English readings

• Vocabulary--learning new words and practicing using them accurately in regular communication. Visual Spatial Intelligence Visual spatial intelligence deals with the visual arts (including painting, drawing, and sculpting); navigation, mapmaking, and architecture (which involve the use of space and knowing how to get around in it); and games such as chess (which require the ability to visualize objects from different perspectives and angles). The key sensory base of this intelligence is the sense of sight, but also the ability to form mental images and pictures in the mind. This intelligence can be seen in such people as architects, graphic artists, cartographers, industrial design draftspersons, and of course, visual artists (painters and sculptors). Visual/Spatial Intelligence \"Teaching Strategies\" • Active Imagination--finding connections between visual designs (or patterns) and prior experiences (or knowledge) • Color/Texture Schemes--associating colors and textures with various concepts, ideas, or processes . Drawing--creating graphic representations of concepts, ideas, or processes being studied (e.g., diagrams, illustrations, flowcharts, etc.) • Guided Imagery/Visualizing--creating mental pictures or images of a concept, idea, or process (e.g., characters in a story, a period of history, a scientific process) • Mind mapping--creating visual webs of written information. • Montage/Collage--designing a collection of pictures to show various aspects or dimensions of a concept, idea, or process • Painting--using paints or colored markers to express understanding of concepts, ideas, or processes (e.g., mural creation) • Patterns/Designs--creating abstract patterns and designs to represent the relationships between different concepts, ideas, or processes • Pretending/Fantasy--creating fun, new scenarios in the mind based on factual information

• Sculpting--creating clay models to demonstrate understanding of concepts, ideas, or processes . References : • https://www.thebettertoystore.com/multiple-intelligences • http://www.ascd.org/publications/books/100058/chapters/Teaching-Learning- Styles-and-Multiple-Intelligences-to-Students.aspx • https://www.utc.edu/walker-center-teaching-learning/teaching-resources/mi- classroom.php

ACTIVE LEARNING Question no: 2

2 .Discuss how to implement active learning in your class to meet the quality inclusive practices. To enable teachers to practice the quality inclusive practices, they must know what are these practices to be able to enhance their attitude according to these practices through teaching design and execution to involve activities that match the quality inclusive practices, first of all the quality inclusive practices are : • Adaptations of Space, Materials, and Equipment • Adult Involvement in Peer Interactions • Adults' Guidance of Children’s Free-Choice Activities and Play • Conflict Resolution • Membership • Relationships between Adults and Children • Support for Communication • Adaptation of Group Activities • Transitions between Activities • Feedback • Family-Professional Partnerships • Monitoring Children's Learning Discussing these practices lead to the fact that they all meet with the goals of active learning depending on the fact that Students learn more in classes that integrate active learning across courses of different sizes, levels and audiences (majors and non-majors). In fact, research supporting the use of active learning is so compelling that some have suggested it is unethical for instructors to continue to use a purely lecture-based approach. Fortunately, most instructors tend to use a combination of lecture and active learning strategies What is “active learning”? The term generally refers to teaching strategies that: • “involve students in doing things and thinking about the things they are doing”. • require “students to do meaningful learning activities and think about what they are doing” . • “cognitively engage students in building understanding at the highest levels of Bloom’s taxonomy” i.e., critical thinking skills. Active learning allows students to make their own sense of ideas they are encountering and to integrate ideas with what they already know. It also gives students opportunities to practice and apply course concepts, to understand what they have learned, and to identify where there is room to improve. Although simply pausing to ask for questions can achieve this

goal for a single student at a time, active learning techniques are valuable for allowing a full class to check and deepen their understanding. To make it more obvious we may discuss the Basic Principles of Active Learning to give a good idea of what Active Learning is about. The role of the adult is a facilitator, providing the environment, making sure toys are accessible to the learner’s hands and feet, and not involved in the act of playing until the end or invited. 1. Every One Can Learn Lilli has met a very few learners that could not learn – they were dying. Unless impacted by survival, every child and older learner can learn. It is up to the parent, therapist or educator to keep finding the right situation/environment with enough support, responsiveness and interest to engage the learner. 2. Active Learning is Hands Off Challenged learners often act passive and are treated as passive (everything is done for them). Active Learning involves creating supportive and responsive environments that are tuned to entice a learner to become active. When Lilli realized that blind and disabled learners often resisted any “guided hands” approach, she set about to create environments and situations that would increase a learner’s inclination to explore on their own. This means the “teacher” must disengage and not talk nor prompt until the activity is concluded. Kids learn through repetition (see #8)- don’t interrupt them. 3. Auditory and Tactile Primacy Learners with vision impairments and neurological deficits rely upon hearing as a primary sense. Vision tends to be secondary, owing to control and processing difficulties. Tactile sense is also a prominent sense. 4. Responsive Environment, Short Sessions The environment should provide excellent auditory and tactile feedback (not just stimulation). Use of the Resonance Board provides key vibratory input. The Essef Board provides optimal reaction to leg movements. The Little Room provides a warm inviting echo and exploration chamber. As Lilli says, “if the child cannot go to the room, the room must come to the

child.” Many short sessions are better than one long one, especially when first using an environment. 5. Mix Variety and Constancy, Provide Comparisons As anyone does, a learner benefits from moderated variety. That is, don’t change everything every time, but provide enough variation so that the environment has interest. Also, provide “alike but different” objects to invite comparison. Cycling through a large inventory of objects/toys allows for a rich, constantly interesting environment. Change some of the objects whenever the learner shows habituation to the objects available. 6. Work up to Weight Bearing Given the discomfort of bearing weight, provide support until the learner has some control, and slowing increase the weight load. The Support Bench and HOPSA Dress are used to control weight on the legs. Start with no weight, toes barely touching. 7. Emotional Development Involves Mastery It’s that smile of accomplishing something, doing something to their environment, rather than the environment doing it to them that fosters a critical step in emotional development. Related to the Active vs. Passive learning, that “ see what I can do” smile is a crucial goal. 8. Learning is by Repetition – Allow to fail Kids learn by repetition. They must do something over and over to invoke memory and get the variations to make sense. Therefore, allowing them to have negative results without intervention (e.g. without moving an object into their hand as they miss on a reach) is as important as not interrupting with any cheerleading. 9. Talk and Reward at the End of Play At the end of play is the time for the adult input, the language and commentary to describe what the learner was doing, and to positively reinforce their activity. Point at and jiggle the objects and talk about what they did. Ask questions and use short sentences. When a learner is ready and can engage in turn-taking games, then a new level has been achieved.

10. Limit Input, Wait for Response As a general principle, remember that neurologically impacted learners usually need more time to take in, process and assemble a response. If you ask a question, remain quiet as long as possible before asking something again, and try not to supply their answer without some sign. This is always subject to judgment, as after a while the question may be forgotten. Repeat using the exact same words, so additional processing to understand new input is not needed. In view of the general objectives of active learning compared to quality inclusive practices, we find that the overlap between them reflects the affiliation of each one to the other, and how the employment of active learning and achieving its goals necessarily reflects on improving educational practices in a way that ensures the achievement of quality inclusive practices in education in terms of deviating from stereotypes, breaking the tradition and freedom of spaces Diversifying educational environments, facilitating access to knowledge instead of indoctrinating it, and providing enhanced and immediate feedback to student learning, activating self-learning through activities designed for educational purposes that are appropriate to differentiated learning and take into account students' capabilities and experiences. In specific steps here is the way to implement the active learning to meet the quality inclusive practices. How to implement the active learning • Plan and Organize – Prepare the room, update and distribute instructions to avoid ambiguity and be aware of time. • Technology Use – Keep the variety of applications to a minimum with young children. The classroom will be buzzing with excitement and the last thing you want is to spend the majority of your time trying to get the technology working. • Facilitate – Carefully brief the group on their activities and then leave them to discuss and come up with a plan. Talk with and listen to your students as much as possible to see the world from their point of view. Steer the conversation back on track if necessary.

• Feedback – Get the students to offer feedback to one another. This can also be done anonymously through tools such as Google Forms, Socrative, or a digital whiteboard. Here are some ways that can encourage active learning in classroom: • Peer reviews • Role-plays • Power Teaching • Case Studies • PBL Problem Based Learning • Collaborative Learning • Cooperative Learning • Flipped Learning Which actually meets with quality inclusive practices and derives from them, which means that the teacher who has taken upon himself to employ active learning in the learning environment is a teacher who practices and achieves quality. References: • https://education.viewsonic.com/active-learning-classrooms/ • https://www.brown.edu/sheridan/inclusive-teaching-through- active-learning

The E-learning is divided basically into two types: • Synchronous learning : Synchronous learning involves online studies that are conducted with the aid of chat rooms. This kind of learning can only happen online. Online communication helps your learners stay in touch with their teacher and fellow students. It’s called synchronous learning because the system allows students to ask their teacher or fellow students questions instantly through instant messaging. Synchronous Learning is defined as \" Synchronous learning is the kind of learning that happens in real time. This means that you, your classmates, and your instructor interact in a specific virtual place, through a specific online medium, at a specific time. In other words, it’s not exactly anywhere, anyhow, anytime. Methods of synchronous online learning include video conferencing, teleconferencing, live chatting, and live-streaming lectures\" or as \" Any type of learning that takes place in real-time, where a group of people are engaging in learning simultaneously. Although learning occurs at the same time, learners don’t have to be there in-person, or even in the same location. Synchronous learning enables learners to ask questions and receive answers on-the-spot, while also collaborating freely with their co- learners.\" It's also defined as \" Online studies through chat and videoconferencing. This kind of learning tool is real-time. It is like a virtual classroom that allows students to ask, and teachers to answer questions instantly, through instant messaging, which is why it is called synchronous. o Some examples of synchronous learning include: • Live webinars • Video conferencing • Virtual classrooms

• Instant messaging Asynchronous learning On the other hand, we have asynchronous learning. This method can be carried out online and offline. Asynchronous learning involves coursework delivered by web, email, and message boards that are posted in online forums. Students do not have access to instant messaging through this online forum. A benefit of asynchronous learning is that you’re able to be self-paced. Asynchronous Learning is defined as \" Asynchronous learning happens on your schedule. While your course of study, instructor or degree program will provide materials for reading, lectures for viewing, assignments for completing, and exams for evaluation, you have the ability to access and satisfy these requirements within a flexible time frame. Methods of asynchronous online learning include self-guided lesson modules, streaming video content, virtual libraries, posted lecture notes, and exchanges across discussion boards or social media platforms\" or as \" learner-centered e-learning. It enables your learners to complete courses without the constraints of having to be in a certain place at a certain time. In essence, asynchronous learning doesn’t hinder learners by place or time. As long as they have access to the internet, asynchronous learners have the freedom to complete course materials whenever they choose, and from any location\". Although not taking place then and there, asynchronous learning still allows the opportunity for feedback. Learners are free to share thoughts and questions with instructors and fellow learners, though they may not receive an immediate response. o Some examples of asynchronous learning include: • Online courses • Email • Blogs • Pre-recorded video lessons or webinars • Online forums and discussion boards The difference between synchronous and asynchronous learning A significant difference between synchronous and asynchronous learning is instant messaging and immediate feedback. With synchronous learning, learners can receive immediate feedback from their fellow

students or teacher through instant messaging. Asynchronous learning doesn’t enable that type of interaction. If someone has trouble answering the questions, they're not able to ask for help straight away. Then again, with asynchronous learning you can be self-paced, which is not possible with synchronous learning. Synchronous = online. Asynchronous = online and offline. Synchronous vs asynchronous learning: Pros and cons: When comparing synchronous and asynchronous learning, both have advantages and disadvantages; what may appeal to one learner may not appeal to another. Let’s look more closely at some of the main pros and cons of each: Pros of synchronous Learning: • Because of the social nature of synchronous learning, learners can easily interact with instructors and other learners, making group activities possible. • Synchronous learning takes place in real-time, which means learners can get immediate feedback. Ideas and opinions can also be promptly shared with fellow learners. • Similarly, if your learners are having trouble with any of the course content, synchronous learning allows them to ask questions and get instantaneous answers. • Classroom Engagement, Dynamic Learning and Instructional Depth Cons of synchronous Learning: • Synchronous learners have to be online at a certain time, and therefore their learning has to adhere to a specific training schedule. Learners can’t access content where and when they like. To accommodate your learners and offer more flexibility, you could provide a webinar recording of the training session through your LMS. • Due to the group dynamic of real-time synchronous learning, some learners may feel they’re not receiving the individual attention they need. This is especially true if there’s any part of the training they do not fully understand. To bypass this, try checking in on the progress of your learners by setting aside time during training for one-to-one or group Q&A sessions.

• The effectiveness of how well your learners understand the course content depends more on the quality of the instructor than the learners themselves. To overcome this, ensure your instructors receive relevant training so they’re fully prepared for their role. Requiring instructors to plan their sessions ahead of time will also ensure they’ll deliver a great learning experience for your learners. • Rigid Schedule and Technical Difficulties Pros of asynchronous Learning: • Asynchronous learning offers lots of flexibility. Although there’s usually a deadline in sight, asynchronous learners can progress at their own pace and access their course at any time they choose and from any place. • It’s a cost effective way to train learners that are based in varying locations. Asynchronous learning means your learners can engage in courses regardless of their time zone or location. • With asynchronous learning, learners have significantly more time to reflect on the material they are learning, which means they are likely to understand it more thoroughly. • Additionally, asynchronous learning lends itself better to a fast-growing business. If you’ve hundreds or thousands of learners to train across the world, you can get them up to speed without the need for face-to-face training. • Flexibility, Pacing and Affordability. Cons of asynchronous Learning: • Although learners may have access to an instructor, contact through asynchronous learning may be limited. Answers to queries cannot be given instantly (for example, learners may need to wait for an answer to an email). This can be overcome by ensuring you choose an LMS that makes communication as easy as possible. • The lack of interaction with instructors and fellow learners leaves some individuals feeling isolated. This could lead to a lack of motivation and engagement in courses. So, combat learner isolation by focusing on creating great course content. • Asynchronous learning is learner-centered, so those taking courses in this way need self-discipline and focus to be successful in completing the

required course work. Using tools like Gamification or a Forum helps to keep your learners engaged. • Isolation and Risk of Apathy

References: • https://www.easy-lms.com/knowledge-center/lms-knowledge- center/synchronous-vs-asynchronous-learning/item10387 • • https://thebestschools.org/magazine/synchronous-vs-asynchronous- education/ • https://www.learnupon.com/blog/synchronous-learning- asynchronous-learning/ • https://mindflash.com/elearning-glossary/asynchronous- synchronous • https://educationrickshaw.com/2020/03/30/the-unproductive- debate-of-synchronous-vs-asynchronous-learning/

Differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability. Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers must be aware of these varieties as they plan curricula. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively. Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction. Differentiation is a way of teaching; it’s not a program or package of worksheets. It asks teachers to know their students well so they can provide each one with experiences and tasks that will improve learning, differentiation means giving students multiple options for taking in information . Differentiating instruction means that you observe and

understand the differences and similarities among students and use this information to plan instruction. Differentiated instruction is factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability. Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student. Differentiated instruction is an approach to teaching in which educators actively plan for students' differences so that all students can best learn. In a differentiated classroom, teachers divide their time, resources, and efforts to effectively teach students who have various backgrounds, readiness and skill levels, and interests. Differentiated instruction is an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with learning disabilities, and gifted and talented students. Differentiated instruction is not a single strategy but rather a framework that teachers can use to implement a variety of strategies, many of which are evidence-based. Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests and learning profiles. It is a classroom that includes all students and can be successful. To do this, a teacher sets different expectations for task completion for students based upon their individual needs. Differentiated instruction, is the process of \"ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning.\" Therefore, differentiation is an organized, yet flexible way of proactively adjusting teaching and learning methods to accommodate each child's learning needs and preferences to achieve maximum growth as a learner. To understand how students learn and what they know, pre- assessment and ongoing assessment are essential. This provides feedback for both teacher and student, with the ultimate goal of improving student

learning. Delivery of instruction in the past often followed a \"one size fits all\" approach. In contrast, differentiation is individual student centered, with a focus on appropriate instructional and assessment tools that are fair, flexible, challenging, and engage students in the curriculum in meaningful ways. Teachers who practice differentiation in the classroom may: • Design lessons based on students’ learning styles. • Group students by shared interest, topic, or ability for assignments. • Assess students’ learning using formative assessment. • Manage the classroom to create a safe and supportive environment. • Continually assess and adjust lesson content to meet students’ needs. Four ways to differentiate instruction According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment. 1. Content As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins. What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating. Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating. Examples of differentiating activities: • Match vocabulary words to definitions. • Read a passage of text and answer related questions.

• Think of a situation that happened to a character in the story and a different outcome. • Differentiate fact from opinion in the story. • Identify an author’s position and provide evidence to support this viewpoint. • Create a PowerPoint presentation summarizing the lesson. 2. Process Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one- on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs. Examples of differentiating the process: • Provide textbooks for visual and word learners. • Allow auditory learners to listen to audio books. • Give kinesthetic learners the opportunity to complete an interactive assignment online. 3. Product The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style. Examples of differentiating the end product: • Read and write learners write a book report. • Visual learners create a graphic organizer of the story. • Auditory learners give an oral report. • Kinesthetic learners build a diorama illustrating the story. 4. Learning environment The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and

group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment. Examples of differentiating the environment: • Break some students into reading groups to discuss the assignment. • Allow students to read individually if preferred. • Create quiet spaces where there are no distractions. Key principles that form the foundation of differentiating instruction: • Ongoing, formative assessment: Teachers continually assess to identify students’ strengths and areas of need so they can meet students where they are and help them move forward. • Recognition of diverse learners: The students we teach have diverse levels of expertise and experience with reading, writing, thinking, problem solving, and speaking. Ongoing assessments enable teachers to develop differentiated lessons that meet every students’ needs. • Group Work: Students collaborate in pairs and small groups whose membership changes as needed. Learning in groups enables students to engage in meaningful discussions and to observe and learn from one another. • Problem Solving: The focus in classrooms that differentiate instruction is on issues and concepts rather than “the book” or the chapter. This encourages all students to explore big ideas and expand their understanding of key concepts. • Choice: Teachers offer students choice in their reading and writing experiences and in the tasks and projects they complete. By negotiating with students, teachers can create motivating assignments that meet students’ diverse needs and varied interests. Pros and cons of differentiated instruction The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

Pros • Research shows differentiated instruction is effective for high- ability students as well as students with mild to severe disabilities. • When students are given more options on how they can learn material, they take on more responsibility for their own learning. • Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons. Cons • Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule. • The learning curve can be steep and some schools lack professional development resources. • Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time. Five simple steps to implement Differentiated instruction : • 1. Benchmark your students • The beauty of benchmarking is that it allows you to find out where your students are in comparison to where they need to be, while there is still time to intervene. Once you have the benchmark results, you can determine where each student is in your curriculum and begin planning instruction from that point. If you have students who have large skill gaps in their learning (behind one or more grade levels), you might need an adaptive assessment to help you quickly place learners within domains at their appropriate grade level. • 2. Align to standards in a new way • Once you’ve determined where students in your class stand, take a look at the standards and objectives they need to achieve and work backward. Are there prerequisite skills that some of your learners need to meet grade-level standards? Start there. Are there deeper ways in which your high flyers can access standards—perhaps by reaching for higher levels on Bloom’s Taxonomy? Looking at standards in a new way will allow you

to see more diverse ways of presenting information to your range of students. Ensure that you have a variety of content, lessons, and activities aligned to each standard and objective. • 3. Create individualized learning paths • Once you know where your learners are academically, the most important step in differentiation is creating learning paths that target the needs of your unique students. In most cases, this means assigning content for the next step on their educational paths. For some students, it will mean assigning some remedial content to give them extra practice before they go on. Finally, for students who are ahead, it will mean providing advanced content that allows them to go deeper into a topic. • 4. Monitor progress and formatively assess learners • Assessing learners is an important part of differentiated learning. It needs to be done not just at the beginning and the end of a school year or semester but also used continuously throughout the year. Luckily, there are plenty of ways to easily incorporate formative assessment into your daily class routine. Formative assessments (informal or formal) and progress monitoring will help you determine if students are on track and give you the insight necessary to make adjustments. • 5. Rinse, Wash, and Repeat • Adaptive instruction can be one of the most frustrating steps of the process. However, when you are truly engaging in differentiated learning, you’re constantly making changes and adjustments to optimize teaching and learning for your students. Think about differentiated learning like a recipe you’re fine- tuning. Each person who tastes it may want a twist on the original, and still there are those who will push it aside and ask for something else altogether. With patience and determination, together you and your students can arrive at results that lead to success.

• Doing all of these steps manually can seem like an overwhelming task, but classroom technology enables educators to automate many of these processes. Adaptive assessments, prescriptive content, and actionable, user-friendly formative data are just a few of the tools that technology offers to help make true personalization possible. Interested in learning more about how Edmentum’s online programs can support your efforts to differentiate instruction? Check out our new solution. References : • https://resilienteducator.com/classroom-resources/examples-of- differentiated-instruction/ • https://www.scholastic.com/teachers/articles/teaching- content/what-differentiated-instruction/ • https://www.readingrockets.org/article/what-differentiated- instruction



4 .Discuss the 21st century standards. Most countries around the world have entered the 21st century with increased focus on and requirements for educational accountability, expressed through a variety of assessment regimes and policies. Common to these directions is talk about ‘standards’ in education . But what exactly are standards and how are they expressed? Discussions about standards are not all about the same thing. The term ‘standards’ has a variety of meanings in different contexts and different countries. These different meanings can have quite different implications for educational practice. Clear communication depends on identifying which meaning is intended. However, there is no agreed conceptual structure for identifying different kinds of standards, the ways in which they are expressed and their consequences or effects . Charting the Different Meanings of Standards In educational discourse, standards differ in their characteristics along at least four dimensions: • the type of standard • the focus; that is, the thing or event to which the standards are being applied the underlying characteristic or construct • the purpose or use to which standards will be put. These four dimensions affect the way in which standards are talked about and represented. Standards with different characteristics typically invoke different terminology, concepts and connotations. That is, once the type,

focus, construct and purpose are settled, other characteristics follow. Different kinds of standards are (or should be) expressed differently, are related to a constellation of other concepts and carry hidden implications for educational practice and outcomes. These implications can be intended or unintended as well as desirable or undesirable. Consequently, choices need to be made. We should consider carefully whether some ways of talking about standards and some ways of representing them may not be benign, especially for individual students, and therefore whether alternative approaches would be more beneficial. Common Core State Standards and Partnership for 21st Century Skills The CCSS integrated the framework of 21st century education prepared by The Partnership for 21st Century Skills . P21 advocated integrating core academic knowledge, critical thinking, and social skills in teaching and learning to help students master the multi-dimensional abilities that are required in the 21st century. These skills can help students succeed in their future careers by supporting 21st century learning systems to improve outcomes. Integrating the CCSS with P21 can help to complement the 3Rs (core academic content mastery) and 4Cs (critical thinking, communication, collaboration, and creativity) . Hence, the P21 framework and the Common Core State Standards support each other to achieve the future skills that students need . By integrating cognitive learning and skills into curriculum, students can obtain deeper understanding of the subject and try to solve complex problems in the real world. 21ST CENTURY STANDARDS • Focus on 21st century skills, content knowledge, and expertise • Build understanding across and among key subjects as well as 21st century interdisciplinary themes • Emphasize deep understanding rather than shallow knowledge • Engage students with the real-world data, tools, and experts they will encounter in college, on the job, and in life; students learn best when actively engaged in solving meaningful problems • Allow for multiple measures of mastery. According to these standard the 21st Century skills were driven, which are 12 abilities that today’s students need to succeed in their careers during the Information Age. The twelve 21st Century skills are:

1. Critical thinking 2. Creativity 3. Collaboration 4. Communication 5. Information literacy 6. Media literacy 7. Technology literacy 8. Flexibility 9. Leadership 10.Initiative 11.Productivity 12.Social skills These skills are intended to help students keep up with the lightning-pace of today’s modern markets. Each skill is unique in how it helps students, but they all have one quality in common. To start, let's dive into the three categories that 21st Century skills fall into. The Three 21st Century Skill Categories Each 21st Century skill is broken into one of three categories: 1. Learning skills 2. Literacy skills 3. Life skills Learning skills (the four C’s) teaches students about the mental processes required to adapt and improve upon a modern work environment. Literacy skills (IMT) focuses on how students can discern facts, publishing outlets, and the technology behind them. There’s a strong focus on determining trustworthy sources and factual information to separate it from the misinformation that floods the Internet. Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These intangibles focus on both personal and professional qualities. Altogether, these categories cover all 12 21st Century skills that contribute to a student’s future career.

Category 1. Learning Skills (The Four C’s) The four C's are by far the most popular 21st Century skills. These skills are also called learning skills. More educators know about these skills because they’re universal needs for any career. They also vary in terms of importance, depending on an individual’s career aspirations. • Critical thinking: Finding solutions to problems. • Creativity: Thinking outside the box • Collaboration: Working with others • Communication: Talking to others Arguably, critical thinking is the most important quality for someone to have in health sciences. In business settings, critical thinking is essential to improvement. It’s the mechanism that weeds out problems and replaces them with fruitful endeavors, It’s what helps students figure stuff out for themselves when they don’t have a teacher at their disposal. Creativity is equally important as a means of adaptation. This skill empowers students to see concepts in a different light, which leads to innovation, In any field, innovation is key to the adaptability and overall success of a company. Learning creativity as a skill requires someone to understand that “the way things have always been done” may have been best 10 years ago — but someday, that has to change. Collaboration means getting students to work together, achieve compromises, and get the best possible results from solving a problem, Collaboration may be the most difficult concept in the four C’s. But once it’s mastered, it can bring companies back from the brink of bankruptcy. The key element of collaboration is willingness. All participants have to be willing to sacrifice parts of their own ideas and adopt others to get results for the company, That means understanding the idea of a “greater good,” which in this case tends to be company-wide success. Finally, communication is the glue that brings all of these educational qualities together.

communication is a requirement for any company to maintain profitability. It’s crucial for students to learn how to effectively convey ideas among different personality types, That has the potential to eliminate confusion in a workplace, which makes your students valuable parts of their teams, departments, and companies. Effective communication is also one of the most underrated soft skills in the United States. For many, it’s viewed as a “given,” and some companies may even take good communication for granted. But when employees communicate poorly, whole projects fall apart. No one can clearly see the objectives they want to achieve. No one can take responsibility because nobody’s claimed it. Without understanding proper communication, students in the 21st Century will lack a pivotal skill to progress their careers. But The four C's are only the beginning. 21st Century skills also require students to understand the information that’s around them. Category 2. Literacy Skills (IMT) Literacy skills are the next category of 21st Century skills. They’re sometimes called IMT skills, and they’re each concerned with a different element in digital comprehension. • Information literacy: Understanding facts, figures, statistics, and data • Media literacy: Understanding the methods and outlets in which information is published • Technology literacy: Understanding the machines that make the Information Age possible Information literacy is the foundational skill. It helps students understand facts, especially data points, that they’ll encounter online. More importantly, it teaches them how to separate fact from fiction.

In an age of chronic misinformation, finding truth online has become a job all on its own. It’s crucial that students can identify honesty on their own, Otherwise, they can fall prey to myths, misconceptions, and outright lies. Media literacy is the practice of identifying publishing methods, outlets, and sources while distinguishing between the ones that are credible and the ones that aren’t, Just like the previous skill, media literacy is helpful for finding truth in a world that’s saturated with information. This is how students find trustworthy sources of information in their lives. Without it, anything that looks credible becomes credible, But with it, they can learn which media outlets or formats to ignore. They also learn which ones to embrace, which is equally important. Last, technology literacy goes another step further to teach students about the machines involved in the Information Age. As computers, cloud programming, and mobile devices become more important to the world, the world needs more people to understand those concepts. Technology literacy gives students the basic information they need to understand what gadgets perform what tasks and why. This understanding removes the intimidating feeling that technology tends to have. After all, if you don’t understand how technology works, it might as well be magic. But technology literacy unmasks the high-powered tools that run today’s world. As a result, students can adapt to the world more effectively. They can play an important role in its evolution. They might even guide its future, But to truly round out a student’s 21st Century skills, they need to learn from a third category.

Category 3. Life Skills (FLIPS) Life skills is the final category. Also called FLIPS, these skills all pertain to someone’s personal life, but they also bleed into professional settings. • Flexibility: Deviating from plans as needed • Leadership: Motivating a team to accomplish a goal • Initiative: Starting projects, strategies, and plans on one’s own • Productivity: Maintaining efficiency in an age of distractions • Social skills: Meeting and networking with others for mutual benefit Flexibility is the expression of someone’s ability to adapt to changing circumstances. This is one of the most challenging qualities to learn for students because it’s based on two uncomfortable ideas: 1. Your way isn’t always the best way 2. You have to know and admit when you’re wrong That’s a struggle for a lot of students, especially in an age when you can know any bit of information at the drop of a hat. Flexibility requires them to show humility and accept that they’ll always have a lot to learn — even when they’re experienced. Still, flexibility is crucial to a student’s long-term success in a career. Knowing when to change, how to change, and how to react to change is a skill that’ll pay dividends for someone’s entire life. It also plays a big role in the next skill in this category. Leadership is someone’s penchant for setting goals, walking a team through the steps required, and achieving those goals collaboratively. Whether someone’s a seasoned entrepreneur or a fresh hire just starting their careers, leadership applies to career. Entry-level workers need leadership skills for several reasons. The most important is that it helps them understand the decisions that managers and business leaders make.

Then, those entry-level employees can apply their leadership skills when they’re promoted to middle management (or the equivalent). This is where 21st Century skill learners can apply the previous skills they’ve learned. It’s also where they get the real-world experience they need to lead entire companies. As they lead individual departments, they can learn the ins and outs of their specific careers. That gives ambitious students the expertise they need to grow professionally and lead whole corporations. Leadership alone isn’t enough to get ahead though. True success also requires initiative, requiring students to be self-starters. Initiative only comes naturally to a handful of people. As a result, students need to learn it to fully succeed. This is one of the hardest skills to learn and practice. Initiative often means working on projects outside of regular working hours. The rewards for students with extreme initiative vary from person to person. Sometimes they’re good grades. Other times they’re new business ventures. Sometimes, it’s spending an extra 30 minutes at their jobs wrapping something up before the weekend. Regardless, initiative is an attribute that earns rewards. It’s especially indicative of someone’s character in terms of work ethic and professional progress. That goes double when initiative is practiced with qualities like flexibility and leadership. Along with initiative, 21st Century skills require students to learn about productivity. That’s a student’s ability to complete work in an appropriate amount of time. In business terms, it’s called “efficiency.” The common goal of any professional — from entry-level employee to CEO — is to get more done in less time. By understanding productivity strategies at every level, students discover the ways in which they work best while gaining an appreciation for how others work as well. That equips them with the practical means to carry out the ideas they determine through flexibility, leadership, and initiative.

Still, there’s one last skill that ties all other 21st Century skills together. Social skills are crucial to the ongoing success of a professional. Business is frequently done through the connections one person makes with others around them. This concept of networking is more active in some industries than others, but proper social skills are excellent tools for forging long-lasting relationships. While these may have been implied in past generations, the rise of social media and instant communications have changed the nature of human interaction. As a result, today’s students possess a wide range of social skills. Some are more socially adept than others. Some are far behind their peers. And some lucky few may be far ahead, as socializing comes naturally to them. But most students need a crash course in social skills at least. Etiquette, manners, politeness, and small talk still play major roles in today’s world. That means some students need to learn them in an educational setting instead of a social setting. For them, it’s another skill to add to their lives. While these skills can be taught at any grade level, its fond that it is most important to teach 21st Century skills in middle or early high school