21 CENTURY LEARNING DESIGN Learning that matters › images › ... · 21st CENTURY LEARNING DESIGN...
Transcript of 21 CENTURY LEARNING DESIGN Learning that matters › images › ... · 21st CENTURY LEARNING DESIGN...
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21st CENTURY LEARNING DESIGN
Learning that matters
Maria Langworthy Global Director, ITL Research
Chief Research Officer, Michael Fullan Enterprises
April 2013
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75 million youth are unemployed
McKinsey, Edu to Employment Report, 2012
Almost 40 percent of employers say a lack of skills is the main reason for entry-level vacancies
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between 40% and 60% of high school students are
“chronically disengaged”
Klem & Connell, 2004
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Economic Change and The Learning Challenge
20th Century
21st Century
Economi
c Drivers
Manufacturing for
mass market
Designing
knowledge-based
products
Teacher
Delivery of content
and information;
development of
basic skills
Guiding students’
creation of
knowledge-based
products;
development of
higher order skills
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Youth prepared to thrive in knowledge-based world
enabled by technology
WHOLE SYSTEM
RENEWAL
Education System Change
School Leadership and Culture
Innovative Teaching Practices
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DEEP LEARNING FOR KNOWEDGE CREATION
Knowledge construction
Self-regulation & assessment
Collaboration
Skilled communication
Problem solving & innovation
Global awareness
ICT use
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ITL RESEARCH Education
System Change
School Leadership and Culture
Innovative Teaching Practices
Sponsored globally by
Key Questions
Youth prepared for knowledge-based world
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WHAT ARE INNOVATIVE TEACHING PRACTICES?
Student Centered
Pedagogies
Extending Learning
ICT Integration
Knowledge construction
Personalized
Collaborative
Self-regulation
Problem solving
24/7 learning opportunities
Global and cultural understanding
By educators By students Basic usage vs. Higher-level usage (for knowledge building and creativity)
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8 COUNTRIES PARTICIPATED IN ITL
GLOBAL ADVISORY GROUP
National Board of Education, Finland
Russian Academy of Education & The Academy for Teachers Training, Russia
New South Wales Department of Education & Training, Australia
Ministry of National Education, Indonesia
National Ministry of Education, Senegal
National Ministry of Education, MEXICO
The Schools Network, England
Sponsored globally by
National Ministry of Education, Brunei
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ITL RESEARCH MIXED METHODS USED
Across 159 survey schools 24 site visit schools
Teacher & School Leader Interviews
Teacher & School Leader Surveys
Classroom Observations
Learning Activity Analysis
Student Work Analysis
Student Focus Groups
86 teachers 18 school leaders
4,038 teachers 159 school leaders
81 classrooms
967 learning activities
3,367 student work
33 focus groups
Methods developed by SRI International
Education System Change
School Leadership and Culture
Innovative Teaching Practices
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How Teaching Shapes 21C Learning
Education System Change
School Leadership and Culture
Innovative Teaching Practices
Individuals with skills for life and
work today
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INNOVATIVE TEACHING SUPPORTS DEEP LEARNING OUTCOMES…
Source: ITL 2011, LASW method, based on analysis by SRI International
Learning Activity Score
(Innovative Teaching)
Students 21C
Skills Score
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Source: ITL 2011, LASW method, based on analysis by SRI International
ITL Rubrics for Learning Activities
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HOW STUDENTS USE TECH…
Source: ITL teacher survey, 2011 Based on analysis by SRI International
Basic uses of
ICT
High level uses of
ICT
36%
26%
17%
15%
15%
12%
9%
6%
5%
5%
3%
Find information on the Internet
Practice routine skills and…
Take tests or turn in homework
Write or edit stories, reports, or…
Analyze data or information
Access class resources or online…
Collaborate with peers on learning…
Create multimedia presentations
Use simulations or animations
Work with others from outside class
Develop simulations or animations
CONSUME
CREATE
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Student Centered Pedagogies
Extending Learning
ICT Integration
Innovative Teaching Practices
Missing pedagogical elements of innovation
Fragmented practices
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-0.21
0.00
0.17
Low frequency Medium frequency High frequency
TEACHER COLLABORATION
Innovative Teaching Practices
Collaboration about Teaching
Based on analysis by SRI International Source: teacher survey
AND INNOVATIVE TEACHING PRACTICES
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Practice a new teaching method
Conducted individual or collaborative research on a particular topic
Planned or practiced using ICT in teaching
Reviewed and discussed student work
Observed a demonstration of a lesson
Developed or reviewed curriculum materials
Received or delivered one-on-one coaching or mentoring
Planned a lesson or a unit
Observed a demonstration of ICT use
Listened to a lecture
0.25
0.23
0.18
0.17
0.15
0.03
0.15
0.18
0.23
0.28
PROFESSIONAL DEVELOPMENT
Source: ITL teacher survey, 2011 Based on analysis by SRI International
AND INNOVATIVE TEACHING PRACTICES
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SYSTEM DISCONNECTED FROM INNOVATIVE TEACHING PRACTICES
“My success is judged by examiners, by Ofsted, by parental choice… and what parents want, what children want is not necessarily what I would judge as innovation.” School leader, England
“Innovative practices remain individual initiatives of
motivated teachers. Being an innovative teacher has no
direct and explicit impact on one’s career.”
Senegal ITL Report
Student Assessments
School and Teacher Performance
Professional Development
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Enrich learning: Ubiquitous student ICT access
Nurture adoption: Professional development that provides teachers collaborative opportunities to design and research innovative teaching
Cultivate innovation: Leaders who develop integrated and shared visions of innovation
Connect Systems: Assessments and appraisals aligned with innovative teaching and learning goals
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What is 21st Century
Learning Design?
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Youth prepared to thrive in knowledge-based world
enabled by technology
DEEP LEARNING, AND SKILLS FOR KNOWLEDGE CREATION
Education System Change
School Leadership and Culture
Innovative Teaching Practices
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21st Century Learning Design
Teachers as collaborative designers
of new learning experiences
Students as collaborative creators of knowledge-
based products
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21st Century Learning Design
bridge between theory and practice of 21st century skills
rubrics as framework for learning design
rubrics as lens for the collective analysis of student work
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FOCUS ON LEARNING ACTIVITY DESIGN
Source: ITL 2011, LASW method, based on analysis by SRI International
Learning Activity Score
(Innovative Teaching)
Students
21C Skills
Score
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ITL Rubrics: Framework for Learning Design
Rubrics
Self-regulation
Real-world problem-solving and innovation
Use of ICT for learning
Collaboration
Knowledge Construction
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LEAP21 in Brunei Teachers Collaborating in 16 countries Se
ne
gal
Engl
and
Bru
ne
i M
exic
o
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1.7
1.5
1.6
1.6
1.4
2.1
3.7
2.6
2.5
3.4
1.0 1.5 2.0 2.5 3.0 3.5 4.0
Collaboration
Knowledge Building
Use of ICT inLearning
Real-WorldProblem-Solving
Self-Regulation
2nd year pilot year
TEACHING CAN CHANGE, DRAMATICALLY
Case study from one school in Russia
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Teacher-produced content
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Slide 29
What students say Student from South Africa in a school doing 21C Learning Design
“I feel as though we’ve come from a long culture of spoon-feeding at this school. But I have noticed during the past year that teaching practices are starting to change. A few teachers still spoon-feed, but the others are really making us think and are challenging us with different types of projects than in the past… I really don’t want spoon-feeding, because it will come back to haunt me at University, as it did with my sister. I want to learn about research, debating, team work and all the skills I’ll need in a job one day.”
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- Shifting from content producers to content creation enablers
- Developing new content distribution ecosystems
- Enabling more local, more relevant, more personal learning content
- Re-engaging youth in learning that matters
What does this mean for you?
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Slide 31
www.itlresearch.com