Thematic Seminar: 21st-Century Skills in the Language Classroom 3304-2DXW-ST-61
The course will cover the following topics:
- The concept of competence in the humanities.
-21st-century skills – typologies, issues, and controversies.
-The 4Cs model – what does it bring to glottodidactic practice?
-Critical thinking as a complex skill – an analysis of components and theoretical approaches.
-Critical thinking in the foreign language classroom – working with language materials.
-Creativity as a competence – theoretical models.
-Creativity in language classes – what types of tasks should be offered to learners?
- Foreign language communication – what are the main goals achieved by the competence model?
- Collaboration as a complex skill.
- Collaboration – what does research say? What forms of collaboration should be implemented in language classes?
- Assessment of complex skills – the learning progression model.
- Challenges and issues related to the application of 21st-century skills in language classes from the perspective of both teachers and learners.
-Summary. Presentation of the group's original projects.
With regard to the use of artificial intelligence (AI) tools in classes and when preparing a dissertation, the rules set out in Resolution No. 42 of the Teaching Council for the Roman Philology degree programme, dated 15 April 2024, apply.
Resolution: https://romanistyka.wn.uw.edu.pl/wp-content/uploads/2024/04/RD_uchwala_42_15-kwietnia-2024_wytyczne_SI_.pdf
Appendix: https://romanistyka.wn.uw.edu.pl/wp-content/uploads/2024/04/RD_uchwala_42_15-kwietnia-2024_wytyczne_SI_ZALACZNIK_1.pdf
Course coordinators
Type of course
Mode
Learning outcomes
In terms of knowledge, the student:
- knows the theoretical models identified for 21st-century skills;
- knows which elements constitute the main components of 21st-century skills;
- understands the mechanisms of didactic work with complex skills.
In terms of skills, the student:
- can identify an opportunity within teaching materials to develop one of the 21st-century skills;
- can evaluate the relevance and appropriateness of materials proposed for working with the aforementioned skills;
- can plan a lesson based on a selected skill.
In terms of social competences, the student:
- develops teamwork skills while maintaining respect for others;
- treats fellow course participants with respect and kindness;
- develops communication and emotional skills, even in challenging situations.
Assessment criteria
- The student regularly and actively participates in classes, prepares materials, and submits partial assignments (written reflections) on Google Classroom.
- The student develops and presents to the group an idea for fostering a selected 21st-century skill, based on a teaching material of their choice.
More than 2 absences require individual arrangements with the instructor regarding the method of making up for the missed course content.
Assessment criteria:
- The student correctly identifies and characterizes the main theoretical models of 21st-century skills (e.g., the P21 framework, OECD classification, or EU frameworks) and can indicate the key differences and similarities between them.
- The student describes the components of individual skills in detail (including the so-called 4Cs: critical thinking, communication, collaboration, creativity) and can explain the specific knowledge, skills, and attitudes they consist of.
- The student correctly explains the principles of designing a didactic process aimed at developing complex skills, demonstrating an understanding of the role of scaffolding, the integration of subject matter with soft skills, and the importance of constructive feedback.
- The student can independently analyze standard teaching material (e.g., a textbook chapter, an article) and accurately identify the potential and specific opportunities that can be used to stimulate a selected 21st-century skill.
- The student can critically evaluate ready-made lesson plans or teaching aids based on the learned criteria, assessing their effectiveness in developing complex skills and correctly pointing out their strengths and potential gaps.
- The student independently and correctly constructs a lesson plan in which the objectives, working methods (e.g., project-based learning, drama, PBL), and evaluation techniques are logically and directly aligned with developing the selected 21st-century skill.
- The student builds a safe atmosphere during daily classroom interactions, treats other participants with genuine kindness, listens attentively to others' statements, and avoids judgmental or stigmatizing behavior.
Bibliography
Alsaleh, N. (2020), Teaching Critical Thinking Skills: Literature Review, TOJET: The Turkish Online Journal of Educational Technology – 19/1, s. 21-39 https://eric.ed.gov/?id=EJ1239945
Białek, K., Swat-Pawlicka, M. (2022). Diagnoza poziomu kompetencji proinnowacyjnych uczniów, Warszawa: Centrum Edukacji Obywatelskiej/Szkoła Edukacji PAFW i UW.
Boisvert, J. (2000). Le développement de la pensée critique au collégial: étude de cas sur un groupe classe en psychologie. Revue des sciences de l'éducation, 26(3), 601–624. https://doi.org/10.7202/000292ar
Johnson, D. W., & Johnson, R. T. (2015). Theoretical approaches to cooperative learning. In R. Gillies (Ed.), Collaborative learning: Developments in research and practice (pp. 17-46). New York: Nova.
Kuhn, D. (1999), « A developmental model of critical thinking », Educational Researcher, 28(2), s. 218–239.
Lamb, S., Marie, Q., Doecke, E. (2017). Key Skills fo the 21st Cemtury : An evidence-based review. Project Report. NSW Departement of Education.
Marzano, R.J., Heflebower, T. (2012). Teachnig and Assessing 21st Century Skills. The Classroom Strategies Series.Bloomington : Marzano Research Laboratory.
Shepard, L.A. (2018). Learning progressions as tools for assessmenet and learning, Applied Measurement in Education, 31(2), s. 165-174.
Wasilewska Kamińska, E. (2016). Myślenie krytyczne jako cel kształcenia na przykładzie systemów edukacyjnych USA i Kanady Warszawa: WUW.
Witkowski, J (red.). (2022). Dydaktyka rozwoju kompetencji proinnowacyjnych, Warszawa: Centrum Edukacji Obywatelskiej.