WK 8 Reflection: Transitioning from Knowledge to Synthesis

A curriculum that is filled with rigorous and relevant lessons is necessary for the 21st Century classroom and work environment. This includes a deep knowledge of how to use the internet and the resources that are provided to users. It involves more than just a simple click on a Uniform Resource Locator (URL). Students must also be taught how to engage in deep questioning. After this, a correct method of evaluation of student learning when they are doing projects is necessary.
Before the lessons can be vigorous and relevant, activating prior knowledge is of great importance in regards to reading before inquiry can take place. “Inquiry is not just questioning but questioning into something”. When learners engage in such a task, they are lead to deep “exploration” which then leads to other questions (Thornburg, 2004). Before students can start their journey into “questioning something”, they have to start with a basic question. Some students may encounter various challenges in regards to time management when developing questions that will guide their inquiry projects, while others will choose to focus their attention elsewhere instead of using it to work on their project. In this instance, additional teacher supervision may be necessary. The teacher may step in and help the students that are struggling to create a timetable that all individuals can use to monitor the project.
The usage of a rubric is one way in which educators can assess learning accurately not only for content assessment but for projects as well. Before a rubric can be used for assessment of the knowledge or skills acquired, students must be taught certain things. As students are searching through various sources for the necessary information to complete their projects, their teachers can evaluate these tasks with a step by step process. For example, as students are searching the different websites for facts, their teacher could have them use a check sheet to guide them. This sheet can have information such as whether or not they are using information from a reliable website. Also, they must keep a close watch on the “truthfulness” and “usefulness” of the written information (Eagleton & Dobler, 2007). This includes knowing whether or not the author of the information is trustworthy and how much of the information will be helpful when putting the project together.
People who are fluent in 21st Century Skills have the ability to function amazingly well in this “information age” (Juke, 2007). These individuals must be skilled in communicating with people of various cultures and think critically after listening keenly to a conversation. In addition to these skills, they must also know how to communicate nonverbally. Furthermore, being a visual learner does not hurt those who are fluent in 21st Century skills. They must be able to comprehend what was taught and then present the information to others creatively and intelligently.
Since 21st Century skills are necessary for success in a technologically enhanced world, educators must learn how to integrate these skills into their curriculums even when they are not at the forefront of the curriculum or district. When the ideas mentioned earlier are accomplished, they will lead to creativity within the learning environment and later in life.












Reference

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Located at http://www.committedsardine.com/handouts/twca.pdf.


Thornburg, D. (2004). Inquiry: The art of helping students ask good questions. (Executive Briefing No. 402). Retrieved from http://www.tcpdpodcast.org/briefings/inquiry.pdf