As the 21st century unfolds, the pace of change in the world is accelerating. The authors believe a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) is necessary for the 21st century. This clear, practical guide presents a model of instruction and assessment based on these skills.

This book serves as an essential intervention where the innovative, evidence based and contemporary teaching, learning approaches, strategies and learning support systems to be incorporated in the learning process are presented, supported with findings. It addresses the complex challenges and limitations in practice supported with evidence, hence providing possible approaches to address them. It also addresses an interesting scope of topics that are both contemporary and essential to almost all academics that have a high responsibility to nurture, develop, train and equip learners both at the undergraduate and post-graduate levels at the university with the relevant skills and competencies.

This book describes how different nations have defined the core competencies and skills that young people will need in order to thrive in the twenty-first-century, and how those nations have fashioned educational policies and curricula meant to promote those skills. The book examines six countries—Chile, China, India, Mexico, Singapore, and the United States—exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed in the current century. Teaching and Learning for the Twenty-First Century appears at a time of heightened attention to comparative studies of national education systems, and to international student assessments such as those that have come out of PISA (the Program for International Student Assessment), led by the Organisation for Economic Co-operation and Development. This book’s crucial contribution to the burgeoning field of international education arises out of its special attention to first principles—and thus to first questions: As Reimers and Chung explain, “much can be gained by an explicit investigation of the intended purposes of education, in what they attempt to teach students, and in the related questions of why those purposes and how they are achieved.” These questions are crucial to education practice and reform at a time when educators (and the students they serve) face unique, pressing challenges. The book’s detailed attention to such questions signals its indispensable value for policy makers, scholars, and education leaders today.

"What year are you preparing your students for? 1973? 1995? Can you honestly say that your school's curriculum and the program you use are preparing your students for 2015 or 2020? Are you even preparing them for today?" With those provocative questions, author and educator Heidi Hayes Jacobs launches a powerful case for overhauling, updating, and injecting life into the K-12 curriculum. Sharing her expertise as a world-renowned curriculum designer and calling upon the collective wisdom of 10 education thought leaders, Jacobs provides insight and inspiration in the following key areas: * Content and assessment: How to identify what to keep, what to cut, and what to create, and where portfolios and other new kinds of assessment fit into the picture. * Program structures: How to improve our use of time and space and groupings of students and staff. * Technology: How it's transforming teaching, and how to take advantage of students' natural facility with technology. * Media literacy: The essential issues to address, and the best resources for helping students become informed users of multiple forms of media. * Globalization: What steps to take to help students gain a global perspective. * Sustainability: How to instill enduring values and beliefs that will lead to healthier local, national, and global communities. * Habits of mind: The thinking habits that students, teachers, and administrators need to develop and practice to succeed in school, work, and life. The answers to these questions and many more make Curriculum 21 the ideal guide for transforming our schools into what they must become: learning organizations that match the times in which we live.

All would-be strategists would benefit by some formal education. However, for education in strategy to be well-directed, it needs to rest upon sound assumptions concerning the eternal nature yet ever shifting character, meaning, and function of strategy, as well as the range of behaviors required for effective strategic performance. The author emphasizes the necessity for strategic education to help develop the strategic approach, the way of thinking that can solve or illuminate strategic problems. He advises that such education should not strive for a spurious relevance by presenting a military variant of current affairs. The author believes that the strategist will perform better in today's world if he has mastered and can employ strategy's general theory.

As technology becomes more widespread and the world continues to change in many other ways, teachers have adapted to allow education to evolve with the 21st century. This book provides theoretical foundations and highly practical strategies for classrooms tackling modern challenges, drawing in part on the ideas and experiences of practising teachers. The authors highlight how crucial education is for equipping future generations with the skills for individual, societal and planetary wellbeing, while still considering the pressures of ‘teaching to the test’. Every teacher balances a range of priorities as they enter a classroom which this book addresses: •Teaching for personal development, including autonomy, resilience, critical thinking, mental health and overall wellbeing •Teaching for social development, for the workplace but also for community participation and social life generally •Teaching for equity, inclusion and political and global/environmental commitment •Teaching for digital knowledge and skill, in ways that are technologically advanced and substantively relevant •Enhanced teacher identity, professionalism and wellbeing The book will be an essential companion for teachers, particularly those at the start of their training and in preservice roles, with plenty of practical suggestions and strategies. “Classroom Teaching in the 21st Century is a gift to school leaders and teachers who are looking for sound advice to improve teaching and learning.” Pak Tee NG, National Institute of Education, Nanyang Technological University, Singapore “If you are looking for fresh ideas about teaching for meaning and well-being, as well as for competence and content, look no further.” A. Lin Goodwin, Dean, Faculty of Education, The University of Hong Kong, Hong Kong “This is an important new book which will make a substantial contribution to the literature on education and schooling.” Keith F Punch, Emeritus Professor, Graduate School of Education, The University of Western Australia, Australia Clive Beck is Emeritus Professor in Curriculum, Teaching and Learning at OISE/University of Toronto, Canada, teaching courses for preservice and in-service teachers and engaging in empirical research on teaching. He is a past-Coordinator of Graduate Studies at OISE and past-President of the American Philosophy of Education Society. Clare Kosnik is Professor in Curriculum, Teaching and Learning at OISE/University of Toronto, Canada, past-Director of Elementary Teacher Education at OISE and past-Director of the Jackman Institute of Child Study. She has researched extensively on teaching and teacher education, and has received University-wide Awards for Excellence in both teaching and graduate supervision.