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Presentation on theme: "Kevin Tutt Prince Alfred College 21 ST CENTURY LEARNING - STUDENTS AT WORK: THINKING BIG AND EXPANDING WHAT WE BELIEVE OUR STUDENTS CAN LEARN."— Presentation transcript:


2 When surveyed about the way they learn best, students in the UK identified – looking, concentrating, thinking ahead, matching and comparing, being creative, listening, searching, negotiating, and through teamwork. Pedagogy needs to change to enable these learning modes. 21 ST CENTURY LEARNERS

3 Are we preparing our students for the 21 st Century or the 1970s? Are we teaching 21 st Century students or still teaching kids today as we were taught ourselves? 21 ST CENTURY LEARNERS

4 Are we developing independent, self-directed thinkers and learners? Or are we simply preparing students to pass a final examination based on regurgitating content? 21 ST CENTURY LEARNERS

5 What do we need to teach in the 21 st Century? How do students learn today? What do we include and leave out of the curriculum? 21 ST CENTURY LEARNERS

6 What do you predict about the future of education? What will schools be like in 2050? List five ideas you have about the future of education? FUTURE OF EDUCATION

7 1.Resist the temptation to “tell” 2.Stop teaching decontextualized content 3.Stop giving students the final product of our thinking 4.Problems first, teaching second 5.Progressively withdraw from helping students 6.Re-evaluate evaluation INSTITUTE FOR HABITS OF MIND

8 “The last decades have belonged to a certain kind of person with a certain kind of mind - computer programmers who could crank code, lawyers who could craft contracts, MBAs who could crunch numbers. But the keys to our kingdom are changing hands. The future belongs to a very different kind of mind - creators and empathizers, pattern recognizers, and meaning makers. These people - artists, inventors, designers, storytellers, caregivers, consolers, and big picture thinkers will reap society's richest rewards. And share its greatest joys.” DANIEL PINK

9 “The forces of globalization entail major changes in all our lives. I refer her to the increasing power of and reliance on science and technology; the incredible connectivity that results; the enormous amount of information, often of dubious quality, that is at our fingertips; the convergence of cultures in economic, cultural and social terms; and the incessant circulation, intermingling, and periodic clashing of human beings of diverse backgrounds and aspirations. Intimately and inextricably connected to others, we need to be able to communicate with one another, live with one another, and, where possible, make common cause.” HOWARD GARDNER

10  the disciplined mind  the synthesizing mind,  the creating mind  the respectful mind  the ethical mind FIVE MINDS FOR THE FUTURE

11 “In the 21 st century, the most valued mind will be the synthesizing mind – the mind that can survey a wide range of sources; decide what is important and worth paying attention to; and then put this information together in ways that makes sense to oneself and, ultimately, to other persons as well.” THE SYNTHESIZING MIND

12 1.Ways of thinking: creativity and innovation; critical thinking, problem solving, decision making; learning to learn, metacognition 2.Ways of working: communication; collaboration (teamwork) 3.Tools for working: information literacy, ICT literacy 4.Living in the world: citizenship – local and global; life and career; personal and social responsibility – including cultural awareness and competence. 21 ST CENTURY SKILLS

13 Old ModelNew Model Improve existing schoolsCreate new schools Larger schoolsSmaller schools Groups, classesIndividualised StandardisationCustomisation Cover materialUnderstand key ideas Who and whatWhy and how Know thingsApply knowledge TraditionRelevance Testing for accountabilityTesting for understanding “Make them”“Motivate them” InstructorsAdvisers and Facilitators NEW VS. OLD MODELS OF SCHOOLING

14 What are the implications of the new model of schools for your school? Do you agree with this shift in thinking about schools? NEW MODEL OF SCHOOLS

15 Core subjects:  English  World Languages  Arts  Mathematics  Economics  Science  Geography  History  Government and Civics PARTNERSHIP FOR 21 ST CENTURY SKILLS

16 21 st Century themes:  Global Awareness  Financial, Economic, Business and Entrepreneurial Literacy  Civic Literacy  Health Literacy  Environmental Literacy PARTNERSHIP FOR 21 ST CENTURY SKILLS

17 21 st Century Skills: Learning and Innovation Skills  Creativity and Innovation  Critical Thinking and Problem Solving  Communication and Collaboration Information, Media and Technology Skills  Information Literacy  Media Literacy  Information and Communications Technology (ICT) Literacy Life and Career Skills  Flexibility and Adaptability (or resiliency)  Initiative and Self-Direction  Social and Cross-Cultural Skills  Productivity and Accountability  Leadership and Responsibility PARTNERSHIP FOR 21 ST CENTURY SKILLS

18 “The global economy, with its emerging industries and occupations, offers tremendous opportunities for everyone who has the skills to take advantage of it. There has been a dramatic acceleration in global competition and collaboration, spurred by information and communications technology. The service economy, which is driven by information, knowledge and innovation, has supplanted the industrial economy and reshaped businesses and workplaces. Manual labour and routine tasks have given way to interactive, non-routine tasks. Technology has replaced workers who perform routine work, while it complements workers with higher-level skills and empowers them to be more productive and creative.” 21 ST CENTURY ECONOMIES

19 1.Global awareness 2.Financial, economic, business and entrepreneurial literacy 3.Explicit teaching of creativity and innovation, flexibility and resilience, leadership and cross- cultural skills WHAT ARE THE NEW IMPERATIVES FOR EDUCATION?

20 How effective is your school in developing 21 st Century skills in students? Does your school provide a 21 st Century curriculum? Has assessment changed to accommodate this change in educational thinking? 21 ST CENTURY SCHOOLS

21  Learn – What do you know? What are you able to do?  Explore – What did you learn beyond the limits of the lesson? What mistakes did you make and how did you learn from them?  Create – What new ideas, knowledge or understandings can you offer?  Understand – What is the evidence that you can apply learning in one domain to another?  Share – How did you use what you have learned to help a person, the class, your community or the planet? 21 ST CENTURY ASSESSMENT

22  How to make meaning with overwhelming amounts of information?  How to work with people around the world (empathy)  How to be a self-directed, interdependent and a lifelong learner. TECHNOLOGY

23  A vision for the whole nation  A vision for Singaporean education  A vision for implementing school change  A vision for collaboration SINGAPORE

24  Provide all students with access to high quality schooling that is free from discrimination based on gender, language, sexual orientation, culture, ethnicity, religion, disability, socio-economic background or geographic location  Ensure that schools build on local cultural knowledge, and work in partnership with local communities, and promote high expectations for the learning of indigenous students  Ensure that schooling contributes to a socially cohesive society that respects and appreciates diversity  Encourages all student’s and the community to hold high expectations for their educational outcomes  Promote a culture of excellence in all schools by providing challenging and stimulating learning experiences and opportunities that enable all students to explore and build on their gifts and talents  Promote personalised learning that aims to fulfil the diverse capabilities of each young Australian. AUSTRALIA: GOALS OF EDUCATION

25  Need to develop their capacity to learn and play an active role in their own learning  Have the essential skills in literacy and numeracy and are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas  Are able to think deeply and logically, and obtain and evaluate evidence in a disciplined way as the result of studying the fundamental disciplines  Are creative, innovative and resourceful, and are able to solve problems in ways that draw upon a range of learning areas and disciplines  Are able to plan activities independently, collaborate, work in teams and communicate ideas  Are able to make sense of their world and think about how things have become the way they are  Are on a pathway towards continued success in further education, training or employment, and acquire the skills to make informed learning and employment decisions throughout their lives  Are motivated to reach their full potential AUSTRALIA: 21 ST CENTURY LEARNERS

26 "We should cherish and conserve the best of our past and of our present, but transform or reject and replace the rest, as we engage with the present and prepare for the future. It is important therefore that in seeking ‘the where to from here’ that we learn from the paths we have trodden to get to where we are now.” DR PAUL BROCK

27 What do we take from the past? List five things about teaching and learning we should take from the past? PAST AND FUTURE OF EDUCATION

28  Inquirers  Knowledgeable  Thinkers  Communicators  Principled  Open-minded  Caring  Risk-takers  Balanced  Reflective IB LEARNER PROFILE

29 Inspiring excellence VISION

30 Prince Alfred College develops young men who will engage in the world with confidence and compassion. We are a community that seeks to challenge and inspire students and maximise every boy’s potential. PURPOSE

31  We value academic excellence, personal development and achievement  We believe in excellence in teaching, leadership and teamwork and an appreciation of Christian principles  We appreciate an international concept of curriculum and a global sense of citizenship  We make every effort to develop well-rounded young men by nurturing their intellectual, physical, social, emotional and spiritual capabilities  We encourage boys to grow into confident, compassionate, competent and curious men by fostering their independence, self-discipline, integrity and social responsibility  We recognise the importance of the College as a community with shared responsibilities, including students, parents, staff, old scholars and friends of the College VALUES

32 The Teacher  Role model – The teacher sets an example as a responsible member of the Prince Alfred College community  Relationships – The teacher develops a good rapport with their students  Passionate – Teachers display enthusiasm for boys’ learning PRINCES PEDAGOGY

33 The Environment  Safe –The teacher fosters a learning environment that is conducive to boys taking risks with their learning  Supportive – Teachers care for boys in their learning and their personal development  Stimulating – Teachers create a classroom setting that facilitates effective learning PRINCES PEDAGOGY

34 Structure  Instruction – Teachers clearly communicate directions and expectations to students  Work/Study habits – Teachers establish effective routines that help students become successful learners  Boundaries – Teachers reinforce the behavioural standards of the College PRINCES PEDAGOGY

35 The Wellbeing of the Individual  Valued – Teachers appreciate the personalities and diverse backgrounds of their students  Feedback – Teachers provide timely, specific and meaningful feedback that encourages students in their pursuit of learning  Health – Teachers monitor factors that inhibit student learning PRINCES PEDAGOGY

36 The Learning Experience  Engagement – Teachers design learning experiences that actively engage the whole boy  Relevance – Teachers design learning experiences that allow boys to determine what is significant in the world they live in  Challenging – Teachers design learning experiences that set goals for boys to aspire to  Individual Differences – Teachers design learning experiences that ensure success for each boy PRINCES PEDAGOGY

37 1.What pedagogy, curricula, activities and experiences foster 21 st century thinking? 2.What assessments for learning, both school-based and national, foster student learning of the outcomes, student engagement and self-direction? 3.How can technology support the pedagogy, curricula, and assessments of a 21 st Century collaborative learning environment? 4.What physical learning environments (classroom, school and real world) foster 21st Century student learning? WHAT ARE THE QUESTIONS SCHOOLS MUST ASK?



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