21st Century Education Learning Skills

Twelve 21st Century skills: Literacy Skills ❖Geoboard – is a mathematical manipulative used to explore
Life Skills
1. Critical Thinking 7. Technology Literacy basic concepts in plane geometry. It consist of a physical board
2. Creativity 8. Flexibility with a certain number of nails half driven in, around which are
3. Collaboration 9. Leadership wrapped rubber bands.
4. Communication 10. Initiative ❖ Platonic Solids (history)
5. Information Literacy 11. Productivity -Were known to humans much earlier than
6. Media Literacy 12. Social Skill
the time of Plato. There are carved stones (≈2000BC)
Catergory 1. Learning skills (The 4C’s) that have been discovered in Scotland. Some are
• Critical Thinking: Finding solutions to problems carved with lines corresponding to the edges of
➤ most important quality for someone to have regular polyhedra.
in health sciences. The name Platonic Solids for regular
• Creativity: Thinking outside the box polyhedra comes from the Greek philosopher Plato
➤ Equally important as a means of adaptation. (427-347 BC) who associated them with the elements
Empowers students to see concepts in a different light and the cosmos in his book Timaeus.
which leads to innovation.
Elements in ancient beliefs, were the four objects that
• Collaboration: Working with others
➤ students work together, achieve constructed the physical world; the fire, air, earth and water.
compromises, and get the best possible result from Plato suggested that the geometric forms of the smallest
solving a problem. particles of these elements are regular polyhedra.
• Communication: Talking to others There are five Polyhedra that were discovered by the
➤ requirement for ant company to maintain Ancient Greeks
probability. It’s crucial for the students to learn how to ❖ Pythagoreans knew of the tetrahedron, the cube,
effectively convey ideas among different personality and the dodecahedrons; the mathematician Theaetetus added
types. the octahedron and the icosahedron .
Category 2. Literacy Skills (IMT) – concerned with diff. digital
⦿ Symbolism from Plato
comprehension
• Information Literacy  Octahedron = air
➤ Understanding facts, figure, statistics and  Tetrahedron = fire
data  Cube = earth
• Media Literacy  Icosahedron = water
➤ Practice of identifying publishing methods,  Dodecahedron = the universe
outlets and, sources while distinguish between the ones that are Tetrahedron is bounded by four equilateral triangles. It has the
credible and the ones that aren’t smallest volume for its surface and represents the property of
• Technology Literacy dryness. It corresponds to fire.
➤ goes another step further to teach students
V = √ a2
2
about the machines involved in the Information Age. A=√ 3 x a2
Category 3. Life Skills (FLIPS) – pertain to someone’s personal 12
life but they also bleed into professional setting. Cube or hexahedron is bounded by six squares. The
• Flexibility: Deviating from plans as needed hexahedron, standing firmly on its base, corresponds to the
➤ expression of someone’s ability to adapt to stable earth.
changing circumstances. Number of faces: 6
• Leadership: Motivating a team to accomplish a
Number of vertices: 8
goal
Number of edges: 12
➤ someone’s penchant for setting goals,
walking a team through the steps required, and achieving goals Octahedron is bounded by eight equilateral triangles.
collaboratively. Number of faces: 8
➤ True success also requires initiative, Number of vertices: 6
requiring students to be self-starters. Number of edges: 12
• Initiative: Starting projects, strategies, and plans Dodecahedron is bounded by twelve equilateral pentagons. It
bon one’s own corresponds to the universe because the zodiac has twelve
➤ 21st century skills also required students to signs corresponding to the twelve faces of the dodecahedron.
learn about productivity. Number of faces: 12
• Productivity: Maintaining efficiency in an age of
Number of vertices: 20
distractions.
Number of edges: 30
➤ Student’s ability to complete work in an
appropriate amount of time. Icosahedron is bounded by twenty equilateral triangles. Has the
• Social Skills: Meeting and networking with others largest volume for its surface area and it represents the
for mutual benefit. property of wetness.
➤ Crucial to the ongoing success of a Number of faces: 20
professional. Number of vertices: 12
Number of edges: 30
What’s the Demand for 21st Century Skills?
❉ Someone’s ability to enact and/or adapt to change. Module 2: Technology and Learning
How do you teach 21st Century Skills? What is one of roles of the math education community?
❉ While these skills can be taught at any grade level. ✠ prepare students for the work place
We find its most important to teach 21st century skills In the ✠ provide them with the necessary expertise to effectively
middle or early high school. use the different technologies in work
✠ Develop their crucial thinking
Module 1. INSTRUMENTATION IN MATHEMATICS
Teachers’ Qualifications, Beliefs and Professional Development
✦ MANIPULATIVE is an object which is designed so that a “ Technology can improve teaching and learning, but just
learner can perceive some mathematical concept by having technology doesn’t automatically translate to better
manipulating it. instructional outcomes” (SIIA 2000).
✶ The use of manipulatives provides a way for Teachers are the key to any successful reform in mathematics
students to ❖ concepts in a developmentally appropriate, ((Kaput 1992, NCTM 1989-2000
hands-on, and an experiencing way. To implement technology in teaching mathematics
Examples of manipulatives in Math , teachers should have a mastery of :
✠ the mathematics content
⦿ Fraction ⦿ Archimedean ✠ the pedagogical skills
⦿ Law of Signed Solids ✠ the technology used
Main problems facing teacher professional development
numbers ⦿ Pie Chart
▪financial problems
⦿ Geoboard ⦿ Algebra Tiles
⦿ Platonic Solids
 ▪time constraints
▪teachers’ own beliefs about technology integration
in math education
▪the type of workshops designed for technology
integration in math teaching.
Conclusion
✠ ” Education technology is neither inherently effective
nor inherently ineffective; instead, its degree of effectiveness
depends upon the congruence among the goals of instruction,
characteristics of the learners, design of the software, and
educator training and decision-making, among other factors.”
Technology and Learning
“ Technology should enhance learning. There is no value in
just having access to it but more important how it is used.”
(Liam,2010)
Adapting for today’s learner
‣ Student’s expect to be entertained
‣ They are used to quick responses and feedback thanks to
the popularity or social networks and texting
‣ Students must be technology savvy in order to complete
in the future work environment
Academic effects of technology in mathematics achievement
1st problem: Motivation
♔Teaching math with classical teaching methods
discourages some students so that the students don’t want to
learn math.
2nd problem: Solving math problems in real life situations
♔most math teachers do not use real life examples to
help students to use math in their lives.
3rd problem: Low value given to mathematics
♔ Math teachers must teach their students how to
appreciate and understand the value of mathematics in everyday life.
Then students will begin to respect math applications in society.
Advantage of math learning software application
➤ they can keep most of a class busy with minimal effort
by the teacher
➤ they easy to grade
➤ it’s possible that they are effective if the goal is wrote
memorization of algorithms
➤ they can be non-threatening and cause less anxiety for
struggling students, who can feel successful
repeating one process over and over.
Good Points About Technology
❉ Allowing teachers and software to deliver more
personalized content and lessons to students, while slowing students
to learn more at their own pace.
❉ Helping students to become technologically skilled and
literate
❉ Empowering students to do more complex and creative
work by allowing them to use digital and online applications and
tools;
❉ Improving the administration and management of
schools and classrooms by making it easier to gather information on
what students know and have done;
❉ Improving communications among students, teachers,
and parents
Positive Effects of Math with Technology
➤ National Council of Teachers of Mathematics
(MNCTM) sets mathematics standards for educators emphasizing the
importance of technology
➤ Technology is essential in teaching and learning
mathematics; it influences the mathematics that is taught and
enhances students learning.
Module 3: Bloom’s Revised Taxonomy: Cognitive, Affective, and
Psychomotor
Bloom’s Revised Taxonomy––COGNITIVE DOMAIN
Lorin Anderson ➛ former student of Bloom, revisited the domain in
the learning taxonomy in the mid-nineties and made some changes
TWO MOST PROMINENT ONES BEING
1. Changing the names in the six categories from noun to
verb forms
2. Slightly rearranging them (Anderson,
Krathwohl,Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock,
2000; Pohl, 2000).
Remembering: Recall previous learned information.
∴ Defines, Describes, Identifies, Knows, Recalls, States
Understanding: Comprehending the meaning, interpretation of
instructions and problems. Own words.
∴ Comprehends, Summarizes, Translates, Paraphrase, Give
example, Rewrites, Generalizes
Applying: Use concept in a new situation. Applied what was learned.
∴ Applies, Computes, Demonstrates, Discovers, Modifies,
Manipulates, Solves, Uses, Constructs
Analyzing: Separates material or concepts into component parts so
that its organizational structure may be understood.
∴Analyzes, Compares, Contrasts, Diagrams, Differentiates,
Outlines, Separates, Identifies
Evaluating: Make judgments about the value of ideas/materials.
∴Compares, Contrasts, Criticizes, Explains, Justifies,
Relates, Supports, Summarizes, Evaluates
Creating: Builds a structure/pattern from diverse elements. Put parts
together to form a whole, with emphasis on creating new meaning or
structure.
∴Categorizes, Creates, Generates, Composes, Designs,
Relates, Revises, Tells, Rewrites, Writes
Bloom’s Revised Taxonomy–– Affective Domain
Affective Domain (Krathwohl,Bloom,Masia,1973) includes the
manner in which we deal with things emotionally, such as feelings,
appreciation, enthusiasm, motivations, and attitudes
RECEIVING PHENOMENA: Awareness, willingness to hear,
selected attention
∴Asks, Describes, Gives, Locates, Uses, Identifies, Points,
Names, Follows
RESPONDING TO PHENOMENA: Active participationon the
part of the learners. Attends and reacts to a phenomenon.
∴ Participates in class discussion, Gives a presentation,
Question new ideas, concepts, models, etc. in order to fully
understand them.
VALUING: The worth or value a person attaches to a particular
object, phenomenon, or behavior. Valuing is based on the
internalization of a set of specified values.
∴ Completes, Demonstrates, Differentiates, Explains,
Follows, Propose, Initiates, Shares, Reads, Reports
ORGANIZATION: Organizes values into priorities by contrasting
different values, resolving conflicts between them, in creating a
unique value system.
∴ Adheres, Combines, Integrates, Relates, Organizes,
Modifies, Formulates, Generalizes, Defends
INTERNALIZING VALUES (CHARACTERIZATION): Has a
value system that controls their behavior.
∴Acts, Displays, Influences, Listens, Modifies, Practices,
Qualifies, Revises, Solves, Verifies.
Bloom’s Revised Taxonomy––Psychomotor Domain
Includes physical movement, coordination and use of
motor–skill areas. Development of this skills requires practice.
SIMPSON’S PSYCHOMOTOR DOMAIN
Perception (awareness): the ability to use sensory cues to guide
motor activities. This ranges from sensory stimulation, through cue
selection, to translation.
∴Chooses, Describes, Differentiates, Identifies, Relates
Set: Readiness to act. It includes mental, physical, and emotional
sets. This 3 are sometimes called mindsets.
∴Begins, Explains, Proceeds, Reacts, Shows, States
Guided Response: The early stages in learning a complex skill that
includes imitation and trial and error.
∴Copies, Traces, Follows, Reacts, Reproduces, Responds
Mechanism (basic proficiency): Intermediate stage in learning a
complex skills. Learned responses have become habitual and the
movements can be performed with some confidence and proficiency.
∴Constructs, Fixes, Measures, Sketches, Organizes, Mends,
Assembles
Complex Overt Response (Expert) : Skillful performance of motor
acts that involves complex movement patterns. Proficiency is
indicated by a quick, accurate, and highly coordinated performance,
requiring a minimum of energy.
∴Builds, Displays, Fastens, Mixes, Organizes, Sketches
Adaptation: Skills are well developed and the individual can modify
movement patterns to fit special requirements.
∴Adapts, Changes, Reorganizes, Varies, Revises
Origination: Creating new movement patterns to fit a particular
situation or specific problem
∴Arranges, Builds, Combines, Designs, Makes, Originates,
Creates, Constructs
Module 4. CURRICULUM DEVELOPMENT
What is the role of teacher in curriculum development?
✷ to help students develop and engaged relationship with
the content.
Curriculum Development
✫ kind of step-by-step process used to create positive
improvements in the courses offered in HE.
✫ involves implementation of different types of
instructional strategies and organizational methods that are focused
on achieving optimal student development and students learning
outcomes.
Learner-Centered Curriculum Design
✫ revolves around the student needs, interest, and goals.
MATHEMATICS CURRICULUM
➤Mathematics Curriculum Development and the Role of Problem
Solving”(2009) by Judy Anderson, it stated that a fundamental aim of
the mathematics curriculum is to educate students to be active,
thinking citizens, interpreting the world mathematically, and
using mathematics to help form their predictions and decisions
about personal and financial priorities. (NCB, 2009)
PROBLEM SOLVING
✦ important life skill involving a range of processes including
analyzing, interpreting, reasoning, predicting, evaluating, and
reflecting.
MATHEMATICS CURRICULUM FRAMEWORK

MATHEMATICS CURRICULUM FRAMEWORK

Developing and Improving the critical thinking and problem

solving skills of students are the main goal of k-12 math curr
Critical Thinking ￫one of the most important skills needed for job
success, and that is lacking in the new workforce.
￫ reasonable reflective thinking focus on deciding what to
believe or do.
￫ is important in life. It helps you think creatively–“outside
the box”. It helps people better understand themselves, their
motivations and goals.
Principles of Critical Thinking (www.wright.edu):
∙ gather complete information
∙ Understand and define all terms
∙ Questions the methods by which the facts are derived
∙ Questions the conclusions
∙ Look for the hidden assumptions and biases
∙ Question the source of facts
∙ Don’t expect all of the answers
∙ Examine the big picture
Critical Thinking and Problem Solving includes the ability to
analyze information and formulate creative solutions to complex
problems. (www.insightassessment.com)
Critical thinking and Problem solving differences
Critical Thinking is an intentional and reflective way of looking
at things or circumstances.
Problem Solving focuses on a specific situation
￫ a mental process that involves discovering, analyzing,
and solving problems to overcome obstacles and find a solution that
best resolves the issue
￫ act of defining a problem; determining the cause of the
problem;
PÓLYA’s 4 steps method in math problem solving
✷ Understand the problem
✷ Devise a plan
✷ Carry out the plan
✷ Lookback and check