways we can assess learners and the effects and implications of assessment.
We have been using PBL for 6 years already and one of the most difficult aspects to work on has been assessment. After a few trial-and-error takes on project assessment, I decided to stick with rubrics.
A rubric is a document that clearly states the expectations for an assignment, task or project by listing the criteria and levels of achievement or performance.
The answer to that question will obviously differ depending on the students, their previous learning experience, what they do in their free time and what their strengths and weaknesses are in English, but the one thing that none of them will need or benefit from is exam practice.
This might be a slightly controversial thing to claim as exam practice does form the mainstay of many exam preparation courses, teachers often see it as having value and students seem to want it. A 2010 study (Perrone) found that exam practice in FCE classes rose from
SYMBOLS: INCORPORATING THE REAL WORLD INTO ELT.
Nina MK, Ph.D.
When I hear about symbols, the first association is always with Dan Brown’s novels. “The Da Vinci Code” acquainted us with the unusual occupation of symbologist. The main hero Robert Langdon is a professor who deals with various symbols and thus helps solve many complicated problems in real life. The novels and especially the films with Tom Hanks as the lead helped popularize the whole concept of using symbols as a means to learn the meaning of incomprehensible phenomena and events.
Carol Dweck, the psychologist well-known for her work on a growth mindset suggests that creating opportunities for students to clearly see for themselves the growth in their own knowledge can help give them a