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Lifelong learning as a way to deal with 21 st century learning challenges

Lifelong learning as a way to deal with 21 st century learning challenges. Why this topic? Personal and pedagogical interest A vital skill The IBO learner profile. Changes & Challenges. How challenging are 21 st century challenges?

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Lifelong learning as a way to deal with 21 st century learning challenges

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  1. Lifelong learning as a way todeal with 21st century learning challenges Why this topic? Personal and pedagogical interest A vital skill The IBO learner profile

  2. Changes & Challenges • How challenging are 21st century challenges? • How are they different from the ones in the 20th century?

  3. Wisdom as stimulus to act • “If we teach today as we taught yesterday, we rob our students of tomorrow”. (John Dewey 1916) • “The illiterate of the year 2000 will not be the individual who cannot read and write, but the one who cannot learn, unlearn and relearn”. (Elwin Toffler 1970) • In times of change , the learners will inherit the earth … while the knowers will find themselves beautifully equipped to deal with a world that no longer exists. (Eric Hoffer 1942)

  4. Questions to be answered • What skills do we need to teach our Ss? • Are our schools organized in the way to help 21st century learning? • What key values do we expect of the global citizens of the 21st century?

  5. Students to be helped Engage me or enrage me! No connection to the school environment! School is boring and I feel unmotivated!

  6. What would a teacher say? Why am I taught at the speed of other students? Why do I have to memorize information I can look up on my mobile phone? Why do I have to write in school when everyone types in life? Why do I learn a foreign language alongside others who can’t use it?

  7. What is the way out? • To reflect on our learning and teaching. • To enable students to enjoy learning. • To teach individuals not crowds. • What do YOU think?

  8. Knowing brain, knowing how to develop learning • What is brain awareness? • Are we aware of our own hemisphere preferences? • Does the range of classroom learning strategies reflect brain awareness?

  9. Knowing brain, knowing how to develop learning • Memory plays a vital part in the development of the lifelong learner. • Two principals of memory: declarative and procedural. • We remember more by personalizing information, by making it emotionally relevant. See it, Personalize it, Exaggerate it, Connect it and Share it.

  10. Key brain-based principles • Learning is enhanced by challenge and inhibited by threat. • Cognition and emotion are difficult to separate. • Learning involves both focused attention and peripheral perception. • Each brain is unique.

  11. The individuality of the learner . Which learning cycle am I in now? What is my learning type or style? Am I self-aware?

  12. Learning cycles (David Kolb) • Immediate concrete experience (learning from specific experiences, relating to people, being sensitive to feelings and people) • Observations and reflections(observing carefully before making judgments, viewing issues from different perspectives) • Assimilation of new actions(analysing ideas logically, planning systematically) • Teaching of new actions(showing the ability to get things done, taking risks, influencing people and events through action)

  13. Learning types (Honey & Mumford) • Activistsseek instant experience and are generally outgoing. • Pragmatiststry out ideas and enjoy problem-solving. • Reflectorsgather data, stand back and think before acting. • Theoristsdraw conclusions and think things through in logical steps.

  14. Learning preferences and styles • Seeing, reading, pictures –stimulus through color, shape, display – VISUAL • Listening, speaking, debate, lectures – AUDITORY • Touching and doing, moving, acting - KINAESTHETIC

  15. If people are allowed to learn and work through their own styles and find suitable environments for their activities, there is no limit to what human beings can achieve, and they can actually do with much less stress and much more joy.

  16. Areas of learning (B. Prashnig 1998) • Environment(sound, light, temperature) • Sensory(VAK) • Physical (mobility, time, appetite) • Left/right(brain hemisphere) • Attitudinal(motivation, persistence) • Social (groupings, pairs, teams, alone)

  17. Conditions for quality school work (Glasser) • A warm, supportive learning environment • The work is relevant and purposeful • Students are always encouraged to do the best they can • Students are asked to evaluate and improve their own work • Quality work is never destructive

  18. Thinking as a key element of the lifelong learning skills • Socrates – “dialogue” • Plato – testing a belief by logic and reasoning • Descartes – “I think therefore I am”. • Dewey: …all which the school can or need do for students, … is to develop the ability to think.

  19. What is thinking? • Effective thinking– “active, persistent, and careful consideration” • Bad thinking– “unquestioning acceptance of suggestion without analysing evidence”

  20. Thinking skills

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