21st Century Innovation in Learning: Implications for Learning in Teacher Education
Prof. Dr. Anne SliwkaInstitute für Educational Science
University of Heidelberg
The Learning Environment
• recognizes the learners as its core participants, encourages their active engagement and develops in them an understanding of their own activity as learners.
• is founded on the social nature of learning and actively encourages well-organised co-operative learning.
• employs learning professionals highly attuned to the learners’ motivations and the key role of emotions in achievement.
• is acutely sensitive to the individual differences among the learners in it, including their prior knowledge.
Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
21st Century Practice in Learning (Dumont, Istance & Benavides 2010)
The Learning Environment
• devises programmes that demand hard work and challenge from all without excessive workload.
• operates with clarity of expectations and deploys assessment strategies consistent with these expectations; there is strong emphasis on formative feedback to support learning.
• strongly promotes “horizontal connectedness” across areas of knowledge and subjects as well as to the community and the wider world.
Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
21st Century Practice in Learning (Dumont, Istance & Benavides 2010)
What‘s New in 21st Century Education?
• Diagnostic assessment: differentiation/personalisation of learning and scaffolding
• Focus on cognitive, meta-cognitive and social-emotional learning
• Consistent use of ICT in learning environments• Transparent assessment criteria and formative assessment• Deliberate selection of social processes: individual –
collaborative – competitive• Deliberate selection of learning methods: e.g. inquiry-,
project-based-, service learning. • Networked, wrapped-around schools
Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
Let‘s use a cooperative learning method: Think for 2 minutes on your ownPair with your neighbourShare your ideas for 5 minutes
Question: Do current learning enviroments in teacher education reflect 21st century learning principles?
But what about Teacher Education?
Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
Self-Similarity of Learning in Schools and in Teacher Education
Hypotheses:If teacher education programmes want to prepare teachers for 21st century learning environments, they need to reflect, model and consistently apply 21st century learning principles.
-> self-similarity
Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
Self-Similarity of Learning in Schools and in Teacher Education
• How can we use diagnostic assessment and differentiate instruction to make sure that teacher trainees work in their „zone of proximal development“?
• How can we create a balance between cognitive, meta-cognitive and social-emotional learning in teacher education?
• How can we make assessment criteria transparent and provide formative assessment to teacher trainees?
• How can we diversify approaches to learning to encompass inquiry-based, problem-based, project-based and service learning?
• How can we use cooperative/collaborative learning methods to model „professional learning communities“?
• How can we create strong support networks for teacher education programmes?
Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg
Thank you!
Bibliography: • Conner, L. and Sliwka, A. (2014): Implications of Research on Effective
Learning Environments for Initial Teacher Education. In: European Journal of Education. Teacher Education and Professional Development. Volume 49, Issue 2, S. 165–177.
• Sliwka, A. and Klopsch, B. (2012): Service Learning and School Development in German Teacher Education, in: Murphy, T. und Tan, J. (2012): Service-Learning and Educating in Challenging Contexts. London: Continuum, S. 89-104.
• Sliwka, A. (2010): From homogeneity to diversity in German education, in: Effective Teacher Education for Diversity: Strategies and Challenges. Paris: OECD, S. 205-217.
Prof. Dr. Anne Sliwka – Institute for Educational Science – University of Heidelberg