Create a 21st Century Classroom

Create a 21st Century Classroom

The pace of change in our world is accelerating and designing classroom instruction with a 20th-century mindset no longer prepares students for future success. While not everyone agrees on a single solution, sitting in rows and listening to content delivered through a lecture is slowly being replaced with active learning environments where students are prompted to ask questions, seek out relevant information, and apply information, not just remember it.

我們這個世界的變化速度正在加快，用第二十世紀的思維設計課堂教學已經不再為學生未來的成功做好準備。雖然不是每個人都同意單曲所以冥想，坐成一排，聆聽演講中的內容，正慢慢地被積極的學習環(huán)境所取代，在這種環(huán)境中，學生被提示提問，尋找相關的內容。信息，并應用信息，而不僅僅是記住它。

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” --Alvin Toffler

“第二十一世紀的文盲將不是那些不會讀寫的人，而是那些不會學習、不會學習、不會再學習的人。”。-阿爾文·托夫勒

In 2002, the Partnership for 21st Century Skills (P21) began looking at the skills students need to be successful citizens beyond school. After interviewing leaders in a range of fields and working with schools to implement the P21 framework, they identified a set of four essential skills they call the 4 C’s: critical thinking, creativity, collaboration and communication.

2002，第二十一世紀技能合作組織(P21)開始研究學生在學校之外需要成為成功公民的技能。在訪問了各個領域的領導和工作之后為了實施P21框架，他們確定了一套他們稱之為4C的四項基本技能：批判性思維、創(chuàng)造力、協(xié)作和溝通。

The rest of this article describes steps you can take to reinforce the 4 C’s in your classroom and provides ideas you can use to change instruction to make the 4 C’s an integral part of the learning process.

本文的其余部分描述了您可以采取的步驟，以加強4C在您的課堂上，并提供了一些想法，您可以使用改變教學，使4C的一個組成部分的學習process過程Critical Thinking

批判性思維

The often-cited, but nevertheless accurate, reality is that today’s wealth of information makes it essential that every student must be able to compare and evaluate facts and opinions and make decisions based on that analysis. We need citizens who know more than “about” something, we need citizens who can take information and apply it to solve problems and create solution

經常被引用的，但準確的，現(xiàn)實是，今天的財富信息就要求每個學生必須能夠比較和評價事實和意見作出決定基于這一分析。我們需要的是比“了解”更多的公民，我們需要能夠獲取信息并應用于解決問題和創(chuàng)造解決方案的公民。

Developing student’s thinking skills is not a revolutionary concept. Benjamin Bloom and colleagues first published his eponymous Bloom’s Taxonomy, the ubiquitous methodology for classifying educational learning objectives, in 1956! You’re likely also familiar with Webb’s Depth of Knowledge, which was released back almost 30 years ago and the revised Bloom’s Taxonomy from 2001. No matter which system you use, educational models like these can help you plan instruction that promotes higher levels of thinking.

培養(yǎng)學生的思維能力不是一個革命性的概念。Benjamin Bloom和他的同事們首次發(fā)表了他的同名Bloom的分類，分類教育無處不在的方法學習目標，您可能還熟悉Webb的知識深度，它是30年前發(fā)布的，以及2001年修訂的Bloom分類法。不管哪個系統(tǒng)像這樣的教育模式可以幫助你規(guī)劃提高思維水平的指令。

Today’s presentation tools make it easy for students to generate flashy presentations. Student’s can simply mine data during a brief web search and copy and paste it into a presentation with lots of animation and movement. We can be so enamored by design and production value that we overlook the fact that the content was simply a dump of facts and information and shows no evidence of thought and understanding.

今天的演示工具使學生很容易產生華麗的演示文稿。學生可以在簡短的網絡搜索過程中挖掘數(shù)據(jù)，并將其復制并粘貼到一個包含大量信息的演示文稿中。動畫和運動。我們可以如此迷戀和生產價值的設計，我們忽略了一個事實，內容是一個簡單的把事實和信息，沒有證據(jù)顯示思想、理解、懂得的程度。

It is easy — and essential — to move beyond “about” projects; simply ask students to demonstrate knowledge AND thinking with end products that require both. Educator Elizabeth Allen has a list of fun products students can create that push them beyond copying and pasting, requiring them to think, internalize, and contextualize.

超越“關注”項目是簡單而必要的；簡單地要求學生展示知識和思考，同時需要兩者的最終產品。教育家Elizabeth Allen有一個有趣的清單學生可以創(chuàng)建，推動他們的產品無法復制和粘貼，要求他們思考、內化、和背景。

We need to create classroom cultures that value questions more than answers. If we want students to analyze, evaluate, and work with challenging ideas and problems, we need to equip them with skills for categorizing, deconstructing big ideas into component parts, identifying relationships, and asking more questions. Great thinking starts with effective inquiry.

我們需要創(chuàng)造出重視問題而不是答案的課堂文化。如果我們想讓學生分析、評估和處理具有挑戰(zhàn)性的想法和問題，我們需要讓他們具備相關技能。或者分類，將大的想法分解成組件，識別關系，問更多的問題。偉大的思想始于有效的探究。

Creativity

創(chuàng)造性，創(chuàng)造力，創(chuàng)作能力

The US Patent office evaluates new ideas using the criteria of 1) originality, 2) usefulness, and 3) novelty. This sort of innovation is a result of creativity in practice. If we are going to be able to address the needs and issues in our highly complex and rapidly changing world, we need to stop thinking about creativity as just art, or as a unique character trait.

美國專利局使用的標準是：1)原創(chuàng)性；2)有用性；3)新穎性。這種創(chuàng)新是實踐中創(chuàng)造性的結果。如果我們能為了滿足我們高度復雜和迅速變化的世界的需要和問題，我們需要停止思考創(chuàng)造性，如藝術，或者作為一個獨特的性格特征。

To promote creativity in our students, we need to create a learning culture that values and promotes creative behaviors. One of the biggest predictors of person’s creative capacity is their openness to experience. Ensuring that the classroom culture values risk-taking and difference can help students overcome their reluctance to try new things, especially those things at which they might not initially excel. Make it clear that creativity is a positive, valued attribute of EVERY student. “Expect that your students can do it.”

為了促進學生的創(chuàng)造力，我們需要創(chuàng)造一種重視和促進創(chuàng)造性行為的學習文化。個人創(chuàng)造力的最大預測因素之一是他們的開放性。沒有經驗。確保課堂文化重視冒險和差異，可以幫助學生克服不愿嘗試新事物，特別是那些他們可能不喜歡的東西。盟友Excel。要明白，創(chuàng)造力是每個學生積極的、有價值的屬性。“期望你的學生能做到這一點。”

To promote student creativity, require students to create work that is uniquely theirs. This sounds easy, but making it happen requires you to change as well. Let go of giving students exact instructions that, when followed, are guaranteed to meet your expectation of success. Let students take control of project design; let them define what, where, when, and how during ongoing discussions about why.

為了促進學生的創(chuàng)造性，要求學生創(chuàng)造獨特的作品。這聽起來很容易，但這也需要你改變。讓學生準確地指導學生ONS，當被遵循時，保證滿足您對成功的期望。讓學生控制項目設計，讓他們在當前關于wh的討論中定義內容、地點、時間和方式。

Student work, whether done individually or in teams, should not look like work done by other students on the same topic. Sameness is a symptom…when the processes and the resulting product(s) all look the same, there is too little control in students’ hands and too many instructions being followed. Create an environment where student creativity can flourish by transferring responsibility for learning and demonstrations of that learning to students.

學生的工作，無論是單獨完成還是團隊完成，都不應該像其他學生在同一主題上所做的工作一樣。同一性是一種癥狀……當過程和結果產品看起來都很相似的時候。同樣的，學生們手中的控制太少，指令也太多了。創(chuàng)造一個環(huán)境，讓學生的創(chuàng)造力可以通過轉移學習責任來蓬勃發(fā)展。對學生的學習和示范。

Collaboraton

Students often dislike working in groups because they do not know how to collaborate productively. Take the time to develop norms for group work and discuss behaviors and actions that result in successful team projects.

學生通常不喜歡分組工作，因為他們不知道如何有效地合作。花時間制定團隊工作的規(guī)范，討論能取得成功的行為和行為。

Learning to build on one another's knowledge and expertise involves respect, listening, and contributing. You might scaffold the learning process by assigning roles, allowing students to see the different tasks needed to complete a project and understand how their strengths can contribute to the overall success of their group. Make sure students have time and opportunities to reflect on their own strengths and weakness, as well as how to utilize the strengths of their team members for maximum effect.

學習建立彼此的知識和專長包括尊重、傾聽和貢獻。你可能支架學習過程中的角色分配，讓學生看到不同租用完成一個項目所需的任務，并了解他們的優(yōu)勢如何能夠為團隊的整體成功做出貢獻。確保學生有時間和機會獨立思考優(yōu)勢和弱點，以及如何利用他們的團隊成員的優(yōu)勢，以獲得最大的效果。

While building skills for successful teamwork is important, it is just the beginning of collaboration in a 21st century classroom. If we want to prepare students for high-level thinking and work, we need to give them access to real work with experts and colleagues in a field of study. They need to work alongside professionals on tasks for a real audience who values that work.

雖然建立團隊合作的技巧很重要，但它只是二十一世紀課堂合作的開始。如果我們想為學生準備高層次的思考和工作，我們EED讓他們能夠與專家和同事在一個研究領域進行真正的工作。他們需要和專業(yè)人士一起工作，為真正重視這項工作的聽眾做任務。

Communication

[電影]溝通課程

Including communication as one of the 4 C’s underscores the changing nature of literacy. Powerful literacy skills have always included the ability to read and to share thoughts, questions, ideas, and solutions in ways others can understand. Literacy includes traditional speaking and writing as well as well as new modes of communication made possible by widespread, affordable availability of video and multimedia tools.

把溝通作為4C的一個，突出了識字的本質。強大的讀寫能力一直包括閱讀和分享思想、問題、想法和其他人能理解的解決方案。識字包括傳統(tǒng)的說和寫，以及新的交流方式，這是由于視頻的普及和負擔得起而成為可能。和多媒體工具。Regardless of the medium, students must still be capable of clear, concise writing and the correct use of topic-specific vocabulary. Today’s students must also build skills with multimedia forms of communication, requiring the ability to “show rather than tell” using pictures, music, intonation, and more.

無論是哪種媒介，學生仍必須有清晰、簡潔的寫作能力和正確使用特定主題的詞匯。今天的學生還必須通過多媒體形式的合作來培養(yǎng)技能。交流，需要使用圖片、音樂、語調等來“顯示而不是說”的能力。

Technology has changed how we communicate. PEW Research Center findings suggest that students prefer writing on the computer to writing on paper and that they will write and edit more when writing on a device rather than writing by hand.

技術已經改變了我們的溝通方式。皮尤研究中心的發(fā)現(xiàn)顯示，學生喜歡在電腦上書寫，在紙上書寫，在寫時他們會寫和編輯更多用手而不是書寫的裝置。

If we want students to work hard, we need to give them audiences for their work that value the content and delivery for more than academic purposes. Technology makes it easy to connect students to the world around them, providing an authentic audience for their communication. The Web makes it easy to connect to a specific audience, allowing students to share an idea or solution that make a real difference in the lives of real people.

如果我們想讓學生們努力學習，我們需要給他們的觀眾，他們的工作重視內容和交付超過學術目的。技術使學生易于與學生溝通。他們周圍的世界，為他們的交流提供一個真正的聽眾。網絡可以很容易地連接到特定的觀眾，讓學生分享一個想法或解決方案，使一個真正的di。對真正的人的生活的尊重。

21st Century Skills and the Classroom

二十一世紀技能與課堂

A 21st century classroom provides students with the dispositions and skills to meet both the 3 R’s and the 4 C’s. Don’t worry…this isn’t yet another requirement you’ll need another teacher to cover.. To help students gain these essential 21st century skills, you can adapt the process of learning, not the content they learn. By adding in both maker movement ideals and elements of project-based learning, you can provide learning opportunities that require students to learn and apply these skills.

一個第二十一世紀的教室為學生提供了滿足3R和4C的要求和技能。別擔心……這還不是你需要另一個老師來負責的另一個要求。為了幫助學生獲得這些第二十一世紀的基本技能，你可以適應學習的過程，而不是他們學習的內容。通過加入基于項目的Lear的創(chuàng)作者運動理念和元素寧，你可以提供學習機會，要求學生學習和應用這些技能。

Creativity	Critical Thinking	Communication	Collaboration
create	inquire	present	listen
design	predict	justify	share
enhance	analyze	articulate	clarify
imagine	find relationships	discuss	participate
change	evaluate	convince	motivate
invent	investigate	summarize	organize
improve	experiment	propose	empathize
adapt	categorize	persuade	compromise

Get Making!

得到制作！

Students want to be producers, not consumers. If you have the budget and the space, you could create a Maker Space in your classroom where students can use paper and other recycled materials to build prototypes of their ideas as well as products that solve real problems.

學生希望成為生產者，而不是消費者。如果你有預算和空間，你可以在你的教室里創(chuàng)建一個制造空間，學生們可以在那里使用紙張和其他回收材料來建造。他們的想法原型以及解決實際問題的產品。

If you don’t, you can take advantage of technology tools that start with a blank page and let students develop their own curriculum products that show their knowledge and passion. Open-ended tools like Frames and Wixierequire students to think creatively as they develop, implement, and effectively communicate new ideas to others.

如果你不這樣做，你可以利用技術工具，從一個空白頁面開始，讓學生開發(fā)自己的課程產品，展示他們的知識和激情。開放式工具lik電子框架和Wixierequire學生在開發(fā)、實施和有效地向他人傳達新想法時創(chuàng)造性思維。

Having students create with video, audio, text, and images provides an opportunity to exercise higher-order thinking skills. Students must critically evaluate both content and media as they frame, analyze, and synthesize information to solve problems and answer questions.

讓學生通過視頻、音頻、文本和圖像來創(chuàng)造高階思維技能的機會。學生必須批判性地評估內容和媒體的框架，安娜。解決問題和回答問題。

Implement Project-Based Learning

實施基于項目的學習

Project-based learning (PBL) connects students to real world issues and problems with an authentic audience. A project-based approach to teaching and learning requires students to question, think, and work together to apply learning. As they apply knowledge, explore relationships between ideas, and develop solutions, they engage deeply with and make personal connections to the curriculum.

以項目為基礎的學習(PBL)將學生與真實的聽眾聯(lián)系到現(xiàn)實世界的問題和問題.。一種以項目為基礎的教學方法要求學生提出問題、思考和學習。共同努力，應用學習。當他們應用知識，探索想法之間的關系，開發(fā)解決方案時，他們會深入地參與課程，并與課程建立個人聯(lián)系。

“Creating authentic learning tasks... prompts this important process of meaning-making, because they establish relevance; the question, ‘why is this important to me?’ does not go unanswered.” — Virginia Padilla Vigil

“創(chuàng)造真正的學習任務...促使這個重要的意義形成過程，因為它們建立了相關性；‘為什么這對我很重要？’這不是沒有答案的問題。”。-處女帕迪拉守夜This type of project work requires students to employ flexibility and adaptability as they reevaluate their work throughout the project process, becoming self-directed learners as they produce quality results. Working in diverse teams to complete a project on time and meeting assessment requirements helps to build leadership, responsibility, social skills, collaboration skills, and cultural awareness.

這種類型的項目工作要求學生在整個項目過程中重新評估自己的工作時，要運用靈活性和適應性，在創(chuàng)造質量的過程中成為自我導向的學習者。結果。在不同的團隊中按時完成項目并滿足評估要求有助于建立領導能力、責任感、社交技能、協(xié)作能力和文化素質，本質，實質，要素。

Get started

發(fā)動發(fā)動機

Whether you start with small steps for each of the 4 C’s or tackle a large instructional shift to move toward a 21st century classroom, the important thing is to embrace the goal of provide students with the content and skills they need to succeed in our complex and changing world.

無論你是從4個C的每一個小步驟開始，還是處理一個向二十一世紀教室邁進的重大教學轉變，最重要的是接受為學生提供W的目標。在我們這個復雜多變的世界里，他們需要的內容和技能是成功的。