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7 Global Trends in Education in the 21st Century


The Center for Interactive Learning and Collaboration invited me to give a Spotlight presentation today
via webinar. I took the research Id done on Trends in Language Learning in the 21st Century and
expanded it, examining trends in education as a whole in the 21st Century. The main question I
wanted to answer was:

What trends are occurring in education in both developed and developing nations, at the
primary, secondary and tertiary levels, as well as in adult education regardless of whether
the education is pubic or private, on every continent of the world?

The research is still in progress and so far, 7 main trends have emerged:

1. Technology use and integration Technology will not only enhance education, it will drive
learning of all kinds.

2. Expansion of mobile technology Technology will become increasingly mobile, meaning


that opportunities for learning will and already do exist everywhere, all the time.

3. Asset-based approaches to evaluation At the classroom level (through the use of


portfolios), at the regional or national scale (through the use of benchmarks) and on a multi-national
or international level (through the use of large scale frameworks).

4. Increased creativity Knowledge will be created and co-created, not simply imparted by
teachers. Students are not just taking in facts, they are creating new knowledge.

5. Global approaches to learning Shared interests, curiosity and a hunger for learning are
driving us to reach beyond our own borders.

6. Global mobility Teachers and students are experiencing more of the world, more often,
starting from a younger age.

7. Borderless education The barrier of geography is being transcended by technology,


creativity and a desire to go global.

Check out the slides for the presentation here:

21st Century Global Trends in Education (2010)


Testimonials

This is what participants said about this webinar:

The webinar on Global Trends in Education in the 21st Century was very informative. The easy-to-
understand format presented developing trends in the field of education with a focus on how
technology is impacting learning. I highly recommend using these webinars as a means of keeping
abreast of an ever-changing field. -Debbie Fontenot

Dr. Sarah Eatons informative presentation on Global Trends in Education reflects all of the current
research on best practices for teaching/learning. I applaud her vision as we navigate a new mindset
in education. I would like to think of my colleagues and I as 21st Century Teachers Without Borders.
-Deborah Gavin, The Haverford School, Conshohocken, PA, USA

DESCRIPTION

Global trends in education that apply at the elementary, secondary, tertiary and
adult education levels in many countries across the globe. This was a presentation
hosted by the Center for Interactive Learning and Collaboration in September, 2010.
I highlighted emerging themes from current research I am doing.
Interests: Types, Research
Read on Scribd mobile: iPhone, iPad andAndroid.

Copyright: Attribution Non-Commercial (BY-NC)

Download as PDF, TXT or read online from Scribd

The Four-Pronged Approach


in
Reading Instruction
1. 1. DEVELOPMENTAL READING II Prepared by: Ryan Keith V. Juco Submitted to: Dr.
Constante
2. 2. The Four-Pronged Approach in Reading Instruction
3. 3. The four pronged approached is composed of four parts
4. 4. 1. Genuine Love for Reading
5. 5. The first prong aims to immerse the child in literature and develop a deep and lasting love
for reading. Finding a good interesting story/poem is the first step in this prong. Genuine love
for reading
6. 6. The story/poem should be suitable to the age, interests, and vocabulary level of the
children. The message of the story should be very clear to the teacher. Genuine love for
reading
7. 7. His/her understanding of the material will be the basis of an appropriate objective which
will guide the development of the lesson. The words, phrase, places and important details of
the story which may hinder the childrens understanding of the selection should be identified.
Genuine love for reading
8. 8. Methods of clearing these obstructions should be planned. Unlocking of difficulties may be
made through a variety of ways such as demonstration, concrete objects, drawings and other
forms of representation, verbal/context clues and games. Genuine love for reading
9. 9. To develop a love for reading the child must also have a need desire to read or listen. The
teacher must look for an incident in the story/poem which is familiar to the child. From this, a
question for motivation may be asked so the children may freely share personal experiences
and feelings about it. Genuine love for reading
10. 10. Linking these expressed thoughts and feelings to the story through a similarly phrased
question is resolved differently or not. Thus the children have a motive for listening to the
story. Only after this enthusiasm is kindled, should the story be read to the children. Genuine
love for reading
11. 11. The manner of the story or poetry reading should sustain this interest. The reading of the
story/poem should equal the artistry of the author. Genuine love for reading
12. 12. 2. Critical Thinking
13. 13. After story/poetry reading, the children are asked to answer the motive question. A
discussion then unfolds the events and the beauty of the selection. This discussion should
succeed in imparting the message of the story. Critical thinking
14. 14. The children arrive at this on their own pace of realization guided by the questions of the
teacher. The children are trained to reflect on the story. They soon become accustomed to
critical thinking, the second prong. Critical thinking
15. 15. Creative exercises may follows to elevate the reading/listening activity to a more aesthetic
level when they can interpret the story/poem purely on their own. Through this method of
sharing literature, vocabulary is developed, attention span is lengthened, listening
comprehension is honed and critical thinking, applied daily becomes a habit. Critical thinking
16. 16. 3. Mastery of the structures of the (Filipino/English) Language
17. 17. Mastery of the structures of the (Filipino/English) Language Through this method of
sharing literature, vocabulary is developed, attention span is lengthened, listening
comprehension is honed and critical thinking, applied daily becomes a habit.
18. 18. Mastery of the structures of the (Filipino/English) Language Literature is an excellent
source of examples of good language. The children will catch this language and use it on
their conversations in and out of school.
19. 19. Mastery of the structures of the (Filipino/English) Language The story/poem gives the
children a common experience which they can talk about. Capitalizing on this shared
knowledge and individual security to teach specific language structure will eliminate the
burden of listening and speaking about unrelated topics.
20. 20. Mastery of the structures of the (Filipino/English) Language Using of the content of the
story, the children will be able to practice newly learned language structures.
21. 21. 4. Transfer Stage
22. 22. Transfer Stage In the course of time, children who have become used to listening to
stories will want to read on their own. Opening a book and pretending to read are just some
of the symptoms that tell that a child is ready for beginning reading instruction, or the transfer
stage.
23. 23. Transfer Stage This prong is also panned and implemented as systematically as the
three prongs. This is the prong where reading readiness activities are given to the pupils.
24. 24. Transfer Stage Fuller approach is used as a guide for sequence of teaching the
phonemes. In Filipino, the marungho approach provides the structure.
25. 25. The End I am able to do all things in Him who empowers me. - Philippians 4:13