Education in the Knowledge Economy (Mike Schmidt) - 458240 bytes
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  • Three cornerstones of Ford PAS: challenging, standards-based academic content; skills that students need for success in post-secondary education and careers; and learning that’s grounded in the real world. Consider first the need for a strong academic component.
  • Overview of Ford PAS; will begin with the question—Why Ford PAS?; then will describe the key features of the program; leave time for your questions.]
  • Three cornerstones of Ford PAS: challenging, standards-based academic content; skills that students need for success in post-secondary education and careers; and learning that’s grounded in the real world. Consider first the need for a strong academic component.
  • These skills are essential for success in post-secondary education and careers, and they are a major focus of the Ford PAS curriculum. Students develop increasing sophistication in applying these skills over the course of the curriculum. For example, throughout the curriculum students are expected and encouraged to work together in teams to carry out investigations, synthesize data, and communicate results. Over the course of the curriculum students are introduced to a variety of skills designed to build their capacity to collaborate effectively with their teammates, including giving and receiving feedback, negotiating, and facilitating meetings
  • Ford PAS makes connections to the real world in a variety of ways: Gives students direct experience of how their classroom learning will enable them to engage in both future study and rewarding careers Equips students to use technology as an essential tool in the ways that people in business and professions use it: to conduct research, organize and analyze data, simulate complex systems, and communicate information and ideas; help students to become critical users of the technology Enables students to interact with people from business, higher education, and community organizations Takes students onto college campuses, into businesses, and into the community as part of their learning experiences Provides students and their families with access to crucial information about college preparation and admission
  • First, inquiry-based… Rather than introducing students to facts, definitions, and terminology first, Ford PAS modules pose issues and problems and enable students to acquire information and develop skills in the context of investigating those issues and problems, often through hands-on learning experiences. Frequently, additional information and skill development or practice exercises accompany the modules. These are called “Skill Resources,” and they’re included to support—not replace—the inquiry-based learning experiences. *** Second key feature of the teaching/learning philosophy: All Ford PAS activities identify specific learning goals that correlate with national academic standards and require students to apply the knowledge, skills, and understanding that they acquire through the module’s learning experiences to carry out long-term projects and create end products that demonstrate their learning. The modules provide a way of assessing each learning goal, using a variety of assessment tools, including product assessments, peer assessments, student self-assessments, quizzes, and tests. ******** Lead into next slide [DON’T GO TO NEXT SLIDE UNTIL HAVE COMPLETED THE PARTICIPATORY PIECE THAT FOLLOWS]: Way we’ve structured today’s sessions is a reflection of our beliefs about how people learn that have guided the teaching/learning philosophy of the Ford PAS curriculum. You might think of the overall problem we’ve posed this morning as: How does Ford PAS help high school students succeed?] [THIS IS THE PARTICIPATORY PIECE I’M PLANNING TO DO ON TUESDAY] What we’ve done is give you a chance to experience at least part of a Ford PAS module; we did that before we gave you a lot of information about the program. Why do we do it this way? Let’s try a little experiment. When I said that the Ford PAS curriculum is characterized by “academic rigor” I didn’t notice anybody looking as if they didn’t know what I was talking about [heads nodding?]. But let’s push on that a little. What do you think characterizes an academically rigorous curriculum? Everyone turn to someone next to you, and share your definition of academically rigorous curriculum.
  • Explain about Course 1: Building Foundations…
  • Five of the modules are designed to be used either as part of courses or independently; can be integrated into courses in American History; Statistics; Physics; Engineering or Technology; and Economics

Education in the Knowledge Economy (Mike Schmidt) - 458240 bytes Education in the Knowledge Economy (Mike Schmidt) - 458240 bytes Presentation Transcript

  • Education in the Knowledge Economy
    • Mike Schmidt
    • Director, Education and Community Development
    • Ford Motor Company Fund
  • How Can Business Engage The Education Pipeline More Effectively?
    • Talk About the “Flat World” and How it Will Impact Education
    • Help To Re-assess Longstanding Notions:
      • Standards
      • Curriculum
  • Three Ways to Talk About “The Flat World” View slide
  • I. Talk About What Is Happening
    • The Knowledge Economy is Here to Stay and Moving at a Faster Pace Than Ever Imagined
    • In This New Economy, It is Not Enough to Focus Only on Core Academic Subjects
    • High Schools Must Prepare Students With 21 st Century Knowledge and Skills
    • Somehow, We Need to Foster Innovation and Creativity – That is Our Economic Edge
    View slide
  • Three Trends That are Shaping and are Shaped by The Flat World
  • THE SINGULAR IMPORTANCE OF INNOVATION “Innovation is now recognized as the single most important ingredient in any modern economy” The Economist
  • SEEING WHAT CUSTOMERS HAVE NOT YET IMAGINED BUT WILL INSTANTLY DESIRE “If I had asked my customers what they wanted, they’d have said a faster horse.” Henry Ford
  • FLATTENING THE INNOVATION HIRARCHY “Companies that want to succeed in today’s competitive environment need innovation at every point of the compass, in all aspects of the business, and among every team member.” Tom Kelley, IDEO
  • Moving From: Riding the Innovation Wave to Continuous Improvement to Continuous Innovation
  • II. Talk About Fostering Innovation & Creativity
    • Relies on the Connection Between
      • WHAT We Teach
      • HOW We Teach It
      • WHAT High School Looks Like
      • Increasing Academic Requirements for All Students is Critical
      • HOWEVER . . .
      • Focusing Only On Core Academics Side of Equation Is Sure to Drive Innovation and Creativity Out.
  • III. Talk About “The Quiet Consensus”
    • When Business People Talk About Needs: Need to focus on teaching students to apply academic leaning to real world problems. Applied Learning. Relevance in the Gates world. - HUGE GAP (Surveys)
    • Without this ability to apply learning in new ways, to real world issues and problems, creativity, innovation, reaction cannot occur
  • This Is Becoming a Global Consensus
    • In Asia, our competitors are ahead of us on the Academic Rigor side
    • Now focused on the higher order thinking and learning skills, innovation, creativity, applied learning, etc.
    • Doing so because this is where the economic competition is won in a knowledge economy. (NY Times – Friedman)
    • Standards: What Should Students Know and Be Able to Do?
    • Content and Pedagogy: What Should Teaching and Learning Look Like?
  • Standards : Moving From Traditional Academic Content to 21 st Century Skills
    • Agilent Technologies
    • American Association
    • of School Libraries
    • American Federation
    • of Teachers
    • Apple
    • Bell South Foundation
    • Cable in the Classroom
    • Cisco Systems, Inc.
    • Corporation for
    • Public Broadcasting
    • Dell Inc.
    • ETS
    Partnership for 21 st Century Skills
    • Ford Motor Company Fund
    • Intel
    • JA Worldwide
    • Microsoft Corporation
    • National Education
    • Association
    • Oracle Corporation
    • SAP
    • Texas Instruments
    • Incorporated
    • Time Warner, Inc.
    • Verizon
  • 21 st Century Skills – P-21 Definition
    • Emphasis on Academically Rigorous Core Subjects for All Students
    • Higher-Order Thinking and Learning Skills
      • Critical Thinking, Communications, Problem Solving, Self-Direction, Teamwork, Personal Management, Systems Thinking
    • 21 st Century Tools
      • ICT Literacy
    • 21 st Century Context and Content (Relevance)
      • Global Literacy, Civic Literacy, Financial, Economic, &Entrepreneurial Literacy
  • Content and Pedagogy: Transforming Teaching and Learning
  • The Ford PAS Curriculum
  • The Ford PAS Curriculum
    • Academic Challenge
      • Rigorous Content
      • Addresses National Standards
      • Connects Important Ideas Within and Across Disciplines
      • Develops Reasoning Processes and Ways of Thinking Particular to Disciplines
  • The Ford PAS Curriculum
    • Skills for Success
      • Critical Thinking
      • Problem-Solving
      • Communication
      • Teamwork
  • The Ford PAS Curriculum
    • Real-World Learning
      • Introduction to business concepts
      • Experiences that show how studies lead to college and rewarding careers
      • Use of powerful technology tools
      • Interactions with business, higher education, and community organizations
      • Access to information about college
  • The Ford PAS Curriculum
    • Consists of:
      • 2 ½ year series of electives beginning in 9th or 10th grade
      • 5 semester-long courses, 3 modules each
      • 15 modules, each 6 weeks long
    • Flexible—school, after-school, or summer program using full curriculum or individual courses or modules
  • The Ford PAS Curriculum Teaching/Learning Philosophy
    • Inquiry-Based
      • Pose issues and problems.
      • Enable students to acquire information and develop skills in the context of investigating issues and problems, often through hands-on experiences.
    • Performance-Driven
      • Assesses students’ learning in multiple ways
  • Ford PAS Course 1: Building Foundations
      • From Concept to Consumer: Building a Foundation in Problem-Solving
      • Media and Messages: Building a Foundation of Communication Skills
      • People at Work: Building a Foundation of Research Skills
  • Ford PAS Courses 2–5
    • Course 2: Adapting to Change
      • Careers, Companies, and Communities
      • Closing the Environmental Loop
      • Planning for Efficiency
    • Course 3: Managing and Marketing with Data
      • Planning for Business Success
      • Ensuring Quality
      • From Data to Knowledge
    • Course 4: Designing for Tomorrow
      • Reverse Engineering
      • Different by Design
      • Energy for the Future
    • Course 5: Understanding a Global Economy
      • The Wealth of Nations
      • Markets Without Borders
      • Global Citizens