21st Century Skills Needed Are:
1. 用母語溝通的能力
2. 用外語溝通的能力
3. 數學能力和基本科學與技術能力
4. 數學技術能力
5. 學習如何學習的能力
6. 社會與公民的能力
7. 創新意-和企業家精神
8. 文化視野和表達能力
Bingo
Sort out
characters
Rearrange a
Sentence
What motivates students to learn?
Design 設計
Storytelling 敘事
Synthesis 整合1) topic sentence /2)write a summary 練習說寫
Empathy 感同身受
Entertaining 娛樂性
Meaningfulness 有意義
How the Student Brain Learns?
1. It is important to honor each learner’suniqueness.
2. Prior learning enhances new learning.
3. Learning is heavily influenced by brainchemistry.
4. It takes time to formulate learning.
5. Non-learning time is essential to learning.
6. The brain rarely gets it right the first time.
7. Learning that taps into multiple pathways of thebrain is stored for the long term.
PBL Design Process(Project Based Learning)
Stage 1: Identify
Desired Results
Stage 2: Determine
acceptable evidence
Stage 3: Plan
Learning
Experience and
Instruction
Established Goals
Enduring Understanding
Essential Questions
Identify L21 Skills & Subject Specific Skills
Comprehensive Assessment
Scope and Sequence
Lesson Plans
Reflections
Help students become readers
21st Skill needed
are:
1. Learn to learn!
2. Brain Functions
3. Seven Principles
4. Multiple
intelligences
How should
content be taught?
1. Articles 文
2. Paragraph 段
3. Sentence 句
4. Phrase 詞
5. Word 字
Help students become readers
Comparisons
Reading strategies for the 21st century
Connection & Patterns
Lecture technique (Skim / Scan)
What do readers do to comprehend text?
Activate relevant prior knowledge
Make connections
Monitor reading for meaning
Determine what’s most important
Visualize
Ask questions
Make inferences
Synthesize
Text User/Illustrator 文本使用者What do I do with this text?
Understands the purposes of different written,spoken, and visual texts for different cultural andsocial functions.
Transfers the text into another form – poetry,script, illustration, diagram, symbols.
Investigates the concepts that are here – the bigpicture ideas.
It’s all about interpreting the text.
Text Analyst 文本分析者What does this text do to me?
Understands how texts position readers, views andlisteners (What is the author trying to achieve withthis text?)
Identifies how text has a position and a purpose asdictated by the writer.
Understands that texts empower or disempowercertain groups
Identifies how text can influence a reader’s ideas
Text Decoder 文本解碼者How can I crack this code?
Decodes the codes and conventions of written,spoken and visual text
Identifies the words, phrases and terminology thatare difficult or vital to the understanding (breaking the code) of a particular piece of text
Text Participant 文本參與者
What does this text mean to me?
Comprehends written, spoken and visual texts
Uses own experiences and prior knowledge (it is about you, the reader)
Uses knowledge of similar texts
Figure 1
五兄弟
手掌媽媽有五個孩子‚ 他們常常吵吵鬧鬧的。
長得圓圓胖胖的老大說: “我的本事最大!” 老三馬上說:
“我長得最高‚你們誰也比不上我!” 老二、老四、老五也說自
己的本事大。
媽媽拿他們沒辦法。後來‚ 她想到一個好主意。她對
孩子們說: “你們誰能把地上的皮球拿起來‚ 誰的本事就最大!”
五個兄弟怎麼努力‚ 誰都不能把球拿起來。媽媽說:
“當你們合作的時候, 你們才有本事。現在, 你們一起把皮球
拿起來試試看。” 果然, 五兄弟一起, 很快就把皮球拿起來了。
原來, 合作的時候才有本事。
醜陋的聲音宋以民
一個日本女孩，自小聲音沙啞，同齡人都因她“醜陋的聲音”而不願與
她交朋友。但這個女孩從未因此而郁郁寡歡，她一直積極而快樂地尋找
著每一個展示自己的機會。
終於有一天，他爭取到了參加一個社團演出的機會。那次日本著名的漫
畫家藤子不二雄恰好觀看了這位女孩演出的話劇，女孩特異的聲音立刻
吸引了他。此時, 他正為籌拍中的卡通片《機器貓》中的主人公物色一名
配音演員，而這位有著沙啞聲音的女孩讓他如獲至寶。女孩果然不負眾
望，她獨特的聲音魅力無限, 伴著卡通片像長了翅膀一樣，飛遍了世界各
地。她成了家喻戶曉及孩童們爭相模仿的天才配音演員。
這個女孩“醜陋的聲音”不僅征服了世界，更讓人看到了希望的力量。
其實，每個人身上都有沒有永遠被定格的“缺陷”。只要不放棄希望，就
不會失去成為勝利者的機會。