18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 11
CURRENT CHALLENGES CURRENT CHALLENGES IN CURRICULUM DEVELOPMENT: IN CURRICULUM DEVELOPMENT:
CASE STUDIES AND NETWORKING CASE STUDIES AND NETWORKING FOR CHANGEFOR CHANGE
Curriculum philosophies for Curriculum philosophies for the twenty-first century: what the twenty-first century: what
is old an what is new?is old an what is new?
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 22
Isaac Asimov: the three Isaac Asimov: the three laws of futurologylaws of futurology
What’s taking place now will What’s taking place now will continue in the future (i.e. ‘What continue in the future (i.e. ‘What happened in the past will also happened in the past will also occur in the future’)occur in the future’)
Try to identify Try to identify the obviousthe obvious for only for only few people will be able to see itfew people will be able to see it
Think at consequencesThink at consequences
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 33
Curriculum Curriculum ‘philosophies’‘philosophies’
Questioning the foundations of Questioning the foundations of our decisions and actionsour decisions and actions
Asking the right questionsAsking the right questions Evaluating alternativesEvaluating alternatives Coping with dilemmasCoping with dilemmas Issuing guidelines for effective Issuing guidelines for effective
changechange Engaging in productive dialogueEngaging in productive dialogue
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 44
What challenges?What challenges?
Future sellers: ‘The second oldest Future sellers: ‘The second oldest profession’ (William A. Sherden)profession’ (William A. Sherden)
Asimov: ‘If I were asked to guess what Asimov: ‘If I were asked to guess what people are generally most insecure people are generally most insecure about, I would say it is the content of about, I would say it is the content of the future. We worry about it the future. We worry about it constantly.’constantly.’
Sherden: ‘…just because we cannot Sherden: ‘…just because we cannot predict it does not mean we can ignore predict it does not mean we can ignore the future.’the future.’
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 55
What challenges? A review What challenges? A review of the obvious…of the obvious…
Language & IdentityLanguage & Identity ‘‘Knowledge society’Knowledge society’ Brain researchBrain research Memory and learningMemory and learning GenderGender Self-management & Interpersonal Self-management & Interpersonal
relationshipsrelationships AuthorityAuthority School organizationSchool organization
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 66
Language & IdentityLanguage & Identity
Newsweek (7 March 2005)Newsweek (7 March 2005)
MalaysiaMalaysia School-level maths and sciences taught in English (p. School-level maths and sciences taught in English (p.
50)50)
FranceFrance Recommendation of a Commission of the ‘Académie Recommendation of a Commission of the ‘Académie
Française’: basic English be treated like basic Française’: basic English be treated like basic maths, as part of maths, as part of the mandatory core curriculum (p. 50) the mandatory core curriculum (p. 50)
GermanyGermanyGerman language schools no longer target English German language schools no longer target English
beginners, beginners, but those pursuing more expert-niches: business but those pursuing more expert-niches: business English, phone English, phone manners or English for presentations (p. manners or English for presentations (p. 59)59)
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 77
Language & IdentityLanguage & Identity
Language, computers and mass Language, computers and mass migrations as the turbine migrations as the turbine engines of globalizationengines of globalization
Bilingual educationBilingual education
New identitiesNew identities
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 88
Knowledge societyKnowledge society From an information society From an information society
towards a ‘knowledge society’towards a ‘knowledge society’
Networks, knowledge and new Networks, knowledge and new technologiestechnologies
Learning communitiesLearning communities
Life-long educationLife-long education
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 99
Knowledge society: complex knowledge Knowledge society: complex knowledge is preconditioning our success in daily is preconditioning our success in daily
life & actionlife & action
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 1010
Brain researchBrain researchTime (7 March 2005)Time (7 March 2005)
Women:Women: ‘…have more connections ‘…have more connections between the left and right hemispheres. between the left and right hemispheres. They tend to use more parts of their brains They tend to use more parts of their brains than do men for the same task’ (p.48-49)than do men for the same task’ (p.48-49)
Men:Men: ‘Do their thinking in more focused ‘Do their thinking in more focused regions of the brain, whether they are regions of the brain, whether they are solving a math problem, reading a book or solving a math problem, reading a book or feeling a wave of anger or sadness’ (idem)feeling a wave of anger or sadness’ (idem)
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 1111
Brain researchBrain research The size of the brain does not predict The size of the brain does not predict
intellectual performanceintellectual performance
Men and women perform similarly on Men and women perform similarly on IQ testsIQ tests
Men and women seem Men and women seem to handle to handle emotions quite differentlyemotions quite differently
HAIER: ‘Men and women have different HAIER: ‘Men and women have different brain architecturesbrain architectures, and we don’t know , and we don’t know what they mean’ (p. 50)what they mean’ (p. 50)
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 1212
Brain researchBrain research
Leonard SAX: ‘Why gender matters?’Leonard SAX: ‘Why gender matters?’
Segregation of sensesSegregation of senses
Never underestimate the brain: Never underestimate the brain:
adaptationadaptation growthgrowth
evolution evolution motivationmotivation
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 1313
Memory and learningMemory and learningSTERN, 14.10.04STERN, 14.10.04
Different memory models:Different memory models: The partitioned-brain modelThe partitioned-brain model
The ‘whole’ brain modelThe ‘whole’ brain model
Short term and long term memoryShort term and long term memory
Long term memoryLong term memoryDeclarativeDeclarative Non declarative Non declarative
Episodic - Semantic Episodic - Semantic (Procedural)(Procedural)
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 1414
Memory and learningMemory and learning
Conscious and unconscious Conscious and unconscious memorymemory
The emotional context of The emotional context of memorisation and learningmemorisation and learning
Consolidating the Consolidating the memory/neuronal ‘charts’ memory/neuronal ‘charts’
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 1515
Memory and learningMemory and learning Memory Memory andand higher-order intellectual skills higher-order intellectual skills
Old tricks in new contexts: how to train our Old tricks in new contexts: how to train our memory?memory?
Visual aidsVisual aids Searching for meaningful linksSearching for meaningful links
Positive routine/methods and Positive routine/methods and proceduresprocedures
RimesRimesWordingWording
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 1616
GenderGender IcelandIceland: a land where girls rule in Math : a land where girls rule in Math
(Time, 7 March 2005)(Time, 7 March 2005)
Expectations matterExpectations matter
GermanyGermany: ‘Educationalist are worried : ‘Educationalist are worried about the men’s faith in tomorrow’s world: about the men’s faith in tomorrow’s world: more and more boys and young men leave more and more boys and young men leave school and achieve only low results. Boys school and achieve only low results. Boys and young men feel unsecured, and reliable and young men feel unsecured, and reliable models for them are missing…’ (Der models for them are missing…’ (Der Spiegel, No. 21/17.05.05, p. 82)Spiegel, No. 21/17.05.05, p. 82)
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 1717
GenderGender
Time, 7 March 2005Time, 7 March 2005
Who says a woman can’t be Who says a woman can’t be Einstein? Einstein?
Science is still a man’s world – Science is still a man’s world – will today’s girls change that?will today’s girls change that?
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 1818
Self-management and Self-management and interpersonal relationshipsinterpersonal relationships
Stern, 25.11.04Stern, 25.11.04
How to control our fears?How to control our fears?
Sciences humaines, June 2004Sciences humaines, June 2004
How to build meaningful How to build meaningful interpersonal relationships?interpersonal relationships?
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 1919
AuthorityAuthority
What went wrong?What went wrong?
Spiegel, no. 29/18.07.05Spiegel, no. 29/18.07.05
The right of children and young The right of children and young to discipline and self-structuring to discipline and self-structuring
(p. 137)(p. 137)
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 2020
School organizationSchool organization
Spiegel, no. 29/18.07.05Spiegel, no. 29/18.07.05
Rebirth of boarding schools?Rebirth of boarding schools?
Time, 7 March 2005Time, 7 March 2005
All women: Smith College grads All women: Smith College grads benefit from single-sex classes (p. benefit from single-sex classes (p. 54)54)
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 2121
Lessons for the future…Lessons for the future…
Old habits die hard – but before killing Old habits die hard – but before killing them for good, we should revisit our them for good, we should revisit our assumptions…assumptions…
STERN, 25.11.04STERN, 25.11.04‘‘For corrections we would need like five For corrections we would need like five years, while for a new learning culture years, while for a new learning culture we would need at least 15…’we would need at least 15…’
A new curriculum & learning culture: we A new curriculum & learning culture: we need to be sure of what this means…need to be sure of what this means…
18-19.11.0518-19.11.05 Dakmara GEORGESCU, IBEDakmara GEORGESCU, IBE 2222
Lessons for the futureLessons for the future
Stern, 25.11.04Stern, 25.11.04
Lessons of the PISA study:Lessons of the PISA study:
Poland:Poland: ‘We don’t need to learn only rough facts, ‘We don’t need to learn only rough facts, what we really need is to understand the world’ what we really need is to understand the world’ (p. 48)(p. 48)
Core curriculum and freedom to chooseCore curriculum and freedom to choose Comprehensive basic/compulsory education for Comprehensive basic/compulsory education for
all while avoiding early streamingall while avoiding early streaming Students’ participation in the development of Students’ participation in the development of
theirtheir curriculum curriculum