General Concepts of the 21st Century Pedagogy

STELLA N. FELIASReporter

Self-Reviewan individual’s assessment of himself, his possibilities, his qualities, and his place among other people.

A process in which an individual rates the quality of his or her own work.

Self-ReviewThe purpose of Self Review:• is to improve the quality of our core

business - teaching and learning - and the effectiveness of site operations.

• to identify both successful practices and outcomes, and areas where practices and outcomes may require action to improve.

Peer Review

is the evaluation of creative work or performance by other people in the same field in order to maintain or enhance the quality of the work or performance in that field.

Peer review utilizes the independence, and in some cases the anonymity, of the reviewers in order to discourage cronyism (i.e., favoritism shown to relatives and friends) and obtain an unbiased evaluation.

Why do we conduct peer reviewing?

• Peer review helps maintain and enhance quality both directly by detecting weaknesses and errors in specific works and performance and indirectly by providing a basis for making decisions about rewards and punishment that can provide a powerful incentive to achieve excellence. These rewards and punishments are related to prestige, publication, research grants, employment, compensation, promotion, tenure and disciplinary action.

Teaching and Developing Thinking Skills

• A key sign for the achievement of personalised learning is the extent to which schools can create a continuing dialogue with pupils about their learning, so that they are engaged and motivated, enjoy their schooling, know their learning goals and can work and reflect together on what and how they learn.

Personalised learning is an approach to teaching and learning that stresses deeplearning as an active, social process and which is explicit about learning skills,processes and strategies.

• It builds independence through interaction, intervention, stimulation and collaboration.

• it involves the systematic and explicit development of thinking and learning skills and strategies across the curriculum.

• It enables pupils to understand themselves better as learners and to apply a widening repertoire of learning approaches in different subjects.

National Curriculum thinking skills

Information processing skillsThese enable pupils to locate and collect relevant

information, to sort, classify, sequence, compare and contrast and to analyse part/whole relationships.Reasoning skills

These enable pupils to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think and to make judgements and decisions informed by reason or evidence.

Enquiry skillsThese enable pupils to ask relevant questions, to pose and

define problems, to plan what to do and how to research, to predict outcomes and anticipate consequences and to test conclusions and improve ideas.Creative thinking skills

These enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination and to look for alternative innovative outcomes.Evaluation skills

These enable pupils to evaluate information, to judge the value of what they read,hear and do, to develop criteria for judging the value of their own and others’ work or ideas and to have confidence in their judgements.

(HOTS) Higher Order Thinking Skills

is a concept of Education reform based on learning taxonomies such as Bloom's Taxonomy. The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits. In Bloom's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order, requiring different learning and teaching methods, than the learning of facts and concepts.

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