Synthesis Paper
Name
Institution
In “Going deeper” with Michael, Mag, and Max and “learning 21st– century skills requires 21st-century teaching” with Anna Rosefsky and Darleen Opfer, all these authors discuss the urgent need for scholars to develop knowledge and skills that will help them to succeed. However, every source emphasizes a different program. Michael, Mag, and Max have highlighted the important approaches that educators need to look at to ensure teens are connected and engaged in learning while Anna and Darleen have highlighted the global economy, political networks and ecosystem interconnectedness that is required for students to develop knowledge and skills they need to succeed. Through various programs that have disadvantages and advantages, I believe that the authors could agree that the teaching and assessment of skills of 21st– century, attitudes and knowledge would trigger the ways of working, thinking, working tools, and living around the globe. Regardless of the terms used to describe them and the skills included, every 21st-century definition is relevant in contemporary life.
Anna and Darleen describe that if students are not getting the necessary skills and knowledge, it is because the schools are not teaching them. They have emphasized the need to encourage learning transfer, teach through disciplines, develop thinking skills, teach them how to learn, treat teamwork as an outcome, exploit technology to provide learning, among many. The two advocates for making the 21st-century skills relevant. For it to be relevant, teachers need to come up with generative topics that include an interdisciplinary and disciplinary study that resonates with the students and the teachers as well (Saavedra & Opfer, 2012). Among them is a technology that will allow the learners to transfer their abilities to various contexts, collaborate with peers, practice to address their misunderstandings, and reflect on their thinking as well as their peers. They also advocate for developing thinking skills that would contribute to an applicable and flexible understanding of what the students exactly need to negotiate the 21st-century demands successfully. The two also advocates teaching learners how to learn. Formal learning in school is limited and therefore the two authors have seen the need for teaching the students the way to learn on their own in the 21st-century.
Michael, Mag, and Max provide evidence on exposing students to technologies that are emerging to be innovative in education may not help the learners to confront challenges in society. Therefore, exposing scholars to emerging technologies is likely to intrigue them by creating connections. They have also come up with new morals that are important to make schools relevant and helpful to teens (Fullan, Gardner, & Drummy, 2019). The three authors see the need for fundamental change that involves new morals that are important for schools and that which puts purpose, well-being and learning on an equally high platform. For instance, searching and engaging in deeper learning involves mastery, identity, and creativity hence the difference between deep learning teachers and traditional teachers. They have also discovered that teens are finding ways to shape and contribute to the world while gaining knowledge of social connectedness. Additionally, the three have come up with the possible ways that back deep learning in schools. They have found out that deep learning is attractive to all learners, however, it is especially good for learners disconnected from life and learning.
In conclusion, both articles make valid facts for the need to develop skills and knowledge for the learners to ensure they become successful in life. Though the article of Michael, Max and Mag focuses more on the need to go deeper to ensure that teens remain connected and engaged in school to nurture their learning. They have highlighted the new moral imperative in learning institutions that will involve learning, well-being and purpose at a high stand.
References
Fullan, M., Gardner, M., & Drummy, M. (2019, May N/d). Going Deeper. Retrieved from file:///C:/Users/user/Downloads/nov-19th-going-deeper.pdf
Saavedra, A., & Opfer, V. (2012, October N/d). Learning 21st-century skills requires 21st-century teaching. Retrieved from file:///C:/Users/user/Downloads/nov-19th-learning-21st-century-skills.pdf