Student negotiated learning, student agency and General Capabilities in the 21st Century: The DeLorean Project

Grainger, Peter; Steffler, Robert; Scheepers, Margarietha de Villiers; Thiele, Catherine; Dole, Shelley

doi:10.1007/s13384-018-0287-6

Cited by 10 publications

(11 citation statements)

References 9 publications

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“…Communication, collaboration, critical thinking, and problem solving are relevant skills for all, and should be incorporated into the curriculum, taught, and assessed [35]. However, 21st century skills are not part of the curriculum for a variety of reasons; some claim that they are not included because they cannot be taught [17], others allude to a lack of time [36], poor teacher preparation [37], and a lack of strategies for teaching transferable skills [17,38], while others suggest that they have not been implemented effectively [38].…”

Section: Incorporation Of 21st Century Skills Into the Curriculummentioning

confidence: 99%

“…Successfully integrating 21st century skills into the curriculum lies, at least in part, in the hands of teachers. However, according to the Foundation for Young Australians [35], only one in ten teachers has recently participated in training that helps students develop transferable skills [35], which suggests that teacher training programs need to incorporate 21st century skills into their own curriculums [37].…”

Section: Incorporation Of 21st Century Skills Into the Curriculummentioning

confidence: 99%

“…When designing the curriculum, it is necessary to take the intended learning outcomes as a starting point and create activities that support the achievement of the objectives established with methodologies such as "constructive alignment" or "backward design" [17]. Developing student capabilities across all subjects should be the goal of a 21st century curriculum [35].…”

Section: Incorporation Of 21st Century Skills Into the Curriculummentioning

confidence: 99%

“…However, measuring 21st century skills is a difficult process that comes up against numerous obstacles. Most tests that measure 21st century skills focus on basic literacy [35,44,62].…”

Section: Tools For the Assessment Of 21st Century Skillsmentioning

confidence: 99%

“…The ATC21S project has developed empirical progressions that combine social and cognitive skills and allow the assessment of individual skills such as communication, collaboration, and critical thinking, or combined skills such as collaborative problem solving, which comprises communication, collaboration, critical thinking, and problem solving. These progressions are rubrics and include indicators that classify the behavior to be observed into levels [35].…”

Section: Tools For the Assessment Of 21st Century Skillsmentioning

confidence: 99%

See 4 more Smart Citations

Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020

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Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

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Section: Incorporation Of 21st Century Skills Into the Curriculummentioning

confidence: 99%

Section: Incorporation Of 21st Century Skills Into the Curriculummentioning

confidence: 99%

Section: Incorporation Of 21st Century Skills Into the Curriculummentioning

confidence: 99%

“…However, measuring 21st century skills is a difficult process that comes up against numerous obstacles. Most tests that measure 21st century skills focus on basic literacy [35,44,62].…”

Section: Tools For the Assessment Of 21st Century Skillsmentioning

confidence: 99%

Section: Tools For the Assessment Of 21st Century Skillsmentioning

confidence: 99%

See 3 more Smart Citations

Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020

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High School Student Experiences of Teacher Research Thinking

Home,

Snelling,

Willison

2024

SpringerBriefs in Education

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This chapter reports a Participant Observation study of a teacher’s explicit facilitation of student research skills in a combined Year 9/10 subject that was designed to prepare students for a subsequent year-long Research Project. The Research Skill Development framework was used by the teacher to inform his planning for students’ learning when they conducted their research. The setting is a geographically remote Kindergarten to Year 12 school in Australia, with very limited resources. The data, collected by a Preservice Teacher, is presented as research vignettes, stories of student engagement in the classroom. The focus of the vignettes and subsequent discussion is the teacher’s research thinking and students’ experiences of the development of their research skills in the classroom.

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Using institutional ethnography and students’ voices to explore capacity to learn

Talbot

2023

Aust. Educ. Res.

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As a response to declining student results on certain academic measures, a great deal of government policy intervention in Australia and internationally has been directed towards correcting a perceived deficit in teachers. Such interventions deliberately ignore the possibility that other factors might also be impacting student learning. The study reported here employed Institutional ethnography (IE) to begin from the standpoint of students, across all secondary year groups, and trace the factors that students perceive influence their capacity to learn. The voices of these students provided new and surprising insights to teachers and to the school executive. Surprising in the sense that other large scale, institutionalised data collection methods had not revealed the factors considered important by students. The study demonstrated the efficacy of an IE approach to student voice in uncovering a broad range of student views.

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Student negotiated learning, student agency and General Capabilities in the 21st Century: The DeLorean Project

Cited by 10 publications

References 9 publications

Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

High School Student Experiences of Teacher Research Thinking

Using institutional ethnography and students’ voices to explore capacity to learn

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