The typical 20th century classroom focused on memorization of facts through textbook-driven and passive learning. Students worked in isolation with the teacher at the center. Curriculum was fragmented and expectations were low.
The 21st century classroom focuses on student-centered active and collaborative learning through research-driven, project-based and integrated approaches. Students develop higher-level thinking skills and have greater freedom and autonomy. Curriculum is connected to students' lives and assessments evaluate what students know and can do through various media.
The typical 20th century classroom focused on memorization of facts through textbook-driven and passive learning. Students worked in isolation with the teacher at the center. Curriculum was fragmented and expectations were low.
The 21st century classroom focuses on student-centered active and collaborative learning through research-driven, project-based and integrated approaches. Students develop higher-level thinking skills and have greater freedom and autonomy. Curriculum is connected to students' lives and assessments evaluate what students know and can do through various media.
The typical 20th century classroom focused on memorization of facts through textbook-driven and passive learning. Students worked in isolation with the teacher at the center. Curriculum was fragmented and expectations were low.
The 21st century classroom focuses on student-centered active and collaborative learning through research-driven, project-based and integrated approaches. Students develop higher-level thinking skills and have greater freedom and autonomy. Curriculum is connected to students' lives and assessments evaluate what students know and can do through various media.
USA 1960s typical classroom teacher-centered, fragmented curriculum, students woring in isolation, memori!ing facts" A classroom at the School of #n$ironmental Studies, aa the %oo School, in &inneapolis" A perfect e'ample of real-life, rele$ant, pro(ect-)ased *1 st century education" Time-based Outcome-based Focus: memorization of discrete facts Focus: what students Know, Can Do and Are Like after all the details are forotten! Lessons focus on the lower le"el of #loom$s Ta%onom& ' knowlede, com(rehension and a((lication! Learnin is desined on u((er le"els of #looms$ ' s&nthesis, anal&sis and e"aluation )and include lower le"els as curriculum is desined down from the to(!* Te%tbook-dri"en +esearch-dri"en ,assi"e learnin Acti"e Learnin Learners work in isolation ' classroom within - walls Learners work collaborati"el& with classmates and others around the world ' the .lobal Classroom Teacher-centered: teacher is center of attention and (ro"ider of information /tudent-centered: teacher is facilitator0coach Little to no student freedom .reat deal of student freedom 1Disci(line (roblems2 ' educators do not trust students and "ice "ersa! 3o student moti"ation! 3o 1disci(line (roblems4 ' students and teachers ha"e mutuall& res(ectful relationshi( as co-learners5 students are hihl& moti"ated! Framented curriculum 6nterated and 6nterdisci(linar& curriculum .rades a"eraed .rades based on what was learned Low e%(ectations 7ih e%(ectations ' 16f it isn$t ood it isn$t done!4 8e e%(ect, and ensure, that all students succeed in learnin at hih le"els! /ome ma& o hiher ' we et out of their wa& to let them do that!
Teacher is 9ude! 3o one else sees student work! /elf, ,eer and Other assessments! ,ublic audience, authentic assessments!
Curriculum0/chool is irrele"ant and meaninless to the students! Curriculum is connected to students$ interests, e%(eriences, talents and the real world!
,rint is the (rimar& "ehicle of learnin and assessment! ,erformances, (ro9ects and multi(le forms of media are used for learnin and assessment
Di"ersit& in students is inored! Curriculum and instruction address student di"ersit&
Literac& is the : +$s ' readin, writin and math ;ulti(le literacies of the <= st centur& ' alined to li"in and workin in a lobalized new millennium!
Factor& model, based u(on the needs of em(lo&ers for the 6ndustrial Ae of the =>th centur&! /cientific manaement!
.lobal model, based u(on the needs of a lobalized, hih-tech societ&! Dri"en b& the 3CL# and standardized testin mania!
/tandardized testin has its (lace! ?ducation is not dri"en b& the 3CL# and standardized testin mania!