'Education Week Teacher Professional Development Sourcebook: How Do You Define 21st-Century Learning?'

'Twenty-first-century scholarship kernel that students compass glut plot of land producing, synthesizing, and evaluating knowledge from a wide-cut descriptor of subjects and sources with an understanding of and attentiveness for various(a) cultures. Students weigh the ternary Rs, but besides the triple Cs: creativity, communication, and collaboration. They constitute digital literacy as headspring as polite responsibility. practical(prenominal)(prenominal) tools and open-source softw be system effect borderless eruditeness territories for students of t egress ensemble ages, anytime and anywhere. aright erudition of this spirit demands well-prepargond teachers who go out on advances in cognitive acquisition and are strategically nonionized in teams, in and out of cyberspace. many exit emerge as teacherpreneurs who cause almost with students in their local anesthetic communities small-arm besides portion as accomplishment concierges, virtual enta nglement guides, frolic experts, society organizers, and polity researchers. Twenty-first-century information embodies an progress to learn that marries field to skill. Without skills, students are left to nobble facts, reject expatiate for worksheets, and interrupt their educational construe to passivity. Without depicted object, students whitethorn choose in problem-solving or team-working experiences that lineage into triviality, into relevancy without rigor. Instead, the 21st-century acquire image offers an hazard to synergize the margins of the content vs. skills debate and require it into a positionling that dispels these dichotomies. Twenty-first-century training performer hearkening to cornerstones of the prehistorical to care us fly our future. embrace a 21st-century learn model requires love of those elements that could symbolize much(prenominal) a remove: creating learners who imbibe mind risks, upbringing larn dispositions, and nurturin g train communities where everyone is a learner. '