2. Key Indicators for Educational
Attainment in Kenya
• Learner Outcomes
• Quality of Education Institutions
• Readiness for School
• Societal Support for Learning
• Education & Economic Productivity
• Equity
4. The Framework for 21st Century Learning describes the
skills, knowledge and expertise students must master to
succeed in work and life.
21st
Framework for the 21st
Century
Skills
5.
6. • Teaming
• Collaboration
• Interpersonal Skills
• Local, National Global Orienteers
• Interactive Communication
7. The four “C”s
• Critical thinking and problem solving
• Communication
• Collaboration
• Creativity and innovation
As the three “R”s serve as an umbrella for other
subjects, the four “C”s do for other skills.
8. • Visual and Information literacies
• Media literary
• Basic, scientific economic and
technological literacies, and
• Multicultural literacy
9. • Flexibility and Adaptability
• Leadership and Responsibility
• Social and Cross-Cultural skills.
• Initiative and Self-Direction
• Productivity and Accountability
• Ethical, moral and spiritual values.
10. • Way of Thinking – creativity, critical thinking,
problem solving, decision making and
learning.
• Way of Working – Communication and
Collaboration.
• Tools for Working – Information and
Communications Technology (ICT) and
information literacy.
• Skills for living in the world – Citizenship, life
and career, and personal and social
responsibility.
14. Old Learner vs. New Learner
Text Content
Passive
Formal
Techno-
Phobic
Visual Content
Hands-On
Personal
Techno-Savvy
15. Old Learner vs. New Learner
Independent
Competitive
Sequential
Interactive
Collaborative
Non-Linear
16. Learner-Centric
04/15/16 Zoraini Wati Abas 16
Adapted from:
Morrison(2003). E-Learning
strategies: How to get implementation
and delivery right the first time.
Hoboken, NJ: John Wiley
17. Designed Instruction in the 21st
Century
Expectation
• Use innovative strategies and modern learning
technologies
learning content skills real life
20. Allows Students to:
Access Information And Knowledge By
Themselves “Learn How To Learn”.
Students contribute to the construction of their
own knowledge and produce information that
has value or meaning to them in order to
achieve collaborative work in its truest sense.
The Essence of Learning
(Dave)
Every Student Deserves …First Class Knowledge And World Class Skills
The future won’t wait --- we should be integrating knowledge and skills, in every classroom, for every student
We are losing too many opportunities to prepare our students to succeed in the 21st century - the rest of the world is passing us by. Our students are not performing as well as their international peers on global assessments like TIMMS and PISA.
Parents and kids are waiting for us to come to a consensus and work together.
The P21 framework describes the knowledge and skills EVERY child needs in the 21st century.
It is based on mastery of core academic subjects
Also asks: are students good communicators? Collaborators? Critical thinkers? Financially literate and civically engaged?
(Dave)
Note the “pools” underneath. The rainbow represents the student outcomes. The pools represent the support systems that enable these outcomes. P21 spends a lot of time working on standards, assessments, curriculum, instruction, professional development and learning environments. This is where we work to leverage change.
In closing, I offer this visual to capture where we are headed with 21st century curriculum in West Virginia. Our goal for the 21st century learner is to move both learning experiences and assessment into the D Quadrant of the Rigor and Relevance Framework. This Framework is a tool developed by the staff of the International Center for Leadership in Education to examine curriculum, instruction and assessment. The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement.
First, there is the continuum of knowledge that describes the increasingly complex ways in which we think. The Knowledge Taxonomy is based on the 6 levels of Bloom’s Taxonomy. The low end of the continuum involves acquiring knowledge and being able to recall or locate that knowledge in a simple manner. The high end of the Knowledge Taxonomy labels more complex ways in which individuals use knowledge. At this level, knowledge is fully integrated into one’s mind. They can take several pieces of knowledge and combine them in both logical and creative ways. Assimilation of knowledge is a good way to describe this high level of the thinking continuum. Assimilation is often referred to as a higher-order thinking skill. At this level the student can solve multi-step problems and create unique work and solutions.
The application Model, or the second continuum, is one of action. The five levels of this continuum describe putting knowledge to use. While the low end is knowledge acquired for its own sake, the high end signifies action-sue of that knowledge to solve complex real-world problems and to create projects, designs, and other works for real-world situations.
