21ST CENTURY

CLASSROOM
Components of en effective classroom
Changing World
◦ Education needs to change with the world around it
◦ Increased focus on equality, diversity and culture
◦ Employers value skills over knowledge
◦ Collaboration and team work coming to the forefront
◦ Students having a voice and being a positive influence in the world
◦ Technology
Equity,
Diversity,
Culture
Treat all students equally
Value diversity
Respect and appreciate
culture
Skills and Knowledge
Use learning concepts to teach
students skills
We all have adaptable minds!
Collaboration
◦ Employers value collaboration and team work
◦ Allow group work; be sure the group work is well structured and everyone is involved!
Inquiry Based Learning
◦ Teach students skills by allowing them
to investigate and explore without
interruption
◦ Introduce a learning concept to
students and have them formulate
hypotheses, investigate/explore and
formulate conclusions
◦ Develops skills including problem
solving and critical thinking
◦ Encourages active group
collaboration
Technology
◦ Overcome technology barriers such as resistance to adaption and lack of resources to create a
classroom where students have an opportunity to learn how to use technology effectively!
◦ User technology as a teaching tool to enrich the learning and engage students
Professional Learning
◦ Teachers continually reflecting on their own teaching and ensuring their practice implements research
proven strategies.
References
◦ 20 Big Ways the World Has Changed Since 1999, Jessica Booth - https://www.insider.com/how-life-has-
changed-in-the-last-20-years-2018-12
◦ Technology in Education: Barriers to Success | BookNook. (2020). Retrieved 26 March 2020, from
https://www.booknooklearning.com/technology-in-education-barriers-to-success/
◦ Vlassi, M., & Karaliota, A. (2013). The Comparison between Guided Inquiry and Traditional Teaching
Method. A Case Study for the Teaching of the Structure of Matter to 8th Grade Greek Students. Procedia
- Social And Behavioral Sciences, 93, 494-497. doi: 10.1016/j.sbspro.2013.09.226