Published on May 20, 2012
ry Sk ills: st Centu Learn2 1 w Stud ents g HoRethinkin Spr ing, 20 11 s k Stud y Quote Boo
, Matter y They i lls: Wh st Cent ury Sk There” “21 e Get How W re, andWhat They A Forward Kay By Ken
“Proficiencyin 21 st century skillsis the new civil right of ourtimes.”
“The new social contract isdifferent:only people who have theknowledge and skills tonegotiate constant changeand reinvent themselves fornew situations will succeed.”
“U.S. schools and students havenot adapted to the changingworld. On top of that, manystudents are not engaged ormotivated in school learning thatseems out of step with their livesand irrelevant to their future.”
“Students need both contentknowledge and skillsto apply and transform theirknowledge for useful andcreative purposes and tokeep learning as content andcircumstances change.”
“The combination of core academicsubjects, 21st century themes and21st century skills redefines rigor forour times. However, rigor traditionallyis equated with mastery of content(core subjects) alone, and that’ssimply not good enough anymore.”
“The vision for 21st century learning issituated in reality: producing theresults that matter in terms of studentoutcomes in 21st century skillsrequires every aspect of theeducation system to be alignedtoward this goal.”
“…the term 21st century skillsis not a vague and squishycatchword that can meananything.”
“Every element of our(the P21) model has beendefined, developed, andvetted by leading experts,scholars, educators,business people, parentsand community members.”
“The most important next step isto agree on terms of proficiencyin 21st century skills. And it’s notenough to want these outcomes –it’s essential to plan the entireeducation system intentionallyand transparently around them.”
“Articulating the skills that matteris only the first step.States and districts cannotassume that teachers can breakout of the 20th century boxwithout sustained professionaldevelopment.”
“It is unfair and unproductiveto expect students to meetnew and higher expectations ifthe supporting infrastructuredoes not exist.”
mew orks aring Fra“C omp st entury S kills” for 2 1 C Ch apter 3 e By Ch ris Ded
“Growing proportions of thenation’s labor force areengaged in jobs that emphasizeexpert thinking or complexcommunication- tasks thatcomputers cannot do.”
“The predominant learningactivities on the Internet havechanged from the presentationof material by websiteproviders to the active co-construction of resources bycommunities of contributors.”
“Given that the curriculum isalready crowded, a major politicalchallenge is articulating what todeemphasize in the curriculum –and why – in order to make roomfor students to deeply mastercore 21st century skills.”
“Lack of professional development is anotherreason 21st Century skills are underemphasizedin today’s schooling….Altering deeply ingrainedand strongly reinforced rituals of schooling takesmore than the superficial interchanges typical in“make and take” professional development orschool board meetings…
Intellectual, emotional and social support(in professional development) is essential for“unlearning” and for transformationalrelearning that can lead to deeper behavioralchanges that create next-generationeducational practices.”
“The assessment is forward looking,focusing on young people’s ability touse their knowledge and skills tomeet real life challenges, rather thanmerely on the extent to which theyhave mastered a specific schoolcurriculum.”
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“The current curriculum simplycontains too many topicsand is too fragmented, oftenwithout clear connections fromone topic to another.”
“Many of the very skills andprocesses needed to succeedin the modern world areblocked out of the curriculum.”
“The perceived expectation toteach to all of the standardsand march through designatedtextbooks leads to superficial“coverage” of instructionalcontent.”
“The pressures of contentcoverage come at the expenseof learner engagement and in-depth exploration of conceptsand investigation of importantquestions.”
“How can we possibly add 21stCentury outcomesto an already overcrowdedcurriculum?
“The key to unclogging a crowdedcontent-driven curriculum is tocreate a clear conception of a fewreally important ideas andessential questions in order tofocus on understanding andintegrate 21st century skills.”
“because the curriculum is morefocused… teachers have time to“uncover” it by engaging studentsin analyzing issues, applyingcritical and creative thinking tocomplex problems…”
…working collaboratively on inquiryand research investigations,accessing and evaluatinginformation, applying technologyeffectively, and developing initiativeand self-direction through authentic,long-term projects.”
“ If we genuinely value theinfusion of 21st century skillswith core academic goals, thenassessments at all levelsclassroom, district, and state –should be aligned accordingly.”
“The curriculum maps remindteachers that their job is to uncoverimportant ideas, explore criticalquestions, focus on learning andusing 21st century skills, andprepare kids to apply their learningto new situations.”
“With this approach (authentic assessment/portfolios), students graduate from highschool with a resume of authenticaccomplishments that demonstrate theirunderstanding of key ideas and their ability toapply 21st century skills, instead of merely atranscript of courses and a GPA.”
“While the changes we advocate are nota quick fix, nor will they be easy toimplement, such changes to educationalmissions and methods are necessary ifschooling is to remain relevant and willadequately prepare our children to liveand work in the 21st century.”
r Mas tery uden ts fo aring St tury S kills”“Prep st Cen of 21 Cha pter 10 y ncy Fre and Na Fisher By D ouglas
“Like the chalkboard of our schooldays, the best technologies fadeinto the background – they “weave”themselves into the fabric ofeveryday life until they areindistinguishable from it.”
“Humans need to communicate, share,store and create. As a species, we’veengaged in these functions for centuries.There’s really nothing new about them.What is new are the forms, or tools, thatstudents use to meet these needs.”
“Given that our attempts to bantechnology have failed andtechnological innovation isaccelerating, it’s time that weconsider the use of 21st centurytools that serve long-standingfunctions.”
“If we focus on the toolbut lose sight of the purpose,we are forever condemned toplaying catch-up in a landscapeof rapidly changingtechnology.”
“The tools themselves evolve;our task as educators is toforeground communicationwhile keeping abreast of thetechnologies that support it.”
“Focusing on the tool at theexpense of the purpose means thatwe shortchange our students. Werisk failure to prepare our studentsto be 21st century learners who canadapt to new technology…
… because they understand thecollaborative, cooperative andcommunicative purposes thatunderlie the tool.”
“ … as teachers, we shouldfocus on functions of thetechnology rather than thetools or forms of technology.”
“We have to stop thinking oftechnology in terms of nouns(PowerPoint, YouTube, or Twitter)and instead think in terms of verbs(presenting, sharing,communicating).”
“As their teachers, it is ourresponsibility to meet them halfway.We have been entrusted to guide thenext generation, and doing sorequires that we apprentice them inthe functions they will need to besuccessful…
…and this success will involve toolsthat we haven’t yet imagined.We’re no longer stressed about this;we’re excited to learn alongsidestudents as they teach us tools andwe help them understand functions.”
“Our goal is to release responsibilityfor learning to students, yet stillprovide them with the supportrequired to be successful. We havefound the gradual release ofresponsibility model mostappropriate to accomplish the goal…
… it suggests that teachers movepurposefully from providingextensive support to using peersupport and then no support…”
“teachers have to move fromassuming “all the responsibilityfor performing a task…to a situationin which the students assume all ofthe responsibility.”
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