practical book + dvd classroom examples - … book + dvd classroom examples “the authors have done...
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© Charles Fadel – All Rights Reserved
Practical book + DVD classroom examples
“The authors have done nothing less than provide a bold framework for designing a 21st century approach to education, an approach aimed at preparing all of our children to successfully meet the challenges of this brave, new world.”
Paul Reville, Secretary of Education,Commonwealth of Massachusetts;
former director of the Education Policy and Management Program,
Harvard Graduate School of Education
“It’s about time that we have such an accessible and wise book about the 21st century skills that so many companies, policymakers, and educators are talking about”
Roy Pea, Professor, Education and the Learning Sciences,
Stanford University
http://www.21stcenturyskillsbook.com
Charles FadelOctober 21, 2011
Charlesfadel (at) gmail (dot) com
21st Century Knowledge, Skills & Character: The New Global Imperative
ERB Conference
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Question
What will the world be like 20 years from now?
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Volatile
Uncertain
Complex
Ambiguous
Source: US Army War College, 2002
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The Four-Questions Exercise
� What will the world be like 20 years from now?
� What skills will you need to be successful in that world?
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Agenda
� World We Live In
� Impact of Technology
� Relevance of Knowledge
� Rethinking Skills
• Importance of Creativity
� Role of Character
� Learning
• Challenge of Assessments
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Avoiding
Cognitive
Overload
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Key Messages
Relevance � Comprehensive rethinking
• Applicable Knowledge
• Skills not just Knowledge
� Instruction via Projects
� Technology as enabler
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The Benefits of Learning
Learning
$ € ¥£元
Economiccompetitiveness
Lifelongpersonal
prosperity
Social & environmental
wellbeing
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The New World We Live In
© Charles Fadel – All Rights Reserved 111111 11
Globalization ���� Productivity ���� Education
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Impact of Absolute Population Size
2025
China & India300M skilled workers
World challenge
Japan25M skilled workersUS, Europe Challenge
1985
“When China awakens, the world will tremble”
Napoleon Bonaparte
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Does The World Have The Absorptive Capacity ?
A: Long-term, possibly. Short-term, major dislocations
“25% of US jobs are potentially offshorable” (30-40M)
Alan Blinder, Princeton U., 2007
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Important Distinction
� Outsourced = out of the organization (and could be offshored as well)
� Offshored = out of the country
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What do these countries have in common ?
Egypt Japan Sweden
A: High Youth Unemployment
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Youth Bulge
Decades in which 15-24 years-old have peaked as a proportion of total population [>20%]; some happen twice
1990’s
AlgeriaIraq
JordanMoroccoIndonesia
2000’s
TajikistanTurkmenistan
EgyptIran
Saudi ArabiaKuwaitSudan
2010’s
KyrgyzstanMalaysiaPakistan
SyriaYemenJordan
IraqOmanLibya
Afghanistan
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Accelerating Change Demands Different Skills
e.g. consultants
e.g. engineers
e.g. assembly work
e.g. paperwork
e.g. plumbing
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Personally-delivered vs Impersonally delivered
• “Impersonal services are the ones that can be delivered electronically from afar with little or no degradation of quality (e.g., keyboard data entry, manuscript editing).
They are potentially offshorable.
• Personal services are the ones that either cannot be delivered electronically (e.g., child care) that suffer severe degradation of quality when so delivered (e.g., surgery).
They are, for all practical purposes, non-[offshorable].”
Alan Blinder, Economist, Princeton U., 2006
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Skill vs Delivery
HighSkill
LowSkill
Personal deliveryImpersonal delivery
Typing clerk � Bookkeeping
Legal discovery � Legal Opinion
Taxi driver
Surgeon
Policeman
Court proceeding
Security video monitoring
Radiologist
Offshorability (Communication)& Automation (Computing)
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The Impact of Technology
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Non-digital displacement technologies
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Impact of Technology
HighSkill
LowSkill
Personal deliveryImpersonal delivery
Typing clerk � Bookkeeping
Legal discovery � Legal Opinion
Taxi driver
Surgeon
Policeman
Court proceeding
Security video monitoring
Radiologist
• Autonomous vehicles•Telepresence• Telemedicine
� Robot patrols
� Pathologist
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Google Autonomous Vehicle
140kmiles in 2010, no accidents
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Displacement due to Technology
Ox � Harvester
Horse � Automobile
Lab Mice � Assays (not soon enoughJ)
Humans: Scribes � printing pressWashers � washing machineCashiers/Attendants � bar code scannerHealthcare/Finance/Services/Jeopardy champions � Watson
etc
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Technology Acceleration
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Brave New World
Human Genome mapping (2005)
“Technology today can do in five minutes a decoding task that would have taken a year to complete a decade ago”
Eric Lander, Founder, The Broad Institute
Improvement by a factor
of 1 million in ten years
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And more to come
� iPhone: $400 price point
• 40T in 2015
• 40E in 2025
“We are currently preparing students for jobs and technologies that don’t yet existJ in order to solve problems that we don’t even know are problems yet.”
Richard Riley
Former U.S. Secretary of Education
� Video record your entire life (2025)
� Brain-in-computer (2030) }Already
possible in the Cloud !
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Who would have thought of ?
� 15 years ago: Bioinformatics
� 5 years ago: Optogenetics
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“The future is already here –
it's just not very evenly distributed.”
Science-Fiction author William Gibson,
quoted in The Economist,
December 4, 2003
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The Race between Technology and EducationInspired by “The race between technology and education” Pr. Goldin & Katz (Harvard)
Industrial Revolution Digital Revolution
Social pain
Social pain
Prosperity
Technology
Education
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An Analogy of Technology vs Education
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Change is Inevitable But do we want a Dickensian world ??
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So what do we teach for?
Jin an era of ubiquitous Google and “Watsons” that help us with answers ?
Quite possibly:
• Fluidity with Technology
• Adaptability
• Resilience
• Curiosity
• Asking the right questions
• Synthesizing/integrating
• Creating !
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Imagine if we rethink What is taught
Knowledge
Character
Skills
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Age-Old Debate
Practical
Subjects
vsTheoretical
Subjects
Economic argument vs Psychosocial argument
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“Jschool learning is abstract, theoretical and organized by disciplines while work is concrete, specific to the task, and organized by problems and projectsJ”
Source: OECD, “Learning for Jobs” 2009
Schooling vs Real-World
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Ben Franklin’s Practical Curriculum
Franklin’s Philadelphia Academy Subjects
* These subjects were usually “optional” in the British Grammar Schools
Sources: Power (1996); Best (1962); Tompson (1971)
FrenchGermanSpanishHandwritingBookkeepingDrawingGeometryAstronomyGeography
LatinGreekEnglish* Reading*Writing*Arithmetic*
British Grammar School Subjects
RhetoricOratoryMoralityHistoryNatural HistoryNatural PhilosophyMechanicsGardening
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Subject Evolution
History
Music
Art
Philosophy & Ethics
Hu
man
itie
s
Arithmetic
Geometry
Astronomy
Biology, Chemistry, Physics
Algebra, Trigonometry, Calculus ST
EM
Reading, Writing
Literature
Oratory
Rhetoric
Grammar, Handwriting, Spelling
Greek, Latin
Contemporary Languages incl. 2nd language
Lan
gu
age
Source: UPenn GSE
Ancient Greece & Rome
Ancient Greece & Rome
Early Christianity & Middle Ages
Early Christianity & Middle Ages
Renaissance & EnlightenmentRenaissance & Enlightenment
Modern Industrial
Era
Modern Industrial
EraTodayToday
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Begging for Relevance
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Discipline (below) AlgebraApplied Maths Calculus
Discrete Mathematics Foundations Geometry
Numbers & Operations
Statistics & Probability
Topology & Recreational
X represents significant usage in
Matrices, Operations, Vectors etc
Complex systems, Control,
Game theory, etc
Analysis, Transforms, Polynomials,
etc
Automata, Graphs,
Computational maths etc
Sets, Logic etc
Curves, Dimensions,
Trans-formations,
Trigonometry, etc
Arithmetic operations, Fractions,
Sequences, etc
Distributions, Analysis,
Estimation, etc
Knots, Figures, Folding,
Spaces, etc
Anthropology X X
Architecture X X X X X
Art/Design X X X
Biology (genetics, zoology, etc) X X X X X X X X
Business X X X X X X
Civil engineering X X X X X X X X
Computer science X X X X X X X X X
Economics X X X X X X X X
Electrical engineering X X X X X X X
Geology/Geography X X X X
History X X
Law X X
Linguistics X X X
Mechanical engineering X X X X X X X X
Medicine/Pharmacy X X X
Music X X
Neuroscience X X X X X X X
Philosophy X X X
Physics X X X X X X X X X
Psychology X X X X X X
Sociology X X
Relevance is a choice
“Numbers and probability provide the basis for statistics, which, together with Logic, constitute
the foundation of the Scientific Method” John Allen Paulos
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Example: Ancient Greece
Minoans,Sea People
Athens’ Democracy
Persian WarsPeloponnesian Wars
Sparta’s system
Alexanderthe Great
Ptolemaic Egypt
Philosophers& Scientists
Homer
4grade
8grade
12grade
Impact vs Context
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Ratio of Subjects – OECD Average
Language
STEM
Humanities
Physicaleducation/VocationalEd/Other
What should be the ratios ?
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STEM Education – OECD average
Science
Technology
Math
Why so little Technology ?Why is Engineering only a College discipline?
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If we need more:
MusicFor memory, brain agility, creativity
Art For creativity, expression, multimodality
Statistics & ProbabilitiesFor multiple fields (i.e. business, social sciences)
What do we remove ?
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What else is needed ?
Psychology/Sociology/Anthropology ?
Personal Finance/Economics ?
Entrepreneurship ?
Engineering ? Robotics ? Programming ?
Recreational Maths in lower grades ?
Linguistics ?
Mythology ? Philosophy ?
Woodworking ? Gardening ?
Etc.
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Interdisciplinarity
� Like real life !
� Complementary to subject-specificity
� Helps thread Skills throughout
� Fosters creativity (richness of future innovations)
� Balance between single-subjects and interdisciplinarity
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STEM AND Humanities
“STEM for EmployabilityJ
JHumanities for Excellence”
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Distribution of the value added
• 299 US$
– 75$ profit to US (Apple)
– 73$ wholesale/retail US (Apple)
iPod = 299$ of Chinese exports
to US, but?
• iTunes Music Store (2003)
– 70% digital market share
– Big 5 recording companies
– 75$ to Japan (Toshiba)
– 60$ to 400 parts from Asia
– 15$ to 16 parts from the US
– 2$ assembly in China
21st Century Innovation
���� Apple garners ~50% of the entire profit of the mobile phone market for 5% of the revenue
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It Takes All Talents
Research:
Giant magnetoresistance
Compression algorithms
Key Profile:
Researcher
Development:
H/W, S/W design
Breadboarding & test
Key Profiles:
Engineer
Technician
Production:
Manufacturing
Test
Key Profiles:
Engineer
Technician
Supply chain Mgt
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User Interface:
Design
Key Profiles:
Anthropologist
Psychologist
Industrial Design
Marketing/Sales:
Product positioning
Sales
Key Profiles:
Marketing
Sales
Business
Legal & Finance:
Contracts
Financing
Key Profiles:
Legal
Para-Legal
Finance
STEM and Humanities Both Matter
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Rethinking Skills
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Source
0%
20%
40%
60%
80%
100%
Graduate school
MITundergrad
Did not learn
Learned elsewhere
Learned on the job
Mechanical Engineering
Mechanical Engineering Core
Professional Skills How & Why
Learned at MIT
Used pervasively
Source: Kristen Wolfe June,2004 S.B. Thesis & Professor Warren Seering. Courtesy Professor Woodie Flowers
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Expanding the Mindset
Courtesy of Olin President Richard Miller
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The OECD’s View
1. The great collaborators and orchestrators
2. The great synthesizers
3. The great explainers
4. The great versatilists
5. The great personalizers
6. The great localizers
7. To which I add: The great innovators
Source: Andreas Schleicher
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Bloom’s Taxonomy Revised? again !
Both Synthesizing AND Creating matter !
Source: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
Bloom Anderson
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m-shaped Individual, not just T-shaped
mTBroad Knowledge
Single vs MultipleDeep Expertise
Workforce Requirements Survey
Source: “Are they really ready to work ?” report by the Conference Board, P21 et al
Knowledge SkillsEnglish Language (spoken) Critical Thinking/Problem Solving
Reading comprehension (English)
Communications (oral & written)
Writing (English) Collaboration/Teamwork
Mathematics Diversity
Science Information Technology Applications
Government/Economics Leadership
Humanities/Arts Lifelong Learning/Self-Direction
Foreign Languages Professionalism/Work Ethic
History/Geography Ethics/Social Responsibility
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The Popular Press Gets It
“This is a story aboutJ whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.”
How to Build a Student for the 21st Century, TIME Magazine, December 18, 2006
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“I'm calling on our nation… to develop standards and
assessments that don't simply measure whether
students can fill in a bubble on a test, but whether they
possess 21st century skills like problem-solving and
critical thinking and entrepreneurship and creativity”
U.S. President Barack Obama, March 2009
The Leadership Gets It
P21 Members 2011Circled: Founding members
21st Century Framework
Current State Partners – 16 and counting
• Arizona• Illinois• Iowa• Kansas• Kentucky• Louisiana• Maine• Massachusetts• Nevada • New Jersey • North Carolina• Ohio• South Carolina• South Dakota• West Virginia• Wisconsin
+ Chapters in CA, NY, Canada, Russia, India, etc
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21st Century Skills Framework
Core Subjects
� Native Language/Reading
� World Language(s) incl. English
� Arts
� Geography
� History
� Mathematics
� Science
� Government/Civics
21st Century Themes
• Global Awareness
• Financial, Economic, Business and Entrepreneurial literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy
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Learning & Innovation Skills
• Critical Thinking & Problem Solving
• Creativity & Innovation
• Communication & Collaboration
Information, Media & Technology Skills
• Information Literacy
• Media Literacy
• ICT (Information, Communications & Technology) Literacy
Life & Career Skills
• Flexibility & Adaptability
• Initiative & Self-Direction
• Social & Cross-Cultural Skills
• Productivity & Accountability
• Leadership & Responsibility
21st Century Skills Framework
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The Role of “Character”
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The Benefits of Learning
Learning
$ € ¥£元
Economiccompetitiveness
Lifelongpersonal
prosperity
Social & environmental
wellbeing
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The Perfect Storm
Source: “In the Hollow of a Wave off the Coast at Kanagawa” 18th century by Katsushika Hokusai, Metropolitan Museum, NY
GlobalizationFinancial Meltdown
OverconsumptionGlobal Warming
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Battling with Ourselves
“We have evolved traits [such as group selfishness] that will lead to humanity's extinction – so we must learn how to overcome them”
Christian de Duve
Nobel prize in Medicine 1974
“Genetics of original sin”
Yale University Press
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Running out of?
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And Everything Else Too
Fish depletion
http://www.fao.org/NEWS/FACTFILE/FF9803-E.HTM http://arch.rivm.nl/ieweb/ieweb/databases/images/NH3-fertilizer_sm.jpg
Farmland exhaustion
Fresh water supply
http://www.waterandnature.org/eatlas/html/gm15.html
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Divergence Between Technology & Culture
Source: Professor SHIH Choon Fong President , National University of Singapore, 2007
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Indispensable for Development
Corruption Index
(Transparency International 2010)
Economic Development Index(WEF 2010)
DenmarkNew ZealandSingaporeFinlandSwedenCanada
0
1
2
3
4
5
6
7
8
9
10
0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0
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Example Framework
Trait Related Traits
Honesty Truthfulness, Loyalty, Integrity, Ethics
Responsibility Dependability, Reliability
Perseverance Diligence, Patience
CaringKindness, Compassion, Generosity, Charity, Cheerfulness, Helpfulness
Citizenship/Patriotism
Devotion, Responsibility, Sportsmanship
Respect Self-Respect, Respect for Others
Fairness Tolerance
Self-Discipline Self-Control
Integrity Honesty, Truthfulness, Trustworthiness
Courage Fortitude, Determination, Resilience
Source: CharacterEd.Net
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Another classification
� Performance character
• one’s mastery and thrust for excellence in school, the workplace, and in other experiences: effort, diligence, perseverance, and self-discipline.
� Moral character
• relational and ethical, how one treats others in interpersonal and social matters: integrity, justice, caring, respect, and empathy.
Source: Lickona and Davidson (2005)
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Learning & Innovation Skills
• Critical Thinking & Problem Solving
• Creativity & Innovation
• Communication & Collaboration
Information, Media & Technology Skills
• Information Literacy
• Media Literacy
• ICT (Information, Communications & Technology) Literacy
Life & Career Skills
• Flexibility & Adaptability
• Initiative & Self-Direction
• Social & Cross-Cultural Skills
• Productivity & Accountability
• Leadership & Responsibility
21st Century Skills Framework
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What key Character traits should be developed ?
Is there a solid Character framework out there ?
How do we embed in curricula ?
Charles Fadel
Learning
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The Four-Questions Exercise
� What will the world be like 20 years from now?
� What skills will you need to be successful in that world?
� What were the conditions around your peak learning experiences?
� What would learning look like if it was designed around your answers?
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Most preferred ways to learn
55%
39%
35%
31%
21%
19%
16%
14%
12%
9%
9%
8%
5%
6%
3%
1%
In groups
By doing practical things
With friends
By using computers
Alone
From friends
With your parents
By practising
By copying
By thinking for yourself
Other
From others
In which three of the following ways do you prefer to learn?
From teachers
By seeing things done
In silence
At a museum or library
Base: All pupils (2,417) Source: Ipsos MORI for BECTA, 2007
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Students’ Preference
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Teacher lecture
Writing projects
Individual reading
Research projects
Role plays
Presentations
Art & drama activities
Projects w/technology
Group projects
Discussion & debate
Some/Very much
Not at all/Little
Source: HSSE 2009 respondents view on degree of excitement/engagement of various pedagogical methods
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Implications – Curriculum & Instruction: Rebalance Direct Instruction with Projects
Direct
Inquiry
Direct
Projects
Note: Projects include designs, inquiries, simulations, etc
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Learning by Doing makes sense
Source: CapGemini University
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21st Century Assessments
“The problem is not that
teachers teach to the test,
but that teachers need tests
worth teaching to.”
Lauren and Daniel Resnick
Carnegie-Mellon University
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21st Century Assessment Recommendations
� Balance – standard testing plus formative and summative classroom assessments
� 21st Century Skills – formative and summative evaluations of 21C skills mastery
� Technology – assessments enhanced by online, mobile and network technologies
� Portfolios – of student work that demonstrate 21Ccompetence to educators and employers
� Feedback – constructive, frequent feedback on everyday student performance
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Global Interest
Signatories:
AustraliaEnglandFinlandPortugalSingaporeUSA
http://www.atc21s.org/
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Progress
� Expert Panels
• collaborative problem solving
• ICT literacy
� Toolkit for countries
� Crowdsourcing Challenge – open source competition for best online assessment
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PISA 2015 – Science Focus
� Collaborative Problem Solving
� Variations in the numbers and wording of response options
What Can YOU Do ?
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Bringing all stakeholders
Students
Parents
Teachers
•Confused•Refer to their own experiences (+/-)
•Want Relevance•Want Engagement
•Want training•Want to be proactive
Policymakers/Administrators
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6 Characteristics of Successful Schools
� Learning: real-world problems, personalized, collaborative
� Teaching: designers, mentors, guides, leaders
� Evaluation: authentic everyday assessments
� Development: coaching, mentoring, collaboration
� Culture: expectations, ownership, respect, trust
� Tools: pervasive technology and learning methods
Source: Bernie Trilling – private communication
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How can you start?
• Engage your school board to gain support and consensus
• Convince parents – they are not used to projects, and concerned about test results
• Train teachers on Project learning (www.bie.org)
• Start one interdisciplinary project per teacher per semester per subject (3-4 students per project)
• Mandate interdisciplinarity in the Projects
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How can you start ? (2)
• Give teachers time to collaborate on devising formative assessments (ideally >25% of their time)
• Document your successes via video and propagate internally
• Join forces with other schools/districts and share learning
• Inform the D/MoE of your efforts and successes, and visibly/vocally support their efforts to revise standards and assessments
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Ancient Wisdom
Confucius (551-479 BC):
“I hear and I forget, I see and I remember, I do and I understand”
Aristotle (384-322 BC):
“The proof that one knows something is that they can teach it”
Michel de Montaigne (1533-1592 AD):
“rather a mind shaped than a head full”
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Conclusions
From an inscription used by Charles Voysey, Britain 1896
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Video
Leadership Lessons from the Dancing Guy
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