ทักษะแห่งอนาคตใหม่: การศึกษาเพื่อศตวรรษที่ 21

by James A. Bellanca, Ron Brandt, วรพจน์ วงศ์กิจรุ่งเรือง (Translator)

เป็นเรื่องที่คนไทยทั้งชาติจะต้องช่วยกันผลักดันให้มีการขับเคลื่อนการเปลี่ยนแปลงในครั้งนี้

หนังสือเล่มนี้สื่อสาระสำคัญยิ่งของการศึกษายุคใหม่ ที่แตกต่างไปจากแนวคิดเดิมๆ โดยสิ้นเชิง นักการศึกษา ครู พ่อแม่ผู้ปกครอง นักเรียน และผู้สนใจคุณภาพของการศึกษาทุกคนควรได้อ่านหนังสือเล่มนี้ เพื่อจะได้ช่วยกันขับเคลื่อนการศึกษาไทยออกไปจากความเชื่อหรือวิถีคิดเก่าๆ ให้การเรียนรู้ในสังคมไทยบรรลุการเรียนรู้ทักษะสำหรับมนุษย์ในศตวรรษที่ 21 ให้จงได้

ในฐานะผู้คลั่งไคล้หนังสือเล่มนี้ ผมยิ่งชื่นใจที่ผู้คนในสังคมไทยจะได้มีหนังสือดี ซึ่งสื่อสาระสำคัญยิ่งของการศึกษายุคใหม่ ที่แตกต่างไปจากแนวคิดเดิมๆ โดยสิ้นเชิง … นักการศึกษา ครู พ่อแม่ผู้ปกครอง นักเรียน และผู้สนใจคุณภาพการศึกษาทุกคนควรได้อ่านหนังสือเล่มนี้ เพื่อจะได้ช่วยกันขับเคลื่อนการศึกษาไทยออกไปจากความเชื่อหรือวิธีคิดเก่าๆ ให้การเรียนรู้ในสังคมไทยบรรลุการเรียนรู้ทักษะสำหรับมนุษย์ในศตวรรษที่ 21 ให้จงได้

ศ.นพ. วิจารณ์ พานิช
ประธานกรรมการมูลนิธิสถาบันส่งเสริมการจัดการความรู้เพื่อสังคม (สคส.)
รองประธานกรรมการมูลนิธีสยามกัมมาจล

Genres: Education, Professional Development, Nonfiction, Technology

496 pages, Paperback

First published April 12, 2010

Reviews

[Kin · Rating 4 out of 5]

ประเทืองปัญญามากครับ ไม่คิดว่าตัวเองจะอ่านจบ แต่เคสต่างๆ ที่ยกมาก็สนุกดี ช่วยให้คิดเกี่ยวกับ ป.บัณฑิต ที่กำลังเรียนอยู่นี่ได้หลายอย่างมากกก

[Sunday · Rating 4 out of 5]

I read six chapters or so in this book. It opened my eyes - to not only more details about the 21st century skills, but to how far behind most of the schools I visit are in reaching implementation of the 21st century skills. Just to note - I'm on board with 21st century learning - think it's fabulous, totally what we need in our schools. That said - after reading these chapters - I feel affirmed in my belief that we need to focus on how to help teachers become 21st century teachers because the wealth of expertise required is incredible.
A few basic notes -
Themes for 21st century learning - global awareness, financial economic business and entrepreneurial literacy, civic literacy, health literacy and environmental literacy; change, conflict, design, structure, justice

Skills include (but not limited to) - creativity and innovation, critical thinking and problem solving, communication and collaboration; learning to learn, control over one's learning,problem based learning, decision making, technology

Technology, technology, technology - and not specific tools like Facebook - but

What I kept thinking about as I read was how skilled a student has to be to achieve these skills. Does that make sense? They have to be proficient readers and writers, listeners, and speakers. I don't think this has to happen before or separately as far as instruction - it has to be embedded. What I would find interesting is a text on what the 21st century teaching looks like in a primary grades classroom...specifically in the context of teaching reading and writing. As I read, I thought, "How does this fit into learning the alphabet? Or developing phonemic awareness?" I have a few ideas I'm going to explore. Anybody game for some inquiry and writing?

[Sahathust Num · Rating 3 out of 5]

เป็นหนังสือที่เนื้อหาแน่นมาก แงะอ่านยากพอสมควร เนื้อเรื่องทันสมัยมาก บอกเล่าเรื่องการศึกษา วิธีสอน และการประเมินที่ต้องปรับ ต้องเปลี่ยนกัน ไม่ใช่เฉพาะคุณครู หรือนักเรียนที่ต้องเปลี่ยน บรรดาผู้ปกครองด้วยที่ต้องทำความเข้าใจ และร่วมมือ

[Karen · Rating 2 out of 5]

Read for an online education class. I can't say that I'd necessarily recommend either experience.

[Lane Avery]

Review of 21st Century Skills: Rethinking How Students Learn
Editors: James Bellanca and Ron Brandt
Solution Tree Press

21st Century Skills: Rethinking How Students Learn deals with the suggestion that new skills are required to learn effectively in the 21st century. The skills are suggested, but, as one reads the book, it becomes apparent that the skills are intuitive and this book attempts to redefine traditional learning concepts.

This book is comprised of 15 chapters from different contributors that range in topics such as educational psychology and technology. The contents of the book are essential for a paradigm shift in education.


Chapter one is the most important chapter. It begins with a look at “Five Minds for the Future.” Howard Gardner suggests that there are five separate ways that a student can grow academically. The first three minds are the disciplined mind, synthesizing mind, and the creating mind. These minds deal with the acquisition of knowledge. The suggestion that these mind be cultivated is the primary focus of chapter one. The contention is that, not only should students’ minds should be cultivated in such a way that students are able to succeed in course work, but that they are also able to learn in ways that incorporate the emerging technologies of the 21st century. The final two minds are those that deal with the the humanity that is presented to the first three minds. The respectful mind and the ethical mind are minds that should develop out of 21st century skills. These minds will enable a complete person; a person who is able to not only empathize, but empathize in a way that is thoughtful. The goal of developing 21th century skills is to use education to as a means to create well-rounded students who are able to use technology to succeed in gaining a complete education.

The rest of the book deals with various aspects of 21st century skills and the challenges that educators face in implementing them. Chapter two deals with policies that will need development with regard to new skill sets. The suggestion that it is not possible to develop new skills in the 21st century without a “deep aligning” of standards, curriculum, instruction, and assessments. This chapter also suggests that education in the United States is lacking the leadership qualities it once had due to a learning model that is now ineffective. Starting with chapter three, the primary focus is on the development of the skills needed in the 21st century. Chapter five deals with new learning environments, while chapters 8-13 deal with using technology to help students gain the skills needed for development of these 21st century skills. The technology aspects explored in these chapters ranges from creating digital content for learning in the academic disciplines to using social networks as learning tools. What comes from these chapters is the realization that the 21st century does call for new skills and the method for conveying these new skills surround adjusting to the new environment of technology. It is not enough to develop new technology for communication, the technology must be used and stretched into creating 21st century skills.

This book is should be considered when developing ideas and policy for education technology for the 21st century. The insights from the authors are very well developed and present a well-rounded discussion of the tools necessary to facilitate a new course in learning. The most important aspect of the book is the consideration of how a student’s mind should be developed. There is no suggestion that students become automatons, rather they should be taught the skills necessary to enable learning from various delivery systems. The old methods of delivering educational content and the subsequent assessment are not as effective as they once were. A new type educational model must be created for students to unlock their full potential.

21st Century Skills: Rethinking How Students Learn is available on Amazon for $23.95. It is available in both print and digital formats..

[Jeff · Rating 4 out of 5]

This collection of essays on 21st century skills by leading thinkers in the field of education are a welcome addition to the growing body of literature calling for an expanded vision of the outcomes of public education. While I agree with much of what is here, I appreciate the diversity of voices and perspectives included which inevitably led to places of dissonance, but in general reaffirmed my commitment to teaching toward a more robust vision of the whole child.

That said I appreciate continuing to grapple with the points of view with which I don't fully agree. Specifically, the emphasis around technology as a means not just a motivator for change sits uneasily with me, but many writers on 21st century skills like Alan November see technology as a panacea for education change and innovation. I prefer Douglas Fisher and Nancy Frey's call around examining the function of technology rather than the specific tool or means of delivery. I am compelled to think about how I craft experiences for students that helpmthem learn to think critically about the means of their work production as well as the substance of their work.

In addition, I really appreciate the authors who balance educational outcomes that address cognitive skills with outcomes of social skills addressing Howard Gardner's ethical and respectful minds as well as the synthesizing, disciplined, and creative minds.

Overall, this book serves well in continuing to inform our dialogue about how best to educate our children.

[Barbara McVeigh · Rating 3 out of 5]

I read this anthology of essays more for professional reasons than personal, ergo the three-star review. The ideas are interesting and thoughtful, but not earth-shattering or provocative.

I'm presently looking at how teachers can create plagiarism-proof assignments and engage students more deeply in learning. Howard Gardner's "Five Minds for the Future" and John Barell's "Problem-based Learning: The Foundation for 21st Century Skills" addressed my concerns most closely, although I found that "Designing New Learning Environments" by Bob Pearlman will be useful to consult with when I am able to redesign my library. For example, he quotes, "Classrooms are out! No more classrooms!" Perhaps the whole school will turn into a learning commons. As well, there will be other essays I will be returning to: "Technology Rich, Information Poor", "Navigating Social Networks as Learning Tools" and "Leadership, Change, and Beyond the 21st Century Skills Agenda". It is a huge collection, and I'm sure there are other issues and ideas to feed the questions of other readers.

The essays are American-centric, but the concepts can be modified and applied to Canadian schools.

[Christine · Rating 4 out of 5]

A good look into the direction of schools post No Child Left Behind. I liked that each chapter was written by a different author each with their own unique role in the advancement of education and finding better ways to learn.

[Megan · Rating 4 out of 5]

This anthology of 21st century education leaders asks why 21st century skills are needed for the future, which skills are most important, and how can schools add these skills in order to get 21st century results. There are different opinions throughout the book, but all with a common thread: we must teach 21st century skills in order to prepare students for the world outside of the classroom. From Gardner to November to Richardson, each chapter brings a new perspective on the challenges and successes of teaching 21 C skills today. It is a great resource that outlines the 21 C movement along with an introduction to the framework. I recommend it to teachers and administrators who are serious about being a change agent.

[Camille · Rating 5 out of 5]

A critical read for all educators and parents! Captures the essence of the issues related to shifting a 19-20 century ed system to now.

[Laurie · Rating 5 out of 5]

Wonderful compilation of the current trends in teacher education research. Love this book!

[Holly Esterline · Rating 4 out of 5]

short, readable chapters packed with relevant, useful information and thought-provoking ideas