21st century skills

week 2 looking at 21st century skills. What skills do our students need in this time of change?

Reflected individually through a Google form on our thoughts then all of the Rotorua group had their responses recorded in a word cloud.

My thoughts

• Collaboration
• Reciprocal learning
• Problem solving and problem creating
• Creativity
• Innovation
• Self-regulation
• Communication

Our next task was to look at Gert Biesta’s domains of purpose

We were asked to discuss in groups 

• Are schools balanced across the three domains?
• Skills in a time of hyperchange?
• How does the ‘Knowledge as a noun’ idea sit here?

There were some interesting discussion around socialisation and whether we change in different places, situations and who we are with. Are qualifications always needed? I feel that knowledge as a noun sits in this area and that that knowledge as a verb sits in subjectification. Many innovative people don't necessary have formal qualifications and I believe our existing ways of being can change especially in the global world we find ourselves in and the many interactions we have from it.

We looked at the document 21st century learning design and compared their defined skills needed for 21st century learning with the key competencies.

21st century skills	Key Competencies
Collaboration Knowledge Construction Self Regulation Real World Problems/Innovations ICT for learning Skilled Communication	Thinking Relating to others Understanding language, symbols and texts Managing Self Participating and Contributing

Our group (Kath, Kersty and I) were given one of the ITL research 21st century skills and an activity rubric to create a video. We were given Collaboration and the following rubric.

We looked at the steps needed to create a good movie.

Collaboration of the three little pigs

Watch the three little pigs move through the rubric of collaboration, where they have shared responsibility to make substantive decisions.

In our other paper on leadership in digital and collaborative learning we were asked to

• reflect: How might teachers’ strengths in developing capabilities in thinking, using language, symbols and texts, managing self, relating to others, and participating and contributing, be recognised and celebrated?How might students’ capabilities in thinking, using language, symbols, and texts, managing self, relating to others, and participating and contributing, be recognised and celebrated?
• I believe the key competencies all weave together and are not separate.

Teachers-when working collaboratively: planning, teacher inquiry, moderation, PLD, class blogs, working with other teachers or schools, learning conversations, working with the community,
Asking questions,reading current literature, reflecting on practice, identifying own goals, RTC blog, balanced time on work and away from work, professional networks,

Students-working in groups, inquiry learning, reflecting, setting and assessing against goals, planning for their learning, critical thinking and problem solving and setting, challenging assumptions, curiosity, interpret information,provide information and communicate with others, student blogs, knowing when to lead and when to follow,positive interaction with others-within the school and the community and with other school students when at activities or events. Certificates indicating when  key competencies are been displayed. Setting class Dojo behaviour awards to the key competencies. Constantly referring to them and questioning what they look like in action. Identifying them through units of work or inquiries.