scholarly journals Changing the Shape of the Library:

2021 ◽  
pp. 135-142
Author(s):  
Marlene Filippi
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Classroom Teacher ◽  
21St Century Learning ◽  
Past Century ◽  
The Past ◽  
Children's Book ◽  
Mind Set ◽  
The Mind

Whilst teaching years 5 and 6 I was once asked to describe my library. My response to this was ‘it rocks’. The staff viewed me quizzically and subsequently moved on to their lunchtime conversation. Little did I know this would be the theme of the 2015 conference? In 2013 I inherited my current library as the stereotypical ‘quiet’, very structured environment of the past century. It was visited by few students during their lunchtime as they required a lunchtime pass (only 6 per class) which was given to them by their classroom teacher. These passes were then collected by library monitors at the door - no pass, no library!Library lessons consisted of 30 minute sessions whereby books were loaned, returned, a story read and the class departed and then the next class arrived to repeat the procedure regardless of age. The schedule was busy as there are 24 classes. There were occasions whereby a book was recommended as a great read and short listed books from the Children’s Book Council were shared. How to change the mind set of both staff and students to see the library and its potential was both my challenge and my goal. It was time to move towards 21st century learning whereby students can develop the skills of creativity, communication, collaboration and critical thinking. This is not rocket science as this is every teacher librarian’s goal. I can successfully say that 2 years later my library rocks and this sentiment is wholeheartedly shared by students, staff and the community.‘So much time and so little to do. Wait a minute. Strike that. Reverse it. Thank you.’ (Willy Wonka, 1971) That was 2014.

European Calvinism: history, providence, and martyrdom

1997 ◽  
Vol 33 ◽  
pp. 227-252
Author(s):  
Andrew Pettegree
Keyword(s):  
Early Modern ◽  
The Past ◽  
Modern Age ◽  
New Beginning ◽  
The Reformation ◽  
Conceptual Problems ◽  
Mind Set ◽  
The Moment ◽  
The Mind ◽  
The Church

For students of the Reformation one of the main conceptual problems is undoubtedly the distance between the mind-set of our age and theirs. We look at the Reformation as a new beginning, the moment when the Church fragmented into competing Churches, and one of the fundamental developments of the Early Modern Age: a term which in itself presents a view of progress and change as one of the determining characteristics of the age.Contemporaries, however, had a very different perception; they saw the movement for evangelical reform as one of renovation and renewal. They believed that they were attempting to recover what was best in the past of the Church, which had since become hopelessly corrupted. With others of their contemporaries they despised innovation. One can surely only understand Martin Luther if one recognizes the depth of his conservatism; that his personal crusade was to a large extent fuelled by a sense of moral outrage and indignation at what the papacy had done to his Church.

scholarly journals La Nueva Argentina

2017 ◽  
Vol 11 (1) ◽  
pp. 45-48
Author(s):  
Melissa Privette
Keyword(s):  
21St Century ◽  
Economic Recession ◽  
Past Century ◽  
The Past ◽  
Financial Position ◽  
Juan Peron

Argentina's recent default is simply another chapter in a saga that stretches back over the past century. To ensure that default and economic recession don’t continue to be the norm in Argentina, its leaders and its people alike must seriously reevaluate the myth of Juan Perón and its relevance in the 21st century world. In order to improve its financial position, Argentina must be willing to relinquish its past views on economic dogma.

METODE BOOK TALK UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KRITIS DAN KOMUNIKASI EKSPRESIF VERBAL PADA ANAK USIA 3-4 TAHUN

2019 ◽  
Vol 20 (2) ◽  
pp. 111
Author(s):  
Niko Sudibjo ◽  
Lia Ratna Sagita Tondok
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Data Collection ◽  
21St Century ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Expressive Communication ◽  
Book Talk

The 21st century learning trends carry several skills that need to be developed, one of which is critical thinking. The purpose of this study was to analyze the use of the Book Talk method in order to foster critical thinking skills and communicate verbally expressive students aged 3-4 years using Indonesian-themed animal books. This Classroom Action Research was conducted in the Nursery class of Rainbow Victory Plus Bekasi school with the number of research subjects as many as 14 students. Data collection was carried out in 3 cycles held in May 2018. The results of this study showed tha Book Talk method was able to increase critical thinking skills and verbal expressive communication of students. However, it was also found that Book Talk was not suitable for certain types of students. Pembelajaran abad ke-21 menuntut keterampilan berpikir kritis dan melakukan komunikasi efektif sebagai syarat keberhasilan. Kemampuan ini perlu dilatih dan diajarkan sejak usia dini. Tujuan penelitian ini adalah untuk menganalisis penggunaan metode Book Talk dalam rangka menumbuhkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa usia 3-4 tahun dengan menggunakan buku cerita berbahasa Indonesia bertema hewan. Penelitian Tindakan Kelas ini dilakukan di kelas Nursery Rainbow sekolah Victory Plus Bekasi dengan jumlah subjek penelitian 14 siswa. Pengambilan data dilakukan dalam 3 siklus yang dilakukan pada Mei 2018. Hasil penelitian ini menunjukan bahwa metode Book Talk dapat meningkatkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa. Meskipun demikian, ditemukan juga bahwa Book Talk kurang cocok untuk beberapa tipe siswa tertentu.

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 ENGLISH TEACHERS’ EFFICACY IN USING PEDAGOGICAL TECHNIQUES TO PROMOTE HIGHER ORDER THINKING SKILLS

2019 ◽  
Vol 6 (2) ◽  
pp. 1-13
Author(s):  
Muhammad Ansori
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Learning Process ◽  
Self Efficacy ◽  
English Teachers ◽  
21St Century Learning ◽  
School Level ◽  
Research Approach ◽  
Pedagogical Techniques ◽  
The Impact

The 21st-century learning demanded students not only to be academically competent but also to master some crucial soft skills needed in today’s challenging world. Promoting and implementing HOTS becomes crucial things to do in the learning process. This study aimed to find out English teachers’ efficacy in using interactive, critical thinking and meta-cognitive pedagogical techniques to promote HOTS in the learning process. This study employed a survey research method. The research approach used is descriptive quantitative. Five Likert-scale questionnaires are used as the instruments for collecting the data. The questionnaires are distributed through the online form to 15 in-service English teachers at the secondary high school level. Furthermore, the data were analysed using a quantitative descriptive data analysis technique. The results of this study indicated that English teachers have high self-efficacy in using interactive, critical thinking, and meta-cognitive pedagogical strategies to promote HOTS in the learning process. The result of this study provides a preliminary understanding about the English teachers’ self-efficacy level in using some meaningful pedagogical techniques to promote HOTS in this 21st-century learning. This understanding will lead to the impact of their implementation in a real teaching context. Exploring their practice in the real classroom context in implementing HOTS becomes a crucial issue for further study.

scholarly journals METODE BOOK TALK UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KRITIS DAN KOMUNIKASI EKSPRESIF VERBAL PADA ANAK USIA 3-4 TAHUN

2019 ◽  
Vol 20 (2) ◽  
pp. 111-125
Author(s):  
Niko Sudibjo ◽  
Lia Ratna Sagita Tondok
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Data Collection ◽  
21St Century ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Expressive Communication ◽  
Book Talk

The 21st century learning trends carry several skills that need to be developed, one of which is critical thinking. The purpose of this study was to analyze the use of the Book Talk method in order to foster critical thinking skills and communicate verbally expressive students aged 3-4 years using Indonesian-themed animal books. This Classroom Action Research was conducted in the Nursery class of Rainbow Victory Plus Bekasi school with the number of research subjects as many as 14 students. Data collection was carried out in 3 cycles held in May 2018. The results of this study showed tha Book Talk method was able to increase critical thinking skills and verbal expressive communication of students. However, it was also found that Book Talk was not suitable for certain types of students. Pembelajaran abad ke-21 menuntut keterampilan berpikir kritis dan melakukan komunikasi efektif sebagai syarat keberhasilan. Kemampuan ini perlu dilatih dan diajarkan sejak usia dini. Tujuan penelitian ini adalah untuk menganalisis penggunaan metode Book Talk dalam rangka menumbuhkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa usia 3-4 tahun dengan menggunakan buku cerita berbahasa Indonesia bertema hewan. Penelitian Tindakan Kelas ini dilakukan di kelas Nursery Rainbow sekolah Victory Plus Bekasi dengan jumlah subjek penelitian 14 siswa. Pengambilan data dilakukan dalam 3 siklus yang dilakukan pada Mei 2018. Hasil penelitian ini menunjukan bahwa metode Book Talk dapat meningkatkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa. Meskipun demikian, ditemukan juga bahwa Book Talk kurang cocok untuk beberapa tipe siswa tertentu.

scholarly journals The Implementation Of Critical Thinking In 21ST Century Learning For Islamic Education

2020 ◽  
Vol 6 (1) ◽  
pp. 81-94
Author(s):  
Zulvia Trinova ◽  
Dinasril Amir ◽  
Pitri Andayani
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Field Research ◽  
21St Century Learning ◽  
Islamic Education ◽  
Qualitative Descriptive

The purpose of this study is to find out how to apply critical thinking in 21st century learning in Islamic Education at SMPN 5 Gunung Talang, Solok. This research is a field research with qualitative descriptive methods. Based on research on the application of critical thinking in 21st Century learning in Islamic Education. The application of critical thinking is seen from the ability of students when thinking critically, students are more active and eager to ask questions, discuss in solving a problem or finding solutions to those problems

Enhancing critical thinking through active learning

2018 ◽  
Vol 8 (1) ◽  
pp. 45-63 ◽  
Author(s):  
Yoko Kusumoto
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
21St Century ◽  
Thinking Skills ◽  
21St Century Learning ◽  
First Century ◽  
Critical Thinking Disposition ◽  
Efl Learners ◽  
Twenty First Century ◽  
Thinking Disposition

Abstract Today the Framework for 21st Century Learning developed by the Partnership for 21st Century Learning (P21) is widely recognized and has been used in the U.S., Canada and New Zealand. P21 defines and illustrates the skills and knowledge students need and states that critical thinking is fundamental for twenty-first century success and essential for success in an academic context. The Organization for Economic Co-operation and Development (OECD) also values the importance of cultivating critical thinking. However, critical thinking is not a part of the EFL curriculum in Japan, and lessons are not focused on the development of meta-cognitive strategies. How do we help students learn foreign languages and twenty-first Century Skills at the same time? Active learning and content and language integrated learning (CLIL) offer such a learning environment where learners enhance their cognitive skills and gain knowledge while they are learning content and language. This paper reports on a study that explores how active learning with CLIL instruction helps Japanese EFL learners to develop critical thinking skills. In the author’s student-centered instruction based class, critical thinking was stimulated with questions based on the revised Bloom’s taxonomy to develop lower and higher order thinking skills while various scaffolding activities were provided. Pretest-posttest results from the Critical Thinking Disposition Scale (CTDS) and the Cornell Critical Thinking Test (CCTT) Level Z were compared to determine to what extent, if any, EFL learners developed critical thinking disposition and skills through active learning in CLIL classes. The results of the CTDS and CCTT suggest that active learning has value for increasing critical thinking.

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