Reflective Post

Reflective Summary
“21st Century Skills” by Bernie Trilling and Charles Fodel
This book is written from the premise that technology will continue to change at the same rapid pace as it has been changing for the last 20-30 years. If that is true, the authors say, education will need to change to teaching students how to learn, problem solve and think critically instead of teaching what to learn. I was a bit concerned that they were advocating throwing out core subjects like reading, writing and arithmetic and just concentrating on technology, but they weren’t. Instead, they seem to be advocating educators teaching the core subjects in a way that supports problem solving, critical thinking and collaboration.
Inquiry based learning, which includes asking good questions and solving problems, is the emphasis in this book which uses, as examples, students striving to solve real world problems with the use of technology tools, guided activities and plenty of collaboration with other students, even globally.
Knowledge work, thinking tools, digital lifestyles and learning research are the forces at work impacting student learning. Knowledge work is the use of the mind and technology tools used collaboratively instead of memorizing individually. Thinking tools use computers to process, store and transmit more information than ever before. Knowledge and expertise in managing these tools is becoming more and more important. Growing up in this digital age has created students who know more than their teachers and parents about a multitude of digital tools that can be used to answer questions and solve problems. Therefore, it may be more important to teach students how to learn than teach them what to learn.
Motivating students has always been a challenge for teachers. These authors seem to believe that “using knowledge as it is being learned – applying skills like critical thinking, problem solving, and creativity to the content knowledge – increases motivation and improves learning outcomes.” P. 50. So figuring out ways to help students use technology tools, learn how to think critically, solve problems, work together in teams, etc… is the biggest challenge of the 21st century. These authors suggest inquiry based learning is the way to do that.
Inquiry based learning projects need several components to work. These components were compared to a bicycle. The “wheels” of the project is the project itself with four phases. These phases are: Define (decide what the problem/question is); plan how to solve/answer, do the project and review or receive feedback. The project “frame and components” is the organization and equipment used. The “road” is the kind of challenge presented with the goal being “a rich learning experience that blends knowledge, understanding, and solid performance…” p. 101. A “successful ride” is when the project successfully solves the problem or answers the question from both the student and the teacher point of view.
Research, according to these authors, supports the project learning method with results in students learning real life knowledge, technology tools, problem solving, and critical thinking, as well as team work and collaboration.
A section in the book was devoted to what things need to change in order for 21st century students to be able to thrive after they have completed their schooling. The changes include setting up different standards that incorporate technology, use of assessments – both formative and summative – that use technology, global awareness and collaboration, well trained teachers and school systems that support this vision with both leadership and money for an extended period of time.
I was interested and intrigued by the inquiry based learning methods presented in this book because I am a firm believer in projects as learning tools for my students. I like the idea of asking a question or posing a problem and then allowing teams of students to find answers and/or solve problems within certain parameters. I do this quite often to help students explore technology tools in Office and on the internet.
I didn’t like the way the authors presented this information without describing or clarifying ways to help teachers design projects that utilize their method of learning. I would have appreciated more aids to designing projects.
I, also, was kind of uncomfortable with the emphasis on global communities and global collaboration. I was uncomfortable, too, with the premise that everyone in the world has access to technology and technology tools. I do believe teaching problem solving, critical thinking, and collaboration can be done without the use of the internet or even computers. And what would be wrong with that? Although, in this day and age, learning to problem solve, think critically and collaborate using technology tools is very beneficial as well.