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21st CENTURY SKILLS

The emergence of 21st-century skills convinced educational institutions in modifying teaching styles, which lead to the introduction of blended, flipped, and personalised learning

PURPOSE

The purpose of this Module is to get you thinking about what it means to be a 21st Century learner- an effective one. It will also encourage you to make connections between Common Core, design/project-based learning, the Next Generation Science Standards and 21st Century Skills.

GOALS

Define what strategies you think a 21st Century teacher would utilize in the classroom Reflect on how 21st Century skills can be taught through design-based learning. Explore the connections between Common Core, 21st Century skills, Next Generation Science Standards and design/project-based learning.

CIVIC LITERACY

  • Participating effectively in civic life through knowing how to stay informed and understanding governmental processes.
  • Exercising the rights and obligations of citizenship at local, state, national and global levels.
  • Understanding the local and global implications of civic decisions.

FINANCIAL, ECONOMIC, BUSINESS and ENTREPRENEURIAL LITERACY

  • Knowing how to make appropriate personal economic choices.
  • Understanding the role of the economy in society.
  • Using entrepreneurial skills to enhance workplace productivity and career options.

GLOBAL AWARENESS

  • Using 21st century skills to understand and address global issues.
  • Learning from and working collaboratively with individuals representing diverse cultures, religion and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts.
  • Understanding other nations and cultures, including the use of non-English languages.

LEARNING and INNOVATION SKILLS – THE 4C’s

  • Creativity and Innovation
  • Critical Thinking and Problem Solving
  • Communication
  • Collaboration
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EMOTIONAL INTELLIGENCE

MODULE 1

Understanding Emotional Intelligence and the Intelligence in Emotion.

This module introduces emotional intelligence focusing on the intelligence in working with emotions. Learn how emotional intelligence is related to the expression and management of emotions and how models of emotional intelligence help understanding.

5 units of interactive presentations:

  • 1.
    Introduction to Emotional Intelligence.
  • 2.
    What is Emotional Intelligence?
  • 3.
    Developing an Understanding of Emotions.
  • 4.
    Models of Emotional Intelligence.
  • 5.
    Building Emotional Intelligence.

Description Practical Activity: Assess your Emotional Intelligence

Practical Activity:

Assess Your Emotional Intelligence This is a practical activity that will help you to think about how you are using your emotions and your emotional intelligence and what other people think. You are going to be asked to rate some competencies of your emotional intelligence and get someone else to rate your competencies as well. Comparing how you score yourself and comparing this with how someone else scores you will give you some very useful information.

Daniel Goleman’s Framework of Emotional Intelligence

Exercise in Critical Thinking

Practical Activities:

  • Working With Your Values
  • Emotions And Their Management
  • Defining Your Life Goals
  • Learning From Emotions At Work
  • The Rule Of Assertion
  • Assess Your Interpersonal Skill
  • Checking Your Emotional Bank Account
  • Developing Empathy
  • Care And Support In The Work Place
  • Assessing The Dynamics Of Your Team
  • How You Work With Optimism
  • Understanding Stressful Situations
  • Assess Your Flexibility
  • Assess Your Stress Management
  • Impulses And Gratification At Work
  • Problem Solving With SCAMPER
  • What Is Your Reality
  • Assess Your Decision Making
  • Least Favoured Social Interaction Style
  • The Amiable Social Interaction Style Summary Booklet
  • The Expressive Social Interaction Style Summary Booklet
  • Assessing Your Social Interaction Style
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ONLINE FUTURE LEADERSHIP SKILLS

MODULES

  • How to be a successful Change
  • Strong Leadership in times of Transition
  • Role of Empathy in constructively leading teams, Critical thinking Assumptions & Beliefs
  • Servant Leadership
  • How can leaders get results?
  • Communication for impact
  • Founding Principles of Exercising Leadership
  • High Performance Leadership: From Control to Empowerment
  • Principles of High Performance.
  • Emotional Intelligence.
  • Perception, & Self-Reflection, Communication Effective skills in Complex systems, Executive Team Development
  • How to be a Change Leader
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SOCIAL INTELLIGENCE

The goal of the course is to help us understand the root causes of why we do what we do. These insights open the door to fundamental cognitive/behavioral changes. This knowledge helps us more successfully navigate and connect with the world around us, and helps us make more more thoughtful decisions about the direction of our lives. According to Goleman (2006: 84–97) social intelligence consists of two components that again comprise several subcategories: Social awareness – primal empathy, attunement, empathic accuracy, social cognition, and social facility – synchrony, self- presentation, influence, concern.

it is argued that social intelligence is a necessary prerequisite for being a successful intercultural communicator. The latest research in the field of social intelligence is based on the social neuroscience which has been developed in recent years. The research findings of this young discipline are central to intercultural communication research. Until now, cognitive goals have typically predominated in intercultural training programmes, followed by behavioural ones. Affective training goals are often cited as a third typical component of intercultural training, but generally, less time and effort are spent on this part than on the other two. This may be because affective goals are considered to be of minor importance, or because the view that affective skills cannot be significantly improved by training still dominates. However, taking into account the latest findings of social neuroscience, it is argued that the affective is in fact the most important component in intercultural negotiations and should therefore be adequately represented in training programmes. An integrative approach to intercultural negotiations and training is proposed, based on the concept of social intelligence.