Developing New And Innovative Programs For Educators

Education is one of the important factors that determine a sustainability future. What to teach is also a biggest concern for education. On one hand, educators want to teach the knowledge that is useful for the students in society today. However, some also argue that people should learn critical thinking not just teaching skill-centered knowledge. According to Diane Ravitch, believes that the new from of education called “21st century skills” which just focus on teaching the skills to prepare people for the global economy, and neglects the importance of other subjects such as literature, history and art. She suggests that these subjects help not just help students think critically, but also let them think beyond the concept and see the world widely.

In the “Inspiring Education Document” , a quote from Dr. Richard Moniuszko is included in the opening lines of the report that outlines the direction that current educational practices are moving. Moniuszko states “we need to prepare kids for their future not our past” (as cited by Pink, 2009) which encapsulates the vision of the proposed transformation that is needed to take place in order to prepare students to be successful members of society. According to Rosefsky, in opposition to traditional educational practices, “the interconnectedness of the 21st century global economy, ecosystem, and political networks require that students learn to communicate, collaborate, and problem solve with people worldwide”(2012).

“How Are Educators Responding? The New Zealand Ministry of Education dines five key capabilities for living and lifelong learning listed as: Thinking, using language, symbols, and text Managing Self-Relating to others, and Participating and contributing” (Crockett). These required skills can also be found in Common Core. Common Core is what a student, K-12, should know in math and English language arts when they transition to each grade. These standards are frequently found in the college and career world worthless. There is a gap in between what college instructors want from their students because of what Common Core taught. College instructors, according to ACT Inc., found that students in middle and high schools are mainly summarizing author's ideas and analyzing source text, but college instructors want students who can “generate sound ideas - a skill applicable across much broader contexts” (Strauss). This is directly related to what 21st century student’s skills should be. “So, according to the folks we’ve asked, the consensus is that students need transparency-level skills in these areas: Problem solving, Creativity and, Analytic thinking, Collaboration, Communication and, Ethics, action, and accountability” (Strauss). Each particular skill has a reason for being on this list. Problem solving is for situations that we cannot conceive right now. In addition, those who are skilled in this area are more likely to not be watched by the higher up more than others. Creativity is something that Common Core diminishes. If you ask a student what creativity is most responses will be, “expression” or “uniqueness”. This is very important to the first skill because thinking outside the box can help find much better solutions. Collaboration and communication go hand-in-hand. Work forces of the future will all be connected through all

The four 21st centuries include creativity, critical thinking, communication, and collaboration. Creativity can be accomplished outside of school and can come in many forms like art, music, or technology. Collaboration is usually accomplished in school, but in fact, majority of work on group projects has to be done outside of school. But thanks to technology it’s easier to communicate with group members and to stay organized. Finally, there's critical thinking which kind of falls under collaboration and creativity. Critical thinking is like problem-solving so it’s very helpful when dealing with group projects. Many teachers at Punahou try and make questions on homework or tests that revolve around critical thinking. So school isn’t truly needed to develop 21st-century skills.

Interpersonal learning style refers to a person's ability to interact with and understand other people and social situations. I am someone who needs interaction with others and to feel like I am contributing to society. As an interpersonal learner, I prefer learning through communication and interaction. I believe that my ability to solve problems comes easier by being an interpersonal learner. I like to hear the opinions, views, and past experiences of others to assist me in seeing all points of a topic and develop a solution. Part of being an interpersonal learner is being able to read others and being able to receive and provide feedback. Being an interpersonal learner has allowed me to be an organized and effective leader and problem solver within my current profession. I work on daily bases with international students in helping them navigate through life in a new environment and problem solve. If I was not an interpersonal learner I would not be able to be successful in this

While reading and researching about interpersonal skills I came to conclusion that I possess a lot of those skills although in different level of expertise. My skill set contain of high ability in coaching, problem solving, questioning, tact, supervising people, counseling, interviewing.

In most educational reform literature today it includes the term 21st Century as a main statement in its dialogue. Already a decade into the 21st Century educators, policymakers, and business leaders are determined that education in this century will differ or be altered from education from previous centuries. Throughout history, until recently, most people work manually, not mentally. In Wagner’s book, The Global Achievement Gap, working, learning, and citizenship in the twenty-first century requires people to know how to think, reason, analyze, weigh evidence, and problem solve in order to function in a 21st Century (Wagner, 2008) . Wagner also believed that effective communication and critical thinking skills no longer are just desirable outcomes for just the elites of education, but it is essential for all individuals to obtain (Wagner 2008). 21st Century learning has been broken down into four significant forces that redefine the terms work and education (Century, Trilling and Fadel 2009). The first form is the emergence of a knowledge-based economy and this can determine how people work and the skills they may need to

Consequently, it is necessary for our 21st century students to learn to “manage the complexity and diversity of our world by becoming more fluid, more flexible, more focused on reality, and radically more innovative” (Cookson, 2009, p.10). Sir Ken Robinson argues that it is necessary for teachers to teach for creativity, “where the pedagogy is designed to encourage other people to think creatively” (Azzam, 2009, p.26). This involves encouraging students to experiment as well as giving them opportunities to innovate (Azzam, 2009). Teachers need to teach in such a way as provide “the tools they need to find out

To be successful in the next decade, individuals will need to anticipate and navigate a rapidly changing view of skill requirements. They will increasingly need to reassess the skills they need and quickly put together the right resources to develop and update these. Workers in the future will need to be adaptable lifelong learners. Educational institutions at the primary, secondary, and post-secondary levels, are largely responsible for student 's training and preparation as the future workforces. The competencies are changing and educational institutions should consider how to adapt quickly in response. Some changes might include placing additional emphasis on developing skills such as critical thinking, analysis capabilities, integrating new-media literacy and the ability to collaborate and work in groups.

Educational institutions are designed to ready the next generation for careers and the workforce, but how to accomplish this may be very tricky in light of the fact that the jobs of the future don’t exist yet. The known however, is what employers are looking for now and what they feel is needed in the future. According to Tiffany Shlain, filmmaker and founder of the Webby Awards, “The skills needed to succeed in today’s world and the future are curiosity, creativity, taking initiative, multi-disciplinary thinking and empathy. These skills, interestingly, are the skills specific to human beings that machines and robots cannot do” (Rainie). The work world is changing at an ever-increasing pace and society and future workers need to keep up. The educational system however is stagnant with few real innovations or shifts within the past one hundred and fifty years. Individual assessments, isolated curriculum and mundane facts will not produce the creative, collaborative workforce needed for the future. The current system is designed to create a large number of obedient factory type workers with a small number of special and specifically educated elite at the top to control them. With a shift to technology and globalization, the stagnation within education leaves a dearth of workers for the jobs of the future. Educational systems are producing workers for yesterday, not the present or the future. In order to create students ready of the demands of the 21st century, educational

According to Shepherd et al., (2010), it can be defined broadly as “those skills which one needs in order to communicate effectively with another person or a group of people”. Interpersonal skills can be divided into five items that rate the person skill in; a) forming and maintaining friendship; b) getting along with people who are different; c) comforting or helping other people; d) expressing feelings, ideas, and opinions in positive ways; and e) showing sensitivity to the feeling of

Report for the following interpersonal skills: listening, assertiveness, negotiation, feedback, persuasion, interviewing and coaching. interpersonal skills are abilities, qualities, skills that we use on a daily basis to interact with other people around at work or where ever.

Interpersonal Skills are everyday skills we use around the world to communicate and engage with others in an organization. These skills are important because they enable us to communicate effectively with one another making sure what is trying to be said gets to one person to the next with full comprehension.

Interpersonal Intelligence involves skills such as leadership and effective communication. These people will benefit from pursuing careers in the line of business management or motivational speakers.

Thomas Malone of MIT Solan School discussed impersonal skills importance and his research, measuring intelligence groups. He felt that interpersonal skill are more important than before because it has become more important to think of businesses, and organizations not just in terms of how efficient or how productive they are but also in terms of their intelligence. Findings to his research lead to the discovery that for a group to be collectively intelligent it must have a lot of people who are socially perceptive. So even though his test was done based on reading emotions and eyes it must be completed with a much broader range of interpersonal skills, what you might call intelligence. (H. (n.d.). Why Interpersonal Skills Are More Important Than You Think). The following skills which we use in our personal and business communications are valuable to interpersonal skills.