BLENDED LEARNING
The term Blended is self-explanatory. It usually At present, our means and needs are:
means a mixture of two or more things;
Blended Learning means a mixture of various
learning styles, modals, types, etc.
Blended learning is learning that is facilitated by
the effective combination of different modes of
delivery, models of teaching and styles of
learning & applying them in an interactively
meaningful learning environment
What comprises Blended Learning?
Classroom Training | Web-based Training |
Webinars | CD-ROM Courses | Video | EPSS
Systems | Simulations | Mobile Learning and
much more
There is no fixed formula for the use of technologies in
Blended Learning program. Variations exist due to the
nature of the course content, the learning objectives
and learners profiles
Its all about the right blend. It depends on analysis of
the learners requirements, their level of
understanding, competencies at stake, the nature &
location of the audience & resources available
Why Blended Learning?
To bring this change we use or adopt the most suitable
strategy that sits atop three basic pillars:
Learning Strategy
1. objectives
2. learner
3. content
What are Blended Learning Strategies?
In ancient time in Asian sub-continent, blended learning
had an amalgam of various elements:
Imparting of theoretical knowledge in a
classroom like atmosphere but instead under a
tree.
Combat and physical skills in the playground
A daily undertaking of household chores of the
teacher.
At that time, Blended learning was learning three
different areas of knowledge under the aegis of one
teacher and also under one roof.
Current Scenario
1. Advanced technology
2. Increased complexity of learning content
3. Competitive expectations from learners
4. Geographical distribution of learners
5. Less time, more task
6. Cost, etc
Elements of Blended Learning
Today, the blended learning is mix of following
elements:
1. Content
2. Trainer
3. Technology
Community
A learning management system helps develop a better
feel for an online community where discussions can be
held to better aid students. This Virtual Learning
Environment helps connect professors with students
without physically being present, thus making this a
'Virtual Cafe'. Many schools use this online tool for
online classes, class work, question & answer forums,
and other school related work. Blended learning yielded
positive results from the online community. Such results
were compared and showed similar results from that of
Alcoholics Anonymous and Weight Watchers.
Digital Natives
Students who were born in the last twenty years in first
world countries are often known as Digital Natives.
Because of the integration of technology into their lives,
Digital Natives are thought to be adept users of
technology. Use of mobile technologies including tablets
and cell phones allow digital natives to access
information quickly, so that it is feasible for blended
learning to become part of the digital natives learning
process. The main difference between digital natives
and those born prior to this era is that digital natives are
active users of IT, they create and share their own work,
as opposed to being passive consumers of the work of
other digital non-natives.
ADVANTAGES
1. From passive learning to active learning
The focus of the classroom shifts from a presentational
format to one of active learning. This involves putting
learners in situations which compel them to read,
speak, listen and think.
2. Offers learners the opportunity to be both
together and apart
The model of blended learning emphasizes bringing
together of the online and face-to-face classroom
components.
3. Adds humanness to your teaching
Interactive content enables you to create high interest,
accountability, and real assessment.
4. Enhances individualization, personalization
and relevancy
Lets trainers tailor learning content to the unique needs
of different audience segments.
Some advantages of classroom are that in a classroom
environment:
Disadvantages of Self faced on line
Students motivation increases due to face-to-
face interaction between the student and the
educator as well as the students themselves
Instructors or facilitators are more responsive
to individual needs, concerns, or unexpected
questions
Laboratory exercises, hands-on workshop
activities can provide real-time experiences
Improve Team building capabilities
Some disadvantages of classroom are:
The quality of the learning relies on skills and
preparation of the instructor
Advantages of CD ROM
Since Class cannot be scheduled around work
and family, therefore scheduling conflict often
occur.
Information is not available to a more
geographically diverse audience, therefore less
diverse or limited audience can attend
Disadvantages of CD ROM
Increased time away from workplace due to
traveling
Physical capabilities of classroom may limit for
large groups of students to enroll at the same
time
Advantages of Self faced on line
Learners have flexibility to learn at anytime and
anywhere
Since there is no travel required, therefore
students can save time. Students do not have to
spend 2 hours in a lecture hall waiting for the
15 minutes of content they really want.
Self-paced on-line learning is less costly than
traditional
Allow the learner to make choices and use their
time in a way they feel is valuable (learner
control)
Allows students to select learning materials, or
to be directed to content that meets their level
of knowledge, interest and what they need to
know to perform more effectively in their
particular activity.
Bandwidth issues restrict rich presentation
options and high interactivity
Lack of face to face interaction
Longer developmental time
Costly for small groups
Lack of independency, self-awareness, Self-
discipline, motivation, organization can result
high drop-outs
Substantial cost savings due to elimination of
travel expenses.
Rich presentation options and high interactivity
make it more engaging
Fast access time: no waiting for slow internet
downloads or dropped connections
Content cannot be updated or distributed easily
as web based materials. Once a CD-ROM is
created, the information on it cannot be
changed.
Lack of peer-to-peer learning opportunities
 High development cost
Some advantages of videoconferencing:
Savings can be significant when compared to
expenses associated with travel to short
meetings, the
Increased participation due to elimination of
travel
Less cumbersome to deal with multiple
participants when compared to an audio-only
conference. Facial expressions and body
language facilitate communication among the
personalities. Enable high levels of interaction
such as asking for immediate
feedback/opinions, answering impromptu
questions (visual)
Some disadvantages of videoconferencing:
In order to get high quality you need better
equipment and better connection which can be
costly.
Require technical support team e.g., site
facilitators are necessary to ensure the
equipment works properly at the receiving
stations.
Current Trends in Blended Learning
Lets understand latest trends in blended learning
through following four cases:
1. Training ground level resources at an electrical
facility
2. Sales executive training in a multinational
company
3. Students learning in university campus
4. Training on assessing business opportunities for
CEOs
Training ground level resources at an electrical facility
Training Need: Ground level helpers need
training in general safety precautions to
safeguard themselves from any electric hazards.
Learner Profile: It is a case of very large group
of learners. Since most of them are at a junior
college level, they have an equal level of
comprehension ability.
Available Infrastructure to implement training:
The available means/infrastructure are TV
screens distributed at various places in the
facility.
Constraints: As learners are large in number so
they cant be called at one place for classroom
training and it is difficult for them to
understand all safety and precautionary
measures in one or two goes.
Proposed Blended Learning Solution
The whole facility can be divided into different
learning zones, and in each zone one TV screen can be
selected to deliver Instructor-Led Training program. The
instructor will deliver programs in each zone with the
help of PPT presentation and he/she can also distribute
learner sheets to remember or better understand
certain difficult concepts. After these instructor-led
programs, another version of the same content will be
run continuously on each TV of that particular zone.
This is a detailed presentation of each and every
possible case of hazard that may occur in the facility
and helpers can learn by watching it during their breaks.
The content development company prepares
Instructor-Led Training PPT program, the
learner sheets and the detailed presentation.
Students learning in university campus
A university has two categories of subject in each
department; Primary and secondary subjects:
Primary subjects: subjects specific to concerned
department
Secondary subjects: These are ancillary subjects
that are usually interdisciplinary and often
relate to other departments.
For example, in Education department, learners have
educational psychology, educational technology, etc., as
their primary subjects whereas, subjects such as
Mathematics, Computers, etc., are secondary subjects.
As there are many options in secondary subjects, each
option will have small group of learners. The problem is
when Professors of other departments cannot schedule
classroom sessions for such small groups.
Proposed Blended Learning Solution
An E-Learning company is asked to develop customized
e-learning course modules for all secondary subjects
offered in the university. At the first stage, learners will
go through these e-learning courses through their
university website. In the second stage, learners are
asked (on optional basis) to meet the concerned
professor in their own department on fixed schedule.
The e-learning company will develop these
modules by seeking support from Subject
Matter Experts of concerned departments.
Sales executive training in a multinational company
Training Need: A multinational company wants
all its newly recruited sales executives to be
trained on their standard approach to pursue a
business proposal.
Learner Profile: MBA graduates
Available Infrastructure to implement training:
Each sales executive will have company laptop
with internet connectivity.
Constraints: Classroom sessions and CD based
e-learning courses are not feasible as Business
Proposal concept is subject to continues
change. It is not feasible for a company to
distribute CDs for each update.
Proposed Blended Learning Solution:
Documents, Webinars and Custom E-Learning courses
can be distributed to each sales executive in regular
intervals. After completion of certain fundamental
learning base, an instructor will travel to each place, if
required, to deliver Instructor-Led Training programs.
An E-Learning content company will deliver all
the self-explanatory material sent to sales
executive and the Instructor-Led Training
program.
Training on assessing business opportunities for CEOs
In general CEOs hardly have any time for
learning as they are usually occupied with
attending meetings and conferences, travelling
to meet clients, etc. In case they are available in
office, they are busy taking updates from each
department. As is with every organizational
requirement, they do require to be trained in
their area of work but lack time and the
availability of the training module at one place.
Even if make some time for training and
learning, they cannot afford more than an hour.
Proposed Blended Learning Solution:
An E-Learning company can develop small
capsules of learning for them and make them
available to be chosen and download to the
mobile or other wearable devices any-time,
anywhere at the convenience of CEOs. These
capsules could be a Pod Cast, Webinars, Small
presentations, Documents, Sound clips, etc.
Concussion
Blended learning methodology can be called as
hybrid learning and is effective if the cases are
analyzed well and their implementation is
managed with greater level of control.
THE APPLICATIONS
1. Corporate are moving from Classroom
Training to Blended Learning - Due to
benefits in costs and savings, optimizing
resources, scale, speed & throughout.
2. Blended Learning emerges as a natural
choice for Training Companies - Due to
their desire to retain core competencies &
balance market demand - clients budgets
and time availability. Gives them the
flexibility to customize programs. 40% of
Training Organizations have an LMS*
3. Blended Learning in higher education is an
evolving phenomenon - Implemented in
University of Botswana, University of
Central Florida, University of Salford,
Charles Sturt University etc.
MODELS OF BLENDED LEARNING
Face-to-Face Driver Model
Of all the blended learning models, face-to-face driver is
the closest to a typical school structure. With this
approach, the introduction of online instruction is
decided on a case-by-case basis, meaning only certain
students in a given class will participate in any form of
blended learning. The face-to-face driver
approach allows students who are struggling or working
above their grade level to progress at their own pace
using technology in the classroom.
Rotation Model
In this form of blended learning, students rotate
between different stations on a fixed schedule either
working online or spending face-to-face time with the
teacher. The rotational model is more widely used in
elementary schools 80 percent of elementary schools
in California that use blended learning follow the
rotational model because many are already set up to
have students rotate between stations.
Flex Model
Schools that are supporting a large number of non-
traditional or at-risk students often choose the flex
model of blended learning. With this approach, material
is primarily delivered online. Although teachers are in
the room to provide on-site support as needed, learning
is primarily self-guided, as students independently learn
and practice new concepts in a digital environment. The
flex model is an approach used by the Advance Path
Academy, a blended learning school, which works with
school district partners to address the needs of students
with behavioral, academic and/or socio-economic
challenges.
Online Lab Model
As schools face increasingly tighter resource constraints,
the online lab model of blended learning is a viable
option for helping students to complete courses,
including those not offered at the specific school site. In
this scenario, students learn entirely online but travel to
a dedicated computer lab to complete their
coursework. Adults supervise the lab, but they are not
trained teachers. This not only allows schools to offer
courses for which they have no teacher or not enough
teachers, but also allows students to work at a pace and
in a subject area that suits them without affecting the
learning environment of other students
Self-Blend Model
Popular in high schools, the self-blend model of blended
learning gives students the opportunity to take classes
beyond what is already offered at their school. While
these individuals will attend a traditional school
environment, they also opt to supplement their learning
through online courses offered remotely. In order for
this method of blended learning to be successful,
students must be highly self-motivated. Self-blend is
ideal for the student who wants to take additional
Advanced Placement courses, or who has interest in a
subject area that is not covered in the traditional course
catalog.
Online Driver Model
At the opposite end of the spectrum from face-to-face
driver we have online driver, which is a form of blended
learning in which students work remotely and material
is primarily delivered via an online platform. Although
face-to-face check-ins is optional, students can usually
chat with teachers online if they have questions. This
model of blended learning is ideal for students who
need more flexibility and independence in their daily
schedules. This approach is becoming increasingly
popular each year, the number of students
participating in online driver programs increases by
about 15 percent.
Tips to use Blended Learning according to Carol Tucker
Start Small
There are tons of technologies and
tools
Choose one digital tool or technology to
try when starting
Become comfortable with one before
going onto another
Mistakes Happen
That is how you learn so dont give up
Ask students for help with technology-
they have grown up with it!
Use Technology To Make Life Easier
Dont just use it to use it
Replace something with technology to
make things easier, like a PowerPoint or
EduCreations video for a lecture, or a
wikipage for a class discussion
Truly Blend Technology
Use it inside and outside the classroom
Online Discussions-continue discussions
on topics on sites like Uclass
Expert Group Investigations-students in
small groups research a topic online
and present using digital tools
Everyone Can Get Online
Even if they dont have internet at
home, there is access in the community
Town libraries, school libraries,
computer labs
 Internet is important and part of
Common Core-students need to have
access
Explain to parents at Back to School
Night the importance
In class, work in groups or rotate if not
enough computers/tablets
THE FUTURE
Advances in technology will have an impact on
emerging models of Blended Learning.
- Dozens of technologies currently emerging will
impact academic learning as well as training
environments. It will dramatically expand
Blended Learning options and opportunities.
Any new technology has typically been co-opted and
added to the blend
- Any advent of technology hasnt meant the
elimination of what pedagogical methods
existed at the time
Blended Learning is transformational
- It has changed the way learning is perceived &
delivered. It has brought about institutional
transformation. And this is only the beginning.
What is mobile learning?
Right now, there are many definitions.
- Some focus on the technology
Any activity that allows individuals to be more
productive when consuming, interacting with, or
creating information, mediated through a compact
digital portable device that the individual carries on a
regular basis, has reliable connectivity, and fits in a
pocket or purse. (eLearning Guild 360 Mobile Learning
Research Report, 2007)
- Some focus on the learners
Mobile learning is when the learning experience that
youre trying to design happens to be out and about in
the world. (Dikkers, 2012)
Learning that arises in the course of person-to-person
mobile communication. (Nyiri, 2002)
What is an Affordance?
A quality of an object, or an environment, which allows
an individual to perform an action, and is readily
perceivable by the actor. -Don Norman
Why are affordances important for mobile learning?
Designers use affordances to harness the power of
mobile devices for teaching and learning.
(YOU CAN TOO!)
5 AFFORDANCES FOR MOBILE DEVICES:
portability - can take the computer to different sites
and move around within a location
social interactivity - can exchange data and collaborate
with other people face to face
context sensitivity - can gather data unique to the
current location, environment, and time, including both
real and simulated data
connectivity - can connect handhelds to data collection
devices, other handhelds and to a common network
that creates a true shared environment
individuality - can provide unique scaffolding that is
customized to the individual's path of investigation
(source: Klopfer, 2012)
What are the advantages?
1. Personal
2. Authentic life situations
3. Spontaneous
4. Opportunistic
5. Informal
6. Context-aware - knows where you are
7. Knows what you like
8. Portable (source: Traxel, 2007)
Convenience and flexibility: at the exact
moment learning is required.
Management: No two students are the same.
Each has their own way of absorbing
information. Through mobile learning, students
 are able to learn in their own way. They can
personalize and enjoy learning.
Relevance: Mobile learning gives the learner
what they need, when they need it. They can
get to it quickly and easily with the device they
have right in front of them already.
Good use of dead time
Special Education: Mobile technology can also
benefit those with special needs. We can say
that learning-challenged students have a
chance to be equal to those who are normal.
Fits different learning styles: Reading , Video,
Listening to podcast, Researching on the
internet and Animation
Interaction/communication: It can even
encourage shy students to communicate more
openly when they are in class. Teachers can also
use mobile devices to interact with students
that require special attention.
Educational Support: Using smart phones,
students have easy access to knowledge. They
use their devices as supportive educational
tools. They have access to diagrams, articles,
essays and other academic information which
can improve student performance in the
classroom.
Complex interactivity
Time-saving: People can study when they are
commuting and travelling.
Wider Access: Students have access to industry
experts. Students can read reviews and blogs by
field experts. They can also follow conferences
online. They also have a chance to interact with
professionals even from their homes or
classrooms.
Collaborative: Several students at different
locations can work in the same documents.
Mobile devices can make the process of learning easier
to interact in more and varied ways. It is amazing to find
out how much information a mobile device can carry
despite its light weight.
Disadvantages of mobile learning
1. COST - To participate in mobile learning you
must have a mobile device. To take advantage
of all that technology has to offer, you need to
upgrade your mobile device frequently.
Additionally, there are typically monthly data
charges with your mobile provider so if you
need to download large files that take a long
time, your monthly charges could be quite high.
2. The size of the device is a disadvantage for two
reasons. First, because they are small these
devices are easily lost or stolen. Second, the
screen size is quite small and can result in eye-
strain for people using them for long periods of
time. Also, the amount of information that can
be displayed on the screen at one time is quite
small.
3. The battery life for some mobile devices
ranges from about two to four hours of use.
While the smart phones run 8 to 10 hours of
continuous operation. Once the battery runs
out, you must plug it in to recharge and you are
no longer mobile. If a learner needs a
continuous learning
experience, he should re evaluate mobile
learning strategy.
4. Technology - Current mobile devices have
limited storage capabilities so if you have large,
or many, files, your device may not be able to
store everything. These devices are improving
but have a long way to go. Also, there are no
standard operating platforms or systems so it is
difficult to develop content for everything that
is out there.
5. USABILITY - The buttons on the keypad or stylus
pens are small and can be tricky for some
people to manipulate. There are attachable
keyboards available for some devices but these
are also small, can be difficult to use and cost
money. Another point is that In the M-Learning
venue; students are incapable of printing,
simply because it requires a network
connection. This is obviously not feasible in a
number of real-life situations.
21st CENTURY SKILLS
Defined
- Learning and Innovation
o Creativity & Innovation
o Critical Thinking & Problem Solving
o Communication & Collaboration
- Life and Career
o Flexibility & Adaptability
o Initiative & Self direction
o Social & Cross Cultural Skills
o Productivity & Accountability
 - Information and Technology
o Information Literacy
o Media Literacy
o ICT Literacy
The 21st century skills are a set of abilities that students
need to develop in order to succeed in the information
age.
It encompasses a wide-ranging and amorphous body of
knowledge and skills that is not easy to define and that
has not been officially codified or categorized. While the
term is widely used in education, it is not always
defined consistently, which can lead to confusion and
divergent interpretations.
In addition, a number of related terms
including applied skills, cross-curricular skills, cross-
disciplinary skills, interdisciplinary skills, transferable
skills, transversal skills, non-cognitive skills, and soft
skills, among othersare also widely used in reference
to the general forms of knowledge and skill commonly
associated with 21st century skills. While these different
terms may not be strictly synonymous, and they may
have divergent or specialized meanings in certain
technical contexts, these diverse sets of skills are being
addressed in this one entry for the purposes of
practicality and usefulness.
While many individuals and organizations have
proposed definitions of 21st century skills, and
most states have adopted learning
standards that include or address cross-
disciplinary skills, the following are three
popular models that can serve to illustrate the
concept and its applications in education:
Framework for 21st Century Learning (The
Partnership for 21st Century Skills)
Four Keys to College and Career
Readiness (David T. Conley and the Educational
Policy Improvement Center)
Seven Survival Skills (Tony Wagner and the
Change Leadership Group at the Harvard
Graduate School of Education)
Generally speaking, the 21st century skills concept is
motivated by the belief that teaching students the most
relevant, useful, in-demand, and universally applicable
skills should be prioritized in todays schools and by the
related belief that many schools may not sufficiently
prioritize such skills or effectively teach them to
students. The basic idea is that students, who will come
of age in the 21st century, need to be taught different
skills than those learned by students in the 20th century,
and that the skills they learn should reflect the specific
demands that will placed upon them in a complex,
competitive, knowledge-based, information-age,
technology-driven economy and society.
New Skills for New Jobs
These skills have always been important for
students, though they are particularly important in our
information-based economy. When most workers held
jobs in industry, the key skills knew a trade, following
directions, getting along with others, working hard, and
being professionalefficient, prompt, honest, and fair.
Schools have done an excellent job of teaching these
skills, and students still need them.
To hold information-age jobs, though, students
also need to think deeply about issues, solve problems
creatively, work in teams, communicate clearly in many
media, learn ever-changing technologies, and deal with
a flood of information. The rapid changes in our world
require students to be flexible, to take the initiative and
lead when necessary, and to produce something new
and useful.
Demand in the Workplace
These are not just anecdotal observations. The
following quotations come from Up to the
Challenge, a report by the Association for
Career and Technical Education (ACTE), Career
Technical Education (CTE), and the Partnership
for 21st Century Skills (P21):
The employment titan Manpower reports that
despite the recession, 31 percent of employers
throughout the world struggle to find qualified
workers because of a talent mismatch
between workers qualifications and the specific
skill sets and combinations of skills employers
want.
The American Management
Corporation reports that employers want
workers, who can think critically, solve
problems creatively, innovate, collaborate, and
communicate.
The National Association of
Manufacturers reports, Todays skill shortages
are extremely broad and deep, cutting across
industry sectors and impacting more than 80
percent of companies surveyed. This human
capital performance gap threatens our nations
 ability to compete . . . [and] is emerging as our
nations most critical business issue."
The National Academies indicate that The
danger exists that Americans may not know
enough about science, technology, or
mathematics to contribute significantly to, or
fully benefit from, the knowledge-based
economy that is already taking shape around
us.
The New York Times reports that low-skilled
workers are being laid off and "turned away at
the factory door and increasingly becoming the
long-term unemployed . . . This issue results
from a disparity between the skills that worker
have and those that employers need.
21st CENTURY STUDENTS AND TEACHERS
This literature review synthesizes published
works on 21st century learning skills. There has
been a significant shift over the last century
from manufacturing to emphasizing information
and knowledge services. Knowledge itself is
growing ever more specialized and expanding
exponentially. Information and communication
technology is transforming how we learn and
the nature of how work is conducted and the
meaning of social relationships. Shared
decision-making, information sharing,
collaboration, innovation, and speed are
essential in todays enterprises.
No longer can students look forward to middle
class success in the conduct of manual labor or
use of routine skills- work that can be
accomplished by machines or easily out-
sourced to less expensive labor makers. Today,
much success lies in being able to
communicate, share and use information to
solve complex problems, in being able to adapt
and innovate in response to new demands and
changing circumstances, in being able to
command and expand the power of technology
to create new knowledge.
Hence, new standards for what students should
be able to do are replacing the basic skill
competencies and knowledge expectations of
the past. To meet this challenge schools must
be transformed in ways that will enable
students to acquire the creative thinking,
flexible problem solving, collaboration and
innovative skills they will need to be successful
in work and life. Some authors (Carroll, 2007;
Burmack, 2002; Riddle, 2009; Frey & Fisher,
2008; Elkins, 2007; Trilling & Fidel, 2009) and
organizations (Partnership for 21st Century
Learning; National Science Foundation,
Educational Testing Services, NCREL, Metiri
Group, etc.) argue that 21st Century Learning
Skills, the subject of this literature review, are
critical for accomplishing the necessary
transformation.
Primary ways in which 21st century skills intersect with
efforts to improve schools
Teachers may be more intentional about teaching cross-
disciplinary skills in subject-area courses.
In a science course students might be required
to learn research methods that can also be
applied in other disciplines; articulate technical
scientific concepts in verbal, written, and
graphic forms; present lab results to a panel of
working scientists; or use sophisticated
technologies, software programs, and
multimedia applications as an extension of an
assigned project.
States, accrediting organizations, and schools may
require 21st century skills to be taught and assessed in
courses.
States can adopt learning standards that
explicitly describe cross-disciplinary skills,
and assessments may be designed or modified
to evaluate whether students have
acquired and mastered certain skills.
Schools and teachers may use educational approaches
that inherently encourage or facilitate the acquisition of
cross-disciplinary skills
educational strategies such as authentic
learning, demonstrations of learning, or project-
based learning tend to be cross-disciplinary in
nature, and studentsin the process of
completing a research project, for example
may have to use a variety of applied skills,
multiple technologies, and new ways of
analyzing and processing information, while
also taking initiative, thinking creatively,
planning out the process, and working
collaboratively in teams with other students.
Schools may allow students to pursue
alternative learning pathways in which students earn
academic credit and satisfy graduation requirements by
completing an internship, apprenticeship, or volunteer
experience.
Students might acquire a variety of practical,
job-related skills and work habits, while also
completing academic coursework and meeting
the same learning standards required of
students in more traditional academic courses.
4 Cs
Learning and Innovation Skills
Learning and innovation skills increasingly are being
recognized as the skills that separate students who are
prepared for increasingly complex life and work
environments in the 21st century, and those who are
not. A focus on collaboration, communication, creativity
and critical thinking is essential to prepare students for
the future.
Collaboration
What is Team Collaboration?
Collaboration occurs when two or more people work
together to accomplish a shared, common goal-teaming
up to meet that defined goal.
Collaboration has been accepted as a skill thats
essential to achieve meaningful and effective results. In
the past decade, however, it has become increasingly
clear that collaboration is not only important but
necessary for students and employees, due to
globalization and the rise of technology.
Collaboration is essential in our classrooms because it is
inherent in the nature of how work is accomplished in
our civic and workforce lives. Fifty years ago, much
work was accomplished by individuals working alone,
but not today. Much of all significant work is
accomplished in teams, and in many cases, global
teams.
Collaboration, literally, consists of working together
with one or more individuals.
Collaborative learning is an umbrella term for a variety
of approaches in education that involve joint
intellectual effort by students or students and teachers.
Groups of students work together in searching for
understanding, meaning or solutions or in creating a
product. Collaborative learning activities can include
collaborative writing, group projects, and other
activities.
Diversity brings multiple individual and cultural
perspectives into the collaboration. Not only does a
collaborative effort create more holistic results than
individual efforts, but it also creates knowledge for a
greater number of people. As a result of students
working collaboratively, the group can generate more
knowledge, making collaboration a key ingredient to
student success in todays global society.
Opportunities for todays graduates often depend as
much on their communication and collaboration skills as
they do on pure academic skills.
To build good team collaboration skills, students must
learn to:
Work effectively with different groups of people,
including people from diverse cultures.
Be flexible and willing to compromise with team
members to reach a common goal.
Demonstrate responsibility as a team member
working toward a shared goal.
Communication
Expressing thoughts clearly, crisply articulating
opinions, communicating coherent instructions,
motivating others through powerful speechthese skills
have always been valued in the workplace and in public
life. But in the 21st century, these skills have been
transformed and are even more important today.
Communication cannot be effective unless the message
is received and understood.
In the Classroom You talk, They listened
Students communicate daily by texting and posting on
Facebook pages and other social media avenues to stay
in touch with friends. Teachers can help students make
the connections between their recreational writing and
the kinds of writing they need to become successful
beyond the classroom. Its important to stay aware of
the digital world students live in as we design learning
experiences to cultivate important skills.
The Importance of Communication
Students must be able to effectively analyze and
process the overwhelming amount of communication in
their lives today.
Which information sources are accurate?
 Which ones are not?
How can they be used or leveraged effectively?
The power of modern media and the ubiquity of
communication technologies in all aspects of life make
teaching strong communication skills even more
important.
To build effective Communication Skills students must
learn to:
***Communicate using digital media and environments
to support personal and group learning.
***Share information efficiently and effectively using
appropriate digital media and environments.
***Communicate thoughts and ideas clearly and
effectively to different audiences using various media
and formats.
These skills are at the core of every organization. It is
crucial that we as teachers help students build this vital
set of 21st century skills.
Effective communication skills are important in many
walks of life. Todays employers look for individuals with
effective communication skills in reading, writing,
speaking, and listening skills. After graduation students
will realize that these basic communication skills are
essential in attaining their lifes goals. It is imperative
that tomorrows graduates communicate clearly and
effectively in a variety of languages.
Creativity
Creativity is the bringing into being of something which
did not exist before, either as a product, a process or a
thought. Creativity is the ability to produce new, diverse
and unique ideas. Thinking creatively means looking at
things from a different perspective and not be restricted
by rules, customs, or norms.
Creativity is not simply a matter of coming up with new
ideas. The kind of creativity that is valued is the ability
to come up with new and useful ideas, ideas that serve
an important need or creates a new trend that makes
an impact.
Creativity is mainly about alternative possibilities-how
to come up with new and useful ideas. A new idea
might be a new theory, a new product, a new solution
to a problem, or a conception for a piece of art.
Creativity, along with innovation, is critical skills for
achieving success in the 21st century workplace.
Creativity and Innovation
Innovation is the implementation of creativity-the
introduction of a new idea, process, or product.
Creativity provides the necessary spark to get the ball
rolling.
Creativity in the Classroom
In schools creativity should not be limited to just art and
music classes. Anyone in any occupation can be creative
in their work. That is the reason why we must provide
opportunities for our students to be creative across the
curriculum.
Creativity and Innovation
Think Creatively
Use a wide range of idea creation techniques
(such as brainstorming)
Create new and worthwhile ideas (both
incremental and radical concepts)
Elaborate, refine, analyze and evaluate their
own ideas in order to improve and maximize
creative efforts
Work Creatively with Others
Develop, implement and communicate new
ideas to others effectively
Be open and responsive to new and diverse
perspectives; incorporate group input and
feedback into the work
Demonstrate originality and inventiveness in
work and understand the real world limits to
adopting new ideas
View failure as an opportunity to learn;
understand that creativity and innovation is a
long-term, cyclical process of small successes
and frequent mistakes
Implement Innovations
Act on creative ideas to make a tangible and
useful contribution to the field in which the
innovation will occur
Creativity is enhanced by the ability to detect
connections between ideas.
Critical Thinking
Critical thinking is investigating issues that are not
always clearly defined and have no clear-cut answers by
asking significant questions and exploring different
solutions. Critical thinking helps evaluate ideas and add
value to them by identifying the most reasonable ones
or ones most likely to succeed.
Critical thinking involves logical thinking and reasoning
including skills such as comparison, classification,
sequencing, cause/effect, patterning, webbing,
analogies, deductive and inductive reasoning,
forecasting, planning, hypothesizing, and critiquing.
Teaching critical thinking and problem solving
effectively in the classroom is vital for students.
Learning critical thinking leads students to develop
other skills, such as a higher level of concentration,
deeper analytical abilities, and improved thought
processing.
Critical thinking is a skill that we can teach to our
students. It draws on other skills, such as
communication and information literacy, to explore a
problem, then analyze, explain, and evaluate it.
Critical thinking has long been a valued skill in society.
Today, every student not just the academically
advanced needs it. While critical thinking and problem
solving used to be the domain of gifted students, now
its a critical domain for every student.
Just as there are critical periods for learning the skills of
reading, writing, speaking, listening, there are tasks and
milestones that evolve with the development of critical
thinking. Critical thinking is mainly about correct
thinking. Critical thinking is a literacy that evolves as we
develop.
Todays students need critical thinking and problem-
solving skills not just to solve the problems of their
current jobs, but to meet the challenges of adapting to
our constantly changing workforce.
Todays students need to develop critical thinking skills
by learning to:
Use different kinds of reasoning, such as
deductive and inductive, to understand a
situation.
Analyze complex systems and understand how
their interconnected parts support the systems.
Gather relevant information.
Ask important questions that clarify points of
view and help solve problems.
Make decisions by selecting appropriate criteria
and identifying alternatives to make reliable
choices.
One skill universally beholden by educators is critical
thinking. We all wish for our students to leave our
classrooms capable of analyzing complex situations. We
intend for them to recognize multiple layers of
problems and emerge with new ideas that will continue
to inspire their thinking well beyond the last bell of the
school day. With this as one of our primary objectives,
we must then look to the Common Core to explore the
ways the standards support our aspirations for students
to become critical thinkers. A quick scan forces us to
notice language like analyze how individuals, events,
and ideas develop and interpret words and phrases
and integrate and evaluate content. These words
analyze, interpret, integrate reflect the vernacular of
critical thinking, suggesting that the intent behind the
Common Core isnt simply better scores on a particular
test, but to impact the lives of students in meaningful,
long term ways. Whether learners practice critical
thinking while examining a piece of literature, a work of
art, or a complex workplace or life problem, analyzing,
interpreting, and integrating nurture critical thinking.
Critical Thinking Is the Ability to Think Clearly and
Rationally
It includes the ability to engage in reflective and
independent thinking. Someone with critical thinking
skills is able to do the following :
understand the logical connections between
ideas
identify, construct and evaluate arguments
detect inconsistencies and common mistakes in
reasoning
 solve problems systematically

identify the relevance and importance of ideas

reflect on the justification of one's own beliefs

and values

Critical Thinking also draws on other skills, such as

communication and information literacy, to examine,
then analyze, interpret, and evaluate it.

Please Note!

The teaching of collaboration, communication,

creativity, and critical thinking are not new concepts
for educators. In fact, they are the basis of great
teaching, and most teachers aspire to teach in a
manner that incorporates these strategies.

It is clear that the Four Cs need to be fully

integrated into classrooms, schools, and districts
around the country to produce citizens and
employees adequately prepared for the 21st
century.

If todays students want to compete in this global

society, however, they must also be proficient
collaborators, communicators, creators, and critical
thinkers (the Four Cs).

Students need to master additional subject areas,

including foreign languages, the arts, geography,
science, and social studies. Educators must
complement all of those subjects with the Four
Cs to prepare young people for citizenship and the
global workforce.