Fostering Students’ Creativity and Critical Thinking Skills: Next Steps – Stéphan Vincent-Lancrin

•

1 like•2,155 views

The document outlines a plan to foster students' creativity and critical thinking skills across different levels of education. It proposes aligning teaching, learning, and assessment between primary, secondary, and tertiary education. It also suggests scaling up prototype programs through development, pilot, and validation phases between 2018-2024. The goal is systemic change across primary, secondary, tertiary education and teacher training to improve these skills.

Education

Alignment is needed (and often missing)
2
• Teaching / Learning / Assessment
• Primary / Secondary / Tertiary
• Formative / summative /Exams /
National assessments
• Informal / Formal education

Scale upPrototype
Cycles
Development:
• Rubrics
• Pedagogical activities
• Professional development plans
• Evaluation instruments
Development/Pilot phase
(2018-22)
Validation phase
(2022-24)
Analysis
&
Quick
Design
Validation
Scale-up phase
(country-led)
Systemic change:
• Primary education
• Secondary education
• Tertiary education
• Teacher training
Ongoing work in higher education and teacher
education (still possible to join)
About 25 higher education institutions from 15 countries

5
Pedagogical resources currently on book webpage,
soon available through a tablet application

Stephan.Vincent-Lancrin@oecd.org
THANK YOU
https://oe.cd/educationceriinnovationstrategy

The document summarizes a social studies workshop for teachers. The workshop aims to help teachers overcome challenges in teaching social studies, develop students' love of learning the subject, and prepare them for high-stakes assessments through collaborative sharing of effective strategies. Teachers discuss their motivations for teaching social studies and challenges that prevent fostering student interest. The workshop also outlines the graduation performance system used in International Studies Schools Network schools to assess student proficiency in college readiness and global competence through portfolio reviews.

Collecting feedback on quality indicators of the higher education student exp...

Sonia Whiteley

School Improvement, innovation and technology: a European point of view

Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa

Scotland's Curriculum for Excellence: Into the Future. Report presentation

Beatriz Pont

Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.

OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...

EduSkills OECD

הצגת פרויקט מחקר משווה בינלאומי - לשכת המדען הראשי משרד החינוך 10 יוני 2014

itayas

This document outlines a multi-phase, international study on the relationship between school autonomy and student learning. The study will examine how school autonomy structures and cultures influence leadership practices around curriculum and learning across six different education systems. In Phase 1, researchers will synthesize existing evidence and examine approaches to school-based management, curriculum reform, and 21st century skills in each system. Phase 2 will involve in-depth case studies of high-performing schools in the six countries. Phase 3 will use large-scale surveys to test which autonomy practices are effective system-wide. Finally, Phase 4 will focus on teacher professional development for 21st century skills. The goal is to contribute to the understanding of how school autonomy can help adapt education to

Presentation by Robert Hassell - Australian Council for Educational Research (ACER). ABSTRACT Since 2012 all Australian States and territories, and the Federal government, have endorsed an approach to school improvement that was originally developed by the Australian Council for Educational Research in conjunction with the Queensland State Government. While there is an increasing trend towards autonomy of school leadership, all schools in Australia are expected to write a school improvement plan. Rather than focusing purely on desired outcomes, the approach is based on the view that the most effective strategy for improving student achievement in schools is to improve the quality of day-to-day teaching and learning. In this presentation I will outline the research and development underpinning the National School Improvement Tool (ACER, 2012) and its current use for school improvement review and planning that focuses on these important behaviours. Presentazione di Robert Hassel in occasione del suo intervento al convegno internazionale "Migliorare la scuola", tenutosi a Napoli il 14-15 Maggio 2015 e organizzato dall'Indire.

PISA 2018 Sneak Preview

EduSkills OECD

Robin Middlehurst - Leadership & innovation in higher education: case studies...

gaihe

USW CELT Seminar: Student success (slideshare)

Jo Smedley

This document discusses a University of South Wales initiative to monitor student engagement through various technological data sources and activity monitoring in order to improve student retention. It aims to raise awareness of retention issues, promote retention strategies, and demonstrate learning analytics as an enhancement approach. Examples from 2012-2013 show how monitoring student interactions on Blackboard, email platforms, and other services can provide insights into engagement and inform targeted retention efforts. The document also outlines different learning analytics techniques used to analyze internal student data and external indicators to understand the student life cycle and identify at-risk students.

Fraser and Cole

SEDA

This document discusses a mid-module review process used in a first year maths module delivered to engineering students. The review aims to encourage student responsibility for learning through self-assessment, peer feedback, and reflection. Students complete weekly worksheets and logbooks and attend mandatory feedback sessions. At week 5 of the first semester, the mid-module review identified issues like some students wanting more help, not feeling confident to pass the exam, or not understanding assessments. The feedback was addressed by leaving more solutions, pointing students to past papers, and adjusting worksheets and logbooks. A similar process at week 6 of the second semester also provided feedback that was addressed, like providing different solution methods or longer feedback sessions. Focus groups further

Fostering Creativity and Critical Thinking in Higher Education – Wendy Diaz P...

EduSkills OECD

Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...

EduSkills OECD

The document discusses Aalto University's strategy and vision of being an innovative society through breakthrough discoveries integrated with design and business thinking. It outlines the university's values of passion for exploration, courage, freedom to be creative and critical, responsibility, and integrity. The strategic objectives include research excellence, renewing society through art and creativity, educating game changers, and transforming campus into a collaboration hub. The Design Factory at Aalto aims to foster creativity through problem-based learning, open-ended design tasks, hands-on experimentation, and flexible prototyping facilities. It offers courses like Product Development Project that use real-life projects and demonstrations of results rather than exams. Assessment emphasizes creativity, critical thinking,

Knowing what teachers know about teaching

EduSkills OECD

Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.

Nicole Rege-Colet - Innovative teaching and learning practices: stepping beyo...

gaihe

This document discusses innovation in higher education teaching and learning. It outlines the speaker's goals of building teaching and learning capacities, reinventing 21st century higher education, and facilitating paradigm shifts. The speaker explains their framework and actions taken. They discuss shifting from a single course/program paradigm to an educational system approach. The document also covers concepts like experimenting, reflecting on experiences, and supporting generative conversations to foster innovative practices. It emphasizes empowering people as creators and innovators through professional development.

Students First 2020 - Embracing and effectively leveraging online student sup...

Studiosity.com

This document summarizes Professor Philippa Levy's presentation on embracing and leveraging online student support at the University of Adelaide. The key points are: 1. The University of Adelaide has a diverse student population and aims to provide flexibility, quality, relevance, inclusion and employability in its education. It offers various on-campus academic support services and has embraced online support through Studiosity. 2. A 2019 pilot of Studiosity was successful and its services were rolled out university-wide. Engagement was higher among certain student groups. Students who used Studiosity generally had positive experiences and outcomes. 3. Moving forward, the university plans to continue expanding online and blended learning, informed by student feedback.

Creativity and Critical Thinking The Project in Brazil – Laura di Pizzo

EduSkills OECD

Halsey rogers financing teaching__mexico ttf conference presentation

Kevin L. Fowler

The document discusses considerations for financing teaching and teacher development to achieve the Sustainable Development Goals (SDGs). It summarizes the upcoming World Development Report on education and emphasizes the importance of an evidence-based and systemic approach. It provides examples of how to apply the report's principles to financing goals related to attracting teachers, supporting teacher improvement, and motivating teachers, focusing on using evidence to identify weaknesses and impacts and ensuring solutions can work at scale and in combination. The document stresses that financing discussions should be oriented toward long-term goals and screen policies and programs based on whether they are evidence-based and can contribute to systemic improvements in effective teaching and learning.

Creativity and critical thinking in schools - Andreas Schleicher

EduSkills OECD

Teaching for Critical Thinking at McGill by Alenoush Saroyan (McGill)

EduSkills OECD

A DYNAMIC APPROACH TO SCHOOL IMPROVEMENT: MAIN FEATURES AND IMPACT ON STUDEN...

Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa

Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus. ABSTRACT This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided. Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.

OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...

EduSkills OECD

This document discusses an OECD review of school evaluation frameworks in the Flemish Community of Belgium. It provides an overview of the review, including the analytical approach used and assessment of strengths and challenges. The review team found that while schools have responsibility for quality, evaluation could be better embedded in a vision linking different approaches. It also found variation in school self-evaluation capacity and made recommendations like clarifying evaluation goals and increasing the use of objective information and competency development to strengthen evaluation.

New business models for competency-based higher education - The opportunities...

EduSkills OECD

The OECD School Resources Review

EduSkills OECD

The OECD School Resources Review examines how school resources can be effectively used to improve student outcomes. It takes a comprehensive look at how countries govern, distribute, and manage financial resources, infrastructure, human resources, and other resources. The review involves country background reports, country reviews, and thematic reports on topics like school funding. Its goal is to provide evidence-based policy advice and lessons learned across education systems to help countries get the best results from their investment in school resources.

Guerriero talis - teacher task force -sg

Kevin L. Fowler

1. The document summarizes findings from TALIS 2013, a survey of over 100,000 teachers in over 30 countries. It discusses teachers' professional development needs, barriers to participation, classroom practices, job satisfaction, and perceptions of the teaching profession. 2. TALIS 2018 will survey teachers in 45+ countries, including new participants from Latin America, on topics like instructional practices, school leadership, professional development, and diversity. It aims to provide insights to help support and retain teachers. 3. TALIS is a collaboration between OECD, governments, the European Commission, and teachers' unions to better understand teachers and learning environments worldwide.

Innovative pedagigies and skills

NadhiyaAbdulla1

This document discusses innovative pedagogical approaches that can transform teaching and learning. It analyzes approaches like blended learning, computational thinking, experimental learning, and multiliteracies. Specific examples are provided, such as a program in Nigeria that engaged students in hands-on environmental projects. The document also discusses challenges some education systems face, such as an over-emphasis on exams in Maldives and increasing student suicide rates in Japan. In conclusion, it states that while innovative pedagogies can develop 21st century skills, their successful implementation requires quality teachers, smaller class sizes, support for teacher well-being, and addressing economic/social differences.

Creating a coherent performance indicator framework for the higher education ...

Sonia Whiteley

The Australian Government recently made an ongoing commitment to a suite of innovative, integrated surveys that collect data about students’ experiences of their higher education from the commencement of their qualification to employment. The Quality Indicators for Learning and Teaching (QILT) survey program includes the Students Experience Survey, the Graduate Outcomes Survey, and the Employer Satisfaction Survey. All higher education institutions offering undergraduate and postgraduate courses in Australia, which includes 40 universities and around 105 private providers, are in-scope for the collection. The QILT measures will work together to provide a coherent insight into student engagement, the student experience and post-study outcomes. The challenges of meeting this broad range of requirements to deliver an indicator framework that provides timely evidence for institutions to improve the experiences of current and future students and to position themselves in the higher education landscape will be discussed.

Outcome Based Education and Continuous Quality Improvement in HEIs

Md. Nazrul Islam

After completion of the presentation the participants will be able to know : - Issues in Higher Education, Teaching & Learning - Why Outcome-based Education? - What is the Washington Accord? - Outcome-based Education - Implementation of OBE - Characteristics of OBE Curriculum - Operation Models of OBE - Program Objectives - Program Outcomes - Learning Outcomes - Assessment Issues and Tools - Continual Quality Improvement

What's hot

Australia’s School Improvement Framework

Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa

PISA 2018 Sneak Preview

EduSkills OECD

Robin Middlehurst - Leadership & innovation in higher education: case studies...

gaihe

USW CELT Seminar: Student success (slideshare)

Jo Smedley

Fraser and Cole

SEDA

Fostering Creativity and Critical Thinking in Higher Education – Wendy Diaz P...

EduSkills OECD

Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...

EduSkills OECD

Knowing what teachers know about teaching

EduSkills OECD

Nicole Rege-Colet - Innovative teaching and learning practices: stepping beyo...

gaihe

Students First 2020 - Embracing and effectively leveraging online student sup...

Studiosity.com

Creativity and Critical Thinking The Project in Brazil – Laura di Pizzo

EduSkills OECD

Halsey rogers financing teaching__mexico ttf conference presentation

Kevin L. Fowler

Creativity and critical thinking in schools - Andreas Schleicher

EduSkills OECD

Teaching for Critical Thinking at McGill by Alenoush Saroyan (McGill)

EduSkills OECD

A DYNAMIC APPROACH TO SCHOOL IMPROVEMENT: MAIN FEATURES AND IMPACT ON STUDEN...

Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa

OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...

EduSkills OECD

New business models for competency-based higher education - The opportunities...

EduSkills OECD

The OECD School Resources Review

EduSkills OECD

Guerriero talis - teacher task force -sg

Kevin L. Fowler

Innovative pedagigies and skills

NadhiyaAbdulla1

What's hot (20)