4. The 15 key trends to shape your future
1 The age of instant communications
2 A world without economic borders
3 Four steps to one-world economy
4 The new service society
5 From big to small
6 The new age of leisure
7 The changing shape of work
8 Women in leadership
9 The decade of the brain
10 Cultural nationalism
11 The growing underclass
12 The active aging of the population
13 The new do-it-yourself boom
14 Cooperative enterprise
15 The triumph of the individual
(Gordon Dryden, 1997)
5. แนวโน้มปี 2551
แนวโน้มที่ 1 Fueling the Future
แนวโน้มที่ 2 The Innovation Economy
แนวโน้มที่ 3 The Next Workforce
แนวโน้มที่ 4 Longevity Medicine
แนวโน้มที่ 5 Weird Science
แนวโน้มที่ 6 Securing the Future
แนวโน้มที่ 7 The Future of Globalization : Cultures in Collision
แนวโน้มที่ 8 The Future of Climate Change
แนวโน้มที่ 9 The Future of the Individual
แนวโน้มที่ 10 The Future of America and China
(James Canton, 2006)
9. The 21st Century Learning
Source : http://www.p21.org/storage/documents/P21_Framework.pdf
10. The 21st Century Knowledge-and-Skills Rainbow
Learning and Thinking Skills
Critical Thinking and Problem Solving
Communication and Collaboration Skills
Creativity and Innovation Skills
Contextual Learning Skills
Core Subjects and
21st Century Themes
Source : Partnership for 21st Century Skills, 2006 (Bellanca and Brandt,2010)
11. enGauge 21st Century Skills
Academic Achievement
•
Basic, Scientific, Economic,
And Technological Literacies
•
Visual and Information Literacies
•
Multicultural Literacy and
Global Awareness
Inventive Thinking
•
Adaptability, Managing
Complexity, and Self-Direction
•
Curiosity, Creativity,
And Risk Taking
•
Higher-Order Thinking and
Sound Reasoning
21st Century Learning
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
Academic Achievement
Academic Achievement
Digital-Age Literacy
Academic Achievement
Source : North Central Regional Educational Laboratory & the Mitiri Group, 2003 (Bellanca and Brandt,2010)
12. 21st Century Competencies and Desired Student
Outcomes (Singapore MOE)
Academic Achievement
Source : http://www.moe.gov.sg/media/press/2010/03/moe-to-enhance-learning-of-21s.php
13. st Century Skills
OECD Framework for 21
Competency Category 1 : Using tools interactively
Use language, symbols, and texts interactively ; use knowledge
and information interactively ; use technology interactively
Competency category 2 : Interacting in heterogeneous groups
Relate well to others ; cooperate and work in teams; manage
and resolve conflicts
Competency category 3 : Acting autonomously
Act within the big picture ; form and conduct life plans and
personal projects ; defend and assert rights, interests, Limits, and
needs.
Source : Organization for Economic Cooperation and Development, 2005 (Bellanca and Brandt,2010)
14. st Century Skills
LEAP Framework for 21
Knowledge of human cultures and the physical and natural world, including
study in
• Sciences and mathematics, social sciences, humanities, histories, languages,
and the arts
Intellectual and practical skills, including
• Inquiry and analysis
• Critical and creative thinking
• Written and oral communication
• Quantitative literacy
• Information literacy
• Teamwork and problem solving
Personal and social responsibility, including
• Civic knowledge and engagement – local and global
• Intercultural knowledge and competence
• Ethical reasoning and action
• Foundations and skills for lifelong learning
Integrative learning, including
• Synthesis and advanced accomplishment across general and specialized studies
Source : National Leadership Council for Liberal Education and America’s Promise, 2007
(Bellanca and Brandt,2010)
15. 7 ทักษะเพื่อการอยูรอด
่
1.
2.
3.
4.
5.
6.
7.
การคิดเชิงวิพากษ์และการแก้ปัญหา (Critical Thinking and Problem
Solving)
การร่วมมือกับเครือข่ายต่างๆ (Collaboration Across Networks and
Leading by Influence)
การปรับตัวและการมีความแคล่วคล่องว่องไว (Agility and Adaptability)
การคิดริเริ่มและการเป็ นผูประกอบการที่สร้างสรรค์ (Initiative and
้
Entrepreneurship)
การสื่อสารทังทางการพูดและการเขียน (Effective Oral and Written
้
Communication)
การเข้าถึงข้อมูลและวิเคราะห์ข้อมูล (Access and analyzing Information)
การใฝ่ รูและมีจินตนาการ (Curiosity and Imagination)
้
Source : Wagner, 2008, (ทิ ศนา แขมมณี , 2555)
16. st century learning
“7 Cs” skills of 21
•
•
•
•
•
•
•
Critical thinking and problem solving
Creativity and innovation
Collaboration, teamwork, and leadership
Cross-cultural understanding
Communications, information, and media literacy
Computing and ICT literacy
Career and learning self-reliance
Source : Trilling & Fadel, 2009)
18. The Future of 21st Century Work
IN MORE DEVELOPED COUNTRIES
• Research
• Development
• Design
• Marketing and Sales
• Global Supply Chain
Management
Creative
Work
Routine
Routine
Work
Work
DONE BY PEOPLE
DONE BY MACHINES
IN LESS DEVELOPED COUNTRIES
Source : Trilling & Fadel, 21st Century Skills, 2009
19. Beyond 2015 – Rethinking Learning in a Changing World (1)
• People possess different kinds of minds and therefore learn,
remember, perform, and understand in different ways (Gardener,
1991, 1993);
• ICTs have created new ways of accessing information, which in
turn has produced a new generation of learners who ‘think and
process information fundamentally differently…’ (Prensky, 2001);
• The very nature and the spaces within which learning occurs are
changing (CISCO, 2010) and there is need to move beyond the
classroom-centred paradigm of learning toward and open
learning approach;
• Non-cognitive skills are important determinants for academic
and employment outcomes (Heckman et al., 2006);
จาก Unesco, 2012
20. Beyond 2015 – Rethinking Learning in a Changing World (2)
• Economic returns are determined by the fact that learning has
taken place, expressed in cognitive skills (Hanushek and
Woessman, 2008);
• A growing recognition of the importance of key competencies for
a successful life and a well-functioning society, as documented in
a rich body of studies (Rychen and Salganik (eds.), 2001, 2003;
OECD 2005; European Commission, 2006) as well as of 21st
century skills (e.g. P21, 2009; ATC21S, 2010);
• Learning has a direct impact on growth and development (World
Bank, 2011);
• More attention should be paid to measuring social outcomes
(OECD, 2010; University of London Institute for Education, 2008;
Stigliz, Sen and Fitoussi, 2009).
จาก Unesco, 2012
24. (Source : Methods for Effective Teaching , Paul R. Burden & David M.Byrd)
25. (Source : Methods for Effective Teaching , Paul R. Burden & David M.Byrd)
26. Student-Centered and Teacher-Centered Strategies (1)
METHOD
INTENT AND UNIQUE FEATURES
Student-Centered Methods
Cooperative Learning
Students work together to perform specific tasks in small mixed-ability
groups with shared responsibility for learning.
Debate
Competitive discussion of topic between individuals or teams of students.
Differentiated Instruction
Students engage in different pathways to learning designed to meet their
needs and abilities.
Discovery
Students take an active role in their learning process by answering a series
of questions or solving problems designed to introduce a concept or skill.
Discussion
Students are active in processing information, defining problems,
understanding different points of view.
Independent Study
Student works with teacher to define a topic or concept for an
individualized plan of study.
Inquiry
Students explore course content and learn to ask questions, make
discoveries, or solve problems.
Panel
Students present and/or discuss information on important topics.
Role Playing
Students act out roles or situations followed by a debriefing to define what
they have learned.
Simulations / Games
Students engage by becoming directly involved in mock events or conflict.
27. Student-Centered and Teacher-Centered Strategies (2)
METHOD
INTENT AND UNIQUE FEATURES
Teacher-Centered Methods
Demonstration
Teacher exhibits or displays an experiment, process, or skill
to the class and discuss concepts embedded in lesson.
Lecture
Teacher-directed lesson with teacher verbalizing for a
majority of the class time with questions often asked and
answered.
Modeling
Teacher clearly describes the skill or concept often in
multisensory manner (tactile, visual, auditory, kinesthetic)
and thinks aloud during modeling.
Socratic
Teacher uses questions to draw out student thinking and
analysis.
33. ผูเรียนใหม่ : CCPR Model (1)
้
บริโภคนิยม
วิเคราะห์
C ritical Mind
บริโภค/ตามอย่าง
บริโภค/สร้างสรรค์
สร้างสรรค์
C reative Mind
สร้างสรรค์
ตามอย่าง
ผลิตภาพ
P roductive Mind
ผลิตผล/สร้างสรรค์
ผลิตผล/ตามอย่าง
รับผิดชอบ
R esponsible Mind
ผลิตผลนิยม
34. ลักษณะผูเรียน : CCPR Model
้
Critical Mind
• มองสังคมให้รอบด้าน
• รูท่มาที่ไป
้ี
• เข้าใจเหตุและผล
Productive Mind
• คานึ งถึงผลผลิต
• มีวธีการและคุณภาพ
ิ
• ค่าของผลงาน
Creative Mind
• คิดต่อยอดจากที่มีอยู่
• ประยุกต์และใช้ประโยชน์
• มองประเด็นใหม่ได้
Responsible Mind
• นึ กถึงสังคม/ประเทศชาติ
• มีจตสานึ กสาธารณะ
ิ
• คุณธรรม/จริยธรรม/ความดีงาม
