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Ford Presentation

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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.
  • Lot of Changes over the past few years Share some of our thinking with you ‘ This is truly a work in progress, so I encourage your input, thoughts, and participation with us on this very important issue
  • We were moving along very well, playing on the national education reform landscape, long history, happy with our progress Then, this thing called the Conceptual Economy knocked us for a loop – we knew a change was occurring, but the pace of change was overwhelming
  • Here’s where we are heading Working Title: Next Generation Learning This is the result of several years of adapting, thinking, creating new programs What do we mean by Next Generation Learning?
  • Preaching to the Choir These are the things that really catalyzed the change in our thinking
  • Caused quite a stir – a sea change in people thinking about innovation as more than a fad or a buzzword
  • Going beyond continuous improvement and customer focus groups
  • Combined with the flattening of overall corporate hierarchies that started in the 1990s and this is really powerful More important, driving the need for new kinds of skills at all levels of hiring
  • Must make leaps of innovation continuously!
  • 20 th century framework – only academic rigor
  • Primary mission is to define what skills we think students need to succeed in a conceptual economy
  • Must go further than core academics if we want to foster creativity and innovation Learning and Innovation Skills: Problem Solving, Critical Thinking, Adaptive Reasoning, Systems thinking, Communication ICT Literacy – in an age of information overload, students must become critical consumers of information
  • Created in 2004 Based on philosophy of HFA Built to be flexible, adaptable to reach more students
  • 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. Integrated Approach to teaching core subject areas Making connections between the classroom and the real world Ford PAS creates a framework for schools to effectively partner with local business, higher ed, bring them in to the teaching and learning experience, bring kids out to them Projects, job shadowing, internships, presentations, guest speakers, field trips Actively engaged in the community, actively engaged in learning
  • Modular approach to curriculum 5 courses 3 modules each =15 modules
  • 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
  • Change can’t take place in isolation Cant be school by school approach Need to engage entire community in education reform conversation Two Approaches – Top Down and Bottom-Up.
  • New approach for us We do not come in with predetermined solution Rather, come in to facilitate wider community discussion about the future of education in their area Support community in process with expertise and TA, but community comes up with its own approach Doing it here through the lens of Career Academies, which are really small learning communities – building on our HFA experience
  • Public Schools in Public Spaces Model where community -- business, public education, CBO’s, higher ed – came together to create a teaching and learning laboratory to design, implement, a nd share cutting edge best practices HFA model designed to be a sustainable learning community Where CAIC helps entire community address education reform issue, HFA brings entire community into very visible conversation about teaching and learning Visible innovation laboratory
  • We can’t do this alone We need to work with other businesses, foundations, governmental agencies, and CBOs to create a movement that will help prepare students for the Conceptual economy. So I end today by asking for your help and active participation Partner with us This is the most urgent issue facing this country today

Transcript

  • 1. Next Generation Learning
    • Mike Schmidt
    • Director, Education
    • Ford Motor Company Fund
  • 2. Presentation “CliffsNotes”
    • Re-assessing Our Approach to Education
    • What Happened?
    • Where We Are Headed: Next Generation Learning
  • 3. Re-Assessing Our Approach
    • Ford Has Long History of Work In Education, Going Back to Henry Ford
    • Taking “Learning By Doing” Approach, Linking Rigor and Relevance
    • Plenty of Success
  • 4. WHAT HAPPENED?
    • We Have Moved From an Industrial Economy to a Knowledge Economy to a Conceptual Economy
    • It is Not a Trend – No Waiting it Out
    • Success in the New Economy Requires a Different Set of Skills
    • Daniel Pink is Right: It Takes a Whole New Mind!
  • 5. Where We are Heading: Next Generation Learning
    • Critical and Central Importance of Innovation and Creativity
    • Building Next Generation Skills
    • Focus on Building Sustainable Learning Environments
    • Focus on Building Sustainable Learning Communities
    • Building a Movement, Not a Monument
  • 6.
    • Critical Importance of Innovation Three Trends That are Shaping and are Shaped by The Conceptual Economy
  • 7. THE SINGULAR IMPORTANCE OF INNOVATION “Innovation is now recognized as the single most important ingredient in any modern economy” The Economist
  • 8. 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
  • 9. 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
  • 10. Moving From: Riding the Innovation Wave to Continuous Improvement to Continuous Innovation
  • 11. What Do We Mean By “Innovation?”
    • Working Definition: Focused Creativity
    • Often Employs “Strategic Intuition” – a Combining of Many Ideas.
    • Often Team Based
    • Often Paradigm-Shifting, Creating a Tipping Point
    • Requires Different Skill Mix, Higher Level Skills Than in An Industrial or Even a Knowledge Economy
    • Right and Left Brain: Creativity and Out of the Box Thinking + Problem Solving, Critical Thinking, Analytical Thinking
  • 12. II. Building Next Generation Skills
  • 13. Moving to a 21 st Century Skills Framework
  • 14. Partnership for 21 st Century Skills
  • 15. 21 st Century Skills – P-21 Definition
    • Emphasis on Academically Rigorous Core Subjects for All Student
    • 21 st Century Context and Content (Relevance)
      • Global Awareness,
      • Financial, Business, Economic, and Entrepreneurship Literacy
    • Higher-Order Thinking and Learning Skills – “Learning and Innovation Skills”
    • Life and Career Skills
      • Flexibility and Adaptability
      • Taking Initiative
      • Leadership and Personal Responsibility
    • 21 st Century Tools -- Information, Media, and Technology Skills
      • ICT Literacy – Becoming Critical Consumers of Information
  • 16. III. Sustainable Learning Environments
  • 17. Defining Sustainable Learning Environments
    • Educational Environments Where Teaching and Learning are Intimately Connected With the Wider Community
    • Where Educators Work With Leaders From Across The Community To Link Rigor And Relevance In Meaningful And Ongoing Ways.
    • Linking Rigor and Relevance Must Drive Content, Structure, and Pedagogy (not the other way around)
  • 18.  
  • 19. The Ford PAS Curriculum
  • 20. 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
  • 21. 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
  • 22. IV. Building Sustainable Learning Communities
  • 23. Defining Sustainable Learning Communities
    • “Making Public Schools Truly Public Endeavors,” No Longer Isolated Places
    • Where the Business Community is a Vital and Ongoing Part of the Local Education Conversation.
  • 24. Ford Career Academy Innovation Communities (Ford CAIC) Key Points
    • Ford CAIC provides roadmap for community leaders to follow to scale up their own career academy network
    • Designed around 12 best practices identified in successful communities with such networks
    • In Ford CAIC’s, businesses have an easy-to-follow engagement model that allows them to play a meaningful role in high school redesign
    • Both business and education are subordinate to the larger objective of workforce development and community prosperity
    • Currently in 7 communities – many more on the way
  • 25. The Henry Ford Academy
  • 26. Academy Facilities 10 th grade learning studios, Village admin/teacher offices, 300 student lockers, 11 th in background (right). 9 th grade learning studios and lockers, admin/teacher offices, Front Office--Museum
  • 27. 12 th grade classrooms Math, science and language arts classrooms in train cars.
  • 28. V. It Takes a Movement, Not a Monument
  • 29. Cheryl Carrier, Director 21 st Century Education Programs [email_address]