Public Schooling Begins students are ‘processed’ in ‘batches’ (year groups)

Yüklə 461 b.
ölçüsü461 b.

Public Schooling Begins

  • students are ‘processed’ in ‘batches’ (year groups)

  • all ‘processed’ at the same rate

  • pre-set curriculum ‘delivered’ to all in ‘bite-sized’ pieces in a pre-set order

Public Schooling: Addressing The Times

  • aim is to produce a standardized, quality ‘product’

  • ‘products’ easily sorted according whether or not they meet the quality control standards

  • the traditional academic curriculum is the quality control mechanism -- used to sort students

  • many are rejected - and allowed to drop off the production line

  • System gave everyone ‘the basics’ (basic skills)

  • Post-secondary education rationed to those with ability

  • Very low unemployment

  • Plenty of low-skill jobs for the production line’s rejects…

The World Has Changed

Flat World

Understanding 21st Century World


  • What does the knowledge society mean?

Changing the way we live, the way we produce things, the way we communicate, the way we learn

Understanding 21st Century World

    • New Competencies: most work today requires competencies (skills, knowledge & dispositions) we don’t know how to assess or teach to all students
      • Learning how to learn
      • Problem solving
      • Teamwork

Skills For Industrial Age

  • Punctuality

  • Following instructions

  • Recognizing the authority of the supervisor

  • Working on monotonous tasks for a long period of time

21st Century Skills

  • Digital-Age Literacy

  • * Basic, scientific, economic, and technological literacies

  • * Visual and information literacies

  • * Multicultural literacy and global awareness

  • Inventive Thinking

  • * Adaptability and managing complexity

  • * Self-direction

  • * Curiosity, creativity, and risk taking

  • * Higher-order thinking and sound reasoning

  • Effective Communication

  • * Teaming, collaboration, and interpersonal skills

  • * Personal, social, and civic responsibility

  • * Interactive communication

  • High Productivity

  • * Prioritizing, planning, and managing for results

  • * Effective use of real-world tools

  • * Ability to produce relevant, high-quality products

is a process, not a ‘thing’

  • is a process, not a ‘thing’

  • does things

  • happens in teams, between people, not in individual ‘experts’

  • can’t be ‘codified’ into ‘disciplines’

  • develops on an as-and-when needed basis

  • develops to be replaced, not stored.


    • How People Learn (new findings from the Learning Sciences)
    • Universal Design For Learning
    • Exponential growth of information:
    • Memorizing facts
    • versus
    • Learning how to find, use, and apply knowledge (what you know and what you do with what you know matters)

Happens in Real World Contexts

Should be ‘just-in-time’ not ‘just-in-case’

needs to be à la carte, not en bloc.

  • needs to be à la carte, not en bloc.



  • that can be CONNECTED

  • to

  • other resources

  • in order to



“Projects” vs. Project/Problem Based Learning

  • Projects

  • Loose set of activities

  • Supplements the curriculum

  • Thematic

  • Broad summative assessments

  • No management structure


  • “The subjects they teach in school are incredibly boring, it’s just dried up cardboard, it doesn’t have any taste or flavor of what really happens.” (student, Trying to Learn, 2003, )

Does Inquiry Impact Student Achievement on Standardized Examinations?

High School Mathematics and Science Conventional Achievement Gains According to Levels of Authentic Instruction 1000 schools (NELS Survey)

High School Authentic Instruction and Conventional Achievement for Low and High Socioeconomic Students

Evidence of Learning in the 21st century classroom

Evidence of Learning in the 21st century classroom

Leadership for Incremental Change

  • Emphasize relationships

  • Establish strong lines of communication

  • Be an advocate for the school

  • Provide resources

  • Maintain visibility

  • Protect teachers from distractions

  • Create culture of collaboration

  • Look for and celebrate successes

Leadership for Second Order Change

  • Develop a shared vision

  • Shake up the status quo

  • Expect some things to seem worse

  • Propose new ideas

  • Base decisions on evidence

  • Tolerate ambiguity and dissent

  • Talk research and theory

  • Provide feedback on instruction

  • Create explicit goals for change

  • Define success in terms of goals

Average School, Average Teacher

Highly Ineffective School, Highly Ineffective Teacher

Highly Effective School, Highly Ineffective Teacher

Highly Ineffective School, Highly Effective Teacher

Highly Effective School, Highly Effective Teacher

Highly Effective School, Average Teacher

Dostları ilə paylaş:

Verilənlər bazası müəlliflik hüququ ilə müdafiə olunur © 2019
rəhbərliyinə müraciət

    Ana səhifə