Practical book + DVD classroom examples - … book + DVD classroom examples “The authors have done...

Practical book + DVD classroom examples

“The authors have done nothing less than provide a bold framework for designing a 21st century approach to education, an approach aimed at preparing all of our children to successfully meet the challenges of this brave, new world.”

Paul Reville, Secretary of Education,Commonwealth of Massachusetts;

former director of the Education Policy and Management Program,

Harvard Graduate School of Education

“It’s about time that we have such an accessible and wise book about the 21st century skills that so many companies, policymakers, and educators are talking about”

Roy Pea, Professor, Education and the Learning Sciences,

Stanford University

http://www.21stcenturyskillsbook.com

Charles FadelOctober 21, 2011

Charlesfadel (at) gmail (dot) com

21st Century Knowledge, Skills & Character: The New Global Imperative

ERB Conference

Question

What will the world be like 20 years from now?

Volatile

Uncertain

Complex

Ambiguous

Source: US Army War College, 2002

The Four-Questions Exercise

� What will the world be like 20 years from now?

� What skills will you need to be successful in that world?

Agenda

� World We Live In

� Impact of Technology

� Relevance of Knowledge

� Rethinking Skills

• Importance of Creativity

� Role of Character

� Learning

• Challenge of Assessments

Avoiding

Cognitive

Overload

Key Messages

Relevance � Comprehensive rethinking

• Applicable Knowledge

• Skills not just Knowledge

� Instruction via Projects

� Technology as enabler

The Benefits of Learning

Learning

$ € ¥£元

Economiccompetitiveness

Lifelongpersonal

prosperity

Social & environmental

wellbeing

The New World We Live In

Globalization �� Productivity �� Education

Impact of Absolute Population Size

China & India300M skilled workers

World challenge

Japan25M skilled workersUS, Europe Challenge

“When China awakens, the world will tremble”

Napoleon Bonaparte

Does The World Have The Absorptive Capacity ?

A: Long-term, possibly. Short-term, major dislocations

“25% of US jobs are potentially offshorable” (30-40M)

Alan Blinder, Princeton U., 2007

Important Distinction

� Outsourced = out of the organization (and could be offshored as well)

� Offshored = out of the country

What do these countries have in common ?

Egypt Japan Sweden

A: High Youth Unemployment

Youth Bulge

Decades in which 15-24 years-old have peaked as a proportion of total population [>20%]; some happen twice

1990’s

AlgeriaIraq

JordanMoroccoIndonesia

2000’s

TajikistanTurkmenistan

EgyptIran

Saudi ArabiaKuwaitSudan

2010’s

KyrgyzstanMalaysiaPakistan

SyriaYemenJordan

IraqOmanLibya

Afghanistan

Accelerating Change Demands Different Skills

e.g. consultants

e.g. engineers

e.g. assembly work

e.g. paperwork

e.g. plumbing

Personally-delivered vs Impersonally delivered

• “Impersonal services are the ones that can be delivered electronically from afar with little or no degradation of quality (e.g., keyboard data entry, manuscript editing).

They are potentially offshorable.

• Personal services are the ones that either cannot be delivered electronically (e.g., child care) that suffer severe degradation of quality when so delivered (e.g., surgery).

They are, for all practical purposes, non-[offshorable].”

Alan Blinder, Economist, Princeton U., 2006

Skill vs Delivery

HighSkill

LowSkill

Personal deliveryImpersonal delivery

Typing clerk � Bookkeeping

Legal discovery � Legal Opinion

Taxi driver

Surgeon

Policeman

Court proceeding

Security video monitoring

Radiologist

Offshorability (Communication)& Automation (Computing)

The Impact of Technology

Non-digital displacement technologies

Impact of Technology

HighSkill

LowSkill

Personal deliveryImpersonal delivery

Typing clerk � Bookkeeping

Legal discovery � Legal Opinion

Taxi driver

Surgeon

Policeman

Court proceeding

Security video monitoring

Radiologist

• Autonomous vehicles•Telepresence• Telemedicine

� Robot patrols

� Pathologist

Google Autonomous Vehicle

140kmiles in 2010, no accidents

Displacement due to Technology

Ox � Harvester

Horse � Automobile

Lab Mice � Assays (not soon enoughJ)

Humans: Scribes � printing pressWashers � washing machineCashiers/Attendants � bar code scannerHealthcare/Finance/Services/Jeopardy champions � Watson

Technology Acceleration

Brave New World

Human Genome mapping (2005)

“Technology today can do in five minutes a decoding task that would have taken a year to complete a decade ago”

Eric Lander, Founder, The Broad Institute

Improvement by a factor

of 1 million in ten years

And more to come

� iPhone: $400 price point

• 40T in 2015

• 40E in 2025

“We are currently preparing students for jobs and technologies that don’t yet existJ in order to solve problems that we don’t even know are problems yet.”

Richard Riley

Former U.S. Secretary of Education

� Video record your entire life (2025)

� Brain-in-computer (2030) }Already

possible in the Cloud !

Who would have thought of ?

� 15 years ago: Bioinformatics

� 5 years ago: Optogenetics

“The future is already here –

it's just not very evenly distributed.”

Science-Fiction author William Gibson,

quoted in The Economist,

December 4, 2003

The Race between Technology and EducationInspired by “The race between technology and education” Pr. Goldin & Katz (Harvard)

Industrial Revolution Digital Revolution

Social pain

Prosperity

Technology

Education

An Analogy of Technology vs Education

Change is Inevitable But do we want a Dickensian world ??

So what do we teach for?

Jin an era of ubiquitous Google and “Watsons” that help us with answers ?

Quite possibly:

• Fluidity with Technology

• Adaptability

• Resilience

• Curiosity

• Asking the right questions

• Synthesizing/integrating

• Creating !

Imagine if we rethink What is taught

Knowledge

Character

Skills

Age-Old Debate

Practical

Subjects

vsTheoretical

Subjects

Economic argument vs Psychosocial argument

“Jschool learning is abstract, theoretical and organized by disciplines while work is concrete, specific to the task, and organized by problems and projectsJ”

Source: OECD, “Learning for Jobs” 2009

Schooling vs Real-World

Ben Franklin’s Practical Curriculum

Franklin’s Philadelphia Academy Subjects

* These subjects were usually “optional” in the British Grammar Schools

Sources: Power (1996); Best (1962); Tompson (1971)

FrenchGermanSpanishHandwritingBookkeepingDrawingGeometryAstronomyGeography

LatinGreekEnglish* Reading*Writing*Arithmetic*

British Grammar School Subjects

RhetoricOratoryMoralityHistoryNatural HistoryNatural PhilosophyMechanicsGardening

Subject Evolution

History

Philosophy & Ethics

Arithmetic

Geometry

Astronomy

Biology, Chemistry, Physics

Algebra, Trigonometry, Calculus ST

Reading, Writing

Literature

Oratory

Rhetoric

Grammar, Handwriting, Spelling

Greek, Latin

Contemporary Languages incl. 2nd language

Source: UPenn GSE

Ancient Greece & Rome

Early Christianity & Middle Ages

Renaissance & EnlightenmentRenaissance & Enlightenment

Modern Industrial

EraTodayToday

Begging for Relevance

Discipline (below) AlgebraApplied Maths Calculus

Discrete Mathematics Foundations Geometry

Numbers & Operations

Statistics & Probability

Topology & Recreational

X represents significant usage in

Matrices, Operations, Vectors etc

Complex systems, Control,

Game theory, etc

Analysis, Transforms, Polynomials,

Automata, Graphs,

Computational maths etc

Sets, Logic etc

Curves, Dimensions,

Trans-formations,

Trigonometry, etc

Arithmetic operations, Fractions,

Sequences, etc

Distributions, Analysis,

Estimation, etc

Knots, Figures, Folding,

Spaces, etc

Anthropology X X

Architecture X X X X X

Art/Design X X X

Biology (genetics, zoology, etc) X X X X X X X X

Business X X X X X X

Civil engineering X X X X X X X X

Computer science X X X X X X X X X

Economics X X X X X X X X

Electrical engineering X X X X X X X

Geology/Geography X X X X

History X X

Law X X

Linguistics X X X

Mechanical engineering X X X X X X X X

Medicine/Pharmacy X X X

Music X X

Neuroscience X X X X X X X

Philosophy X X X

Physics X X X X X X X X X

Psychology X X X X X X

Sociology X X

Relevance is a choice

“Numbers and probability provide the basis for statistics, which, together with Logic, constitute

the foundation of the Scientific Method” John Allen Paulos

Example: Ancient Greece

Minoans,Sea People

Athens’ Democracy

Persian WarsPeloponnesian Wars

Sparta’s system

Alexanderthe Great

Ptolemaic Egypt

Philosophers& Scientists

4grade

8grade

12grade

Impact vs Context

Ratio of Subjects – OECD Average

Language

Humanities

Physicaleducation/VocationalEd/Other

What should be the ratios ?

STEM Education – OECD average

Science

Technology

Why so little Technology ?Why is Engineering only a College discipline?

If we need more:

MusicFor memory, brain agility, creativity

Art For creativity, expression, multimodality

Statistics & ProbabilitiesFor multiple fields (i.e. business, social sciences)

What do we remove ?

What else is needed ?

Psychology/Sociology/Anthropology ?

Personal Finance/Economics ?

Entrepreneurship ?

Engineering ? Robotics ? Programming ?

Recreational Maths in lower grades ?

Linguistics ?

Mythology ? Philosophy ?

Woodworking ? Gardening ?

Interdisciplinarity

� Like real life !

� Complementary to subject-specificity

� Helps thread Skills throughout

� Fosters creativity (richness of future innovations)

� Balance between single-subjects and interdisciplinarity

STEM AND Humanities

“STEM for EmployabilityJ

JHumanities for Excellence”

Distribution of the value added

• 299 US$

– 75$ profit to US (Apple)

– 73$ wholesale/retail US (Apple)

iPod = 299$ of Chinese exports

to US, but?

• iTunes Music Store (2003)

– 70% digital market share

– Big 5 recording companies

– 75$ to Japan (Toshiba)

– 60$ to 400 parts from Asia

– 15$ to 16 parts from the US

– 2$ assembly in China

21st Century Innovation

�� Apple garners ~50% of the entire profit of the mobile phone market for 5% of the revenue

It Takes All Talents

Research:

Giant magnetoresistance

Compression algorithms

Key Profile:

Researcher

Development:

H/W, S/W design

Breadboarding & test

Key Profiles:

Engineer

Technician

Production:

Manufacturing

Key Profiles:

Engineer

Technician

Supply chain Mgt

User Interface:

Design

Key Profiles:

Anthropologist

Psychologist

Industrial Design

Marketing/Sales:

Product positioning

Key Profiles:

Marketing

Business

Legal & Finance:

Contracts

Financing

Key Profiles:

Para-Legal

Finance

STEM and Humanities Both Matter

Rethinking Skills

Source

Graduate school

MITundergrad

Did not learn

Learned elsewhere

Learned on the job

Mechanical Engineering

Mechanical Engineering Core

Professional Skills How & Why

Learned at MIT

Used pervasively

Source: Kristen Wolfe June,2004 S.B. Thesis & Professor Warren Seering. Courtesy Professor Woodie Flowers

Expanding the Mindset

Courtesy of Olin President Richard Miller

The OECD’s View

1. The great collaborators and orchestrators

2. The great synthesizers

3. The great explainers

4. The great versatilists

5. The great personalizers

6. The great localizers

7. To which I add: The great innovators

Source: Andreas Schleicher

Bloom’s Taxonomy Revised? again !

Both Synthesizing AND Creating matter !

Source: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Bloom Anderson

m-shaped Individual, not just T-shaped

mTBroad Knowledge

Single vs MultipleDeep Expertise

Workforce Requirements Survey

Source: “Are they really ready to work ?” report by the Conference Board, P21 et al

Knowledge SkillsEnglish Language (spoken) Critical Thinking/Problem Solving

Reading comprehension (English)

Communications (oral & written)

Writing (English) Collaboration/Teamwork

Mathematics Diversity

Science Information Technology Applications

Government/Economics Leadership

Humanities/Arts Lifelong Learning/Self-Direction

Foreign Languages Professionalism/Work Ethic

History/Geography Ethics/Social Responsibility

The Popular Press Gets It

“This is a story aboutJ whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.”

How to Build a Student for the 21st Century, TIME Magazine, December 18, 2006

“I'm calling on our nation… to develop standards and

assessments that don't simply measure whether

students can fill in a bubble on a test, but whether they

possess 21st century skills like problem-solving and

critical thinking and entrepreneurship and creativity”

U.S. President Barack Obama, March 2009

The Leadership Gets It

P21 Members 2011Circled: Founding members

21st Century Framework

Current State Partners – 16 and counting

• Arizona• Illinois• Iowa• Kansas• Kentucky• Louisiana• Maine• Massachusetts• Nevada • New Jersey • North Carolina• Ohio• South Carolina• South Dakota• West Virginia• Wisconsin

+ Chapters in CA, NY, Canada, Russia, India, etc

21st Century Skills Framework

Core Subjects

� Native Language/Reading

� World Language(s) incl. English

� Arts

� Geography

� History

� Mathematics

� Science

� Government/Civics

21st Century Themes

• Global Awareness

• Financial, Economic, Business and Entrepreneurial literacy

• Civic Literacy

• Health Literacy

• Environmental Literacy

Learning & Innovation Skills

• Critical Thinking & Problem Solving

• Creativity & Innovation

• Communication & Collaboration

Information, Media & Technology Skills

• Information Literacy

• Media Literacy

• ICT (Information, Communications & Technology) Literacy

Life & Career Skills

• Flexibility & Adaptability

• Initiative & Self-Direction

• Social & Cross-Cultural Skills

• Productivity & Accountability

• Leadership & Responsibility

The Role of “Character”

The Benefits of Learning

Learning

$ € ¥£元

Economiccompetitiveness

Lifelongpersonal

prosperity

Social & environmental

wellbeing

The Perfect Storm

Source: “In the Hollow of a Wave off the Coast at Kanagawa” 18th century by Katsushika Hokusai, Metropolitan Museum, NY

GlobalizationFinancial Meltdown

OverconsumptionGlobal Warming

Battling with Ourselves

“We have evolved traits [such as group selfishness] that will lead to humanity's extinction – so we must learn how to overcome them”

Christian de Duve

Nobel prize in Medicine 1974

“Genetics of original sin”

Yale University Press

Running out of?

And Everything Else Too

Fish depletion

http://www.fao.org/NEWS/FACTFILE/FF9803-E.HTM http://arch.rivm.nl/ieweb/ieweb/databases/images/NH3-fertilizer_sm.jpg

Farmland exhaustion

Fresh water supply

http://www.waterandnature.org/eatlas/html/gm15.html

Divergence Between Technology & Culture

Source: Professor SHIH Choon Fong President , National University of Singapore, 2007

Indispensable for Development

Corruption Index

(Transparency International 2010)

Economic Development Index(WEF 2010)

DenmarkNew ZealandSingaporeFinlandSwedenCanada

0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0

Example Framework

Trait Related Traits

Honesty Truthfulness, Loyalty, Integrity, Ethics

Responsibility Dependability, Reliability

Perseverance Diligence, Patience

CaringKindness, Compassion, Generosity, Charity, Cheerfulness, Helpfulness

Citizenship/Patriotism

Devotion, Responsibility, Sportsmanship

Respect Self-Respect, Respect for Others

Fairness Tolerance

Self-Discipline Self-Control

Integrity Honesty, Truthfulness, Trustworthiness

Courage Fortitude, Determination, Resilience

Source: CharacterEd.Net

Another classification

� Performance character

• one’s mastery and thrust for excellence in school, the workplace, and in other experiences: effort, diligence, perseverance, and self-discipline.

� Moral character

• relational and ethical, how one treats others in interpersonal and social matters: integrity, justice, caring, respect, and empathy.

Source: Lickona and Davidson (2005)

Learning & Innovation Skills

• Critical Thinking & Problem Solving

• Creativity & Innovation

• Communication & Collaboration

Information, Media & Technology Skills

• Information Literacy

• Media Literacy

• ICT (Information, Communications & Technology) Literacy

Life & Career Skills

• Flexibility & Adaptability

• Initiative & Self-Direction

• Social & Cross-Cultural Skills

• Productivity & Accountability

• Leadership & Responsibility

What key Character traits should be developed ?

Is there a solid Character framework out there ?

How do we embed in curricula ?

Charles Fadel

Learning

The Four-Questions Exercise

� What will the world be like 20 years from now?

� What skills will you need to be successful in that world?

� What were the conditions around your peak learning experiences?

� What would learning look like if it was designed around your answers?

Most preferred ways to learn

In groups

By doing practical things

With friends

By using computers

From friends

With your parents

By practising

By copying

By thinking for yourself

From others

In which three of the following ways do you prefer to learn?

From teachers

By seeing things done

In silence

At a museum or library

Base: All pupils (2,417) Source: Ipsos MORI for BECTA, 2007

Students’ Preference

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Teacher lecture

Writing projects

Individual reading

Research projects

Role plays

Presentations

Art & drama activities

Projects w/technology

Group projects

Discussion & debate

Some/Very much

Not at all/Little

Source: HSSE 2009 respondents view on degree of excitement/engagement of various pedagogical methods

Implications – Curriculum & Instruction: Rebalance Direct Instruction with Projects

Direct

Inquiry

Direct

Projects

Note: Projects include designs, inquiries, simulations, etc

Learning by Doing makes sense

Source: CapGemini University

21st Century Assessments

“The problem is not that

teachers teach to the test,

but that teachers need tests

worth teaching to.”

Lauren and Daniel Resnick

Carnegie-Mellon University

21st Century Assessment Recommendations

� Balance – standard testing plus formative and summative classroom assessments

� 21st Century Skills – formative and summative evaluations of 21C skills mastery

� Technology – assessments enhanced by online, mobile and network technologies

� Portfolios – of student work that demonstrate 21Ccompetence to educators and employers

� Feedback – constructive, frequent feedback on everyday student performance

Global Interest

Signatories:

AustraliaEnglandFinlandPortugalSingaporeUSA

http://www.atc21s.org/

Progress

� Expert Panels

• collaborative problem solving

• ICT literacy

� Toolkit for countries

� Crowdsourcing Challenge – open source competition for best online assessment

PISA 2015 – Science Focus

� Collaborative Problem Solving

� Variations in the numbers and wording of response options

What Can YOU Do ?

Bringing all stakeholders

Students

Parents

Teachers

•Confused•Refer to their own experiences (+/-)

•Want Relevance•Want Engagement

•Want training•Want to be proactive

Policymakers/Administrators

6 Characteristics of Successful Schools

� Learning: real-world problems, personalized, collaborative

� Teaching: designers, mentors, guides, leaders

� Evaluation: authentic everyday assessments

� Development: coaching, mentoring, collaboration

� Culture: expectations, ownership, respect, trust

� Tools: pervasive technology and learning methods

Source: Bernie Trilling – private communication

How can you start?

• Engage your school board to gain support and consensus

• Convince parents – they are not used to projects, and concerned about test results

• Train teachers on Project learning (www.bie.org)

• Start one interdisciplinary project per teacher per semester per subject (3-4 students per project)

• Mandate interdisciplinarity in the Projects

How can you start ? (2)

• Give teachers time to collaborate on devising formative assessments (ideally >25% of their time)

• Document your successes via video and propagate internally

• Join forces with other schools/districts and share learning

• Inform the D/MoE of your efforts and successes, and visibly/vocally support their efforts to revise standards and assessments

Ancient Wisdom

Confucius (551-479 BC):

“I hear and I forget, I see and I remember, I do and I understand”

Aristotle (384-322 BC):

“The proof that one knows something is that they can teach it”

Michel de Montaigne (1533-1592 AD):

“rather a mind shaped than a head full”

Conclusions

From an inscription used by Charles Voysey, Britain 1896

Leadership Lessons from the Dancing Guy

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