To effectively work, the 21st-century skills movement would demand a closer attention to the curriculum, teacher quality and the assessment strategy to ensure that they meet student’s needs. A large number of educators and policy makers have all been united under the notion that students require "21st-century skills" to be successful in future (Shapson et al., 1980). Critical thinking and problem-solving are essential and thus should be developed among these students. Educators will also be required to focus on the information literacy and global awareness.
First, the way of thinking and understanding the information has been established to be critical. There will be the need to come up with a strategy to meet issues of conveying content and skills in the most suitable way that will improve overall student’s outcome. Educators and policymakers will also be required to make sure that the instructional programs adopted in schools are inclusive and that the content is not shortchanged for what can be considered as a short-lived quest of knowledge (Rotherham & Willingham, 2010). Secondly, state, schools and even the school districts would require revamping on how they think and consider the human capital in the education field. For instance, this should specifically focus on how the modern day teachers will be trained to ensure that they deliver the right skills to students to meet the 21st needs. The other method of educators that need to be changed is the method of assessment. According to Shapson et al., (1980), there is the need for educators to develop a new assessment that will accurately measure a richer learning and complex tasks.
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Teachers will keep current with best practices in teaching by maintaining excellent communication skills to ensure that they create rapport with students to connect with learners and feel their individual needs (Shapson et al., 1980). Getting students engaged is also critical particularly in the multitasked environment. The educators should give room to an individualized learning since all students are not equal regarding competency.
References
Rotherham, A. J., & Willingham, D. T. (2010). “21st-Century” Skills. American Educator , 17 .
Shapson, S. M., Wright, E. N., Eason, G., & Fitzgerald, J. (1980). An experimental study of the effects of class size. American Educational Research Journal , 17 (2), 141- 152.
