1. Vision of Education for
21st
Century
B
y
M. S. Rahman
Principal
Radiant International School, Patna
E-mail ID: principal.msr@gmail.com
Contact: 7541806969

2. Enjoy & Embrace Change
“Change is the law of life. And those
who look away to the past or present
are certain to miss the future.”
-John F. Kennedy.

3. Global Education
• Successful education
systems are student-centered
and individually tailored.
• Technology is a driver and
enabler of education.
• Networks are essential
to level the playing field for all.
• Leading by influence is
essential in a complex system.
• Data must be captured and used
to drive decision-making.
• Education systems must work beyond boundaries to
involve all groups that influence learning, including
partners, parents, and the local community.

4. 21st Century Education
• It is bold. It breaks the mold. It is flexible,
creative, challenging, and complex. It
addresses a rapidly changing world filled with
fantastic new problems as well as exciting new
possibilities.

5. 21st
Century Skills
• 21st
Century Schools, we
recognize the critical need
for developing 21st
century
skills. However, we believe
that authentic education
addresses the “whole child”,
the “whole person”, and does
not limit our professional
development and curriculum
design to workplace readiness.
• 21st
century skills learned through
our curriculum, which is
interdisciplinary, integrated,
project-based, and more,
include and are learned within
a project-based curriculum by:

6. 21st
Century Skills contd…
• Collaboration – the
ability to work in teams
• Critical thinking – taking
on complex problems
• Oral communications – presenting
• Written communications – writing
• Technology – use technology
• Citizenship – take on civic
and global issues; service learning
• Learn about careers – through
internships
• Content – conduct research and do
all of the above.

7. Students : iKids in the New
Millennium
• One of our goals is to help students become iKids and truly global
citizens.
• today’s students are
referred to as “digital
natives”, and today’s
educators as “digital
immigrants”.
• Today’s students are
digital learners – they
literally take in the world
via the filter of computing devices: the cellular phones, handheld
gaming devices, PDAs, and laptops they take everywhere, plus the
computers, TVs, and game consoles at home.

8. 21st
Century Schools
• "Schools" will go
“from ‘buildings’ to
nerve centers, with
walls that are porous
and transparent,
connecting teachers,
students and the
community to the
wealth of knowledge
that exists in the world.”
• The 21st
century will require knowledge generation, not just
information delivery, and schools will need to create a
“culture of inquiry”.

9. 21st
Century Curriculum
• Schools in the 21st
century will be laced with a project-based curriculum for life
aimed at engaging students in addressing real-world problems, issues important to
humanity, and questions that matter.
• This is a dramatic departure
from the factory-model
education of the past.
It is abandonment, finally,
of textbook-driven,
teacher-centered, paper
and pencil schooling.
It means a new way of
understanding the concept
of “knowledge”, a new definition
of the “educated person”.
A new way of designing and
delivering the curriculum is required.

10. 21st
Century Learner

11. 21st
Century Teacher
• “Teacher” -
• From primary role
as a dispenser of
information to
orchestrator of
learning and helping
students turn
information
into knowledge,
and knowledge into
wisdom.

12. 20th
Century Classroom vs 21st
Century Classroom

13. 20th
Century Classroom vs 21st
Century Classroom contd…
USA 1960’s typical classroom – teacher-centered, fragmented
curriculum, students working in isolation, memorizing facts.
school providing internships for high school students. A perfect
example of real-life, relevant, project-based 21st
century education.
Time-based Outcome-based
Focus: memorization of discrete facts Focus: what students Know, Can Do and Are Like after all the
details are forgotten.
Lessons focus on the lower level of Bloom’s Taxonomy –
knowledge, comprehension and application.
Learning is designed on upper levels of Blooms’ – synthesis,
analysis and evaluation (and include lower levels as
curriculum is designed down from the top.)
Textbook-driven Research-driven
Passive learning Active Learning
Learners work in isolation – classroom within 4 walls Learners work collaboratively with classmates and others around
the world – the Global Classroom
Teacher-centered: teacher is center of attention and provider of
information
Student-centered: teacher is facilitator/coach
Little to no student freedom Great deal of student freedom

14. 20th
Century Classroom vs 21st
Century Classroom contd…
“Discipline problems – educators do not trust students and vice
versa. No student motivation.
No “discipline problems” – students and teaches have mutually
respectful relationship as co-learners; students are highly
motivated.
Fragmented curriculum Integrated and Interdisciplinary curriculum
Grades averaged Grades based on what was learned
Low expectations High expectations – “If it isn’t good it isn’t done.” We expect,
and ensure, that all students succeed in learning at high
levels. Some may go higher – we get out of their way to let
them do that.
Teacher is judge. No one else sees student work. Self, Peer and Other assessments. Public audience, authentic
assessments.
Curriculum/School is irrelevant and meaningless to the students. Curriculum is connected to students’ interests, experiences,
talents and the real world.
Print is the primary vehicle of learning and assessment. Performances, projects and multiple forms of media are used for
learning and assessment
Diversity in students is ignored. Curriculum and instruction address student diversity

15. 20th
Century Classroom vs 21st
Century Classroom contd…
Literacy is the 3 R’s – reading, writing and math Multiple literacies of the 21st
century – aligned to living and
working in a globalized new millennium.
Factory model, based upon the needs of employers for the
Industrial Age of the 19th century. Scientific management.
Driven by the NCLB and standardized testing mania.

16. Multiple Intelligences

17. Multiple Literacies for the 21st
Century
The Arts and Creativity
Financial Literacy
Media Literacy
Social/Emotional Literacies
Globalisation & Multicultural Literacy
Physical Fitness and Health Literacies
Cyberliteracy
Ecoliteracy

18. 21st
Century Learning

19. Which one describes your
Classroom or School?
20th
Century Classrooms 21st
Century Classrooms

20. Which one Describes your
Classroom or School?
20th
Century Classrooms 21st
Century Classrooms
Time-based Outcome-base
Focus: memorization of discrete facts Focus: what students Know, Can Do and Are Like after all the
details are forgotten
Lessons focus on the lower level of Bloom’s Taxonomy –
knowledge, comprehension and application
Learning is designed on upper levels of Blooms’ – synthesis,
analysis and evaluation (and include lower levels as curriculum is
designed down from the top)
Textbook-driven Research-driven
Passive learning Active Learning
Learners work in isolation – classroom within 4 walls Learners work collaboratively with classmates and others around
the world – the Global Classroom
Teacher-centered: teacher is center of attention and provider of
information
Student-centered: teacher is facilitator/coach

21. Which one Describes your
Classroom or School?
Fragmented curriculum Integrated and Interdisciplinary curriculum
Teacher is judge , no one else sees student work Self, Peer and Authentic assessments
Curriculum/School is irrelevant and meaningless to the
students
Curriculum is connected to students’ interests,
experiences, talents and the real world.
Print is the primary vehicle of learning and assessment Performances, projects and multiple forms of media are
used for learning and assessment
Diversity in students is ignored Curriculum and instruction address student diversity
Literacy is the 3 R’s – reading, writing and math Multiple literacies of the 21st
century – aligned to living
and working in a globalized new millennium
Factory model, based upon the needs of employers for
the Industrial Age of the 19th century. Scientific
management
Driven by the NCLB and standardized testing mania.

22. In the 21st century classroom
students have access to rich information and
global communication
where teachers
support, facilitate,
encourage, and
collaborate with
their students
We see
technology.
He sees
information.

23. Impact on Schools
• Huge impact: 1.New vistas of growth and opportunity.
2. Simultaneously widening of disparities.
• Schools can not remain static.
• No more stereotypes/repetitiveness.
• Integration of knowledge and development of competencies.
• In this context, let us look at the following quote of Prof. John
Abbot, a renowned educationist from USA. He observes:
“No curricular overhaul, no instructional innovation,
no change in School organisation, no toughening of
standards, no rethinking of teacher training or
compensation will succeed if students do not come to
school interested in , and committed to learning. We
need to look, not at what goes on inside the
classroom, but at students’ lives outside the
classroom, but at students’ outside the school’s
walls.”

24. Seamless World
In today’s seamless world--
1. Countries have greater understanding of
how different systems of education
function.
2. More and more international players are
entering the scene.
3. There is greater mobility of students across
borders for higher education and jobs.
4. There is wider access to alternative
systems of School Education.
In this scenario, systems that fail to reinvent
themselves for creating excellence face the risk
of getting marginalised.

25. Parameters of Quality in
Education
• Unlike most of the other sectors, education
poses a serious challenge when we try to
identify the common core parameters of
quality.
• It is because education is a complex activity
that depends as much on the processes as the
products.
• Since education does not constitute an
assembly line, theories of quality that apply to
manufacturing sector and other services can
not apply to education.

26. A Broad Framework of
Quality
• The framework of quality in school education
should go beyond the extrinsic and instrumental
goals of education.
• The framework will include the following five
dimensions:
1. Content.
2. People.
3. Processes.
4. Technology
5. System.

27. Key Institutional Shifts
Schools all over are witnessing key shifts today.
There is a growing interest in reinventing school
education through institutional changes. They
are:
1.From delivering content to building
capacity
• Shifting the focus from instruction to developing
generic skills in learners.
• The trend is to create:
-a learning community.
-anywhere, anytime and life time learning.
-autonomous learners and accountable
institution culture.

28. Key Institutional Shifts
(contd.)
2.From stand-alone institutions to
value-adding networks.
• Schools are increasingly realising that they can
not function in isolation , insulting themselves
from the socio-cultural milieu.
• Net working of communities of practice is leading
to value addition and enrichment of curriculum
design and curriculum transaction.
• Local Area Network (LAN) Wide Area Network
(WAN) are broadband internet connectivity are
facilitating interconnectedness among schools.
• School website based interaction is bringing the
community and parents closer to the school.

29. Key Institutional Shifts
(contd.)
3.From Setting and Delivering
Curriculum to Co-creating Curriculum.
• Top-Down, prescriptive model of curriculum
policy making is giving way to consultative, non-
linear approach.
• Schools and teachers are encouraged to create
and enrich curriculum through consultations and
negotiations.
• Innovative practices and experimentation in
school education are encouraged.
• Greater autonomy is provided to schools to make
them partners with Boards of Education.

30. Key Institutional Shifts
(contd.)
4.From Standard Operating Procedures
to creative adaptations.
• Mechanical routines are replaced by continuous
improvement in schools.
• This has resulted in a shift from MOTS (Most Of
The Same) to HOTS (Higher Order Thinking Skills).
• Transformative learning is resulting in
-better retention.
-increased engagement.
-improved student learning outcomes.
-innovations and new ways of doing things.

31. How can Schools Respond to
this Shift?
• The power of real life.
• The power of demonstration.
• The power of question.
• The power of technology.
• The power of going beyond books.

32. In Need of Freedom
“It is in fact, nothing short of miracle that the
modern methods of instruction have not yet
entirely strangled the holy curiosity of enquiry;
for this delicate little plant, aside from
stimulation, stands mainly in need of freedom…it
is a grave mistake to think that the enjoyment of
seeing and searching can be promoted by means
of coercion and sense of duty.”
- Albert
Einstein

33. Different Types of Thinking Skills
1. Critical Thinking This is convergent thinking. It assesses the worth and validity of something existent. It
involves precise, persistent, objective analysis. When teachers try to get several
learners to think convergently, they try to help them develop common understanding.
2. Creative Thinking This is divergent thinking. It generates something new or different. It involves having a
different idea that works as well or better than previous ideas.
3. Convergent Thinking This type of thinking is cognitive processing of information around a common point, an
attempt to bring thoughts from different direction into a union or common conclusion.
4. Divergent Thinking This type of thinking starts from a common point and moves outward into a variety of
perspectives. When fostering divergent thinking, teachers use the content as a vehicle to
prompt diverse or unique thinking among students rather than a common view.
5. Inductive Thinking This is the process of reasoning from parts to the whole, from example to
generalizations.
6. Deductive Thinking This type of reasoning moves from the whole to its parts, from generalizations to
underlying concepts to examples.

34. Key Shift in Curriculum
Design
• Broad based curriculum wider choices for
learners.
• Effective process of updating the curriculum
due to obsolescence.
• Space for value addition by users.
• Making curriculum technologically compatible.
• Fine tuning the design.
• Integrating pedagogy with curriculum design.

35. Bloom’s Taxonomy 1950
Evaluation judges the value of information
Synthesis builds a pattern from diverse elements
Analysis
separates information into part for better
understanding
Application applying knowledge to a new situation
Comprehension understanding information
Knowledge recall of data

36. Anderson & Krathwohl 2001
Anderson and Krathwohl also list specific verbs that
can be used when writing objectives for each column
of the cognitive process dimension.
• Remember: Recognizing, Recalling
• Understand: Interpreting, exemplifying, classifying,
summarizing, inferring, comparing, explaining
• Apply: Executing, implementing
• Analyze: Differentiating, organizing, attributing
• Evaluate: checking, critiquing
• Create: generating, planning, producing

37. Knowledge Triangle

38. Your ‘mantra’ Should be 3 I’s

39. Genesis
• Education cannot function in isolation.
• Care and share. Rise together.
• Period of uncertainty is over.
• Competent- 30 years
• Committed- 40 years.
• Interconnectedness, interdependence.
• Technical revolution.
• Learning – a coalition force.

40. Will the School Change?
• Corporate culture permeated.
• Corporate culture has created island of excellence in
education where quality comes sometime at exorbitantly
high cost.
• Global India International School – Hong Kong (Hqrs.)
• Nothing fails like success.
• Success has lead to complacency, inefficiency and
arrogance.
• When world outside the school is dynamic, school cannot
be static.
• Overcome inertia with extraordinary process of change
• Develop a thinking School. A centre of excellence.

41. Dimensions of Effective Technology
Enhanced Learning Environments:
• Task-Oriented
• Challenging
• Collaborative
• Constructionist
• Conversational
• Responsive
• Reflective
• Formative

42. Bloom's Revised Taxonomy

43. Instructional System Design
Concept Map

44. Learning Concept Map

45. The Continuum of Understanding

46. Performance Typology Map

47. Constructivism as a Paradigm
to Teaching Learning
Traditional Classroom Constructivist Classroom
Curriculum begins with the parts of the whole.
Emphasizes basic skills.
Curriculum emphasizes big concepts, beginning
with the whole and expanding to include the parts.
Strict adherence to fixed curriculum is highly
valued.
Pursuit of student questions and interests is valued.
Materials are primarily textbooks and workbooks. Materials include primary sources of material and
manipulative materials.
Learning is based on repetition. Learning is interactive, building on what the
student already knows.
Teachers disseminate information to students;
students are recipients of knowledge.
Teachers have a dialogue with students, helping
students construct their own knowledge.
Teacher's role is directive, rooted in authority. Teacher's role is interactive, rooted in negotiation.
Assessment is through testing, correct answers. Assessment includes student works, observations,
and points of view, as well as tests. Process is as
important as product.
Knowledge is seen as inert. Knowledge is seen as dynamic, ever changing with
our experiences.
Students work primarily alone. Students work primarily in groups.

48. Five Guiding Principles of
Constructivism
Jacqueline Grennon Brooks and Martin G.
Brooks offer five key principles of
constructivist learning theory. You can use
them to guide curriculum structure and lesson
planning.
• Pose problems of emerging relevance to
students.
• Structure learning around primary concepts.
• Seek and value students' points of view.
• Adapt instruction to address student
suppositions.
• Assess student learning in the context of
teaching.

49. 1.Constructivism: Learning Cycle
The Learning Cycle is a three-step design that can be used as a
general framework for many kinds of constructivist
activities.
1. Discovery Phase: The teacher encourages students to
generate questions and hypotheses from working with
various materials.
2. Concept Introduction Phase: The teacher focuses the
students' questions and helps them create hypotheses
and design experiments.
3. “Concept Application Phase: Students work on new
problems that reconsider the concepts studied in the first
two steps. You may find this cycle repeating many times
throughout a lesson or unit.

50. 2. Constructivist Learning Design
Another constructivist learning design was developed by George W.
Gagnon. Jr., and Michelle Collay.
In this model, teachers implement a number of steps in their
teaching structure. They:
• develop a situation for students to explain
• select a process for groupings of materials and students
• build a bridge between what students already know and what the
teachers want them to learn
• anticipate questions to ask and answer without giving away an
explanation
• encourage students to exhibit a record of their thinking by sharing
it with others, and
• solicit students' reflections about their learning.

51. 3. Constructivism Learning Design
Robert O. McClintock1
and John B. Black2
of Columbia University Teachers College derived yet
another design model from several computer technology-supported learning environments
at the Dalton School in New York.
The Information Construction (ICON) model contains seven stages:
1.Observation: Students make observations of primary source materials embedded in their
natural context or simulations thereof.
2.Interpretation Construction: Students interpret their observations and explain their
reasoning.
3. Contextualization: Students construct contexts for their explanations.
4. Cognitive Apprenticeship: Teachers help student apprentices master observation,
interpretation, and contextualization.
5. Collaboration: Students collaborate in observation, interpretation, and contextualization.
6. Multiple Interpretations: Students gain cognitive flexibility by being exposed to multiple
interpretations from other students and from expert examples.
7. Multiple Manifestations: Students gain transferability by seeing multiple manifestations
of the same interpretations.

52. What are the “Life Skills” ?
• Problem-Solving
• Decision Making
• Critical Thinking
• Creative Thinking
• Communication Skills
• Self-Awareness
• Stress Management
• Empathy
• Interpersonal Relationship

53. Values in School Context
1. Care and Compassion
2. Doing Your Best
3. Fair Go
4. Freedom
5. Honesty and Trustworthiness
6. Integrity
7. Respect
8. Responsibility
9. Understanding, Tolerance and Inclusion
Caution!
Value education is a part of hidden curriculum
in Schools because it is not taught rather
inculcated.

54. Value Education H³ Eight Great Traits
1. Care and Compassion 1. Caring for others
2. Doing Your Best 2. Planning and decision making
3. Fair Go 3.Problem Solving
4. Freedom 4.Citizenship
5. Honesty and Trustworthiness 5.Honesty
6. Integrity 6.Integrity
7. Respect 7.Responsibility
8. Responsibility 8.Respect for others
9. Understanding, Tolerance and
Inclusion
9. Respect for others

55. 3 H

56. Effective Schools

57. Framework of Student
Support Services
Students are better prepared for learning
when they are healthy, safe and happy,
therefore, student welfare is the
responsibility of all staff working in a whole
school context. Student learning cannot be
separated from welfare.

58. A Whole School Approach to
Enhancing Resilience

59. How to Develop Student
Resilience?

60. Steps in Value Education
• Inculcation
• Moral Development
• Analysis
• Value Clarification
• Action Learning – last step of value education

61. Action Learning
A problem-solving/decision making
model (Huitt, 1992):
Input Phase
Processing Phase
Output Phase
Review Phase
o Derived from a perspective that it is important to
move beyond thinking and feeling to acting.
o Related to the efforts of some social studies
educators to emphasize community-based rather
than classroom-based learning experiences

62. Purpose of education and
development
• Human being is “a mine rich in gems of
inestimable value. Education can, alone, cause it
to reveal its treasures.” Bahá’u’lláh
• “Education should be recognised as a process by
which human beings and societies can reach their
fullest potential.” Agenda 21: Chapter 36.3
• “the real purpose of development … is the
cultivation of the limitless potentialities latent in
human consciousness.” BIC, 1998

63. Child friendly Schools and
Quality Education
• Quality learners: healthy, well-nourished, ready to
learn, and supported by their family and community
• Quality content: curricula and materials for
literacy, numeracy, knowledge, attitudes, and skills for
life
• Quality teaching-learning processes: child-
centered; (life) skills-based approaches, technology
• Quality learning environments: policies and
practices, facilities (classrooms, water, sanitation),
services (safety, physical and psycho-social health)
• Quality outcomes: knowledge, attitudes and skills;
suitable assessment, at classroom and national levels

64. What is Quality?
• Quality is usually perceived as the
application’s ability to fulfill the
reasonable expectations and needs
set by the developer or the end user.
By this definition, quality is subjective,
depending on who is assessing the quality and
in what context. In addition, quality can be
assessed from an objective point of view: by
following the statistics provided by testing, for
example.

65. What is Quality?
Quality includes following aspects-
• Reliability
• Functionality
• Usability
• Efficiency and Performance
• Portability
• Maintainability

66. Learning Cycle: Sciences
The learning cycle is a research-supported method for education,
particularly in science. The learning cycle has five overlapping phases:
• Engage: in which a student's interest is captured and the topic is
established.
• Explore: in which the student is allowed to construct knowledge in
the topic through facilitated questioning and observation.
• Explain: in which students are asked to explain what they have
discovered, and the instructor leads a discussion of the topic to refine the
students' understanding.
• Extend: in which students are asked to apply what they have learned in
different but similar situations, and the instructor guides the students
toward the next discussion topic.
• Evaluate: in which the instructor observes each student's knowledge
and understanding, and leads students to assess whether what they have
learned is true. Evaluation should take place throughout the cycle, not
within its own set phase.

67. Methods of implementing the
"learning cycle"
1. Engage: Use of anecdotes that relate to subject.
2. Explore: Allow discussion that students discover
answers instead of just hearing answers.
3. Explain: Students are required to reword what they
have learned to demonstrate their knowledge.
4. Extend: Take the principles taught and have
students apply the knowledge in another area or
facet of the subject.
5. Evaluate: Observe and correct each student
individually to perfect their "working" knowledge
of the subject.

68. Kolb’s 1984 (revised in 2006)
Learning Style

69. Kolb’s Learning Style

70. VAK learning styles
Learning style Description
Visual seeing and reading
Auditory listening and speaking
Kinesthetic
*N.B. Kinesthetic style is also referred to as
'Physical', or 'Tactile', or 'Touchy-Feely'.
touching and doing

71. Learning Curve

72. Learning Curve

73. Learning Curve

74. Competencies: LSRW
In languages, the basic competencies are-
• Listening
• Speaking
• Reading
• Writing

75. Maslow’s Hierarchy of Needs

76. Maria Montessori
“Scientific observation has established that education is not
what the teacher gives; education is a natural process
spontaneously carried out by the human individual, and is
acquired not by listening to words but by experiences upon
the environment. The task of the teacher becomes that of
preparing a series of motives of cultural activity, spread
over a specially prepared environment, and then refraining
from obtrusive interference. Human teachers can only help
the great work that is being done, as servants help the
master. Doing so, they will be witnesses to the unfolding of
the human soul and to the rising of a New Man who will
not be a victim of events, but will have the clarity of vision
to direct and shape the future of human society”.
-Maria
Montessori

77. Piaget's Key Ideas
Adaptation What it says: adapting to the world through assimilation and accommodation
Assimilation The process by which a person takes material into their mind from the environment, which may
mean changing the evidence of their senses to make it fit.
Accommodation The difference made to one's mind or concepts by the process of assimilation.
Note that assimilation and accommodation go together: you can't have one without the other.
Classification The ability to group objects together on the basis of common features.
Class Inclusion The understanding, more advanced than simple classification, that some classes or sets of objects are
also sub-sets of a larger class. (E.g. there is a class of objects called dogs. There is also a class called
animals. But all dogs are also animals, so the class of animals includes that of dogs)
Conservation The realisation that objects or sets of objects stay the same even when they are changed about or
made to look different.
Decentration The ability to move away from one system of classification to another one as appropriate.
Egocentrism The belief that you are the centre of the universe and everything revolves around you: the
corresponding inability to see the world as someone else does and adapt to it. Not moral
"selfishness", just an early stage of psychological development.
Operation The process of working something out in your head. Young children (in the sensorimotor and pre-
operational stages) have to act, and try things out in the real world, to work things out (like count on
fingers): older children and adults can do more in their heads.
Schema (or scheme) The representation in the mind of a set of perceptions, ideas, and/or actions, which go together.
Stage A period in a child's development in which he or she is capable of understanding some things but not
others

78. Stages of Cognitive Development
Stage Characterised by
Sensori-motor
(Birth-2 yrs)
Differentiates self from objects Recognises self as agent of action and
begins to act intentionally: e.g. pulls a string to set mobile in motion or
shakes a rattle to make a noise
Achieves object permanence: realises that things continue to exist even
when no longer present to the sense (pace Bishop Berkeley)
Pre-operational
(2-7 years)
Learns to use language and to represent objects by images and words
Thinking is still egocentric: has difficulty taking the viewpoint of others
Classifies objects by a single feature: e.g. groups together all the red
blocks regardless of shape or all the square blocks regardless of colour
Concrete operational
(7-11 years)
Can think logically about objects and events Achieves conservation of
number (age 6), mass (age 7), and weight (age 9)
Classifies objects according to several features and can order them in
series along a single dimension such as size.
Formal operational
(11 years and up)
Can think logically about abstract propositions and test hypotheses
systematically Becomes concerned with the hypothetical, the future,
and ideological problems

79. Factors in Educational
Achievement

80. Is Multi-Tasking Holding Our
Kids Back?
• Most pundits say that kids multi-tasking -- doing homework with the TV
on, for example -- is just the way things are now, and indeed they may be
right. But in the new Atlantic author Walter Kirn says that students' and
teachers' and indeed human beings' brains were not made for such
things. According to Kirn, our brains lose their ability to retain
information if asked to do too many things at once. The implications
for schooling are clear:
"The next generation, presumably, is the hardest-hit...A recent study from
the Kaiser Family Foundation found that 53 percent of students in grades
seven through 12 report consuming some other form of media while
watching television; 58 percent multitask while reading; 62 percent while
using the computer; and 63 percent while listening to music....This is the
great irony of multitasking—that its overall goal, getting more done in less
time, turns out to be chimerical. In reality, multitasking slows
our thinking."
• PS: This post was written while I was on the phone and watching TV.

81. Freud’s Psychoanalysis

82. Brain-Compatible Teaching
Constructivist teaching is based on recent research about the human brain and what is known about how
learning occurs. Caine and Caine (1991) suggest that brain-compatible teaching is based on 12 principles:
1. "The brain is a parallel processor" . It simultaneously processes many different types of information,
including thoughts, emotions, and cultural knowledge. Effective teaching employs a variety of learning
strategies.
2. "Learning engages the entire physiology" . Teachers can't address just the intellect.
3. "The search for meaning is innate". Effective teaching recognizes that meaning is personal and unique, and
that students' understandings are based on their own unique experiences.
4. "The search for meaning occurs through 'patterning' ". Effective teaching connects isolated ideas and
information with global concepts and themes.
5. "Emotions are critical to patterning". Learning is influenced by emotions, feelings, and attitudes.
6. "The brain processes parts and wholes simultaneously". People have difficulty learning when either parts
or wholes are overlooked.
7. "Learning involves both focused attention and peripheral perception" . Learning is influenced by the
environment, culture, and climate.
8. "Learning always involves conscious and unconscious processes" . Students need time to process 'how' as
well as 'what' they've learned.
9. "We have at least two different types of memory: a spatial memory system, and a set of systems for rote
learning" . Teaching that heavily emphasizes rote learning does not promote spatial, experienced learning
and can inhibit understanding.
10. "We understand and remember best when facts and skills are embedded in natural, spatial memory" .
Experiential learning is most effective.
11. "Learning is enhanced by challenge and inhibited by threat". The classroom climate should be challenging
but not threatening to students.
12. "Each brain is unique" . Teaching must be multifaceted to allow students to express preferences.

83. Customer Care

84. Quality Education

85. Thought Alignment

86. Focus the Learning

87. Innovation : Change
Change
More?……..Different?…………..or Better?

88. Innovation: the Creative
Continuum
Innovation
Replication
Formulation
Innovation
Origination
The Creative Continuum

89. Traits of Creative People
Powers of observation
Curiosity: want to learn
Ability to identify issues others missed
Talent for generating large numbers of ideas
Persistent questioning of the norm
Ability to see established structure in new ways
Perseverance through abjection

90. Organization Culture
Vision
Mission
Goals & Objectives
Strategies
Structure
Culture
Behaviour
Performance

91. The Shift in Teaching and
Learning
Traditional Methods
 Teacher centered
 Content coverage
 Memorizing information
 Teacher
 Whole group configuration
 Single instructional and
learning modality
 Memorization and recall
 Single discipline
 Isolated
 Textbook dependent
 Teachers teaching
one learning style
 Learning content
 Learning isolated skills
and factoids
21st Century Methods
 Learner centered
 Learning by doing
 Using information
 Facilitator
 Flexible grouping
configuration
 Multiple instructional
and learning modalities
to include all students
 Higher order thinking skills -
creativity
Interdisciplinary
Collaborative
Multiple sources of information
Teachers addressing multiple
learning styles
 Learning how to learn
 Completing authentic projects

92. The Need to Redefine /
Reinvent:
• Schools
• Students
• Teachers
• Learning
• Curriculum
• Pedagogy
• Assessment

93. Eight steps for managing
change
• Establish a sense of urgency
• Form a powerful guiding coalition
• Create a vision
• Communicate the vision
• Empower others to act on the vision
• Plan for and create short-term wins
• Consolidate improvements and produce still
more change
• Institutionalize new approaches

94. What Students want from
Teachers
1. Fairness in treatment (82%)
2. Positive feedback (timeliness) (77%)
3. Appreciation of different learning
styles (70%)
4. Understanding of the concept (34%)
5. Ability to communicate (33%)
Source: British Council study of 6220 students across 800 schools in South Asia

95. What Parents want from Schools
1. Continuous communication with
parents (88%)
2. Nurture skills and talents (58%)
3. Develop communication skills (55%)
4. Motivate students to study (55%)
5. Superior teaching and coaching (55%)
6. All-round personality development
(50%)
7. Superior infrastructure (11%)
Source: British Council study of 6220 students across 800 schools in South Asia

96. What Students want from
Principals?
1. Fairness in treatment (61%)
2. Ability to communicate and inspire
(60%)
3. Positive feedback to parents (51%)
4. Appreciation of multiple skills –
sports and arts (50%)
5. Superior teacher (11%)
Source: British Council study of 6220 students across 800 schools in South Asia

97. The Learning Cycle as a Tool for
Planning Science Instruction

98. How do YOU learn?
• We learn:
• 10% of what we read
• 20% of what we hear
• 30% of what we see
• 50% of what we both see and hear
• 70% of what is discussed with others
• 80% of what we experience personally
• 90% of what we TEACH to someone else

99. Concept Map

100. Learning Types: VAK
We are not all the same type of learner.
Learning types can be simply divided into
Visual (learn best by "seeing"), Auditory
(learn best by "hearing" or Kinesthetic
(learn best by "doing"). We may learn better
using one, or a combination of these types of
learning.

101. Thinking Classroom
Philosophy
What?
• Teach learners how to learn
• Teach learners how to think
• Discover, value and use thinking skills
• Discover, value and use learning styles
• Discover, value and use multiple intelligences
profiles
• Infuse the best new educational practices with
the best traditional ones

102. Thinking Classroom
Philosophy
Why?
• Because 21st
Century learners/workers need skills
more than knowledge
• Because future economic success depends on
skills and creativity
• Because some traditional educational practices
are not working
• Because other traditional educational practices
are working yet need updating
• Literacy

103. Thinking Classroom
Philosophy
How?
• By matching teaching styles to learning styles
• By valuing each learner for what they do well
• By educating for skills, attitudes and values as
well as knowledge
• By preparing learners for their futures not our
pasts
• By valuing, supporting and resourcing all
educators

104. Learning = Access + Process + Express
1. Learning Styles which describes the initial 'Accessing' part of
learning: the unique preferences that we all have for how we
experience new information and ideas (visual, auditory, together,
alone, outside, inside etc.)
2. Thinking Skills which explains how we 'Process' ideas once
we've experienced them: how do we assimilate, evaluate, organize,
play around with and plan to use what we've found out?
3. Multiple Intelligences which shows the many different
ways in which we can 'Express' what we've just accessed and
processed: do we prefer to write it down or talk about it? Sing it or
dance it? Draw it or paint it? There are more ways to demonstrate
your learning than through a written exam.
Learning = Access + Process + Express

105. Vision 2010: Roadmap for 21st
Century Education

106. Skills for the 21st Century contd..
• communication
acquiring and processing information
• synthesizing knowledge
• integrating knowledge from different disciplines
• leadership: team management, dealing with
uncertainty, conflict handling
• failure management
• commercial awareness (market, IPR)
• research management
• creative thinking (discovery, imaging solutions)

107. Skills for the 21st Century contd..
 negotiation
 understanding of business environment
 user requirement consciousness
 coping with conflicting demands
 analytical skills
 methodological knowledge and skills
 communication and presentation skills
 management skills
 international, intercultural experience and
competence working in such environments

108. Skills for the 21st Century
 language skills
 people and relationship management skills
 computer science skills
 hard science knowledge (to a certain degree), e.g.
statistics
 interdisciplinary skills and knowledge - broader
picture and understanding of the world
 entrepreneurship
 social skills in different context (in different
socio-economic environments)
 creative thinking, innovation
 ethics
 problem solving

109. Spoken English

110. Aspects of Change: A Time of Learning

111. 21st
Century Teaching
20th
Century
21st
Century

112. 6 Ws + 1 H
• What?
• When?
• Why?
• How?
• Where?
• Who?
• Whose?

113. Six Sigma
• Define
• Measure
• Analyze
• Improve
• Control
• Define
• Measure
• Analyze
• Design
• Verify

114. Quality Improvement Cycle
Quality
Improvement
Cycle

115. “The illiterate of the 21st
century will not be those who
cannot read or write, but those
who cannot learn, unlearn and
relearn.”
--Alvin Toffler, American writer and futurist (1928- )