Follow The Guided

Follow The Guided


Field: Education

Posted: 44 Minutes AgoDue: 05/12/2017Budget:  $8Report Issue



Guided Response: Respond to at least two of your classmates. Share how you might teach the twenty-first century skills they identified in the classroom. Be specific about an activity that would help students gain experience and mastery in these skills. 100 words each










Tiffiny Thompson


Compare and contrast what the authors identify as twenty-first-century skills with what you would identify as twenty-first-century skills.


The term “21st-century skills” is generally used to refer to core competencies like collaboration, digital literacy, critical thinking, and problem-solving that defend believe schools need to teach to help students develop in today’s world


It tells us that there is a new set of skills that any party needs to be successful as learners, community, and representatives in today growing global economy. Today teachers engage students with tools that would forward the development of the 21 century. There is a growing developing body of fact-finding that identifies the 21st century.

Traditionally,  teachers had questioned the whole concept of homework, today there is a different approach, rather than being bored, confused. The classroom structure is different, students get to watch instruction at home, in class, or a lab, they are then learned new skills. Today teaching doesn’t make It’s less easy for the teacher nor less demanding for the child It’s is thought to be more responsibility for the student. Students need to be able to apply their knowledge in compound positions, think critically, and problem solves all around issues.

Share how you might teach the twenty-first-century skills they identified in the classroom.

My explanation of the 21st century is more technology, more time into the child and their learning. It brings more solution and explanation. I believe it is capable of all levels of learning.

21-century skills fit into traditional elements of schooling because every child needs to focus and willing to learn in order for them to strive. One other thing about the 21st century is the east access to certain answer for problems. When a student’s logs on at home. she/he can easily find what they need on the internet. There’s no learning in that aspect. Traditional classroom setting, textbook is required for the student to read and research work. That is one plus about that era. To compare and contrast I believe they both have their pros and cons!

Akeyha Williams

Compare and contrast what the authors identify as twenty-first century skills with what you would identify as twenty-first century skills?

Being able to identify twenty-first century skills in my opinion the teacher must first assess what is needed within the classroom and the skills that students may already obtain. “The underlying assumption is that all children of the same age will learn at the same pace and have the same needs” (Pugach, 2006, p.258). Although, we do have modern-day technology such as a classroom set of ipads that have replaced the textbooks and hand-outs, there is still a need for plain out “traditional learning” if you will. Teachers can adapt to 21st century skills, but it is still a teacher’s responsibility to make sure students are receiving sound education and knowledge rather than just finding a easy way to get the correct answer for their homework. A perfect example would be a math teacher teaching a lesson on fractions and going over a simple strategy on the whiteboard the proper steps one by one to solve the equation. Once the lesson has been taught she or he then assigns an assignment to complete at home. With the new technology students can go home use their laptop or cellular device, click on an app or icon and, “Boom!” the answer can be staring at them right in the face. Now yes, if could be very well be the correct answer, but how are they suppose to learn how to individually break down the fraction showing their teacher their work? It’s impossible if they never have intentions on trying. When this learning sequence is in place, there is more overall interaction between teacher and students, and more interaction between students and each other (Bergmann & Sams, 2012). Technology can be a key source that magnifies interaction with students and their teachers when it comes down to participating in the classroom and building their hunger to want to learn. With the 21st skills rapidly growing and our world changing, taking the advantage of these new skills can in in the end result work out in both favors and increase the low points in education period. With students willing to learn and actually making an attempt to improve their weaknesses and build on their strengths when it comes to their studies gives all more reason to welcome the 21st century skills and be open-minded.

Lastly, discuss how these skills fit into the traditional element of schooling that focuses on ensuring that all students develop the basic skills of reading, writing, and mathematics.

I feel as if these skills can fit into the tradition element of schooling by providing the basic knowledge and defining goals that have learning objectives and standards that students and teachers abide by. The most important thing is to make sure that the information that is being taught is informal, meaningful and straight to the point. Students are able to grasp skills through practice hands-on experience, participation and as funny as it sounds not be afraid to ask questions. Giving clear explanations and examples allows students to be able to grasp what particular skill is being taught, the goal of the teacher is to present the skills and information but most importantly make learning that particular skill “relevant”.


Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society of Technology in Education; Alexandria, VA: ASCD.

Newman, R. (2013). Teaching and Learning in the 21st Century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.

Pugach, M. (2006). Because teaching matters. Danvers, MA: John Wiley & Sons.

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