SCHOOL OF EDUCATION AND HUMANITIES

[Pedagogy In Education (1)]

[GROUP ASSIGNMENT]
[Assignment 1: Pedagoy Of 21st Century Learning]

PREPARED FOR:
[Miss Zeliha Johari]

PREPARED BY:
[Allan Kelvin Claince
Catherinna Nayance Anak Kabang
Cynthia Ensering@Banau
Desmond Teo Yong Ping
Rosemary Laong Bilong
Suzanne Suly Anak Itai]

[RCB21302021
RCB21302009
RCB21302011
RCB21302020
RCB21302002
RCB21302004]

[Bachelor In Education (Hons)]

[Semester 5/2022]

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 INSTITUT PENGURUSAN DINAMIK SARAWAK, WISMA
MORNIE, NO.1, JALAN HAJI TAHA, 93400 KUCHING
SARAWAK.

ASSIGNMENT COVER SHEET

Please attach a Cover Sheet to the front of each piece of work submitted. Please check
that you have
Filled in all details correctly, and signed the declaration at the bottom of the page, before
giving your assignment to the respective lecturer.

Be sure to keep a copy of all your work.

Student Details

No. NAME MATRIC NO.

1. CATHERINNA NAYANCE ANAK KABANG RCB21302009

2. ALLAN KELVIN CLAINCE RCB21302021
3. CYNTHIA ANAK ENSERING @ BANAU RCB21302011
4. DESMOND TEO YONG PING RCB21302020
5. ROSEMARY LAONG BILONG RCB21302002
6. SUZANNE SULY ANAK ITAI RCB21302004

student details Assignment Details

Course Code/ Title : Pedagogy in Education (1)

Assignment Title : Assignment 1: Pedagogy of 21st Century Learning

Lecturer Name : : Miss Zeliha Johari

Submission Date : 7 September 2022

Declaration

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I hereby declare that this assignment is my work, and does not involve plagiarism or
collusion.

Student Signature: Date: 5 September 2022

Catherinna

Allan

Cynthia

Desmond

Suzanne

Rosemary

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1.0 MEANING OF 21st CENTURY LEARNING AND GENERIC
PEDAGOGY
1.1 21st Century Learning Pedagogy

21st century pedagogy aims to develop the skills and knowledge

students need to succeed in work, life and citizenship. Furthermore, 21st
century skills can be applied in all subject areas and in all educational, career
and civic settings throughout a student’s life. Schools need yo implement new
ways of teaching that reflect a changing world. Teachers should use in- school
time to teach students how to find, interpret and use information, rather than
just present information. The term 21st century skills is generally used to refer
to certain core competencies such as collaboration, digital literacy, critical
thinking and problem solving that advocates believe schools need to teach to
help students thrive in today world. In a broader sense, however the idea of
what learning in the 21st century should look like is open to interpretation and
controversy.

1.2 Generic Pedagogy

Making the whole range of language-learning tools and resources

available to students is a type of generic pedagogy since it provides a
foundation for achievement. A generic pedagogy is one that has the potential
to a wide variety of learning styles and approaches extending across many
specializations. Its objectives are to improve learning effectiveness, boost
motivation, and create new perspectives on language learning and its goals are
to increase learning effectiveness, boost motivation, and create new
perspectives on language acquisition. In the end, it can lead to an environment
where independent study and self-access are recognized as elements of
curriculum in schools. But in the middle term is should generate constantly
shifting curriculum in which language learning approaches and techniques
depend not on the authority is the language teacher but on the client. The
client will be active and not passive. The priorities of the language teachers
play a major role on whether or not this strategy is successful.

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2.0 THE DIFFERENCE BETWEEN 21ST CENTURY LEARNING AND
GENERIC PEDAGOGY.

ASPECT 21st CENTURY LEARNING GENERIC PEDAGOGY

Group Interaction Learning are now more centered Education was once focused on
on the group as a whole. With the individual learner combined
the help of various federal and with an occasional collaborative
state laws, new technological approach.
advancements, a deeper
comprehension of the
educational process, and other
factors, the emphasis has
switched to nearly entirely
collaborative.
Assessment Assessments today are done Assessment was frequently done
much more proactively. at a predetermined time, like the
Assessment is incorporated into end of a chapter or periodically
instruction to give teachers quick throughout the year, such with
feedback so they can modify state-mandated standardized
interactions as needed to meet tests. The focus was to
the needs of the class or of an determine where the learners
individual. was.
Centric Learning Most of modern education has Most instruction was given by
moved toward a student- the teacher. Traditionally,
centered approach. The input, students would listen to the
criticism, and reasoning of the instructor and take notes with
group are encouraged to extend little to no interaction.
the range of thought.
Additionally, each student will
take part in more immersive and
practical instruction that will
apply the newly introduced
information in real-world
contexts.

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The Focus of Today the focus is on world, Learning was wholly centred on
Learning practical application of the the subject matter. Without
material being presented. 21st much thought for application,
century students better students would learn new
understand the relevance and material.
how to acquire additional
information as necessary.
Teaching Style Projects and problem-based The instructor provided the
learning are the students' main students with information.
priorities. Additionally, students
will create content and analyses
the methods used to arrive at
their results.

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3.0 TRAITS OF A 21ST CENTURY CLASSROOM

21st century classroom is a productive environment in which students

can develop the skills they will require in the workplace and teachers are
facilitators of their learning. The focus of a 21st century classroom is on
students experiencing the environment they will enter as modern day workers
and developing their higher order thinking skills, effective communication
skills, collaboration skills, making them adept with using technology and all
other skills that they will need in the 21st century workplace.

3.1 TECHNOLOGICAL INVOLVEMENT

This is probably the most obvious solution for creating a modern

classroom. Integrating technology into the classroom can make learning more
fun and engaging and it can help to provide students with essential skills that
will prepare them for the environment they will enter as modern day workers.
For instance, there are a number of easily accessible online learning resources
that could be used for learning languages, practicing spelling or learning maths.
For example, Computers are readily available in modern classrooms, since
they are essential tools for 21st century students and replace the utilities of pen
and paper. They not only give students the means to conduct online research
and master the technology skills they need, but they also give teachers the
opportunity to enhance their lessons. The ability to deftly operate a computer
is a critical 21st century skill. Computing devices greatly assist in teaching and
learning and make them more engaging and effective.

3.2 FLEXIBLE LEARNING ENVIRONMENT

When people think of a flexible learning environment, people often

think only of the physical space. While it is true that the space is flexible in
nature, there is much more to a flexible learning environment than just the
physical floor plan or furniture choices. Modern flexible learning
environments also address other elements of the learning environment such as
how students are grouped during learning and how time might be used more
flexibly during the day. In a flexible learning environment, teachers more
easily calibrate their language, and students make overt connections between
subject area content and skills. While this may not show up explicitly in a

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 standardized test result, students build their ability to see the world as inter-
connected, which we know it is. Additionally, using flexible grouping and
time allows students to be pushed further in their areas of strength and to get
additional time and support in areas of challenge.

3.3 ADAPTIVE LEARNING

Adaptive learning allows the course material to be customized to the

learner, which creates a unique experience which is not available in traditional
classes. Technology-based adaptive learning systems or e-learning systems
can provide students with immediate assistance, resources specific to their
learning needs, and relevant feedback that students may need. Web-based
platform, There would be activities, assessments, and materials required for all
learning tasks. After a student completes an evaluation, the software would
select the most appropriate level of tasks to work on.

3.3.1 Benefits of adaptive learning

 Students were able to choose the speed or pace at which they worked.

 Students were more motivated to complete their work due to visible

progress charts.

 They also enjoyed the teacher's support and explanations during practice
problems.

 They experienced less stress due to the adaptive pace.

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3.4 PROJECT-BASED LEARNING

Project-based learning (PBL) or project-based instruction is an

instructional approach designed to give students the opportunity to develop
knowledge and skills through engaging projects set around challenges and
problems they may face in the real world. if teachers are to prepare students
for success in life, teachers need to prepare them for a project-based world.
Therefore, when relating project-based learning benefits to students, teachers
must always include examples of real-world application. This will reinforce
for students the notion that they can break down future problems into their
component parts, assemble and lead a diverse team of stakeholders to process
the problem, and implement a solution. Project-based learning provides an
opportunity for students to engage deeply with the target content, bringing
about a focus on long-term retention. It also improves student attitudes
towards education, thanks to its ability to keep students engaged.

3.5 COLLABORATIVE LEARNING

Collaborative learning is the educational approach of using groups to

enhance learning through working together. Groups of two or more learners
work together to solve problems, complete tasks, or learn new concepts. Each
student in the group has their own part of the code to develop, but their work
will only be successful if everyone learns and performs their part properly.
Even though each person has a separate role in the work, the entire group has a
stake in the success of others.

3.5.1 Benefits of collaborative learning

 Develops self-management and leadership skills

 Improves relationships across teams

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4.0 THE DIFFERENCE BETWEEN BLENDED LEARNING AND THE
FLIPPED CLASSROOM.

The age of technology has now begin to change the way we think
about classroom teaching and so on. Terms like Blended Learning and Flipped
Classroom are becoming more familiar to our students or teacher, but the
similarities and differences between the two teaching systems are not always
clear and precise.

Among them, the blended classroom is a way of combining teaching

and learning in classroom. In these blended learning classrooms, students are
taught face-to-face with their teachers. The online learning component
complements what teachers teach in the classroom. It can be in the form of
teaching exercises, games or reading materials and it must meet the
educational needs of each student. To ensure effective technology-based
teaching, students have some choice and control over the time, pace and/or
learning path used.

The flipped classroom is a form of blended learning. Students are first

exposed to new material outside the classroom. Teachers can create short
videos or links to online content related to the teaching goals in each content

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to be delivered. They can post these instructions to a website or learning
management system for students to review outside of class. Students often
watch these videos, online presentations or other learning resources at home.
Face-to-face time with the teacher is used to help students apply what they
have learned through broadcasts. The reason this is called the flipped
classroom is that the initial information traditionally provided by the teacher is
now recorded for homework assignments, and the exercises that are normally
used for homework assignments are now carried out in class through
discussion and problem solving.

Both the flipped classroom and blended learning are very important
teaching frameworks. In both of these, teachers and students should be clear
about all teaching topics and procedures regarding inverted degree spaces and
embedded learning. Teachers need to clearly explain the scope to students and
instruct students on the proper use of the online resources involved so that
they can make the most of it. Compared to schools or students, teachers also
need to check all the data produced using online resources to make good
teaching decisions.

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5.0 SUGGESTED ACTIVITIES IN 21ST CENTURY CLASS.

To begin with, a virtual field trip is a great recommendation for

activity using technology-enhanced tools where students are given great
opportunities to connect with their knowledge by observing and experiencing.
Taking students to learn outside the classroom is beyond the textbook, which
can bring joy and excitement to them, and it helps to reinforce what they have
learned in the classroom. When students participate in activities that involve
technology, they will become easily engaged, motivated, and concentrated in
their learning.

For example, a teacher is teaching about water pollution. Before

students learn about water pollution, they need to get a better picture of what
marine life looks like by watching a video of an aquarium virtual field trip
where various types of marine life live healthily in the ocean before they get
polluted. It will be displayed on a big screen in the classroom, allowing every
student to observe and experience the marine life inside the classroom without
having to use any transportation to go on an actual field trip that would be
costly and waste time. Besides, teachers can easily observe and discover
students’ condition, needs, behaviors, interests, and feelings.

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 After taking the students on a virtual field trip, they will be able to
differentiate between the condition of the marine life before and after the
ocean gets polluted. Then, a teacher encourages students to express their
points of view, knowledge, feelings, and thoughts regarding the topic in a
class discussion. The discussion allows students to use their critical thinking or
brainstorming on water pollution based on their understanding by connecting
what they observe and experience with the knowledge of a real issue that is
happening around the world. It raises awareness of water pollution so students
can demand a great idea for finding solutions to protect and preserve marine
life.

Students can share or write their point of view using their smartphones
or laptops via Google Meet or WhatsApp to encourage everyone to participate
in a comfortable, positive and supportive environment, and the teacher can
easily receive feedback from all students. Students can also do some research
and look for more information on the Internet that they want to know
regarding water pollution to develop further their understanding. This is
because not all students’ learning is at the same level, and teachers are the
ones who plan what suits best for each student so that everyone is on the same
track. Hence, students are drive to learn new things through a virtual field trip
activity and class discussion where they get control of their learning and get
countless of opportunity to explore their curiosity and learning by making
good use of their smartphones and laptop.

Next, project-based learning is an effective student-centered pedagogy

and innovative teaching method that involves students' active exploration of a
real-world problem and then generates a solution through a project designed to
allow students to gain deeper knowledge and skills in the twenty-first century
classroom. Project-based learning can help students gain research, critical
thinking, problem-solving, and collaborative skills. Students will learn more
effectively through active involvement and project-based learning experiences.
Aside from that, students obtain mastery through using their knowledge rather
than memorizing it. Students take full control of their own learning, and the
teacher's role is as a facilitator.

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 The activity suggested for project-based learning is to create a
classroom e-magazine, also known as an online magazine, to learn and
develop their language abilities, communication skills, collaboration skills,
and creativity. Creating a magazine helps students to produce and express their
various ideas, skills, points of view, feelings, and opinions with their
classmates. At the same time, students enhance their vocabulary by writing
and communicating with their classmates. Classroom magazine for the twenty-
first century, including news updates, digital editions, photographs, videos,
and audio read-aloud. All students in the classroom can learn new things
together and become more informed of global issues. Students can construct
their magazine using a variety of applications and websites.

Teacher will divide students into groups of four or five students to

participate in the activity. In order for students to understand the expectations
of the activity, the teacher will demonstrate how to use Canva, a free-to-use
and user-friendly online graphic design tool, to create a magazine online to
guide students in acquiring new skills using technology. It can be used to
create social media posts, presentations, posters, videos, logos, and even
magazine articles. Using Canva as a technology-enhanced tool, students
become more excited and motivated to explore and experiment with the
features provided in Canva, such as graphics, illustrations, and images, to fill
out their desired magazine based on their creativity, interests, and discussion.
The activity needs to relate to the topic taught in class to ensure students fully
understand and master the topic by applying their knowledge or experiencing
their learning.

The other reason to encourage students to create e-magazines is that it

is easy to access content, which can be reviewed by whole classes, including
teachers. Most students are believed to spend a lot of their time online, which
can easily engage them to explore different e-magazines created by their
classmates. Conducting an online class magazine as a project is a fun and
interesting activity using technology-enhanced tools that encourage students to
use their smartphones or laptops in a more useful way instead of preventing
them from participating in the development of 21st century learning.

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 Teachers need to understand and discover students’ voice, learning
style, strengths, weaknesses, needs, and interests in learning to address
suitable innovative teaching methods in the classroom. For example, students
nowadays are very good at using their smartphones, although they did not
learn any knowledge or information about how they work or function in
school. Most of the time, gadgets like smartphones or laptops may seem to be
a problem or distraction for students. Instead of avoiding problems, innovative
teaching involves looking at problems from different angles and solving
them to improve education because it encourage students to use a higher level
of thinking skills to solve various types of complex problems.

5.1 IDEAL 21ST CLASSROOM.

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