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21st century curriculum standard and current curriculum research practice april 2016
- 1. 21st Century Standards and Curriculum: Current Research and Practice
- 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
- 3. 21st Century Education Photo: http://www.flickr.com/photos/jiscinfonet/291373032/in/set-72157600082017535/ It breaks the mould. It is flexible, creative, challenging, and complex. It addresses a rapidly changing world filled with new problems as well as exciting new possibilities. http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm
- 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
- 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.
- 11. 21st Century Skills Framework Standards & Assessment Curriculum & Instruction Professional Development Learning Environments
- 12. What is 21st Century Learning? 04/15/16 Zoraini Wati Abas 12
- 13. About Learning 04/15/16 Laban Ayiro 13 BEFORE NOW (BYOD)
- 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
- 19. • Problem-Based Learning • Cooperative Learning • linking knowledge with the real world
- 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
- 21. The Rigor/Relevance Framework A Acquisition B Application C Assimilation D Adaptation K N O W L E D G E T A X O N O M Y 6 5 4 3 2 1 Evaluation Synthesis Analysis Application Understanding Awareness APPLICATION MODEL 1 2 3 4 5 Knowledge Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations
- 22. Bransen, Robert; “Why Schools can’t Improve: The Upper Limit Hypothesis”
Editor's Notes
- (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.