21st Century Learning Part 3 - Tools

"Standing still is not an option". We agree with this statement, and because of this we try to implement digital tools either for reflection, for example this blog, for training, for instance in online courses or seminars, and for fun, such as the use of social networks.
It doesn't matter if teachers or students feel more at ease with technology, as learning is a two way street, and technology should be a means to an end, not and end in itself. Both teachers and students can teach and learn at any moment using the technology available, and profiting from eacher other's expertise.

21st Century Skills Part 2: Content

We agree that language itself is not enough for our 21st century students. In fact the three main areas of content covered in the video are considered within 5th form projects: cross curricular, cross cultural content and global themes. There are some instances that still need to be polished such as bilingual Project, but we still work across the curriculum collaborating with teachers from other groups in primary and secondary.

What we consider to be unacceptable is to expect everybody to be the same as we are, not to acknowledge diversity. We would like to include cross cultural activities this year, communicating with schools from other countries within the connecting classroom framework. It would be interesting to share different points of view regarding the same topic globally, in order to reflect on our own culture and to discover how it differs from others.

5th form Projects take into account global themes sucha as children's righs, the environment, pollution, poverty etc; which aim at raising social awareness and building global citizenship. In this way we pretend to expand their view of the world.

Initial reflection: 21st Century skills

After having watched the video from Pearson ELT on the importance of developing 21st Century skills, here are our reflections.



Even though we do not belong to the same generation as our students, we do not consider ourselves digital immigrants, we are not outsiders. We feel comfortable with using technology in the classroom and we consider ourselves flexible enough to adapt to what the situation requires. We accept the challenge to help our students develop the digital skills they need to process the huge amount of information available to them. We are conscious that there is a need to add into our plans instances in which they filter and summarise the data the Internet has to offer.

Summarising skills can be implemented from the very beginning. We can train our students to summarise key points from texts read, songs, any given topic, and we can even have a "Summary of the lesson" activity at the end of the day.

In relation to our first project, Helping Hands, we could include logical thinking strategies when gathering data about the situation of children in Argentina, and about the process of collecting items for donation. This is an aspect we need to go on exploring. Also, regarding creative thinking, students could be asked to present results using different tools and media.

Even though fifth form projects deal with working with teams to try to promote social change, it may be necessary to go more deeply into what it means to work as a team, the roles involved, the expected attitude and behaviour, learning to act both as a good leader and as a good follower.

Developing communicative skills is a central issue. In fifth form students have several opportunities to exercise these skills throughout the year, however they mainly give informal talks or presentations. We could try to implement the teaching of formal presentation skills so that students gain more confidence and develop accuracy in a formal register.

We consider we should include reflecting moments within our plans, making them explicit and providing them with a specific timing in the assembly. This year we aim to raise students' awareness in relation to their learning styles and provide them with tools to enhance their strong points while at the same time improving their weaknesses.