If we wish to inculcate 21st century skills in the children we teach surely we have to apply and implement these skills first as teachers in our own work, planning and preparation.

How do we achieve this, if this is what we seek to deliver? And should the model for teachers be similar to the model for the learners in our classroom.

The first area of focus has to be a sound academic or theoretical base of knowledge from which to preform the various skills highlighted as 21st century skills. This then allows for the ‘learner’, pupil or teacher, to perform the skills in the context of a core base of knowledge or teaching theory, meaning the skills are taught in the context of a particular subject or learning area.

There are a plethora of 21st century skills listed across a variety of research based studies that list a variety of skills. Are these skills that are required or outcomes for teaching and learning? If we postulate that we have to teach 21st century skills, then teachers should be assisting learners to become…
– critical thinkers
– problem solvers
– good communicators
– good collaborators
– information and technology literate
– flexible and adaptable
– innovative and creative
– globally competent
– financially literate

Learning must occur in a supportive environment, including structures that accommodate the unique needs of every learner, with positive supportive human relationship. The planning of learning should include structures, tools and communities that inspire learning, the attainment of new knowledge and skills. The teaching and learning environment plan should reflect how. People learn and include:-
– A vision for 21st century learning
– Classroom practice
– Virtual environments
– After schools learning
– Development and support for holistic education (academic, social, emotional and physical)
– Training and support for teachers
– Enabling 21st century learning environments
– flexible and adaptable learning environments
– Collaborative interactions and information sharing
– Larger communities
– Planning of more flexible units of time that enable PBL interdisciplinary themes and competency based measures.

Feedback in the learning process is a critical element of project based learning and competency based learning.
– Feedback should be corrective in nature
– Timely feedback is a critical component of learning
– All feedback should be linked to criterion set and understood before learning began
– Self assessment is critical in the feedback loop.