Education also increases the earning potential of workersan additional year of schooling can improve a persons lifetime wages by 10 percent or more.Education plays four universal roles on societys evolving stage.It: 1. empowers us to contribute to work and society, 2. exercise and develop our personal talents, 3. fulfill our civic responsibilities, and 4. carry our traditions and values forward. These are the great expectations, the big returns we want from our investments ineducation. Or put another way, these are the four universal goals we expect the education of our children to achieve.In the Knowledge Age, brainpower replaces brawnpower, and mechanical horsepower gives way to electronic hertzpower.Four powerful forces are converging and leading us toward new ways of learning for life in the 21stcentury: Knowledge work Thinking tools Digital lifestyles Learning researchThese four forces are simultaneously creating the need for new forms of learning in the 21st century and supplying the tools,Whether you call them digital natives, net geners, netizens, homo zappiens, or something else, it is clear that the membersof the fi rst generation to grow up surrounded by digital media(those now aged eleven to thirty-one) are different from the digital immigrants who learned to do technology later in life.Net geners lifelong immersion in all things digital has giventhem a whole new set of desires and expectations. In a recent studyof more than eleven thousand individuals aged eleven to thirty-one,eight common attitudes, behaviors, and expectations were foundthat clearly distinguish them from their parents.8 They want (andmore than their predecessors of the 1960s, expect) the following: Freedom to choose whats right for them and to expresstheir personal views and individual identity Customization and personalization, the ability to changethings to better suit their own needs Scrutinydetailed, behind-the-scenes analysis so they canfi nd out what the real story is Integrity and openness in their interactions with othersand from organizations like businesses, government, andeducational institutions Entertainment and play to be integrated into their work,learning, and social life Collaboration and relationships to be a vital part of allthey do Speed in communications, getting information, and gettingresponses to questions and messages Innovation in products, services, employers, and schools, andin their own livesThese net gen expectations present new sets of demands on oureducation systemsdemands that are coming from educations clients and customersthe growing ranks of net generation students.A one-size-fits-all factory model and one-way broadcast approach to learning does not work well for these students. Newways to make learning interactive, personalized, collaborative,creative, and innovative are needed to engage and keep net genersactively learning in schools everywhere.

Five key findings from research in the science of learning can be used to direct and guide our efforts to reshape learning to meet our times: Authentic learning (kontekst je bitniji nego to se mislilo - Na livadi pase 20 krava, ako ih 12 ue u talu, koliko ih je ostalo na livadi? Odgovor ni jedna jer i ostale idu zajedno. Koliko je ptica ostalo na grani nakon to je lovac od 4 pogodio dvije. Dekontekstualizirano obrazovanje, i u pogledu konteksta u kojem se prezentiraju problemi (suvie pojednostavljeni i bez stvarne veze sa realnim svijetom) do tog DA OBRAzovanje nije uklopljeno u kontekst - jo uvijek je modelirano za industrijsko doba iako je kontekst u kojem se odvija INFORMtiko drutvo.Transfer iz jednog konteksta U DRUGI esto nije uspjean. Autentiniji kontekst za uenje poveava anse da e nauenoi biti shvaeno, zapameno i primijenjeno na pravi nain u drugim, slinim ili izmijenjenim situacijama. Mental model building Izgradnja, promjena i nain meusobnog povezivanje mentalnih modela u naoj glavi - na pojerajui sistemski pogled na svijet - je u stvari ono na to se uenje i svodi. Zbog urbe da se prezentira i ispredaje novi materijal, esto se previa jako vaan korak pomaganja onome ko ui da novo uporedi sa postojeim mentalnim modelom u svojoj glavi. Internal motivation Multiple intelligences Social learning

Snage koje se odupiru ovim promejnama:Obrazovne politke Industrijskog doba - pruziti obraZOBVANJE NAJVEEM BROJU LJUDI uz to manje trokove (funkcionirale su dobro dok se vremena i kontekst nisu promjenili)Standardizirani testovi koji primarno mjere uspjeno ovladavanje osnovnim vjetinama (itanje i raunanje) ali ne ukljuuju provjeru znanja za vjetine 21 vijekaSama inercija u pogledu naina poduavanja stvorena desetljeima ili stoljeima, u smislu prenosa znanja studentim putem direktnog instruiranja (uprkos sve veem broju nastavnika koji trae dodatnni terning o tome kako da pomognu uenicima da dou do znanja i da ga upotrijebe kroz vlastito istraivanja, radoznalost, propitivanje, i projektno-problemski pristup)

Interes izdavakih kua koje zarauju na tampanim materijalima za uenje (pored izraenih tendencija pojedinih kompanija da se koristi fleksibilni, u potpunosti digitalni pristup obrazovnom sadraju)Bojazan da e naglasak na vjetinama u drugi plan potpuno baciti ili ak zanemariti poznavanje sadraja i injenica (iako je oigledno da su potrebni i jedno i drugo, ne ili ili, nego i i, ne moe se kritiki- misliti ili komunicirati ni o emu)Preferencije samih roditelja da im djeca ue na isti nain na koji su oni uili i imali uspjene karijere. Neshvatanje roditelja da su promjene nune zbog promijenjenog konteksta, koji je drugaiji od onog u kojem su oni uili i radili.

The fi rst set of 21st century skills focuses on critical learning skillsand innovation: Critical thinking and problem solving (expert thinking) Communication and collaboration (complex communicating) Creativity and innovation (applied imagination andin vention) Beyond meeting the new demands of 21st century work, these three skills have long been at the heart of what it takes to become a self-reliant lifelong learner. The ability to ask and answer important questions, to critically review what others say about a subject, to pose and solve problems, to communicate and work with others in learning, and to create new knowledge and innovationsthat help build a better worldthese have always been at the coreof learning and innovation. So we have both timeless universalreasons and urgent practical needs to put these three skill sets onthe top of the 21st century skills list. The revised version of the taxonomy uses the updated termsremember, understand, apply, analyze, evaluate, and create, and itprovides defi nitive proof that, as the authors point out, these processes can be learned at the same time or even in reverse order.6Furthermore, research has shown that combining many of thesethinking skills improves learning outcomes. Creating, applying,remembering, analyzing, understanding, and evaluating can all beused together in rich, well-designed learning activities and projects to improve the effectiveness and longevity of learning results.

kola u vedskoj na koju se na upis prijavljuje godinama unaprijed

Information LiteracyIn the 21st century, everyones level of information literacy and fl uency will need to rise. Whether at work, in school, at home, or inthe community, there will be increasing demands on our ability to Access information effi ciently and effectively Evaluate information critically and competently Use information accurately and creatively

Formative assessmentThe goal of formative assessment is tomonitor student learningto provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work help faculty recognize where students are struggling and address problems immediatelyFormative assessments are generallylow stakes, which means that they have low or no point value. Examples of formative assessments include asking students to: draw a concept map in class to represent their understanding of a topic submit one or two sentences identifying the main point of a lecture turn in a research proposal for early feedbackSummative assessmentThe goal of summative assessment is toevaluate student learningat the end of an instructional unit by comparing it against some standard or benchmark.Summative assessments are oftenhigh stakes, which means that they have a high point value. Examples of summative assessments include: a midterm exam a final project a paper a senior recitalInformation from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

https://www.cmu.edu/teaching/assessment/basics/formative-summative.htmlTeachers who are shifting their practices to meet the needs of our times talk about how theyre remixing the coverage of content with the uncovering of ideas and concepts, and how theyre rebalancing their time between being the sage on the stage, who presents, explains, and answers questions and the guide on the side, who supports students research, discovery, and sharing of their own findings in learning projects. Uitelj kao prepoznavatelj, predavac, podsticatelj, pronalazatelj, prijatelj, pomonik, predvodnik,As one teacher put it, I had to unlearn the idea that teaching was about my content; I had to learn it was about their thinking and their skills.

A one-size-fits-all factory model and one-way broadcast approach to learning does not work well for these students. New ways to make learning 1. interactive, 2. personalized, 3. collaborative,4. creative, and 5. innovative are needed to engage and keep net geners actively learning in schools everywhere.Uitelj - pomonik, predvodnik (dirigent) learning coach a ne lecturerBicikl model projektnog uenja za 21. vijek