Characteristics of 21st

Century learners
Paradigm change

21ST Century Skills

Critical thinking & Problem
Solving
Collaboration across Network
Leading by Influence
Agility
Adaptability
Initiative

21ST Century Skills (contd.)

Entrepreneurialism
Effective Communication-Oral
& Written
Accessing Information
Analyzing Information
Curiosity
Imagination

Paradigm Change
3Rs to 4C
Reading wRiting aRithmatic
Critical Thinking, Communication,
Collaboration, Creativity

What is the role of teacher in this

changed scenario?
Teachers will have to examine their roles as teachers rather than continue to rest
on their strengths as subject experts
They have to be concerned more with developing autonomous learners rather
than with expanding a subject-discipline
If the purpose of learning is to produce independent learners, then the teacher
must be regarded, not as a dispenser of knowledge, but as one who dispenses with
knowledge as the major outcome of education

Role of a teacher in 21st century is to

provide opportunity to learner to
learn how to observe and guide
them how to acquire & process
information to construct new
knowledge.

What is LEARNING?

Approaches to learning

Behaviorism
Cognitivism
Constructivism

Learning Style

Basis of classification
STYLE
CATEGORY
through
engagement
in physical
activity or
discussion
(Active)

Basis
How does the
student prefer
to process
information?

STYLE
CATEGORY
through
introspection
(Reflective)

Basis of classification
STYLE
CATEGORY
pictures,
diagrams, flow
charts,
demonstration
s
(Visual)

Basis
What type of
sensory
information is
most
effectively
perceived?

STYLE
CATEGORY
written and
spoken words
(Verbal)

Basis of classification
STYLE
CATEGORY
sequentially in
continuing
step
(Sequential)

Basis
How does the
student
progress
towards
understanding?

STYLE
CATEGORY
in large
jumps,
holistically)
(Global)

Basis of classification
STYLE
CATEGORY
sights,
sounds, touch,
smell
(Sensing)

Basis
What type of
information
does the
student
preferentially
perceive?

STYLE
CATEGORY
memories,
thoughts,
insights
(Intuitive)

Objectives
Objectives can be divided into three
major areas as under

Cognitive
Affective
Psychomotor

Different instructional skills like:

Set induction
Explanation
Closure
Stimulus variation
Reinforcement of student participation
Questioning

SET INDUCTION Why?

Purpose:
To focus students attention on the
lesson,
To create an organizing framework
for the ideas that are to follow,
To extend the understanding of
abstract ideas,
To stimulate student interest &
involvement in the lesson.

Usage of set induction

Commencement of new topic.
Introduction of new concept /
principle.
Initiating a discussion.
Presentation of a guest speaker.
Initiating Question & Answer
session.
Beginning a laboratory exercise.

Explanation
State Key Points
WHAT?
WHY?
HOW?
Give Examples
Give Non-Examples
Take feedback on understanding of
learners about key points explained

EXPLANATION
Refers to planned teacher talk designed
to clarify any idea, procedure, process
not understood by a learner.
PURPOSE:
To show a direct-cause effect
To show that a particular action is
governed by a general rule / law
To illustrate a procedure / process
To show the intent of an action / process

CLOSURE

Closure- What?

Refers
to
those
actions
or
statements by teachers designed
to bring a lesson presentation to
an appropriate conclusion.

Closure- Why?
PURPOSE:
To draw attention to the end of a
lesson or lesson segment.
To help organize the student learning.
To consolidate or reinforce the major
points to be learned

CLOSURE USAGE

End of a long unit

Close a discussion, Q & A session
End of a skill building activity.
Reinforce presentation of a guest
speaker
Consolidate learning experience
Organize thinking around a new
concept
/ principle

INTERACTION PATTERN

INTERACTION

Handling Questions
Asking Questions
Accepting Responses
Receiving Questions

Skill of Questioning
How do we ask questions ?

Probing Questions

To
To
To
To
To
To
To

clarify
support a point of view
seek consensus
test accuracy
elicit example
ensure relevance
raise a consciousness of complexity

How to ask questions?

CLARITY & COHERENCE.

DISTRIBUTING & DIRECTING.
PAUSING & PACING.
ENCOURAGING.
PROMPTING & CUING.
ACCEPTING RESPONSE.
WAIT TIME

STIMULUS VARIATION
Purpose- To alleviate sense of monotony &
boredom of students
TEACHER MOVEMENT
TEACHER GESTURE-hand,body,face
FOCUSING
INTERACTION STYLE
EYE CONTACT & MOVEMENT
TEACHER VOICE
PAUSING-SILENCE
SHIFTING SENSORY CHANNELS

SILENCE & NON VERBAL CUE

Categories of non-verbal cues:
FACIAL- smile, frown, serious look
BODY MOVEMENT- moving towards
respondent, thinking pose
HEAD MOVEMENT- nodding
GESTURES- pointing to student,
motioning to continue or to stop

INSTRUCTIONAL PLANNING