Education: The Need for Change
My Own Thoughts...
Resources and Readings
Swimming out of our depth? Amy Bull & Jane Gilbert NZCER
Snippets: "Over the last 15 years or so there has been a paradigm shift in international thinking about education. The role and purpose of “traditional” forms of education, in a world defined by change, and by increasing complexity, fluidity and uncertainty, has been questioned, as has its ability to foster the skills needed to solve the “wicked problems” that are a feature of today’s world." "Is the new curriculum transforming how we “do” schooling? Is it changing the sector’s “ways of thinking”? Or has the old jargon simply been replaced by new jargon, leaving the old ways of thinking intact?" "Teachers need to be “learning coaches”—a role that is very different from that of a traditional teacher." |
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Think Strategic: The Top Three Challenges Facing School Leaders in 2015
This White Paper prepared by Maxine Driscoll of Think Strategic provides a vision for the future and offers proactive strategies for change. It has summarised and analysed the thoughts and ideas of outstanding educators and innovators. It provides a roadmap for change. By becoming change agencies, embedding personalized learning, and sustainability and mindfulness into the curriculum schools will prepare learners to be resilient global citizens in the 21st Century.
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9 Reasons 21st Century Learners are More Intelligent
It turns out that 21st Century Learners are significantly more intelligent than previous generations! Yes, that's right, even more intelligent than you and me! Professor James Flynn has been researching the growth in human intelligence since the 1930’s. His studies reveal massive gains in intelligence over time and highlight how advances of technology play a huge role in the growth of our intelligence. In fact, Flynn claims that each new generation is approximately 9 Intelligence Quotient, IQ, points smarter than the previous generation. |
Innovation Unit: 10 Ideas for 21st Century Education
Around the world there is a growing global movement towards achieving the vision of 21st century education. Here we present our view of what this vision looks like in practice. |
A Rich Seam - How New Pedagogies Find Deep Learning by Michael Fullan & Maria Langworthy
This report is about three new forces that are converging to break open prodigious learning possibilities. The first force, 'new pedagogies', springs from new learning partnerships that emerge between and among students and teachers when digital tools and resources become pervasive. The second,‘new change leadership’, merges top-down, bottom-up and sideways energies to generate change that is faster and easier than anything seen in past efforts at reform. The third,‘new system economics’, makes the powerful learning tools and resources that accelerate the first two forces more affordable for all. |
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Virgin Disruptors: Does technology have the power to transform education?
Undoubtedly. But not necessarily in the ways we expect and not necessarily for the better. Technology has been transforming education for as long as either have been in existence. |
The Nature of Learning - Using Research to Inspire Practice OECD
What should schooling, teaching and, most especially, learning look like in this rapidly changing world? This easy read contains:
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Singularity Hub: Automation Is Eating Jobs, But These Skills Will Always Be Valued In the Workplace
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Exploring the Future Education Workforce: New Roles for an Expanding Learning Ecosystem by Katherine Prince, Andrea Saveri, and Jason Swanson
To help education stakeholders imagine what kinds of educator roles might contribute to flexible and rigorous learning ecosystems that enable both learners and the adults supporting them to thrive, this paper explores seven possible educator roles. (1) Learning Pathway Designer (2) Competency Tracker (3) Pop-Up Reality Producer (4) Social Innovation Portfolio Director (5) Learning Naturalist (6) Micro-Credential Analyst (7) Data Steward |
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Future-focused Learning in 21st Century Schools by Mark Osborne - Slideshare Presentation
I highly recommend any of Mark's material. |
The Economist: Intelligence Unit - The skills agenda: Preparing students for the future
The EIU conducted global surveys of senior business executives, teachers and students to investigate the extent to which the skills taught in education systems around the world are changing, and whether they meet the needs of employers and society more widely. This website outlines some of the key findings. |
University of Kent: Top 10 Employability Skills
Based on a number of surveys on the skills required by graduates undertaken by Microsoft, Target Jobs, the BBC, and other organisations, here is a summary of the skills which were most often deemed important. You can also click on the skills e.g. teamwork, to get a greater overview of the skills required, and then also complete a personal self-assessment questionnaire that works out your strengths/roles etc.
Based on a number of surveys on the skills required by graduates undertaken by Microsoft, Target Jobs, the BBC, and other organisations, here is a summary of the skills which were most often deemed important. You can also click on the skills e.g. teamwork, to get a greater overview of the skills required, and then also complete a personal self-assessment questionnaire that works out your strengths/roles etc.
Future Focused Education: What Does it look like in your School by Derek Wenmouth - Slideshare Presentation
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Supporting Future-Oriented Learning and Teaching - a New Zealand Perspective
This synthesis of findings from existing work and new research presents emergent principles that signal shifts in how we need to think about learners and learning. Such an approach requires that we build our education system and the curriculum around the learner rather than the learner having to fit the system. Substantial capacity for innovation exists within our education system. A commitment to personalised learning, embracing diversity, rethinking learners’ and teachers’ roles, forging new partnerships — all fueled by disciplined innovation and new technologies — are identified as the key dimensions of a redesigned, connected and coherent ‘learning system’. This report strengthens the compelling case for transformation of our learning system, and provides guidance on how to accelerate the diffusion of 21st century learning practices. |
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The Politics of Distraction by John Hattie (June 2015)
In this great read, Hattie outlines that the minimum goal of education is for all students to make at least one year's progress for one year's input, no matter where they start (i.e. an effect size of 0.40). However there are many public policies which do not pass the 0.40 test. These comprise what he calls the politics of distraction. These distractions are: - Appease the parents - Fix the Infrastructure - Fix the students - Fix the schools - Fix the teachers Also see the 2nd paper: " The Politics of Collaborative Expertise" under the Collaboration tab, where he outlines some of the solutions, or, more simply, what works best in education.
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Future-focused Learning in Connected Communities
A report by the 21st Century Learning Reference Group. The report recommends 10 strategic priorities for 21st century skills and digital competencies. |
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14 Things that are Obsolete in 21st Century Schools by Ingvi Omarsson
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Leading and Learning Blog by Daniel Birch
Some interesting posts from Daniel, Principal of Hobsonville Point Primary School |
21st Century Skills: How Can you Prepare Students for the New Global Economy by Charles Fadel
21st_century_skills_how_can_you_prepare_students.pdf | |
File Size: | 807 kb |
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Teaching and Learning Toolkit Australia
The Australian Teaching and Learning Toolkit synthesises international and Australian research, to estimate the average impact, cost and evidence strength of a wide range of educational interventions.
Average impact is estimated in terms of the additional months' progress you might expect students to make as a result of an approach being used in school, taking average student progress over a year as a benchmark.
The site contains a lot of useful information to assist teachers to "know thy impact" (Hattie). I strongly believe that the aspects that really make a difference are able to be catered for far more effectively within a collaborative innovative learning environment.
The Australian Teaching and Learning Toolkit synthesises international and Australian research, to estimate the average impact, cost and evidence strength of a wide range of educational interventions.
Average impact is estimated in terms of the additional months' progress you might expect students to make as a result of an approach being used in school, taking average student progress over a year as a benchmark.
The site contains a lot of useful information to assist teachers to "know thy impact" (Hattie). I strongly believe that the aspects that really make a difference are able to be catered for far more effectively within a collaborative innovative learning environment.
John Hattie: Why are so many of our teachers and schools so successful? (particularly the section from 8:55mins onwards) |
Sir Ken Robinson |
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The Profile of a Modern Teacher
click pic below to go to site |
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Visible Learning infographic
by Terry Burr. The infographic is based on data from John Hattie’s research and the work of the Visible Learning Plus team. |