With the ever-changing world it is evident that students need to be equipped with skills which assist them to face the challenges in life. The 21st Century demands knowledge beyond the subject matter, to improve their thinking and problem-solving skills which are imperative to thrive in the current world. ACT Education Solutions Regional Director Christine Hoe, who is also an experienced educator, shared her views to highlight the importance of inculcating 21st Century lifelong learning skills.
4Cs of 21st Century learning
There are several abilities which students must acquire to succeed in their careers during the information age. Among these the most important skills are critical thinking, collaboration, communication, and creativity.
Critical thinking and problem solving
We all think, but do we all think critically? The term “critical” is derived from the Greek word “kritikos” which means to analyse and question. The Oxford Dictionary defines critical thinking as the objective analysis of a problem in order to form a judgement. A learner who thinks critically is open minded, gives importance to accuracy, and suspends judgement until the information provided is complete. Greek philosopher Socrates stated that educators should engage students in thoughtful dialogue in order to discipline the mind. Therefore, developing critical thinking skills is vital for life.
Collaboration
Working in teams is an essential aspect of personality development. Collaboration is required for individuals to work together towards a common goal. Respecting each others’ views, developing good listening skills, willingness to compromise when necessary to reach a goal, and fostering leadership skills are some attributes which are imperative to succeed in the working world. Classrooms must include activities for students to work in collaboration with their peers. Diverse activities and group projects will aid students to become competent in working with different individuals.
Communication
Being able to articulate one’s thoughts and ideas clearly is a component of effective communication. Providing opportunities to improve language and literacy skills for students from a very young age is a crucial aspect of development. Using oral, written, and non-verbal skills in a variety of contexts aids in language development. Fostering good listening skills to decipher meaning, values, and intentions develops both intrapersonal and interpersonal skills which are requisites for success.
Creativity and innovation
Authenticity and originality in a piece of work requires one to be creative. In a broader sense, creativity is “thinking out of the box”. Benjamin Bloom’s revised taxonomy, which classifies learning objectives, gives prominence to creativity. It’s the highest level a student reaches to synergise the fundamentals of all concepts learned. Creativity requires one to conjecture, design, and assemble. To foster creativity in students, educators must provide authentic experiences, allow mistakes to occur, and provide ample time. Great innovators such as Thomas Edison, Isaac Newton, Walt Disney, and more recently Steve Jobs, all changed the world through their inventions.
How can educators and learners foster 21st Century skills?
The development of metacognitive skills will enhance and boost the acquisition of learners’ 21st Century skills such as critical thinking and creativity. Explicitly teaching our learners about their thinking makes them understand and realise what they know, what they do not, and what they like to learn. “I have witnessed a teacher delivering a reading lesson using the ‘Think Aloud’ strategy. The teacher explicitly taught the skills by modelling the appropriate behaviour, patiently coaching her students step by step, and followed by helping them reflect on the process leading to the mastery of the skills to skim text for gist,” stated Christine Hoe. To reiterate, educators must model and demonstrate how skills are acquired. It is not effective to simply talk about it in class.
She shared her personal experience on how these skills have aided students to reach better opportunities: “Our Grade 10 students are taught the skills to brainstorm and identify a probable list of universities and majors of their choice. They are also guided to prepare for their mock interview with a university admissions staff who will review the submitted resume and personal statement. The interview aims to provide a foretaste of what a formal interview might entail. This is a bite-sized mini project which is a scaffolding strategy that helps students to develop their life skills when progressing into Grade 11 where they are expected to conduct their own interviews to collect research data for two projects. They will be put into groups where they collaborate, assume ownership of assigned tasks and responsibilities, and take initiative to manage deadlines, etc. The cumulative experiences have certainly helped develop a higher level of college and career readiness.”
Parents’ role in fostering 21st Century skills
The parents and home environment play a vital role in language and communication development in children. Thus, it is of utmost importance that parents provide ample opportunities to foster language skills. Psychologist and advocate of social constructivism Lev Vygotsky emphasised that the development of a child’s language skills depends on the social interactions he/she is exposed to. For example, parents could introduce phrases such as “thank you” and “please” from different languages to expose children to different ways of thinking, which stem from diverse cultures and ethnicities. Read stories to children in a way which grabs their attention to listen and remember.
Encouraging out-of-the box thinking such as by asking children to come up with their own rules for a game would help them think independently. Furthermore, children can reflect on the activity and provide ideas for further improvement. Children can help parents in engineering solutions for common household problems. For instance, asking children to come up with a solution for a tap which is leaking or think of ways to fit all the suitcases in a car without blocking the driver’s view strengthen their problem-solving skills.
Parents and elders must create an environment conducive for children to enhance their cognitive development which is the basis for nurturing the 4Cs.
There are a few debates on 21st Century skills. One of the arguments stems from the lack of consensus for a clear and unified definition of the 21st Century skills which could be determined and adopted internationally. According to Voogt and Robin, this ambiguity is affecting how the competencies and skills are interpreted and taught. Another relates to the position of “digital literacy” and “digital or ICT skills” within the existing frameworks. Likewise, a lack of clarity remains. Finally, findings from existing literature suggest the life and career skills could be made more relevant by integrating the emerging globalised workforce challenges with mental and emotional resilience needed. However, the 4Cs undoubtedly enable students to gain a broader perspective and prepare them towards reaching the pinnacle.
[caption id="attachment_166743" align="alignleft" width="271"]
ACT Education Solutions Regional Director Christine Hoe[/caption]
In today’s context, the education system, which is widely prominent in Sri Lanka, gears up students towards memorising facts. The system promotes rote learning, hence analysing and evaluating information is not given much prominence. It is crucial for educators and policy makers to change the landscape of the education system. Education must engage students in problem solving to improve their analytical skills and foster creativity for the application of the concepts learned in practical situations.
Based in Singapore, Christine Hoe’s purview involves managing the overall academic quality and compliance of the ACT-Global Assessment Certificate programme in authorised teaching centres in Southeast Asia through ongoing teacher training and academic moderations. Her other key role includes extending the programme’s reach to markets outside Asia via direct sales and partnerships. She is a Master of Business Administration (MBA) graduate from Strathclyde Business School with a postgraduate diploma in applied linguistics and bachelor’s degree in computing.
(The writer is reading for her doctorate in education. She has over a decade of experience in the education sector as a lecturer, mentor, and facilitator specialised in educational psychology, currently serving as the Director of Academics at Prospects Academy, Colombo, Sri Lanka)
There are several abilities which students must acquire to succeed in their careers during the information age. Among these the most important skills are critical thinking, collaboration, communication, and creativity.
Critical thinking and problem solving
We all think, but do we all think critically? The term “critical” is derived from the Greek word “kritikos” which means to analyse and question. The Oxford Dictionary defines critical thinking as the objective analysis of a problem in order to form a judgement. A learner who thinks critically is open minded, gives importance to accuracy, and suspends judgement until the information provided is complete. Greek philosopher Socrates stated that educators should engage students in thoughtful dialogue in order to discipline the mind. Therefore, developing critical thinking skills is vital for life.
Collaboration
Working in teams is an essential aspect of personality development. Collaboration is required for individuals to work together towards a common goal. Respecting each others’ views, developing good listening skills, willingness to compromise when necessary to reach a goal, and fostering leadership skills are some attributes which are imperative to succeed in the working world. Classrooms must include activities for students to work in collaboration with their peers. Diverse activities and group projects will aid students to become competent in working with different individuals.
Communication
Being able to articulate one’s thoughts and ideas clearly is a component of effective communication. Providing opportunities to improve language and literacy skills for students from a very young age is a crucial aspect of development. Using oral, written, and non-verbal skills in a variety of contexts aids in language development. Fostering good listening skills to decipher meaning, values, and intentions develops both intrapersonal and interpersonal skills which are requisites for success.
Creativity and innovation
Authenticity and originality in a piece of work requires one to be creative. In a broader sense, creativity is “thinking out of the box”. Benjamin Bloom’s revised taxonomy, which classifies learning objectives, gives prominence to creativity. It’s the highest level a student reaches to synergise the fundamentals of all concepts learned. Creativity requires one to conjecture, design, and assemble. To foster creativity in students, educators must provide authentic experiences, allow mistakes to occur, and provide ample time. Great innovators such as Thomas Edison, Isaac Newton, Walt Disney, and more recently Steve Jobs, all changed the world through their inventions.
How can educators and learners foster 21st Century skills?
The development of metacognitive skills will enhance and boost the acquisition of learners’ 21st Century skills such as critical thinking and creativity. Explicitly teaching our learners about their thinking makes them understand and realise what they know, what they do not, and what they like to learn. “I have witnessed a teacher delivering a reading lesson using the ‘Think Aloud’ strategy. The teacher explicitly taught the skills by modelling the appropriate behaviour, patiently coaching her students step by step, and followed by helping them reflect on the process leading to the mastery of the skills to skim text for gist,” stated Christine Hoe. To reiterate, educators must model and demonstrate how skills are acquired. It is not effective to simply talk about it in class.
She shared her personal experience on how these skills have aided students to reach better opportunities: “Our Grade 10 students are taught the skills to brainstorm and identify a probable list of universities and majors of their choice. They are also guided to prepare for their mock interview with a university admissions staff who will review the submitted resume and personal statement. The interview aims to provide a foretaste of what a formal interview might entail. This is a bite-sized mini project which is a scaffolding strategy that helps students to develop their life skills when progressing into Grade 11 where they are expected to conduct their own interviews to collect research data for two projects. They will be put into groups where they collaborate, assume ownership of assigned tasks and responsibilities, and take initiative to manage deadlines, etc. The cumulative experiences have certainly helped develop a higher level of college and career readiness.”
Parents’ role in fostering 21st Century skills
The parents and home environment play a vital role in language and communication development in children. Thus, it is of utmost importance that parents provide ample opportunities to foster language skills. Psychologist and advocate of social constructivism Lev Vygotsky emphasised that the development of a child’s language skills depends on the social interactions he/she is exposed to. For example, parents could introduce phrases such as “thank you” and “please” from different languages to expose children to different ways of thinking, which stem from diverse cultures and ethnicities. Read stories to children in a way which grabs their attention to listen and remember.
Encouraging out-of-the box thinking such as by asking children to come up with their own rules for a game would help them think independently. Furthermore, children can reflect on the activity and provide ideas for further improvement. Children can help parents in engineering solutions for common household problems. For instance, asking children to come up with a solution for a tap which is leaking or think of ways to fit all the suitcases in a car without blocking the driver’s view strengthen their problem-solving skills.
Parents and elders must create an environment conducive for children to enhance their cognitive development which is the basis for nurturing the 4Cs.
There are a few debates on 21st Century skills. One of the arguments stems from the lack of consensus for a clear and unified definition of the 21st Century skills which could be determined and adopted internationally. According to Voogt and Robin, this ambiguity is affecting how the competencies and skills are interpreted and taught. Another relates to the position of “digital literacy” and “digital or ICT skills” within the existing frameworks. Likewise, a lack of clarity remains. Finally, findings from existing literature suggest the life and career skills could be made more relevant by integrating the emerging globalised workforce challenges with mental and emotional resilience needed. However, the 4Cs undoubtedly enable students to gain a broader perspective and prepare them towards reaching the pinnacle.
[caption id="attachment_166743" align="alignleft" width="271"] ACT Education Solutions Regional Director Christine Hoe[/caption]
In today’s context, the education system, which is widely prominent in Sri Lanka, gears up students towards memorising facts. The system promotes rote learning, hence analysing and evaluating information is not given much prominence. It is crucial for educators and policy makers to change the landscape of the education system. Education must engage students in problem solving to improve their analytical skills and foster creativity for the application of the concepts learned in practical situations.
Based in Singapore, Christine Hoe’s purview involves managing the overall academic quality and compliance of the ACT-Global Assessment Certificate programme in authorised teaching centres in Southeast Asia through ongoing teacher training and academic moderations. Her other key role includes extending the programme’s reach to markets outside Asia via direct sales and partnerships. She is a Master of Business Administration (MBA) graduate from Strathclyde Business School with a postgraduate diploma in applied linguistics and bachelor’s degree in computing.
(The writer is reading for her doctorate in education. She has over a decade of experience in the education sector as a lecturer, mentor, and facilitator specialised in educational psychology, currently serving as the Director of Academics at Prospects Academy, Colombo, Sri Lanka)