EDUC 6610 Class Assignment: 21st Century Skills

Your reaction to the website:

     My first reaction to the website, http://www.21centruyskills.org/, was a feeling of overwhelm. As a fifth grade math teacher in the state of Ohio, I am focused on improving student achievement that is assessed through a one-day high-stakes test administered in April. My teaching, as well as the school district, effectiveness is measured according to this assessment.

     After taking my time to look at each of the areas that comprises the framework for 21st century learning, I see a disconnect between what the federal and state entities are expecting of students and what the Partnership for 21st Skills are expecting of students in the new global economy. For example, the sheer number of math content standards at each grade level places limitation on connecting today’s global economy with the time needed to develop the core subject knowledge and understanding. The majority of my time is spent developing basic mathematical competencies. There is little to no time left to develop the 21st century interdisciplinary themes.

Information on the site that surprised you or helped you develop a new understanding of the issues surrounding 21st-century skills

     The information presented in the interactive Framework for 21st Century Learning page helped me develop a new understanding of the issues surrounding the 21st century skills. The graphic organizer on the first page provided a visual representation on how student outcomes and support systems connect.

     I was surprised that my teaching is very limited to one area within the framework, Core Subjects and 21st Century Themes. Even within this element, I have been limited to the Core Subjects region. I have a sound foundation on my roles within developing the knowledge and understanding of mathematics with 5 th graders but have not wove the 21st  century interdisciplinary skills into my teachings.

     I do offer an After-School program in which I include a financial, economic, business and entrepreneurial literacy. I use the student’s basic knowledge and skills to develop competencies in today’s society. I invited local businesses, such as the banker, to share insight into real world financial situations.

Information or opinions on the site that you disagree with along with an explanation of why you disagree

     No Child Left Behind identified cores subject areas all students are to be proficient in by the year 2014. Because of this, states have created standards and assessments to monitor student’s progress toward academic excellence. I disagree with the following statement that states ‘schools must now make sure these standards are aligned with assessments (Partnership for 21st Century Skills, n.d., p. 9).” Instead, I believe that states need to ensure the assessments align with the content standards. All schools should be held to the same standards through the same assessment system. I believe content standards drive your assessments and not vice versa. If assessments drive instruction, then teachers are just teaching to a test and not teaching to develop higher-level thinking skills for the demands of the 21st century. 

The implications for your students and for you as a contemporary educator

     The implications as a contemporary educator is developing lessons in which students are actively engaged not only in learning core academic skills but 21st century tools. This will involve “making content relevant to students’ lives, bringing the world into the classroom, taking students out into the world, and creating opportunities for students to interact with each other, with teachers and with other knowledgeable adults in authentic learning experiences” (Partnership for 21st Century Skills, n.d., p. 12). This will require thoughtful planning on my part.

           

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf