scholarly journals Writing Through the 4Cs in the Content Areas – Integrating Creativity, Critical Thinking, Collaboration and Communication

2018 ◽  
Author(s):  
Randa Saliba Chidiac ◽  
Laurence Ajaka
Keyword(s):  
Critical Thinking ◽  
Content Areas ◽  
Collaboration And Communication

scholarly journals Analysis of Teachers' Resources for Integrating the Skills of Creativity and Innovation, Critical Thinking and Problem Solving, Collaboration, and Communication in Science Classrooms

2021 ◽  
Vol 10 (1) ◽  
pp. 92-102
Author(s):  
E. Haryani ◽  
W. W. Coben ◽  
B. A-S. Pleasants ◽  
M. K. Fetters
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Science Teachers ◽  
21St Century ◽  
Professional Education ◽  
Science Instruction ◽  
Cultural Knowledge ◽  
High School Science ◽  
Collaboration And Communication ◽  
Creativity And Innovation

The significance of learners acquiring the skills required in the 21st century, including communication skills, teamwork, ICT-related skills and socio-cultural knowledge, imagination, critical thinking, and problem-solving, has been extensively discussed. Integrating the 21st century into the curriculum requires teachers to have knowledge and resources to foster classroom practices. This qualitative study was designed to explore the resources that Indonesian science teachers use in supporting the implementation of the skills of creativity and innovation, critical thinking and problem solving, collaboration, and communication (4Cs) integrated science instruction. Data analyses include surveys, audio recordings of smalls and large group discussions, and group discussion artifacts of 28 Indonesia vocational high school science teachers to identify the type of resources that teachers have had access to support the integration of 4C into science instruction and the extent to which these resources promote the 4C integration into science instruction. The analysis indicates that teachers use multiple resources to help them prepare for 4C integration into teaching practices, including various professional development (PD) programs, various teacher collaborations, curriculum guidelines, and open resources. Teachers found that Teacher Professional Education (TPE) was the most favorable PD program, and curriculum guideline was the least effective for advancing 4C integration. Implications are discussed further.

scholarly journals Teaching the 21st Century Skills (4Cs) in English Literacy Activities in SMKN 1 Singaraja in Academic Year 2019/2020

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
I Putu Ratama ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
21St Century Skills ◽  
Reading Program ◽  
Literacy Program ◽  
Literacy Activities ◽  
English Literacy ◽  
Reading Response ◽  
Collaboration And Communication

Literacy program has been echoed by the Minister of education and culture since 2015. Teaching other skills in the implementation of literacy activities are crucial to prepare the students to compete in working field, especially in Vocational School. This study aimed to investigate (1) the kinds of English literacy activities implemented in SMKN 1 Singaraja, (2) how to teach the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja which consisted of preparation, steps and assessment of the 4Cs skills, (3) Teachers’ challenges while teaching the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja. The design of this research was descriptive qualitative. The setting of this research was SMKN 1 Singaraja and the subjects of this research were 120 students and 3 teachers in this school. The techniques of data collection were observation, interview, note taking, document analysis and documentation. The finding showed that (1) there were five English literacy activities implemented in this school namely, reading response journal, news reading program, guiding object commentary, travel itinerary writing and cooperative literacy program. (2) In the implementation of those English literacy activities, the teachers taught the 21st century skills (4Cs). In reading response journal, the 21st century skills taught were critical thinking, collaboration and communication skills. In news reading program and cooperative literacy program, all of those 21st century skills (4Cs) were taught.  In, guiding object commentary, there were three 21st century skills were taught namely critical thinking, creativity and communication skills. At last, there were three skills were taught in travel itinerary writing namely critical thinking, collaboration and creativity skills (3) In teaching the 21st century skills, the teachers still had challenges in teaching critical thinking, collaboration and communication skills. There was no challenge in teaching creativity skill in English literacy activities. This research was expected to be beneficial for the policymaker, schools, and teachers who had big effort in implementing effective literacy program in schools. Those activities and ways of teaching the 21st century skills could be adopted in order to enhance the level of literacy program.

The Role of Technology in Providing Effective Gifted Education Services in Clustered Classrooms

2016 ◽  
pp. 550-568
Author(s):  
Geri Collins ◽  
Jeffrey Hall ◽  
Bridget Taylor
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Gifted Education ◽  
Lesson Plan ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Problem Solving Skills ◽  
Content Areas ◽  
Education Services

The purpose of this chapter is to examine the rationale of clustered classrooms and to explore methods of using technology to enhance the educational outcomes of gifted students in clustered classrooms. The need for this training is great because clustered classrooms can help teachers overcome the problems associated with mixed-ability groupings, tight budgets, and accusations of elitism that often plague gifted education services (Brulles & Winebrenner, 2012). The chapter includes research-based strategies for facilitating clustered classrooms, provides ideas for incorporating technology across multiple content areas, identifies what exemplary student products should look like, and offers a sample lesson plan that can be adapted to cultivate problem-solving skills, critical thinking, and collaboration in a clustered classroom. By highlighting and examining these issues, the authors hope that more teachers will utilize the clustered classroom model, providing outstanding educational opportunities that can benefit all students.

CHARACTERISTICS OF THE 21ST CENTURY LEARNING IN THE PRACTICE OF GENERAL EDUCATION OF LATVIA

2016 ◽  
pp. 24
Author(s):  
Aija Ozola
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
21St Century ◽  
21St Century Learning ◽  
Educational Institutions ◽  
Theoretical Knowledge ◽  
Self Assessment ◽  
Economic Changes ◽  
Collaboration And Communication ◽  
Assessment Reports

Today’s rapid socio-economic changes are closely correlated with the development of education, identifying the need for new educational content and new kind of collaboration in education. In theoretical knowledge the term “21st century learning” and its content reflects the essence of changes in the context of collaboration, communication, creativity and critical thinking. The goal of the research is to identify the characteristics of 21st century learning in the practice of general education of Latvia. The analysis of theoretical literature and qualitative analysis of documentation has been used. A case study of the practice of general education of Latvia based on the theoretical knowledge was implemented using content analysis of the self-assessment reports of educational institutions. Main characteristics of the 21st century learning in the institutions of general education were identified by structuring the chosen content units. Self-assessment reports of the institutions of general education of Latvia demonstrate a comprehensive understanding of the core and content of the 21st century learning. Educational institutions focus on the development of the main categories of the 21st century learning, such as collaboration and communication, creativity and critical thinking.

scholarly journals The Key Element of Modeling Instruction’s Learning Cycle in 21th Century Skills Learning Process

2019 ◽  
Vol 4 (1) ◽  
pp. 52-59
Author(s):  
Imam Wicaksono
Keyword(s):  
Critical Thinking ◽  
Skills Training ◽  
Learning Model ◽  
Communication Training ◽  
Learning Cycle ◽  
Profile Data ◽  
Modeling Instruction ◽  
Collaboration And Communication ◽  
Skills Learning ◽  
Creativity And Innovation

This research aim to know:1)implementation of modeling instruction in student’s critical thinking, collaboration, creativity and innovation, and communication skill’s training; 2)Modeling instruction’s key element in 21 century skills training. This research uses previous research data in student’s collaboration and communication profile. Data for Critical thinking and creativity and innovation uses learning implementation’s material in previous research and other reference. Subject research is 7th grade student in 2018/2019 year periode. Data analysed in quantitative methode. Modeling instruction is integrated in 2 different learning model, inquiry and STEM. Student’s skill in collaboration and communication change in different quantity of student’s criteria. Student’s proportion in “below standart” criteria  is same, in “approaching standart” criteria, student in inquiry have less proportion than in STEM, but in “qualified standart” criteria inquiry have more proportion than STEM. In critical thinking and creativity and innovation, both learning model contain activity to train this skills. STEM have more proportion than inquiry, hinger complexity and more modeling instruction’s learning cycle. Research conclution are:1)Modeling instruction can implemented in student’s critical thinking, collaboration, creativity and innovation and communication training; 2)Modeling instruction’s key element in 21st Century Skills training is flexibility, compability , and repeatable and continuity of the learning cycle.

scholarly journals Strategi untuk Membantu Meningkatkan Perencanaan Karier Siswa di Era Revolusi Industri 4.0

2020 ◽  
Vol 5 (1) ◽  
pp. 28-33
Author(s):  
Parid Rilo Pambudi ◽  
Muslihati Muslihati ◽  
Blasius Boli Lasan
Keyword(s):  
Critical Thinking ◽  
Collaboration And Communication

Perkembangan Ilmu Pengetahuan dan Teknologi yang sangat pesat, tentunya berimbas pada tantangan dan persaingan global yang dihadapi oleh setiap negara, salah satunya Indonesia. Oleh karenanya sumber daya manusia yang berkualitas sangat diperlukan. Sumber daya manusia yang berkualitas  dibentuk melalui pendidikan Terdapat lima karakter utama yang ditingkatkan dan harus dimiliki oleh siswa dalam Penguatan Pendidikan Karakter (PPK). Karakter tersebut wajib dimiliki oleh siswa era revolusi industri 4.0 agar dapat terjun ke dunia kerja dan siap berkompetisi dengan negara lain. Setiap siswa pastinya menginginkan suatu karier yang cemerlang, dan karier tersebut diwujudkan dengan suatu usaha dan direncanakan secara matang. Segala upaya yang dilaksanakan konselor dalam membantu siswa untuk merencanakan studi lanjut maupun kariernya tidak akan berhasil tanpa adanya strategi yang tepat. Strategi untuk meningkatkan kemampuan perencanaan karier siswa di era revolusi industri 4.0 adalah Four C’s yang merupakan strategi berbasis bimbingan. Four C’s merupakan strategi untuk meningkatkan kemampuan berpikir tingkat tinggi (critical thinking, creativity, collaboration, and communication).

TACTivities

2021 ◽  
pp. 278-296
Author(s):  
Angie Hodge-Zickerman ◽  
Eric Stade ◽  
Cindy S. York
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Problem Solving ◽  
Learning Environments ◽  
Subject Area ◽  
Online Learning Environments ◽  
Specific Content ◽  
Tactile Learning ◽  
Creative Problem ◽  
Collaboration And Communication

The need to keep students engaged is particularly acute in virtual environments. In this chapter, the authors describe TACTivities (learning activities with tactile components), designed to help encourage student participation, collaboration, and communication. Originally developed for in-person instruction, TACTivities are readily adaptable to online learning environments. TACTivities are intended to foster a sense of play, creative problem-solving, and exploration among the students who undertake to complete these tasks, and also among the teachers who design them. Unlike other tactile learning ventures, which may involve various kinds of physical props, TACTivities entail only moveable pieces of paper, or electronic equivalents. This feature means that TACTivities are quite portable, and they are easily implemented, shared, and modified (particularly in remote settings). Further, TACTivities allow for inclusion of discipline-specific content, language, and formalism, while still cultivating physical engagement in problem-solving and critical thinking in any subject area.

scholarly journals Analysis of student needs of the mathematics club (MC) as a co-curricular activities as an effort to grow up 4C skills

2020 ◽  
Vol 6 (2) ◽  
pp. 215-223
Author(s):  
Nurita Primasatya ◽  
Ilmawati Fahmi Imron
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Day Schools ◽  
Exploratory Research ◽  
Student Needs ◽  
Cocurricular Activities ◽  
Collaboration And Communication ◽  
Full Day ◽  
Good Preparation

In the industrial revolution 4.0, 4C’s skills (critical thinking, creative thinking, collaboration, and communication) are essential for the students. Therefore, starting from elementary school, these skills need to be cultivated. According to Permendikbud No. 23 of 2017, there are 3 activities that must carry out, namely intra-curricular, co-curricular, and extra-curricular. Like intra-curricular activities, co-curricular activities should be structured and systematic as intra-curricular that have teaching material. However, the reality is a lot of school don’t have a good preparation for doing co-curricular. Co-curricular is the activities of deepening the material (indicator) there are in intra-curricular, so the material presented in co-curricular activities must be the material that is difficult or that needs enrichment. One of the materials that requires enrichment is mathematics. It is because mathematics has contained difficult material and is usually feared by the students. This article will specifically discuss the needs of students in full-day schools whose co-curricular activities in Mathematics Club (MC) are an cultivate 4C’s skills. The method used exploratory research method. The result of this research found that Schools needed activities such as Mathematics Club because the schools had not implemented cocurricular activities optimally. Di era revolusi industry 4.0, keterampilan 4C (critical thinking, creative thinking, collaboration, and communication) penting untuk dimiliki siswa. Oleh karena itu, mulai dari tingkat sekolah dasar, kemampuan ini perlu ditumbuhkan. Sesuai Permendibud No 23 tahun 2017 terdapat 3 kegiatan yang harus dilakukan sekolah yakni intrakurikuler, kokurikuler, dan ekstrakurikuler. Layaknya kegiatan intrakurikuler, kegiatan kokurikuler seharusnya juga tersusun secara terstruktur dan sistematis disertai dengan bahan ajarnya. Namun, kenyataannya sekolah belum memiliki kesiapan yang maksimal terkait dengan perancangan dan pelaksanaan kegiatan kokurikuler tersebut. Kegiatan kokurikuler adalah kegiatan pendalaman materi (indikator) yang ada dalam kegiatan intrakurikuler, jadi materi yang disajikan dalam kegiatan kokurikuler haruslah materi yang sulit atau butuh pengayaan. Salah satu materi yang membutuhkan pengayaan adalah materi matematika. Hal ini dikarenakan matematika selalu menjadi materi yang sulit dan ditakuti siswa. Artikel ini secara spesifik akan membahas kebutuhan siswa di sekolah full day terhadap kegiatan kokurikuler mathematics club sebagai upaya menumbuhkan keterampilan 4C. Metode yang digunakan dalam penelitian ini adalah metode penelitian eksploratif dimana peneliti melakukan observasi dan wawancara secara mendalam terhadap kebutuhan sekolah terhadap kegitan kokurikuler Mathematics Club. Hasil penelitian menemukan bahwa sekolah membutuhkan kegiatan seperti Mathematics Club karena sekolah belum menerapkan kegiatan kokurikuler secara maksimal.

scholarly journals Development And Motivation In/For Critical Thinking

2014 ◽  
Vol 11 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Larry W. Riggs ◽  
Sandra Hellyer-Riggs
Keyword(s):  
Critical Thinking ◽  
Social World ◽  
Stage Theory ◽  
Contemporary Society ◽  
Crucial Point ◽  
Content Areas ◽  
Course Content ◽  
Actual Role ◽  
The Social

An explicit link between the issues of development and critical thinking is provided by Elder and Paul (1996). In their stage theory of critical thinking, Elder and Paul argued that the first stage beyond unreflective thinking is that of the challenged thinker. The challenged thinker is one who has become aware of the actual role of thinking in life and of significant problems caused by unreflective thinking. This is in accord with our experience, which we will describe and analyze in this article. History and contemporary society are saturated with and driven by thinking, much of which is developmentally immature and disastrous. Scriven and Paul (1987) made the crucial point that shoddy thinking is costly. Our approach to fostering critical thinking deals with the issue of motivation to think critically by focusing on the costs of not doing so. We agree with McPeck (1994) that some course content areas are more suitable than others for fostering critical thinking. In the courses we will describe here, we are able to challenge students to think about issues that have significant impact in the social world. Our goal is to move students to recognize that they can, and should, become critical thinkers and that recognizing meaningful challenges is the first developmental step.

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