1

THURAIRAJ A/L M. THANGARAJU (MC201012426)

VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

“Rethinking pedagogy for the twenty-first century is as crucial as identifying the

new competencies that today’s learners need to develop. Traditional
approaches emphasizing memorization or the application of simple procedures
will not advance learners’ critical thinking skills or autonomy. To develop the
higher-order skills they now need, individuals must engage in meaningful
enquiry-based learning that has genuine value and relevance for them
personally and their communities”. (The Futures of Learning 3: What kind of
pedagogies for the 21st century? Cynthia Luna Scott1; 2015)

From your reviews answer the followings:

1. How can teachers and educators best support learners develop essential skills
for the twenty first century?

2. Which pedagogies offer learners the best opportunities to acquire

competencies and skills needed to successfully navigate a complex and
uncertain future? Your discussion must include the importance of curriculum
implementation in school.

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

Introduction

The term twenty first century skills refers to a broad set of information, skills, work

habits, and character traits that area unit believed by educators, faculty reformers, faculty

professors, employers, et al. to be critically vital to success in today’s world, significantly in

body programs and modern careers and workplaces. usually speaking, twenty first century

skills will be applied all told tutorial subject areas, and all told instructional, career, and civic

settings throughout a student’s life.

An overarching idea for the data, skills and attitudes voters ought to be ready to

absolutely participate in and contribute to the data society. This would like is usually attributed

to the changes in society, and a lot of significantly, to the speedy development of technology

and its impact on the manner individuals live, work and learn. whereas within the industrial

society the most focus of education was to contribute to the event of factual and procedural

data, within the data or data society the event of abstract and metacognitive data is more and

more thought of vital. moreover, the changes in economy and also the labour market caused by

globalisation and internationalisation area unit a crucial thrust for the requirement of twenty

first century skills.

Different organizations, as well as conjointly partnerships and consortia, have outlined

and supported core competences/skills frameworks victimization completely different foci,

emphases, groupings and terminologies. Most frameworks appear to converge on a typical set

of twenty first century skills or competences, namely: collaboration; communication; data and

Communication Technology (ICT) literacy; and social and/or cultural competencies (including

citizenship). Most frameworks conjointly mention power, essential thinking and drawback

resolution. Across the varied frameworks it's acknowledged that ICT is at the core of twenty

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

first century skills. Specifically, it's thought to be each (a) associate argument for the

requirement of twenty first century skills, and (b) a tool which will support the acquisition and

assessment of those skills. additionally, the speedy development of ICT needs a full new set of

competences associated with ICT and technological acquirement.

1. Teachers and educators best support learners develop essential skills for
the twenty first century.

A twenty first century education is regarding giving students the abilities they have to

reach this new world, and serving to them grow the boldness to follow those skills. With such

a lot data promptly offered to them, twenty first century skills focus additional on creating

sense of that data, sharing and victimisation it in good ways that.

Creativity is regarding thinking through data in new ways that, creating new

connections and developing with innovative solutions to issues. essential thinking is regarding

analysing data and critiquing claims. Communication is knowing things to a tolerable degree

to share them clearly with people. Collaboration is regarding cooperation and therefore the

collective genius of a bunch that's quite the add of its components.

There are unit different skills that are unit necessary, that fall at intervals these four

areas. Entrepreneurship are often thought-about a talent of its own. Inquiry and drawback

resolution area unit key. Emotional intelligence (EQ) is one amongst the foremost necessary

keys to winning work and relationships. all-time low line? Education must be all regarding

empowering students with transferable skills that may foot-dragging to a speedily dynamic

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

world, not prescribed content that has been chosen for its past connection. academics and

educators best support learners develop essential skills for the twenty 1st century as per below:

1. Integrate “teach for understanding” principles. once teacher candidates’ area

unit fluent in developing and delivering lessons and units that connect the foremost

essential ideas and skills students got to apprehend and do with the suitable integration

of technologies, skills like essential thinking and drawback resolution area unit natural

outcomes within the room.

2. Produce wealthy clinical experiences. there's widespread agreement round the

got to construct wealthy clinical experiences for teacher candidates; these experiences

ideally enable candidates to attach theory with clinical follow.

3. Produce vivacious learning communities and peer mentoring networks. Teacher

candidates profit greatly from personal learning communities (PLC’s) at intervals the

program and as a part of their clinical experiences. Integrated technology-based support

for PLC’s provides the time and house to replicate and refine tutorial ways that enhance

twenty first century data and skills mastery in room follow. Design-based learning

approaches have conjointly been found to be notably winning in developing pre-service

and in-service teachers’ education skills, particularly around integration technology

suitably into follow.

4. Examine the role of content, pedagogy and technologies in developing higher

order thinking skills. the flexibility to show for content mastery, whereas conjointly

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

developing twenty first century skills among students, could be a difficult proposition

for many teacher candidates. the simplest approach to teaching essential thinking within

the context of arithmetic, for instance, could take issue from the best ways for teaching

essential thinking within the context of associate degree West Germanic arts course. in

addition, the TPCK framework (AACTE 2008) argues that academics got to develop

the abilities and data to thoughtfully integrate content, pedagogy and technologies in

their teaching. Through leadership on this issue from at intervals professional person

preparation programs, still as through partnerships with colleagues throughout schools

of arts and sciences, monumental advantages are often provided to current candidates

still on the sphere normally.

5. Make sure that the physical infrastructure supports twenty first century data and

skills. Ideally, physical areas area unit flexible and facilitate collaboration, interaction,

and knowledge sharing; they're conjointly accessible and receptive the larger

community that surrounds the college.

6. Move toward versatile units of your time that change project-based work and

competency-based measures of student progress. alter the “seat time” approach to

gauging annual teacher candidate progress.

7. Guarantee technical infrastructure sufficiently supports learning. Teacher

candidates enjoy up-to-date technology tools and resources, in conjunction with

adequate support in learning and exploitation these tools. Teacher candidates enjoy up-

to-date technology tools and resources that connect with deeper ways that of partaking

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

with content, in conjunction with adequate support in learning and exploitation these

tools. it's a vital distinction that these tools mustn't be seen as being break free

alternative pedagogic activities however rather ought to be deeply integrated inside

them.

8. Empower the “people network” in learning environments. this can be one in

every of the foremost vital aspects of twenty first century learning environments.

though motivation is highest once lecturers begin their careers within the schoolroom,

we all know that one in every of the most reasons that new lecturers struggle within the

early years of teaching is that they lack a powerful mentor with whom to collaborate.

several professional person preparation programs embody skilled learning communities

and peer employment in their programs, particularly in their clinical programs, to

confirm the long apply of continuous development through collaboration with

colleagues.

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

2. Pedagogies offer learners the best opportunities to acquire competencies and skills needed

to successfully navigate a complex and uncertain future? Your discussion must include the

importance of curriculum implementation in school.

Learning to handle knowledge uncertainty and developing the necessary competences

requires a learning environment tolerating and even inviting uncertainty into the learning

process. So, what does the ideal learning environment and teaching approach for the

development of these competences look like? Gordon (2007) promotes embracing rather than

minimising the complexities, ambiguities, and risks that are inherent in the field of education.

Terms describing this need have been used by, amongst others, Gordon (2006) who writes

about ‘welcoming confusion, embracing uncertainty in learning’, Schwartz (2011) who stresses

the importance of‘productive stupidity’, Hall (2010) who refers to a ‘pedagogy of uncertainty’

and ‘a state of liminality ’ (2014), Barnett (2012) who coined the term ‘pedagogy for super

complexity’,English (2013) who speaks of the ‘need for discontinuity in learning’ and

Buckingham (2014) who suggests the ‘need for an optimally productive measure of

epistemological chaos’.

1. Joint Productive Activity

Teacher and Students Producing Together

Joint Productive Activity Teacher and Students manufacturing along Learning happens

most effectively once specialists and novices work along for a standard product or goal, and

are so driven to help each other. “Providing assistance” is that the general definition of

teaching; so, joint productive activity (JPA) maximizes teaching and learning. Operating along

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

permits oral communication, that teaches language, meaning, and values within the context of

immediate problems.

Teaching and learning through “joint productive activity” is society, usually human,

and doubtless “hard-wired.” this type of “mentoring” and “learning in action” is characteristic

of oldsters with terribly young children; of pre-school, grad school, adult learning, school-to-

work and repair learning, on-the-job coaching of all education, except the common K-12

tradition. In schools, there's usually very little joint activity from that common experiences

emerge, and thus no common context that permits students to develop common systems of

understanding with the teacher and with each other.

Joint activity between teacher and students helps produce such a standard context of

expertise at intervals the varsity itself. This is often particularly necessary once the teacher and

also the students don't seem to be of an equivalent background. Joint activity and discourse

permit the very best level of educational achievement: exploitation formal, “schooled,” or

“scientific” concepts to resolve sensible, planet issues.

The constant affiliation of tutored ideas and everyday ideas is basic to the method by

that mature tutored thinkers perceive the globe. These joint activities ought to be shared by

each students and academics. Only if the teacher conjointly shares the experiences will the type

of discourse crop up that builds basic tutored competencies.

Indicators of Joint Productive Activity, the teacher styles tutorial activities requiring

student collaboration to accomplish a joint product. Matches the stress of the joint productive

activity to the time on the market for accomplishing them. Arranges room seating to

accommodate students’ individual and cluster must communicate and work together.

Participates with students in joint productive activity.

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

Organizes students in an exceedingly style of groupings, like by relationship, mixed

educational ability, language, project, or interests, to market interaction. Plans with students

the way to add teams and move from one activity to a different, like from giant cluster

introduction to tiny cluster activity, for clean-up, dismissal, and also the like. Manages student

and teacher access to materials and technology to facilitate joint productive activity. Monitors

and supports student collaboration in positive ways in which.

2. Language Development

Developing Language across the Curriculum

Developing ability within the language(s) of instruction ought to be a met goal of all

education throughout the college day. Whether or not instruction is bilingual or monolingual,

accomplishment is that the most basic competence necessary for college success. Faculty data,

and thinking itself, square measure indivisible from language. Everyday social language,

formal tutorial language, and material lexicons square measure all vital for college success.

Language development in any respect levels informal, problem-solving, and tutorial

ought to be fostered through use and thru purposeful, deliberate spoken communication

between teacher and students, not through drills and decontextualized rules. Reading and

writing should be tutored each as specific curricula and integrated into every content space.

The ways in which of exploitation language that prevail at school discourse, like ways

in which of asking and respondent queries, difficult claims, and exploitation representations,

square measure oft times unacquainted to West Germanic learners and alternative students in

danger of academic failure. However, their own culturally based mostly ways in which of

talking are often effectively joined to the language used for tutorial disciplines by building

learning contexts that evoke and devolve on children’s language strengths.

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

The development of language and accomplishment as a met goal conjointly applies to

the specialised language genres needed for the study of science, arithmetic, history, art, and

literature. Effective arithmetic learning is predicated on the power to “speak arithmetic,” even

as the ability to attain across the program depends on mastery of the language of instruction.

Reading, writing, speaking, listening, and lexicons are often tutored and learned in each

material, and so all the topic matters are often tutored as if they were a second language. Joint

Productive Activity provides a perfect venue for developing the language of the activity’s

domain.

Indicators of Language Development, the teacher listens to student observe acquainted

topics like home and community. Responds to students’ speak and queries, creating ‘in-flight’

changes throughout spoken communication that directly relate to students’ comments. Assists

written and oral language development through modelling, eliciting, probing, restating,

clarifying, questioning, praising, etc., in purposeful spoken communication and writing.

Interacts with students in ways in which respect students’ preferences for speaking that will

differ from the teacher’s, like wait-time, eye contact, turn-taking, or spotlighting.

Connects student language with accomplishment and content space data through

speaking, listening, reading, and writing activities. Encourages students to use content

vocabulary to specific their understanding. Provides frequent chance for college students to

move with one another and also the teacher throughout tutorial activities. Encourages students’

use of 1st and second languages in tutorial activities.

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

3. Contextualization

Making Meaning: Connecting School to Students’ Lives

The high acquirement goals of faculties area unit best achieved in everyday, culturally

substantive contexts. This contextualization utilizes students’ funds information of data of

information} and skills as a foundation for brand spanking new knowledge. This approach

fosters pride and confidence also as bigger college accomplishment. Increase in contextualized

instruction could be a consistent recommendation of education researchers. Colleges usually

teach rules, abstractions, and verbal descriptions, and that they teach by means that of rules,

abstractions, and verbal descriptions. Colleges got to assist at-risk students by providing

experiences that show abstract ideas area unit drawn from and applied to the everyday world.

“Understanding” means that connecting new learning to previous data. Aiding students

create these connections strengthens fresh non heritable data and will increase student

engagement with learning activities. Schema theorists, psychological feature scientists,

behaviourists, and psychological anthropologists agree that college learning is created

substantive by connecting it to students’ personal, family, and community experiences.

Effective education teaches however college abstractions area unit drawn from and applied to

the everyday world. Collaboration with oldsters and communities will reveal acceptable

patterns of participation, speech communication, knowledge, and interests that may create

acquirement, numeracy, and science substantive to all or any students.

Indicators of Contextualization, the teacher begins activities with what students already

apprehend from home, community, and school. Styles educational activities that area unit

substantive to students in terms of area people norms and data. Acquires data of native norms

and data by speech students, oldsters or relations, community members, and by reading

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

pertinent documents. Assists students to attach and apply their learning to home and

community.

Plans conjointly with students to style community-based learning activities. Provides

opportunities for folks or families to participate in room educational activities. Varies activities

to incorporate students’ preferences, from collective and cooperative to individual and

competitive. Varies kinds of speech communication and participation to incorporate students’

cultural preferences, like co-narration, call-and-response, and choral, among others.

4. Challenging Activities

Teaching Complex Thinking

Students in danger of instructional failure, significantly those of restricted normal

English proficiency, square measure usually forgiven any educational challenges on the idea

that they're of restricted ability, or {they square measure| they're} forgiven any real assessment

of progress as a result of the assessment tools are inadequate. Thus, each standards and

feedback square measure weakened, with the certain result that accomplishment is obstructed.

Whereas such policies might usually be the results of benign motives, the result is to deny

several various students the fundamental necessities of progress high educational standards and

significant assessment that permits feedback and responsive help.

There is a transparent accord among education researchers that students in danger of

instructional failure need instruction that's cognitively challenging; that's, instruction that needs

thinking and analysis, not solely memorisation, repetitive, detail-level drills. This doesn't mean

ignoring teaching reading rules, or not memorizing the multiplication tables, however it will

mean going on the far side that level of programme into the exploration of the deepest potential

reaches of fascinating and significant materials. There square measure some ways within which

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

psychological feature quality has been introduced into the teaching of scholars in danger of

instructional failure. There's smart reason to believe, for example, that a bilingual programme

itself provides psychological feature challenges that build it superior to a monolingual

approach.

Working with a cognitively difficult programme needs careful levelling of tasks, in

order that students square measure actuated to stretch. It doesn't mean drill and kill exercises,

nor it doesn't mean overwhelming challenges that discourage effort. Obtaining the right

balance and providing applicable help is, for the teacher, a really cognitively difficult task.

Indicators of difficult Activities, the teacher assures that students for every educational

topic see the full image as a basis for understanding the elements. Presents difficult standards

for student performance. Styles educational tasks that advance student understanding to a lot

of advanced levels. Assists students to accomplish a lot of advanced understanding by building

from their previous success. Provides clear, direct feedback regarding however student

performance compares with the difficult standards.

5. Instructional Conversation

Teaching through Conversation

Thinking, and therefore the talents to make, express, and exchange ideas are best

schooled through dialogue, through questioning and sharing ideas and data. within the tutorial

spoken language (IC), the teacher listens rigorously, makes guesses regarding supposed that

means, and adjusts responses to help students’ efforts even as in graduate seminars, or between

mothers and toddlers. Here the teacher relates formal, faculty data to the student’s individual,

family, and community data. The IC provides opportunities for the event of the languages of

instruction and material. IC may be a confirmative and cooperative event that builds inter

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

subjectivity and a way of community. IC achieves individuation of instruction; is best practiced

throughout joint productive activity; is a perfect setting for language development; and permits

sensitive contextualization, and precise, stimulating psychological feature challenge.

This concept might seem to be a paradox; instruction implies authority and designing,

whereas spoken language implies equality and responsiveness. However the educational

spoken language relies on assumptions that are essentially completely different from those of

ancient lessons. Lecturers WHO use it, like folks in natural teaching, assume that the scholar

has one thing to mention on the far side the acknowledged answers within the head of the adult.

The adult listens rigorously, makes guesses regarding the supposed that means, and adjusts

responses to help the student’s efforts in alternative words, engages in spoken language. Such

spoken language reveals the data, skills, and values the culture of the learner, facultative the

teacher to contextualize teaching to suit the learner’s expertise base.

Teaching is thru the recitation script, during which the teacher repeatedly assigns and

assesses. School rooms and faculties are remodelled into communities of learners through

such dialogic teaching, and once lecturers cut back the space between themselves and their

students by constructing lessons from common understanding of every other’s expertise and

concepts and create teaching a heat, social and cooperative activity.

Indicators of tutorial Conversations, the teacher arranges the schoolroom to

accommodate spoken language between the teacher and a tiny low cluster of scholars on a daily

and frequent basis. Incorporates a clear tutorial goal that guides spoken language with students.

Ensures that student speak happens at higher rates than teacher speak. Guides spoken language

to incorporate students’ views, judgments, and rationales victimization text proof and

alternative substantive support.

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

Ensures that each one students are enclosed within the spoken language consistent with

their preferences. Listens rigorously to assess levels of students’ understanding. Assists

students’ learning throughout the spoken language by questioning, restating, praising,

encouraging, etc. Guides the scholars to arrange a product that indicates the educational

conversation’s goal was achieved.

Conclusion

Education within the twenty first century is turning into progressively vital to confirm

students have skills in learning and innovation, use of data technology and media, and may

work and survive by utilizing life skills. As a primary step, the implementation of 21st-century

education idea are often applied to info structure consisting of mandatory subjects geared

toward achieving the competency of learning and innovation skills and technology and

knowledge media skills. Whereas the supporting subject cluster is directed to realize the

competency of life and career skills. All subjects are a derivation of the 3R core subjects of

reading, writing, and arithmetic. supported the higher than description, it are often all over that

the requirements of twenty first century skills embrace (1) having life coming up with, (2)

flexibility and adaptableness, (3) initiative and self-management, (4) entrepreneurship, (5)

social and cultural interaction, (6) productivity and irresponsibleness’, (7) leadership, and

responsibility, (8) essential thinking, artistic and innovative, (9) downside determination, (10)

communication, (11) cooperative and cooperation, (12) life and (13) digital attainment.

Everyone has understanding, resources, and interests on that to create. Learning a

subject doesn't begin from knowing nothing to learning that's supported entirely new data.

Several styles of learning need remodelling existing understanding, particularly once one’s

understanding has to be applied in new things. Lecturers have an essential role in helping

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

learners to interact their understanding, building on learners’ understandings, correcting

misconceptions, and observant and interesting with learners throughout the processes of

learning.

This read of the interactions of learners with each other and with lecturers derives from

generalizations regarding learning mechanisms and also the conditions that promote

understanding. It begins with the obvious: learning is embedded in several contexts. The

foremost effective learning happens once learners transport what they need learned to varied

and numerous new things. This read of learning conjointly includes the not therefore obvious:

young learners reach college with previous information which will facilitate or impede

learning. The implications for schooling are several, not the smallest amount of that is that

lecturers should address the multiple levels { information of data } and views of children’s

previous knowledge, with all of its inaccuracies and misconceptions.

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THURAIRAJ A/L M. THANGARAJU (MC201012426)
VASANTHI A/P NARAYANAN (MC201012410)
SARITHA A/P NAGASE (MC201012424)
SELVAM A/L SINNATHAMBY (MC201012689)

References

1. (https://www.edglossary.org/21st-century-skills/)
2. https://www.tolerance.org/professional-development/five-standards-of-
effective-pedagogy
3. Research and Innovation in Education for Sustainable Development Wim
Lambrecht’s / James Hindson (editors)
4. 21st Century Knowledge and Skills in Educator Preparation, September 2010,
AACTE.
5. https://www.nap.edu/read/9853/chapter/15
6. https://iopscience.iop.org/article/10.1088/1757-899X/296/1/012036/pdf

ESEM5134 Curriculum, Instructions and Assessment in Education