- 21st century innovation in learning - implications for learning in teacher education
21st century innovation in learning - implications for learning in teacher education
This presentation was given by Dr. Anne Sliwka of the University of Heidelberg at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during session 3.d: 21st Century Pedagogies: Making Change Happen.
<ul><li> 1. 21st Century Innovation in Learning:Implications for Learning in Teacher EducationProf. Dr. Anne SliwkaInstitute fr Educational ScienceUniversity of Heidelberg</li></ul>
<p> 2. 21st Century Practice in Learning (Dumont, Istance &Benavides 2010)The Learning Environment recognizes the learners as its core participants, encouragestheir active engagement and develops in them anunderstanding of their own activity as learners. is founded on the social nature of learning and activelyencourages well-organised co-operative learning. employs learning professionals highly attuned to the learnersmotivations and the key role of emotions in achievement. is acutely sensitive to the individual differences among thelearners in it, including their prior knowledge.Prof. Dr. Anne Sliwka Institute for Educational Science University of Heidelberg 3. 21st Century Practice in Learning (Dumont, Istance &Benavides 2010)The Learning Environment devises programmes that demand hard work and challengefrom all without excessive workload. operates with clarity of expectations and deploys assessmentstrategies consistent with these expectations; there is strongemphasis on formative feedback to support learning. strongly promotes horizontal connectedness across areas ofknowledge and subjects as well as to the community and thewider world.Prof. Dr. Anne Sliwka Institute for Educational Science University of Heidelberg 4. Whats New in 21st Century Education? Diagnostic assessment: differentiation/personalisation oflearning and scaffolding Focus on cognitive, meta-cognitive and social-emotionallearning 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 schoolsProf. Dr. Anne Sliwka Institute for Educational Science University of Heidelberg 5. But what about Teacher Education?Lets use a cooperative learning method:Think for 2 minutes on your ownPair with your neighbourShare your ideas for 5 minutesQuestion:Do current learning enviroments in teacher educationreflect 21st century learning principles?Prof. Dr. Anne Sliwka Institute for Educational Science University of Heidelberg 6. Self-Similarity of Learning in Schools and inTeacher EducationHypotheses:If teacher education programmes want to prepareteachers for 21st century learning environments, theyneed to reflect, model and consistently apply 21stcentury learning principles.-> self-similarityProf. Dr. Anne Sliwka Institute for Educational Science University of Heidelberg 7. Self-Similarity of Learning in Schools and inTeacher Education How can we use diagnostic assessment and differentiate instruction tomake sure that teacher trainees work in their zone of proximaldevelopment? How can we create a balance between cognitive, meta-cognitive andsocial-emotional learning in teacher education? How can we make assessment criteria transparent and provide formativeassessment 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 modelprofessional learning communities? How can we create strong support networks for teacher educationprogrammes?Prof. Dr. Anne Sliwka Institute for Educational Science University of Heidelberg 8. Thank you!Bibliography: Conner, L. and Sliwka, A. (2014): Implications of Research on EffectiveLearning Environments for Initial Teacher Education. In: European Journalof Education. Teacher Education and Professional Development. Volume49, Issue 2, S. 165177. Sliwka, A. and Klopsch, B. (2012): Service Learning and SchoolDevelopment 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 </p>