A Summary of Curriculum 21: Essential Education for a Changing World
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A Summary of Curriculum 21: Essential Education for a Changing World

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    A Summary of Curriculum 21: Essential Education for a Changing World A Summary of Curriculum 21: Essential Education for a Changing World Presentation Transcript

    • + A Summary of Curriculum 21: Essential Education for a Changing World By Amanda Ellis Georgia Southern University Summer 2012
    • + Where did our education system come from and where is it going? The main idea of chapters 1-4 in Curriculum 21: Essential Education for a Changing World, is that we need to upgrade our curriculum to prepare students for our vast changing world. We are teaching using a curriculum template that was created before the first the first computer. Jacobs (2010) suggests, “to meet this challenge, we need to become strategic learners ourselves by deliberately expanding our perspectives and updating our approaches” (Loc 116 of 3890). She includes the idea of letting go of some content to make room for other more relevant content, an idea that would create much debate.
    • + In chapter 1, Jacobs describes the current school design as something that reflects the factory model of organization and was result of the industry expansion in the late 1800’s and early 1900’s (as cited in Feldman, 1999). 2013 and 2012 beyond Still using the How will we same standard change our 1897 to organize practice to Educational curriculum prepare 21st Standardization century learners?
    • + The Four Key Program Structures In chapter 1 of Curriculum 21: Essential Heidi Jacobs explains that there are four key program structures that influences the curriculum in the school. Jacobs explains that it will take a shift in the structures not just the curriculum to effectively install a 21st century curriculum.  The Schedule  How Learners are Grouped Short and long term  Personal  How We Use Space Configurations Physical and Virtual
    • + What is the starting point to upgrading our curriculum? In chapter 2 of Curriculum 21: Essential Education for a Changing World, Jacobs provides a straight forward answer to a teacher at a workshop she is facilitating. She believes the place to start upgrading curriculum is with assessments. Heidi Jacob’s Model for Upgrading the Curriculum Step 1 Step 2 Step 3 Step 4 Step 5• Develop a pool • Teachers and • Replace a • Share the • Insert ongoing of assessment IT, identify the dated assessment session for skill replacements. existing types assessment upgrades and of software, with a modern formally with assessment hardware, one. colleagues and upgrades into Internet based students. the school capabilities. calendar.
    • + How do we upgrade our content? Jacobs describes updating content as an area that must be debated. This must be done by a thoughtful review committee and should regularly review the content. Jacobs also provides readers with a Curriculum Mapping Review Model that addresses specific tenets for upgrading curriculum. She furthers the discussion of curriculum mapping review by specific examples in each subject area. These suggestions clearly showed the importance of higher order thinking in the 21st century.
    • + Socio-Technology Trends Social trends in education are changing undoubtedly. The author of chapter 5 Five Socio-Technology Trends That Change Everything in Learning and Teaching, Stephen Wilmarth explains the importance of the influence of technology on social trends. In this chapter he brings to light the reality of, “social networks being an essential part of the experience of everyone under the age of 20”(Loc 1329 of 3890). He also poses the following question that will encourage the educator to think critically about what social media may do for their classroom. “Do social media applications shift power and responsibility for learning from institutions to individual learners?”
    • + In chapter 6, the author Vivien Smart explains that, “education in the United States must prepare students for a world where the opportunities for success require the ability to compete and cooperate on a global scale” (Loc 1506 of 3890). SheWalls are no explains that there are gaps in our global education that has not been there before.longer the There are 6 Global Trends that a 21st centuryboundary of the student should be knowledgeable.classroom. 1. Economic 2. Science and Technology 3. Demographic 4. Security and Citizenship 5. Education
    • + Making Learning Irresistible: Extending the Journey of Mabry Middle School by Tim Tyson The author begins chapter 7 with an inspirational story about a student who wanted to learn how to put podcast online. This brought to his attention that there were no classes that this skill is being taught. Tyson then explains the difference between the music class at his school, which is filled with highly motivated students, and a typical academic class that is not performance-based. The author of this chapter, Tim Tyson stresses the importance of learning being an active process rather than a passive process. Tyson believes that the evolving role of the teacher, “is to keep students focused on the point of the movie (they are creating), to keep them centered in meaningful curriculum content and message, to guide and facilitate the creation process” (Loc 1945 of 3890). Tyson gives several examples of how digital technology can be integrated into lessons in order to make learning exciting and an active process.
    • + It Takes Some Getting Used To: Rethinking Curriculum for the 21st Century Written by Arthur L. Costa and BenaKallick Most educators can say they have had the experience of working with those who are reluctant to change. The mere thought of change will throw them into a tizzy and you may even hear, “that’s not the way we used to do it”. Costa and Kallick (2010) express that, “changing our mental models about what we teach, how we teach it, and how we assess students’ learning growth with take some getting used to.” (Loc 3171 of 3890). Costa and Kallic developed The 16 Habits of Mind, which is more like a guide to thoughtful learning.
    • + The 16 Habits of Mind by Arthur L. Costa and BenaKallick 1. Persisting 2. Managing impulsivity 3. Listening with understanding 4. Thinking flexibly 5. Thinking about your thinking (metacognition) 6. Striving for accuracy and precision 7. Questioning and problem posing 8. Applying past knowledge to novel situations 9. Thinking and communicating with clarity and precision 10. Gathering data through all senses 11. Creating, imagining, and innovating 12. Responding with wonderment and awe 13. Taking responsible risks 14. Finding humor 15. Thinking interdependently 16. Remaining open to continuous learning
    • + Conclusion The future of education is changing and we need to demand an education system that will get them ready to be successful leaders in a global world. Jacobs (2010) believes that assessment is the place to start when we are beginning to upgrade our curriculum; however, it must be an ongoing commitment. In Curriculum 21: Essential Education for a Changing World, the authors give ideas that would transform a classroom into a 21st century classroom by integrating technology and using strategies that require real world thinking and problem solving. The ideas that the authors suggest would give students a high interest education and help increase the likelihood to finish school and continue their education. Educators must be willing to push for upgrading the curriculum if we wish to upgrade our results.
    • + References Costa, A., &Kallick, B. (2009). Learning and leading with habits of mind: Sixteen dispositions of success. Alexandria, VA: ASCD Feldman, D. (1999, Fall). National policy, local interpretation: The American rural curriculum, 1897-1921. Rural Educator, 21(1),8- 14. Jacobs, H. H., & Association for Supervision and Curriculum Development. (2010).Curriculum 21: Essential education for a changing world. Alexandria, Va: Association for Supervision and Curriculum Development.