Transcript Slide 1

Designing schools, curriculum
and assessment for the 21st
Century
Martin Ripley
with interpretation by Dr Muhammed
Shoukany
Tuesday 26th January 2010
yom al thalaatha 11 safar 1431 A.H
Lecture to the King Abdullah Project for
Educational Development
Boeing’s Desired Attributes of an Engineer
 Awareness of customer and societal needs
 Good communication skills
 High ethical standards
 An ability to think creatively and critically
 Flexibility – self confidence to adapt
 Curiosity and a desire to learn
 A profound understanding of
the importance of teamwork
Today, the world’s 25 largest economies,
services either account for more than 50% of
the GNP or they are the largest sector in the
1960s
2000
economy
Manufacturing
sector
54% of GPD
Less than 30%
of GPD
Information
services
36% of GPD
54% of GPD
Innovation and efficiency in businesses:
–
–
–
–
use of IT
self-managed teams
decentralised decision-making
use of computers by front-line workers
Common classroom activities
Copy from the board or a book
52%
Listen to a teacher talking for a long time
33%
Have a class discussion
29%
Take notes while my teacher talks
25%
Work in small groups to solve a problem
22%
Spend time thinking quietly on my own
22%
Have a drink of water when I need it
17%
Talk about my work with a teacher
16%
Work on a computer
16%
Listen to background music
10%
Learn things that relate to the real world
10%
Have some activities that allow me to move around
Teach my classmates about something
9%
8%
Create pictures or maps to help me remember
7%
Have a change of activity to help focus
7%
Have people from outside to help me learn
Learn outside in my school’s grounds
4%
3%
Most preferred ways to learn
55%
In groups
By doing practical things
With friends
By using computers
Alone
From teachers
From friends
By seeing things done
With your parents
By practising
In silence
By copying
At a museum or library
By thinking for yourself
From others
Other
Base:
All pupils (2,417)
39%
35%
31%
21%
19%
16%
14%
12%
9%
9%
8%
5%
6%
3%
1%
Source: Ipsos MORI
The
curriculum
Pedagogy
Assessment
THE CURRICULUM ENABLES STUDENTS TO BECOME…
3 KEY
QUESTIONS
1
WHAT are
schools
trying to
achieve?
Curriculum
Aims
Focus for
learning
2
Components
HOW is
learning
organised
?
Learning
Approaches
3
HOW will
schools be
judged on
how well
they are
achieving?
Subjects
Assessment
Wider
performance
measures
Successful learners ...
Confident individuals...
Responsible citizens...
who enjoy learning, make
progress and achieve
who are able to lead safe,
healthy and fulfilling lives
who make a positive
contribution to society
Attitudes and attributes
Skills
Knowledge & understanding
eg, inquiring, risk-taking, creative,
eg, thinking skills,
enterprising, confident, open- personal, self-reflection,
minded
debate, communication
Lessons
Location
Events
Routines
eg, subject-specific advanced
skills, knowledge of big ideas and
influential people
Out-of-hours
Out-of-school
Varied styles eg enquiry, Assessment is fit for Opportunities for spiritual, moral, In tune with
purpose to learning
social, cultural, emotional,
human
instruction, active,
and teaching
intellectual & physical development development
practical, theoretical
Maths
Science
ICT
Islamic
Studies
Arabic
Studies
Social
Studies
The Arts
Sports
Short-term
Periodic
Annual tests
Day-to-day assessment:
diagnostic, informing
learning and next steps.
Assessment at the end of a term of
end of module, to identify progress
made and effectiveness of teaching
To compare progress made
between schools and to ensure
students are on track
System level
Schools
Students
Evaluation of effectiveness of
investments and
programmes; international
comparisons
What teaching approaches are
working? Which teachers need
support? Are we developing
students’ to their full potential?
Am I on track and making
good progress? What are
my strengths and interests?
What should I improve?
www.atc21s.org
Ways of Thinking
Creativity and innovation
Critical thinking, problem solving, decision making
Learning to learn, metacognition
Ways of Working
Communication
Collaboration (teamwork)
Tools for Working
Information literacy (includes research on
sources, evidence, biases, etc.)
ICT literacy
Living in the World
Citizenship – local and global
Life and career
Personal & social responsibility – including
cultural awareness and competence
Ways of Thinking
Creativity and innovation
Critical thinking, problem solving, decision making
Learning to learn, metacognition
Ways of Working
Communication
Collaboration (teamwork)
Tools for Working
Information literacy (includes research on
sources, evidence, biases, etc.)
ICT literacy
Living in the World
Citizenship – local and global
Life and career
Personal & social responsibility – including
cultural awareness and competence
Ways of Thinking
Creativity and innovation
Critical thinking, problem solving, decision making
Learning to learn, metacognition
Ways of Working
Communication
Collaboration (teamwork)
Tools for Working
Information literacy (includes research on
sources, evidence, biases, etc.)
ICT literacy
Living in the World
Citizenship – local and global
Life and career
Personal & social responsibility – including
cultural awareness and competence
Ways of Thinking
Creativity and innovation
Critical thinking, problem solving, decision making
Learning to learn, metacognition
Ways of Working
Communication
Collaboration (teamwork)
Tools for Working
Information literacy (includes research on
sources, evidence, biases, etc.)
ICT literacy
Living in the World
Citizenship – local and global
Life and career
Personal & social responsibility – including
cultural awareness and competence
Find the sum of the angles p + q + r + s
p
q
r
s
Find the sum of the angles p + q + r + s
p
q
r
s
Innovative
assessment
Technology delivers
innovative assessments,
designed to affect
curriculum and learning
Paper-based
assessment
Traditional, paperbased assessment; low
level of innovation
Migratory
strategy
Technology delivers
business process
improvements (eg. lower
cost, when ready testing)
Traditional
assessment
Technology
rich
assessment