“Tell me and I forget, teach me an I may remember, involve me and I learn.” -Benjamin Franklin
Educators found the need for twenty-first-century skills, assessing skills for content through a metacognition learning process. The curriculum of today had the problem focused on the need for proficiency level rather than an in- depth process to create proactive expectations towards an integral student. Greenstein (2012) stated that it requires that students made inferences and justify conclusions from sample surveys, experiments, and observational studies to enable critical thinking skills for success. Also, students from the twenty-first century education benefited from mastering core skills and knowledge through an embodied cognition learning process for today’s world (Greenstein, 2012). This could become a great asset because the information between learning through education and constructing their approaches gathered a holistic approach to embellish the results.
Why do this?
- Because it gives new ways of looking into education.
- Because it will help you focus your own ideas for student success.
Challenges of assessing the skill-related on educational leaders and teachers seek into educators to establish commitment and collaboration to accomplished best approaches for students’ success. Therefore, students relay on the educational leaders, and it is on the stakeholders when participating through the twenty-first century skills for students.
What should we educator do about it?
Is it O.K. to think in the teachers point of view rather than the student’s point of view? Why?
Are we at the position to construct proactive approaches based on student learning?