Source: Data for this graph taken from, How Computerized Work and Globalization Shape Human Skill Demands by Frank Levy [MIT] and Richard Murnane [Harvard Graduate School of Education], 2005 publication
But as we all know, the workplace has evolved. Employers are looking for employees with “21st Century Skills” – collaboration, communication, creativity, critical thinking. And as the workplace and the economic landscape has evolved, we have to think hard if the classrooms have changed accordingly…
Timing: 3 MinutesScript:Before taking any action, we wanted to reach out to you and your peers around the world, and learn about your focus and priorities related to education. We’ve surveyed over 600 leaders like yourselves, as well as about 6000 students educators and administrators in more than 40 countries. This research has first taught us that your priorities are:Sustainable economic and social development, and key to such development is the ability to create high quality jobs and opportunities that offer people and communities an improving quality of life. To move your economy towards sustainable growth, and jobs that will continue to deliver improving standards of living, you will need to foster local innovation (the type of innovation that will add wealth, value and social betterment from within). Critical to achieving sustainability is to ensure that your citizenry has the knowledge and skills necessary to be successful in an increasingly, globally competitive world. To graduate these students will require an education system that can adapt to meet changing demands, one that can engage every student to help them succeed. Focusing specifically on how you envision transforming education, here are your specific agenda priorities. The numbers are from our 2010 survey, which was completed in June. We can see that over the last 2-3 years, of course the recognition of the economic value of education remains strong, but the focus on provisioning ICT has universally become increasingly more important.But there are some challenges:Students are driving change and demanding a much more responsive education systemTechnology is moving rapidly, and schools struggle to accommodate the “consumerization of IT” – where students and teachers bring their own technology to school and not only expect to use it in class, but also to have it integrated with school systems (like their learning management systems (LMS’) and student information systems (SIS),With this rapid change in technology both within and outside the schools, there is an increased requirement for schools to hire expensive IT talent. NOTES on RESEARCH:We surveyed Edu Leaders asking them to score the priorities listed from 1-9. The %age number reflects the net of top 3 vs. bottom 3 score. For example, for “Quality Education to the Underserved”, 86% of respondents gave a high priority score (7-9) and 2% gave a low priority score (1-3). The chart then uses the number of 84% (86%-2%).
Leap21 pfs 22 april
Innovative Teaching andLearning Research
CAPSThe National Curriculum Statement Grades R-12 aims to producelearners that are able to:• identify and solve problems and make decisions using critical andcreative thinking• work effectively as individuals and with others as members of a team• organise and manage themselves and their activities responsibly andeffectively• collect, analyse, organise and critically evaluate information• communicate effectively using visual, symbolic and/or language skills invarious modes• use science and technology effectively and critically showingresponsibility towards the environment and the health of others• demonstrate an understanding of the world as a set of related systems byrecognising that problem solving contexts do not exist in isolation
Economy-wide measures of routine and non-routine task inputthe demand for skills4045505560651960 1970 1980 1990 2002NonroutineinteractiveNonroutine analyticRoutine manualRoutine cognitiveNonroutine manual
Ten innovative teaching practicesFactors that simulate the development of skills for tomorrow1. reciprocal feedback2. learning is connected to the real world3. students revised their own work4. in-depth project work5. students reflect on their own learning6. freedom to choose which tools to use7. freedom to choose which topics to study8. cross-cultural contacts9. contributions to performance assessments10. exposure to global interdependency issues
• problem solving and innovation• global awareness• knowledge building• skilled communication• self regulation and assessment• collaboration• ICT useskills for tomorrow’s workforceWhat are the…
Five dimensions of 21st century learning, each ofwhich represents an important skill for students todevelop:collaborationknowledge-buildingthe use of ICT for learningself-regulationreal-world problem-solving and innovationLEAP 21 teacher professionaldevelopment
LEAP21Learning, Educators, Advancing, Pedagogies for the21st Century skills7
Objectives• Gain a deeper understanding of innovativeteaching and learning practices• Learn ways to weave 21st century skills andknowledge into lessons and projects• Develop skills for critically reflecting on one’sown teaching practice• Potentially develop and enter a successfulproject into the Microsoft Partners in LearningForum
INNOVATIVE TEACHINGAND LEARNING RESEARCH2011 Findings and Implicationswww.itlresearch.com
Innovative Teaching and LearningResearchITL Research focuses on teaching practices that have beenshown to have strong relationships with 21st centurylearning outcomes that supports learners’ development ofthe skills that will help them thrive in future life and work.
Leap21: Learning, Educators, AdvancingPedagogies for the 21st CenturyInnovative Teaching described as…• Student-centred pedagogies that promotepersonalized and powerful learning forstudents• Extending learning beyond the classroom inways most relevant to knowledge-building andproblem-solving in today’s world• ICT integration into pedagogy in ways thatsupport learning goals. It is important to notethat ICT use is not a goal in itself, but a tool tobroaden and deepen learning opportunities.
What does this mean for us?12The abundance of resources and relationshipsmade easily accessible via technologychallenge us to revisit our roles as educatorsPeople expect to be able to work, learn, andstudy whenever and wherever they want – howcan school assignments take this into account?The world of work is increasingly collaborative -what does this mean for the way studentprojects are structured?Students are more likely to build and exhibit21st century skills if the learning activities inwhich they engage as part of a class ask themto demonstrate those skills. How can weinclude more 21st century skills in tasks we set?
Partners in Learning ForumAwards Categories•Collaboration•Extending Learning Beyond the Classroom•Knowledge Building & Critical Thinking•Innovation in Challenging Contexts•Cutting Edge Use of Technology
Can you provide a definitionfor collaboration?Dimension 1 - Collaboration
CollaborationStudents work together to…• Discuss an issue• Solve a problem• Create a product• Students share responsibility for the outcome –they collectively own the process and theproduct.• Students make substantive decisions – onesthat shape the content and product – with otherpeople
Knowledge BuildingHappens when students:• go beyond knowledgereproduction• generate ideas andunderstandings that are new tothem• interpret, analyse, synthesize,or evaluate information orideasThese activities take the bulk of the time and count for asubstantial portion of the marks
Dimension 2 – Knowledge BuildingHappens when students:• go beyond knowledge reproduction• generate ideas and understandings thatare new to them• interpret, analyse, synthesize, or evaluateinformation or ideas
Use of ICTBig ideas:• Students use ICT to complete all or part of the learning activity.• Use of ICT helps knowledge building to take place• The activity would be impossible or impractical without the use of the ICT.Do students use ICT to support knowledgebuilding? Is ICT necessary to that knowledgebuilding?The teacher’s use of ICT to present materials does not count -students need to have control over the ICT use themselves.
Real world problem solvingOften, problem-solving tasks require students dosome or all of the following:• investigate the parameters of the problem toguide their approach• generate ideas and alternatives• devise their own approach, or explore severalpossible procedures that might be appropriateto the situation• design a coherent solution• test the solution and iterate on improvementsto satisfy the requirements of the problem.
Self RegulationWhen students plan their own work, they make decisions aboutthe schedule and steps they will follow to accomplish the task.Planning their own work may involve:• Deciding how: Students break down a complex task intosimpler sub-tasks, or choose the tools they will use.• Deciding when: Students create a schedule for their work andsetting interim deadlines.• Deciding who: A group of students determines how to dividework among themselves.• Deciding where: Students decide what pieces of the work willbe done inside or outside of the school building or the schoolday.