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Looking at Innovations in Curriculum through the Lens of 21st Century Skills
- 1. Looking at Innovations in Curriculum through the Lens of 21st Century Skills Parisa MEHRAN Mehrasa ALIZADEH Osaka University Vahid ARYADOUST National University of Singapore
- 2. Innovation in Curriculum 1 Curriculum change as the core of education development 2 3 Demands of our rapidly changing world Integration of 21st century skills (Qiquan & Liya, 2013) 2
- 3. 3 21st Century Skills (Budhai & Taddei 2015)
- 4. Jenkins’ (2009) inventory Translated into Persian 4 This Study: The Instrument
- 5. Jenkins’ (2009) inventory 5 Academic Rationalism Social Reconstruction Behavioral Humanistic Cognitive The relationship between philosophical beliefs and education is referred to as curriculum orientations.
- 6. Jenkins’ (2009) inventory 6 Academic Rationalism Humanistic Social Reconstruction Cognitive Process Behavioral Rooted in Plato’s writings (knowledge as fixed or stable ideas) Reflects traditional academic studies, without regard to the interest or needs of the learner, or contemporary societal problems
- 7. Jenkins’ (2009) inventory 7 Promotes the ability of students to solve social problems and participate in society Seeks to foster and create social change to better the human condition Academic Rationalism Humanistic Social Reconstruction Cognitive Process Behavioral
- 8. Jenkins’ (2009) inventory 8 Tries to develop students’ ability to think Lifelong learning Academic Rationalism Humanistic Social Reconstruction Cognitive Process Behavioral
- 9. Jenkins’ (2009) inventory 9 Seeks to provide students with opportunities to foster their personal development as unique individuals Includes the social and emotional aspects of life and happiness Academic Rationalism Humanistic Social Reconstruction Cognitive Process Behavioral
- 10. Jenkins’ (2009) inventory 10 Rooted in behavioral psychology, specifically the work of B.F. Skinner Emphasizes individualized instruction Does not focus on particular content, or social or personal issues. Academic Rationalism Humanistic Social Reconstruction Cognitive Process Behavioral
- 11. This Study: The Participants 11 Curriculum orientations of 400 Iranian school teachers mean age of 41 mean teaching experience of 17 years teaching a variety of subjects from foreign languages (English & Arabic) to Art, Social Sciences, and Biology 23% 77% Sex Male Female
- 12. The participants endorsed curriculum innovation valued the development of higher-order thinking skills and students’ 21st century concerns 12
- 13. 1. During the teaching-learning process, it is most important to give students opportunities to think about problems. 13 Cognitive Process 78.8 21% 0.2% Strongly agree Agree Disagree
- 14. 4. Curriculum should first let students master the cognitive skills (e.g. deducing, analyzing, critical thinking) and then the teacher may teach conceptual knowledge. 14 Cognitive Process (Cont.) 60% 33% 4% 1% 2% Strongly agree Agree Disagree Strongly disagree Missing
- 15. 9. The basic goal of curriculum should be the development of students’ cognitive skills, such as memorizing, hypothesizing, problem-solving, analyzing, and synthesizing, which can be applied to learning virtually anything. 15 Cognitive Process (Cont.) 52.3%40.3% 5.5% 1.5% 0.4% Strongly agree Agree Disagree Strongly disagree Missing
- 16. 18. Curriculum should require teachers to teach thinking skills systematically. 16 Cognitive Process (Cont.) 62.5% 33.8% 1.8% 0.8% 1.1% Strongly agree Agree Disagree Strongly disagree Missing
- 17. 23. Assessing students’ levels and forms of thinking as well as their ability to explore knowledge is most important. 17 Cognitive Process (Cont.) 50.7%42.5% 3.8% 0.1% 2% Strongly agree Agree Disagree Strongly disagree Missing
- 18. 27. Methods of inquiry are the most important content for primary and secondary school curricula. 18 Cognitive Process (Cont.) 38.5% 41.8% 14.8% 2.5% 2.4% Strongly agree Agree Disagree Strongly disagree Missing
- 19. 5. Curriculum should let students understand societal problems and take action to establish a new society. 19 Social Reconstruction 61.5% 33.5% 4.3% 0.7% Strongly agree Agree Disagree Strongly disagree
- 20. 14. Existing problems in our society, such as pollution and the population explosion, should be the organizing center of curriculum. 20 Social Reconstruction (Cont.) 37.3% 40.5% 17.8% 2% 2.4% Strongly agree Agree Disagree Strongly disagree Missing
- 21. 17. Students learn best when permitted to analyze, investigate, and evaluate authentic societal problems. 21 Social Reconstruction (Cont.) 58.3% 31.5% 8.3% 0.5% 1.4% Strongly agree Agree Disagree Strongly disagree Missing
- 22. 24. Curriculum contents should focus on societal problems such as pollution, the population explosion, energy shortages, racial discrimination, and crime. 22 Social Reconstruction (Cont.) 37.5% 41% 17.3% 2.3% 1.9% Strongly agree Agree Disagree Strongly disagree Missing
- 23. 31. The most important goal of the school curriculum is to foster students’ ability to critically analyze societal problems. 23 Social Reconstruction (Cont.) 42.8% 40% 13.3% 2.8% 1.1% Strongly agree Agree Disagree Strongly disagree Missing
- 24. 33. Assessment of students should emphasize civic awareness, problem-solving skills, and decision making skills. 24 Social Reconstruction (Cont.) 50.7% 42% 5.3% 1.3% 0.7% Strongly agree Agree Disagree Strongly disagree Missing
- 25. 19. Students’ interests and needs should be the organizing center of curriculum. 25 Humanistic 42% 43% 11.5% 2% 1.5% Strongly agree Agree Disagree Strongly disagree Missing
- 26. 32. In addition to academic achievements, instructional assessment should also emphasize students’ personal development such as self- confidence, motivation, interests, and self-concept. 26 Humanistic 57.5% 37.5% 2.3% 1.3% 1.4% Strongly agree Agree Disagree Strongly disagree Missing
- 27. 34. Teachers should select curriculum contents based on students’ interest and needs. 27 Humanistic 41% 38.3% 17.3% 1.8% 1.6% Strongly agree Agree Disagree Strongly disagree Missing
- 28. Entrance exam Ideological-political discourse Traditional mindset (Fahim & Ahmadian, 2012) 28 Challenges
- 29. Iran 29 Japan
- 30. Globalizing Japan: Reimagining Japanese Education (Willis & Rappleye, 2011) 30 Curricular Reform in Japan
- 31. 31 Curriculum Redesign 21st Century Education Knowledge Traditional Modern -Math -Robotics -Language -Entrepreneurship Skills Creativity Critical Thinking Communication Collaboration Character Mindfulness Curiosity Courage Resilience Ethics Leadership MEXT (2015)
- 32. Collaborative learning Inquiry-based learning Project-based learning 32 Active Learning Experiential learning Technology-enhanced learning MEXT (2015)
- 33. 33 Japanese Curricular Practices 0 10 20 30 40 50 60 70 Quick to understand things Seek explanations for things Can handle a lot of information Can easily link facts together Like to solve complex problems Openness to Problem Solving (PISA, 2012) OECD Average Japan
- 34. • Entrance exam • Socio-cultural traditions • Intuitive but not logical mindset (Laskar, 2007) “The nail that sticks up will be hammered down.” 34 Challenges
- 35. The dilemma of critical thinking • Iran (Aliakbari & Allahmorad, 2012) • Limited class time • Little space for free debate • Exam-oriented approach • Demanding work • Avoiding discussion of controversial topics and issues • Japan (Rear, 2008) 個性 (kosei) vs 個人主義 (kojinshugi) diversity and independence vs reckless nonconformity 35 Concluding Remarks
- 36. Thank You Effective teachers do not cover the curriculum. They uncover it. Ann Parker