Page 35 - 21st Century Competencies: Foundation Document for Discussion

Teaching Strategies: A broad repertoire of pedagogical strategies is required to support the emphasis on deep learning and new learning partnerships.
Hattie’s achievement-related meta-analysis (2009) presents a collection of research into what actually works in improving student learning in schools. As Fullan and Langworthy note, strategies “may range from project-based learning through direct instruction to an inquiry-based model” (2014,
p. 20). The teacher uses different strategies depending on the needs of a specific student or task and analyses which strategy works best (Fullan & Langworthy, 2014).
As stated earlier, the goal of these innovations in practice is to prepare all students for success in a dynamic knowledge society and economy characterized by complexity, unpredictability, global connectedness, change, and opportunity.
One researcher notes that:
The increased complexity of these challenges makes it all
the more important that we do a better job preparing our students as problem solvers. We must provide students with improved strategies to help them deal with problems – this
is what holds the most promise in our education system. Problem-based learning is one such strategy . . . teachers
not only present information but they also learn along with students and help them become more skillful problem solvers. In this capacity, students are no longer passive recipients of knowledge; they are decision makers about the nature and structure of their own learning. . . . (Barell, 2010, pp. 177, 178–79)
Section Four: Implications for Practice 33