If political and school leaders—whom we consider the major audiences for this book—want to adapt learning and teaching environments to the demands of the 21st century, it is imperative that they understand the real challenges that future graduates will face. If we hope to prepare our students and graduates for the world around them, we must start by observing and understanding what the world is actually like. Different Schools for a Different World concisely explains the six key factors of school improvement in the 21st century, in order to help students grow into global citizens, critical thinkers, innovators, and literate content consumers.
"Reading this book not only revealed to me essential insights into the complex world of education but also helped me focus my own perspectives on each topic. Each chapter focuses on a major area we should be understanding and acting on as educators (information literacy, economics, boredom, and innovation to name a few), and the book wraps up with a number of powerful examples of deeper learning happening in schools around the world."
There is a wide recognition around the world that the traditional models of schooling are no longer fit for purpose. Teaching is an extraordinary profession, a vocation and, above all, a great privilege. However, teachers cannot educate children by themselves. It is not teachers or parents who are the shapers of
The core idea of this book is simple: institutions of learning can be designed and run as learning organizations. In other words, schools can be made sustainably vital and creative, not by fiat or command or by regulation or forced rankings, but by adopting a learning orientation. This means involving everyone
Why Don’t Students Like School began as a list of nine principles that are so fundamental to the mind’s operation that they do not change as circumstances change. They are true in the classroom as they are in the laboratory and therefore can reliably be applied to classroom situations. These nine
When schools allow students to drive their own learning, engagement and motivation levels are high, and students learn to become autonomous and self-directed learners who can reskill and adapt to a rapidly changing world.
When schools allow students to engage with and contribute to the world outside of school walls, they learn to become active citizens of both their communities and the planet at large.
If we hope to prepare our students and graduates for the world around them, we must start by observing and understanding what the world is actually like.
The challenges that lie before us are too great. But the opportunities ahead are too powerful for us to sit back and pretend that the status quo is adequate.
There are many other noble, important, and valuable missions for schools besides workforce development. But at the same time, schools can’t ignore the global transformations that are reshaping careers and employment demands.
Learning no longer has to occur during certain hours at a designated location; instead, it can take place “at any time, in any place, on any path, at any pace.”
Instead of being instructors themselves, teachers must shift their roles, becoming designers and guides to instruction.
Because content is no longer scarce, our students don’t need to purvey information. But they do need us to help them learn how to think about the content, wrestle and play with the content, and put the content to work.
Our students must be taught to be adaptive, self-directed, empowered learners able to reorient and up skill themselves as needed to meet rapidly changing economic and workforce demands.
If students and graduates are to become true masters of that world, they must begin to realize the profound possibilities that result from sharing and interconnectedness.
The biggest indictment we can make about our schools is that they ignore the fact that students are bored, disengaged, and disempowered.
There is near-universal agreement that schools must find ways to transform older teaching practices in order to harness the tools that students have at their disposal today. This book introduces you to many of the most useful tools and concepts for an education setting so that you can decide, along with