No generation can escape the responsibility of deciding what students should learn by analyzing what adults are called upon to do. In the old days, people were taught to do simple calculations, write letters, and read. As farming grew in complexity, schools in rural areas began teaching vocational agriculture. With the current blitz of fast-moving developments in technology, schools are beefing up their science and mathematics programs. So trying to foresee students’ future needs is not being trendy; it is a necessity. But, of course, it is only the beginning. The hard parts are, first, determining how these new demands fit in relation to the existing curriculum; second, finding ways they can be taught along with content; and then, managing the complex process of implementation.
"As Ken Kay points out in the introduction to 21st Century Skills: Rethinking How Students Learn, 'Students need both content knowledge and skills to apply and transform their knowledge for useful and creative purposes and to keep learning as content and circumstances change.'" American Association of School Administrators
Globalization poses challenges for everyone. Every education system in the world struggles to some degree to keep up with the rapid pace of change. And countries face many similar challenges. For example, widespread internal and international migration have created more heterogeneous societies everywhere, placing new demands on educators as they respond
Across the developed countries today, educators, policy makers, and economists recognize that the new “knowledge economy” demands new and higher levels of skills than the twentieth-century high school or upper secondary school provided. Young people with aspirations to white-collar, “middle-skill” jobs in high-growth areas such as health care, high tech, engineering,
Much of the most important research that has contributed to the advancement of knowledge and enrichment of human life historically has been conducted in colleges and universities. In the years following World War II, increasing prosperity and enlightened government policies led to rapidly expanding undergraduate programs that created new opportunities for
Provocatively titled, Disrupting Class is just what America's K-12 education system needs--a well thought-through proposal for using technology to better serve students and bring our schools into the 21st Century. Unlike so many education 'reforms, ' this is not small-bore stuff. For that reason alone, it's likely to be resisted by defenders
Deeper Learning is the process of preparing and empowering students to master essential academic content, think critically and solve complex problems, work collaboratively, com-municate effectively, have an academic mindset, and be self-directed in their education. It fully encompasses the educational goals that, taken together, constitute the foundation for developing the single
Online learning has improved dramatically since its arrival. Online content is becoming more engaging. And most students now have an internet device within reach, whether as a laptop, a tablet, or a mobile smartphone. Furthermore, an increasing number of students are experiencing online learning while continuing to attend their traditional brick-and-mortar
Today, most thoughtful educators agree that the industrial age model of content-driven education no longer serves our students. The goal of education has changed from the transfer of knowledge to the inculcation of wisdom, born of experience, which will help students to succeed in an increasingly ambiguous future. Schools must either
Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation’s most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and effective communication) and
Lack of professional development is another reason 21st century skills are underemphasized in today’s schooling.
Unlike most educational reforms, which have focused on structure, the specific intent of the PLC concept is to change the context and culture of the school.
So what are the vital behaviors of a school seeking to become a PLC? People must work collaboratively rather than in isolation.
Within a brief span of time, entire newspapers, complete literary works, and classic dictionaries have become electronic, and interactive encyclopedias and global positioning devices have become everyday phenomenon.
Through meetings and conversations, Singapore’s teachers come to understand that Teach Less doesn’t mean that they should actually teach lessnot less in terms of hours of teaching time, not less in terms of fundamental discipline-based knowledge, and not less in terms of core curriculum and essential material. Teach Less means addressing two essential concerns: what to teach and how to teach it.
Teachers realize that students need more than a knowledge-based curriculum, that they need a curriculum that goes beyond the present state of affairs