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School of the future v2
The document discusses the vision for the School of the Future which focuses on personalized learning through flexible schedules, mastery-based progression, and technology integration. Key aspects include using blended learning, virtual educators, and simulations to allow learning anywhere and anytime. Teachers will take on facilitator roles, while students have more control over their curriculum and pace of learning. Technology is seen as an enabler for personalized learning and developing 21st century skills through tools that track student progress and provide engaging content.
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School of the future v2
- 1. Our School ofthe Future By Alvin Tan & Terence Tan
- 2. The school designsa curriculum that : - value personalised learning - harnesses ICT for effective teaching & learning - provides real world connection through project based learning - inculcates 21 st century skills School of the Future
- 3. Past Assessment ofLearning Summative Assessment Teacher-centred Students as recipients of knowledge Industrial-style classroom Textbook as providers of knowledge Chalk Board Traditional teaching methods Non-digital learners Web 1.0 (read-only web) Mass lecture style Situational Analysis Present Assessment for Learning Formative Assessment Student-centred Students as knowledge creators Collaborative classroom Internet as providers of knowledge Interactive whiteboard ICT infused teaching methods Digital Natives Web 2.0 tool (read-write web) Personalised learning Constructivist
- 4. School of theFuture Personalized System Mass customisation Time variable/ Achievement constant/ Mastery based / variable-pace learning model Mobile / anywhere and everywhere Blended learning Flexible schedule (curriculum) ; anytime Differentiated instruction Differentiated and specialized teacher role Digital Portfolio and exhibition
- 5. 1. Flexible, Anytime/EverywhereLearning - learning beyond traditional school day through blended learning - virtual educators and simulations can be used ( variable time and constant learning ) 2. Redefine Teacher Role and Expand “Teacher” - Facilitator model - other mentors in the community 3. Project-Based/Authentic Learning Opportunities - increase relevance of learning and improve students’ ability to apply knowledge 5 essential elements for School of the Future
- 6. 4. Student DrivenLearning Path - more explicit control to design and determine their curriculum, as well as assessment - learning at a time and pace that works best for individual students 5. Mastery/Competency-Based Progression/Pace - provide opportunity to work at own pace and to reinforce a particular skill or standard until they have mastered the content. - address standard at a time/manner that meets their needs, rather than being taught only when everybody covers a certain topic. - some may accelerate their pace of learning, while others can take additional time to learn. 5 essential elements for School of the Future
- 7. Personalized learning requiresnot only a shift in the design of curriculum and instruction, but a leveraging of modern technologies. Personalization cannot take place at scale without technology. Personalized learning is enabled by smart e-learning systems, which help dynamically track and manage the learning needs of all students, and provide a platform to access myriad engaging learning content, resources and learning opportunities needed to meet each student’s needs everywhere at any time (Kolderie et al, 2010) Personalized Learning
- 8. ICT is beingused as an enabler to : 1. personalized Learning (lesson delivery & Assessment) 2. promote acquiring of 21st century skills - Research & Information Fluency - Communication & Collaboration - Critical Thinking & Problem Solving - Creativity & Innovation 3. create digital portfolio Information Communication Technology (ICT)
- 9. Effective technology integrationfor pedagogy on subject content Bloom’s Taxonomy to guide and assess learner’s understanding
- 10. Effective technology integrationfor pedagogy on subject content Bloom’s Taxonomy to guide and assess learner’s understanding Digital Bloom’s Taxonomy using Web 2.0 tools
- 11. Digital Bloom’s TaxonomyVisual Representation Technological Knowledge (TK)
- 12.
- 13. Effective technology integrationfor pedagogy on subject content Teaching for Understanding (TfU) framework, Howard Gardner’s multiple intelligence theory for lesson design Bloom’s Taxonomy to guide and assess learner’s understanding Digital Bloom’s Taxonomy using Web 2.0 tools
- 14. The theory ofmultiple intelligences talks about providing eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Howard Garner’s Multiple Intelligence Theory Pedagogical Knowledge (PK)
- 15. The 8 intelligencesare : words (linguistic intelligence) numbers or logic (logical-mathematical intelligence) pictures (spatial intelligence) music (musical intelligence) self-reflection (intrapersonal intelligence) a physical experience (bodily-kinesthetic intelligence) a social experience (interpersonal intelligence), and/or an experience in the natural world (naturalist intelligence) Howard Garner’s Multiple Intelligence Theory Pedagogical Knowledge (PK)
- 16. Laurie Brady &Kerry Kennedy (2010), Curriculum Construction, 4 th edition, Pearson Education Australia Koehler, M.J. & Mishra, P (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Extracted from http://tpck.pbwiki.com/ Wolf, M. A. (2010). System Redesign for Personalized Learning. Washington, DC: Software & Information Industry Association (SIIA) http://gccisdscience.wikispaces.com/Digital+Blooms Gardner, Howard. (1999) "Intelligence Reframed: Multiple Intelligences for the 21st Century." New York Teaching for Understanding (TfU) framework http://learnweb.harvard.edu/alps/tfu/info3.cfm Bloom’s Taxonomy for Ipad http://langwitches.org/blog/wp-content/uploads/2011/08/Bloom-iPads-Apps.jpg References
Editor's Notes
- #4 From the above situational analysis, the educational landscape is moving towards constructivism. The focus must then shift from the teacher to the students. Students construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. Hence, the curriculum change supports constructivist view of learning that can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (like problem-based learning and inquiry-based learning) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The curriculum also needs to be transformed to meet the needs of the information age and 21 st century learners.
- #10 I have adopted Shulman’s (1986) idea of TPACK for my curriculum design where effective technology integration for pedagogy on subject content is supported. Pedagogical Knowledge (PK) is guided by Teaching for Understanding (TfU) framework where it provides the common language for teachers to design their lesson activities and professional reflection; In addition, Howard Gardner’s multiple intelligence theory provides the direction on how different activities can be carried out to maximise learning and also supports personalised learning (based on learning style). Content Knowledge (CK) is guided by Bloom’s taxonomy & the D4 innovation process where they provide a guided process of acquiring specific skills and competencies; Technological Knowledge (TK) is guided by Bloom’s Digital Taxonomy where appropriate web 2.0 tools are identified for acquiring of specific skills and competencies. Technology is essential for enhancing communication, connection and collaboration.
- #11 I have adopted Shulman’s (1986) idea of TPACK for my curriculum design where effective technology integration for pedagogy on subject content is supported. Pedagogical Knowledge (PK) is guided by Teaching for Understanding (TfU) framework where it provides the common language for teachers to design their lesson activities and professional reflection; In addition, Howard Gardner’s multiple intelligence theory provides the direction on how different activities can be carried out to maximise learning and also supports personalised learning (based on learning style). Content Knowledge (CK) is guided by Bloom’s taxonomy & the D4 innovation process where they provide a guided process of acquiring specific skills and competencies; Technological Knowledge (TK) is guided by Bloom’s Digital Taxonomy where appropriate web 2.0 tools are identified for acquiring of specific skills and competencies. Technology is essential for enhancing communication, connection and collaboration.
- #12 This slide shows the visual representation of transition to digital taxonomy. Each of the taxonomic element features some web 2.0 tools that helps to promote attainment of that skill.
- #14 I have adopted Shulman’s (1986) idea of TPACK for my curriculum design where effective technology integration for pedagogy on subject content is supported. Pedagogical Knowledge (PK) is guided by Teaching for Understanding (TfU) framework where it provides the common language for teachers to design their lesson activities and professional reflection; In addition, Howard Gardner’s multiple intelligence theory provides the direction on how different activities can be carried out to maximise learning and also supports personalised learning (based on learning style). Content Knowledge (CK) is guided by Bloom’s taxonomy & the D4 innovation process where they provide a guided process of acquiring specific skills and competencies; Technological Knowledge (TK) is guided by Bloom’s Digital Taxonomy where appropriate web 2.0 tools are identified for acquiring of specific skills and competencies. Technology is essential for enhancing communication, connection and collaboration.
- #15 The curriculum aims to provide greater flexibility to meet individual needs and strengths by the use of Howard Gardner’s theory of multiple intelligences (Gardner 1993). The use of multiple intelligences as organisers for curriculum experiences enable students to be exposed to many different ways of learning rather than the traditional model of academic learning.