Academic Catalog

LINC 59: INTEGRATING 21ST CENTURY SKILLS INTO INSTRUCTION

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 2
Hours: 2 lecture per week (24 total per quarter)
Advisory: Basic computer skills and knowledge of Macintosh or Windows operating systems; familiarity using web browsers, email, bookmarking, searching and downloading.
Degree & Credit Status: Degree-Applicable Credit Course
Foothill GE: Non-GE
Transferable: CSU
Grade Type: Letter Grade (Request for Pass/No Pass)
Repeatability: Not Repeatable

Student Learning Outcomes

  • Evaluate the criteria for creating 21st Century schools and classrooms
  • Determine the characteristics and learning needs of 21st Century learners
  • Analyze the skills that business and industry tell us are necessary for 21st Century workers

Description

Intended for educators at all levels (K-12, college) and trainers of any discipline to develop the knowledge, skills, and attitude necessary to create instructional experiences integrated with 21st Century skills, such as critical thinking, creativity and problem solving, collaboration, and communication. Participants will examine the skills that business and industry determine important for new employees to know in order to succeed in a 21st Century global economy. Participants determine the importance of integrating 21st Century skills into their courses, analyze their curriculum content and instructional strategies to determine which 21st Century skills they currently teach and which additional skills can be integrated. The final course project is a lesson, unit, or project that requires the participants' students or trainees to use 21st Century skills.

Course Objectives

The student will be able to:
A. Analyze the skills that business and industry tell us are necessary for 21st Century workers
B. Determine the characteristics and learning needs of 21st Century learners
C. Evaluate the criteria for creating 21st Century schools and classrooms
D. Analyze their curriculum and instructional practices in terms of 21st Century skills and practices
E. Develop a lesson, inquiry-based unit, or project-based learning project for their students
F. Examine the changing role of the teacher and the school for the 21st Century

Course Content

A. 21st Century Skills are Job Skills
1. Skills students need to live and work in the 21st Century global economy
2. Transferring 21st Century "Foundation Skills" into "Functional Skills"
3. 21st Century job skills needed in schools
B. Characteristics of 21st Century Learners
1. Necessary skills for an increasingly complex global society
2. Redesign classrooms and instructional methods to match students' learning needs
3. Overcoming barriers to restructuring for 21st Century teaching and learning
C. Criteria for Creating 21st Century Schools/Classrooms
1. Changing the school paradigm: Transforming a school into a 21st Century environment
2. Changing the classroom paradigm: Transforming YOUR classroom into a 21st Century learning space
3. Communicating the paradigm shift to school leadership
D. Criteria for Creating 21st Century Curriculum
1. Changing the curriculum paradigm: Integrate 21st Century skills in YOUR content
2. Changing the instructional paradigm: Adopting new teaching methods and strategies
3. Mapping standards (e.g., state, Common Core) to the 21st Century skills
E. Design 21st Century Lesson/Unit/Module
1. Changing a lesson, unit or project to 21st Century model
2. Problem-based, inquiry-based, and project-based approaches to instruction
3. Designing YOUR instruction with either problem-based, inquiry-based or project based methods
F. Role of Teacher and Learner in 21st Century Environment
1. Plan for the future: Becoming a 21st Century teacher
2. Plan for the future: Leading traditional schools to become 21st Century schools

Lab Content

Not applicable.

Special Facilities and/or Equipment

A. When offered on/off campus: Lecture room equipped with LCD projector, whiteboard, and a demonstration computer connected online. Computer laboratories equipped with online PCs and/or Macintosh computers, network server access, and printers.
B. When taught via the Internet: Students must have current email accounts and/or ongoing access to computers with email software, web browsing capability, FTP program, and access to the World Wide Web.

Method(s) of Evaluation

The student will demonstrate proficiency by:
A. Developing an integrated student-centered, technology enhanced, 21st Century lesson, unit, or module of instruction.
B. Participating in or responding to online discussion, peer critique, and instructor feedback.
C. Completing written assignments in each module to demonstrate mastery in content knowledge, and communication and collaboration skills.

Method(s) of Instruction

During periods of instruction the student will be:
A. Actively listening to lectures, reading or watching videos by taking notes, following demonstrations, or completing an activity related to the content presentation
B. Participating in peer-peer and instructor-student online discussions related to course presentations, readings or video presentations
C. Presenting in small group and whole class situations

Representative Text(s) and Other Materials

Dirksen, Julie. Design for How People Learn. 2nd ed. Berkeley, CA: New Riders, 2016. Print.

 

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Writing assignments include a major course project and multiple developmental projects, online discussion response, and critical analysis of peers' educational projects.

B. Outside assignments include conducting project development, writing the instructional plan, reading, and participating in online peer collaboration activities, and developing the project through an iterative process.

C. When taught online these methods may take the form of video, audio, animation and web page presentations. Assignments will be submitted online as well.

 

Discipline(s)

Instructional Design/Technology