PED-110-BALIDA_124246

Module 2
(Last part)
BALIDA
Implications to Educators
The advent of 21 Century skill enhancement among learners bring the following
implications to educators in:
1. Successfully complementing technologies to content and pedagogy and developing

the ability to creatively use technologies to meet specific learning needs.
2. Aligning instruction with standards, particularly those that embody 21st Century
knowledge and skills.
3. Balancing direct instruction strategically with project- oriented teaching methods.
4. Applying child and adolescent development knowledge to educator preparation and
education policy.
5. Using a range of assessment strategies to evaluate student performance and
differentiate instruction (including but not limited to formative, portfolio-based,
curriculum- embedded and summative).
6. Participating actively in learning communities, tapping the
expertise within a school or school district through coaching,
mentoring, knowledge-sharing, and team teaching.
7. Acting as mentors and peer coaches with fellow educators.
8. Using a range of strategies (such as formative assessments)
to reach diverse students and to create environments that
support differentiated teaching and learning.
9. Pursuing continuous learning opportunities and embracing
career-long learning as professional ethics (AACTE, 2010).
10. Establishing a conducive learning environment where
learners can freely express themselves and explore their
potentials and capacities.
Implications to Pre-service Teacher Preparation
There is a need to understand the key elements of optimum curricula that
will help pre-service teachers develop the dispositions, habits of mind and
confidence to enable students to develop 21st Century skills in a range of core
academic subject areas.
Since schools get rid of a one-size-fits-all system, therefore, pre- service

teachers are expected to play an active role in developing and organizing
content and instruction for their students.
AACTE (2010) asserts that a 21" Century approach to curriculum is about

more than just adding an extra course or extra class time in the curriculum.
Thus, pre-service teachers benefit from the ability to fully explore and
understand how to develop and use curriculum for deep understanding and
mastery of academic subject knowledge and 21 Century skills.
As a starting point, a teacher education program can be
aligned with student and teacher standards in ways that blend
thinking and innovation skills, ICT literacy, and life and career
skills in the context of all academic subjects and across
interdisciplinary themes.
An effective 21st Century skills approach to curriculum, in
other words, is designed for understanding (McTighe and
Wiggins, 2005 in AACTE, 2010). The program's curriculum will
be most beneficial to pre-service teachers if it is designed to
produce deep understanding and authentic application of 21
Century skills in all subject areas.
Instructional models are an important component of any
teacher preparation program. AACTE (2010) pointed out that
the integration of innovative and research-proven teaching
strategies, modern learning technologies and real-world
resources and contexts are all imperative in:
1. Integrating "teach for understanding" principles. When
pre-service teachers can prepare and present lessons that can
develop students' essential concepts and skills with the
integration of technologies, the latter can reciprocally
demonstrate critical thinking and problem-solving in class.
2. Creating rich practice teaching experiences. Strong
practice teaching experiences allow pre-service teachers to
connect theory and practice.
3. Creating dynamic learning communities and peer mentoring
networks. Pre-service teachers benefit greatly from service-learning
as part of their experiential learning courses. It provides time to
reflect on relevant pedagogic strategies that enhance 21 Century
skills in classroom practice.
4. Examining the role of content, pedagogy and technologies
in developing higher-order thinking skills. The ability to teach for
content mastery is a challenging task for most pre- service teachers.
Teaching for content mastery (1) supports a range of high-quality
standardized testing along formative and summative assessments;
(2) emphasizes useful feedback on student performance; (3) requires
balanced technology-enhanced, formative and summative
assessments: (4) enables development of student portfolios that
demonstrate mastery of 21st Century knowledge and skills; and (5)
enables a balanced score card to assess the educational system's
effectiveness.
Teacher preparation programs can play a vital role in developing education leaders who
understand and can influence current trends assessment through: (1) research and
evaluation test for innovative approaches, (2) 21st Century knowledge and skills
assessment strategies; and (3) mastery of a wide range of student assessment methods.
The learning environment within the teacher preparation program is a key component
of any systemic reform initiative. Determining the enabling structures, policies and
strategies that can best support 21st Century skills acquisition among pre-service teachers
is a step towards creating a kind of environment that will promote 21st Century learning.
The following are initiatives in creating 21st Century teacher education learning
environment (1) Establish a 21st Century vision for learning environments in the program
and the university. (2) Ensure that the physical infrastructure supports 21st Century
knowledge and skills; (3) Practice flexibility in time for project-based work and
competency-based assessment; (4) Ensure technical infrastructure that sufficiently
supports learning, and (5) Strengthen networking engagement in the learning
environment.
Partnerships are extraordinarily important in the work of transforming
21st Century teacher preparation programs Along the line, teamwork within
the program and the institution is imperative for sustainability and
development. The partnership forged with community leaders, business
industry, professional associations, government agencies, non-government
organizations, other institutions, parents, other stakeholders and the
community creates high impact outcome.
The powerful partnerships are created through strong collaboration
towards enabling innovation in the teaching and learning for the 21st
Century.
Continuous improvement represents willingness to commit to
revisiting the process over time. For AACTE (2010), any implementation
effort should include continuous improvement steps to wit: (1) Clearly
identify measurable goals: (2) Track progress regularly against these goals;
(3) Communicate progress to all stakeholders, and (4) Engage all
participants in refining and improving success over time (AACTE, 2010).

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Module 2

1. Successfully complementing technologies to content and pedagogy and developing

Since schools get rid of a one-size-fits-all system, therefore, pre- service

AACTE (2010) asserts that a 21" Century approach to curriculum is about

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