From Leading to Guiding, Facilitating, and Inspiring: A Needed Shift for the 21st Century

In the 21st-century context, problem solving, creativity, critical thinking, collaboration, and communication are the most valued skills in the workplace. Thus, those in positions often labeled as “leadership” need to make a valuable shift: to guiding, inspiring, and facilitating rather than directing. In this article, I review research on two styles of leadership, transformational and transactional, and relate this research to discussions of the same two types of giftedness. Research on the effectiveness of leaders at engendering creative problem solving has shown the transformational style to be more effective. Leaders are guides in the process rather than the content, facilitators of the gathering and exchange of information from varied sources, and role models as they exhibit effective problem-solving behaviors themselves. As role models, they inspire others to take risks, think innovatively, and collaborate with others. Examples of methods for identifying exceptionally talented leaders and behaviors to observe are provided. In addition, an evidence-based model for igniting, cultivating, extending, and strengthening exceptional talent in leadership is described.

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

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v10i1.27084 ◽

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.

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Workshop Metode Pembelajaran Bahasa Inggris Tingkat SMK se Kabupaten Wonosobo

Surya Abdimas ◽

10.37729/abdimas.v4i1.470 ◽

2020 ◽

Vol 4 (1) ◽

pp. 13-18

Author(s):

Semi Sukarni ◽

Sudar Sudar ◽

Junaedi Setiyono ◽

Zulia Chasanah ◽

Juita Triyana

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Blended Learning ◽

21St Century ◽

21St Century Skills ◽

Problem Based Learning ◽

Creative Problem Solving ◽

Creative Problem

Di era abad 21 ini, pembelajaran bahasa Inggris semakin berkembang. Sekarang peran guru bukan satu- satunya namun ada guru sangat diperlukan untuk memanfaatkan sumber-sumber pembelajaran lain yang dapat memberikan pengalaman belajar kepada siswa. Dengan memaksimalkan peran guru dalam mengkombinasikan sumber-sumber belajar khususnya materi internet diharapkan siswa dapat menguasai 21st century skills yang meliputi critical thinking, collaboration, communication dan creative problem solving. Berangkat dari tujuan untuk meningkatkan skil siswa MGMP Bahasa Inggris SMK Kabupaten Wonosobo bekerja sama dengan tim pengabdian Purworejo mengadakan Workshop Metode Pembelajaran Bahasa Inggris Untuk SMK di Wonosobo. Kegiatan yang melibatkan 45 peserta yang meliputi guru bahasa Inggris dari SMK Negeri dan Swasta. Hasil dari kegiatan ini peserta workshop mendapatkan teknik-teknik dan metode dalam pengelolaan kelas yang meliputi penggunaan metode problem-based learning (PBL), Task-based learning, Inquiry-base learning dan Blended learning, dan sharing based practice pembeljaran speaking dengan game.

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TACTivities

Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-7998-7222-1.ch014 ◽

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.

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PENGEMBANGAN KETERAMPILAN ABAD 21 DALAM PEMBELAJARAN FISIKA DI SEKOLAH MENENGAH ATAS MENGGUNAKAN MODEL CREATIVE PROBLEM SOLVING

10.31219/osf.io/6vwhd ◽

2020 ◽

Author(s):

Lili Nurfatin Nabilah ◽

Nana

Keyword(s):

Critical Thinking ◽

High Schools ◽

Problem Solving ◽

Human Resources ◽

21St Century ◽

21St Century Skills ◽

Learning Model ◽

Creative Problem Solving ◽

Learning Success ◽

Creative Problem

Abstract: The purpose of this paper is to describe the development of 21st century skills in learning physics in high schools using creative problem solving models. This writing is motivated by the demands of the 21st century that education should be able to produce human resources capable of mastering 21st century skills including, critical thinking, communicative, creative and collaborative. The development of 21st century skills can be done by all disciplines, one of them is in learning physics. To develop 21st century skills in learning physics, educators can use creative problem solving models. The method used in this paper is to study literature by studying some literature to be analyzed and made conclusions. The results of this paper conclude that the creative problem solving learning model can be a solution in improving 21st century skills and motivating students to be more active and motivated in their learning success. The creative problem solving model is applied to students in high schools with several steps including clarifying the problem, expressing opinions, evaluating and selecting and implementing.

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21st-Century Competencies in Higher Education

Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6967-2.ch016 ◽

2021 ◽

pp. 293-315

Author(s):

Crystal Neumann ◽

Kathleen M. Stroud ◽

Scott Bailey ◽

Krista Allison ◽

Sarah (Sally) Everts

Keyword(s):

Higher Education ◽

Critical Thinking ◽

Problem Solving ◽

21St Century ◽

Essential Role ◽

Critical Elements ◽

Global Pandemic ◽

Education Environment ◽

Revenue Streams ◽

Collaboration And Communication

In 2020, a global pandemic changed many of the traditional ways in which we interact with people, communicate, care for children, and educate. Many businesses have been forced to find new revenue streams or face imminent closure. Evidence of the importance of 21st-century competencies for leaders in all fields has been highlighted during this crisis. As nations consider the best approach for dealing with a virus, critical thinking, creativity, collaboration, and communication represent four critical elements to ponder. Higher education plays an essential role in preparing the workforce with the skills necessary to succeed in the ever-changing world. Skills associated with reasoning, problem-solving, listening, flexibility, responsibility, innovating, and analyzing must be the focus of higher education institutions. In this chapter, creativity, critical thinking, collaboration, and communication within the higher education environment will be explored. Practical examples will be shared.

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