...A FUNCTIONAL APPROACH TO LANGUAGE TEACHING IS EFFECTIVE FOR 21st CENTURY STUDENTS The functional approach is a methodology that allows the learner to “function” effectively; is based not in the linguistic analysis of the content to be taught but on what is usually designated as the learner’s needs. Regarding Halliday´s theory, this approach is concerned with the way language is organized to fulfill communicative functions. What is more, it aims to account for three basic kinds of meaning, the ideational, the interpersonal and the textual and last but not least each element in a language is explained by reference to its function in the total linguistic system. In the 21st Century the learner’s needs are not the same now as the ones in the 20th century since the students are not the same nor the society. In the 21st Century classroom, Teachers are facilitators of students’ learning and creators of productive classroom environments in which students can develop the skills they will need in their workplace mainly. As the 21st Century classroom is student centered, teachers no longer function as lecturers but as facilitators of learning. The students are learning by doing, so they need to be aware of their participation in the language production. Today there is an increasing emphasis on involving students in decisions affecting their own learning- getting them to take responsibility for their own learning decisions, and to consciously develop learning skills, and now students’...
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...EDU 695 Week 1 DQ 1 Diversity Through 21st Century Teaching and Learning NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-1-dq-1-diversity-through-21st-century-teaching-and-learning-new Diversity Through 21st-Century Teaching and Learning There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment. Initial Post – Select three of the five prompts below, and then discuss how the Framework for 21st century learning can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph. a. Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom. b. Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups. c. Discuss how you would differentiate instruction for the inclusion...
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...21st Century Teaching and Learning: The Freedom in Teaching by: Hayati bt Zakaria @ Ariffin After I met with some English teachers when attending the new literature syllabus, I feel I was left far behind. These passionate and ablaze teachers regardless many years of teaching, still jovial and show enthusiasm teaching and adapting the new set of classroom teaching skills using some sort of standards drawn for their beloved students for them to actively engaging in any classroom activities. I was listening and admiring the personalities of each speakers as they were presenting the slides and never fail to inspire and motivate me with the latest approach on how to win students’ ‘faith’ in literature. It was astounding. After the Higher Order Thinking Skills (HOTS or KBAT) implemented in mostly questions in SPM, I am positively sure the 21st Century Teaching and Learning is capturing my attention as it is never in my train of thoughts (). I get hooked on to it and it overwhelms me to acknowledge further what have brought Kementerian Pendidikan Malaysia to implement this educational transformation via Pembangunan Pendidikan Malaysia (PPPM) 2013 - 2025. I could not get the idea at first, the definition, characteristics, classroom adjustments, teachers’ skills, 3 R’s and 4 C’s? teacher-centered vs students-centered education? Using technology? projector, computer? Using smartphone in classrooms? Wow! There are many websites suggesting and listing how the 21st Century Teaching...
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...EDU 695 Week 1 Assignment 21st Century Framework Revision NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-1-assignment-21st-century-framework-revision-new This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your ePortfolio (Pathbrite). Specifically, after reviewing the Framework for 21st century learning, you will redesign or modify a prior assignment from one of your courses in the MAED program that represents your mastery of the MAED program learning outcomes 1, 2, and 3. An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st-century learning through incorporation of student outcomes and support systems, which are defined as follows: • Student Outcomes: Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills. • Support Systems: Standards and assessments, curriculum and instruction, professional development, learning environments. When selecting an assignment to redesign...
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...PERSONAL LIFELONG LEARNING PLAN 21ST CenturyLiteracy | Level ofCompetency (Strong, Good, Weak) | Activities to Improve/Enhance Literacy | Time frame | Support/ResourcesNeeded | Barriers/Challenges | Solution/ActionPoint | The Arts andCreativity | Good | *Attend Seminar/Workshop on Enhancing Arts and Creativity Skills in Problem Solving | * 3 years every semestral break | * Seminar Workshop/Training Fund | *Arts Skills not developed*Conflict time with teaching period* Insufficient funding | *Ask permission/authority to the Department you are in the service*Give set/time for trainings/seminars*Grab the opportunity when there are free or not free seminars/trainings/workshop offered by the Department. | Ecoliteracy | *Good | *Attend seminars and participate in every in every activities promoting ecological literacy to develop awareness of the environment. | *3 every semestral break | * Seminars/Activities/Programs conducted by Environmental agencies/funds. | *Conflict time | * Ask permission/authority to the Department you are in the service*Give/Set time for training seminars. | Cyberliteracy(Computer and ICT) | *Good | *Attend computer related seminar-workshops to acquire develop skills in the use of computers, internet & other information technologies. * Enroll a computed related course (e.g. online course) * Integrate/use ICT in every subjects most often as a tool of learning process. | * 3 every semestral break | *Seminars/Programs/Activities required by the...
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...necessary to consider the complexity of the education system itself and the multitude of problems that must be addressed. Clearly, no simple, single uniform approach can be applied with the expectation that significant improvements of the system will occur. Indeed, any strategy for change must contend with the diverse factors affecting the education system, the interactions of its parts, and the intricate interdependencies within it and with its environment. Following are the few consideration to improve learning. • Integrating the commonly polarized goals of education; i.e. the goal that focuses on transmitting knowledge with the goal that emphasizes the development of the individual student. • Adapting teaching to different student characteristics by using diverse methods of teaching. Adaptation to the ability levels, patterns of different abilities, learning styles, personality characteristics, and cultural backgrounds. • Integrating the curriculum by developing inter-disciplinary curriculum units that enable students to acquire knowledge from different disciplines through a unifying theme while having the opportunity to contribute in different and special ways to the objectives of the integrated units. Future of Learning Environments Historically, children and young people were seated at desks in rows, all facing the blackboard, using text books, printed hand-outs, and hand-writing notes. As technology has advanced, classrooms have evolved and today electronic notepads, emailing...
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...Toni Kutner COMPREHENSIVE CLASSROOM TECHNOLOGY PLAN Mission Statement: Teachers will promote 21st Century Pedagogy. Emphasis will be placed on core subjects to support state standards of learning. In addition, students will develop skills in creativity, critical thinking, problem solving, communications and collaboration, life skills and digital technology. Technology will be a tool to engage students in the learning process. Teachers will engage in professional development to enhance education. Teachers will prepare students for success in the 21st century global and multicultural community. Vision Statement: The 21st century student will learn to his or hers fullest potential. Technology will be woven into traditional and innovative teaching methods to enhance student learning. The needs of students will be fully addressed to prepare them for lifelong learning, personal success and independence for their future achievements. Rational: In order to prepare students of the future, it is necessary to engage students with the aid of new technologies. Students of today are digital natives. They have grown up in a society filled with innovative technology. Technology is advancing in an accelerated pace. It is role of educators to keep pace with these advances and find new and innovated ways to facilitate student learning. “Traditional 20th century educational practices will no longer provide you with the skills you need to teach your students effectively...
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...Teachers commonly are committed to enjoying their work, to their students, to the content areas and are dedicated to their occupation. However, 21st century students attending school have exceptionally distinct experiences and viewpoints of what their education should consist of compared to their 20th century equivalents. These technological savvy students navigate daily living quite differently than a lot of their digital immigrant teachers. Subsequently, relating with them, connecting with them and encouraging them at this time calls for teachers to be more receptive to innovative approaches of teaching and supporting students (Jacobs, 2010, p. 197). In any case, there are methods for teachers to utilize in order to maintain interest and...
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...Different Schools Evette Grayson Ashford University EDU650: Teaching Learning and Leading in the 21st Century Instructor: Kimberly Smith July 13, 2014 Introduction. The educational development of students around the world differ. From the teaching methods to the philosophies of each teacher to the needs of their students, schools have adjusted themselves to cater to the needs of their students. With the many differences in teaching and learning methods, the ongoing debate of how a student is taught and what they learn is ongoing. Still, at the core of this debate is that all parties involved agree that the primary focus is the student. This paper will illustrate the commonalities and differences between an elementary teacher from Wichita, KS and a high school biology teacher from Monroe, LA. This paper will also be supported by interviews from two teachers to help further explain the educational standards of today’s times and its effect on students. Summary From my interview with Kyle Hill, a public high school biology teacher from Monroe, LA, alongside my readings of an interview with Janice Thomas, an elementary teacher from Wichita, KS, the similarities and contrasts in the teaching and learning vary greatly. There is the obvious age gap between the two, as well as the sex of the instructor that contribute a part in the differences in the teaching. However, the commonality that all teachers share is that the focus is- and has always been- on the best needs...
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...Department of Labor (2014) indicated that only one third of individuals with disabilities were employed, compared to two thirds of individuals without disabilities. This is just unreal to me, especially with all the resources we have to prepare our students for transitioning. This article was very informative, especially when it comes to better understanding what we as special educators need to do to better prepare our students for transitioning. The article states that, “The key to successful transition planning and instruction is transition assessment.” I believe this is where a majority of the special education teachers lack when it comes to preparing to transition their students. In the article, it talks about the demands of the 21st-century workforce and how it requires local education agencies to prepare students with disabilities for college and career readiness by providing instruction and services to assist youth in attaining positive post school outcomes. The transition assessment process provides guidance for using transition assessments to guide instruction and determine appropriate services for youth with disabilities. Since our nation is becoming more diverse, important...
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...Society For this essay I will be discussing three standards documents; The Common Core Standards for Mathematics, which is a student curriculum and achievement set of standards, the California Standards for the Teaching Profession, which is a set of professional conduct standards aimed at teachers and lastly, The 21st Century Student Outcomes and Support Systems standards, which are targeted at both students and teachers. All three of these sets of standards make active claims to be raising the bar for achievement, be it for students or teachers. All three documents seek to fill a void in educational standards by clearly stating what they hope to achieve, why this is necessary and where past standards have come up short. All three documents are specific in nature, striving to lay out objectives as clearly as possible. Additionally, though the three sets of standards address students and teachers, and various subject matter, they all speak of a need for a holistic view. With The Common Core Standards for Mathematics for example, they talk of the interconnected nature of the various areas in math and how knowledge and ability in one area plays into the mastery of other areas. Similarly, both the California Standards for the Teaching Profession and the 21st Century Student Outcomes and Support Systems take a broad view on teacher and student success, looking at the whole picture of what makes a good teacher and what makes a good student. From a purely technical aspect, all three...
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...Education is the development of learners’ general knowledge, skills and attitudes, as well as literacy and numeracy skills and to lay the foundation for lifelong learning (UNESCO, 2013). It is more emphasized in the 21st century due to the increasing competition in the workforce. We will be focusing on education in the years after 2010, which is in the third phase of education “Ability-driven Education”, from 1997 to the present. (MOE, 1997) The 21st century competencies include communication, collaboration and information skills, civic literacy, global awareness and cross-cultural skills, literacy skills like media and technology literacy, life skills such as social and leadership skills and lastly, critical and inventive thinking skills....
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...together in small groups to achieve a common goal. There are more than five elements in cooperative learning but the most common and crucial ones are five which are individual accountability, positive interdependence, face-to-face promotive interaction, interpersonal and small group skills, and group processing. This report explains what these five elements are and how to implement these features in a cooperative learning group. 1.0 Introduction 21st century learning is often and always related to technological approaches while actually this type of learning is to fulfill the needs of being a 21st century learner. Hence in order to meet the needs of the 21st century learner and achieve the student outcomes, schools are asked to adopt a 21st century curriculum that blends thinking and innovation skills; information, media, and ICT literacy; and life and career skills in context of core academic subjects and at the same time required to employ methods of 21st century instruction that integrate innovative and research-proven teaching strategies, modern learning technologies, and real world resources and contexts. 1.1 Background Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts. In every classroom, instructional activities are aimed at accomplishing goals and are conducted under a goal structure. A learning goal is a desired future state of demonstrating competence or mastery in the subject area being studied. The goal...
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...Different Schools Model Natalie Jones EDU650: Teaching, Learning and Leading in the 21st Century Instructor: Angela Stevens March 16, 2015 Different Schools Model All Learning institutions have different beliefs and styles when it comes to how teachers implement their lessons and strategies. Although, educators have different method, their share the same objective and that is to design and apply material to the appropriate age in such a way that students are able to learn and excel in their learning style. The two schools that I want to discuss are both public school, but they have a different classroom and learning dynamic. School A: Capistrano Elementary/Los Angeles Public School-Support Staff School B: Pulaski Road Elementary/East Northport, NY Public School-Teacher’s aide What type of teaching and learning is takes place at your school? School A: The staff member works in special education and they focus on differentiated instruction and teaching to the student’s ability. School B: The Aide works with several special education that attend, it is mostly general education. What is the classroom demographic? School A: The primary classroom has one first grader and ten second graders. Two of the students are African American, two Caucasians and seven Hispanics. Seven of these students are EL Learners (English Learners) and they have difficulties reading, writing and speaking English. There are also a multiple array of disabilities ranging from disorders to autism, to processing...
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...SECOND 21ST CENTURY ACADEMIC FORUM CONFERENCE AT HARVARD MARCH 8 - 10, 2015 MARTIN CONFERENCE CENTER HARVARD UNIVERSITY BOSTON, MA USA Teaching, Learning, and Research in the “Just Google It” Age CONFERENCE PROCEEDING VOL. 5, NO.1 ISSN: 2330-1236 Table of Contents Authors Paper Title Page Maryam Abdu Investigating Capital Structure Decisions and Its Effect on the Nigerian Capital Market 1 Norsuhaily Abu Bakar Rahimah Embong Ibrahim Mamat Ruzilawati Abu Bakar Idris Abd. Hamid Holistically Integraded Curriculum: Implications for Personality Development 16 Sandra Ajaps Geography Education in the Google age: A Case Study of Nsukka Local Government Area of Nigeria 30 Helen Afang Andow Impact of Banking Reforms on Service Delivery in the Nigerian Banking Sector 45 Billy Batlegang Green IT Curriculum: A Mechanism For Sustainable Development 59 Rozeta Biçaku-Çekrezi Student Perception of Classroom Management and Productive Techniques in Teaching 74 Thomas J.P.Brady Developing Digital Literacy in Teachers and Students 91 Lorenzo Cherubini Ontario (Canada) Education Provincial Policy: Aboriginal Student Learning 101 Jennifer Dahmen Natascha Compes Just Google It?! But at What Price? Teaching Pro-Environmental Behaviour for Smart and Energy-Efficient Use of Information and Communication Technologies 119 Marion Engin Senem Donanci Using iPads in a dialogic classroom: Mutually exclusive or naturally compatible? 132 Nahed Ghazzoul Teaching and Learning in...
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