What should students learn in the 21 century? · Maths Calculus Discrete MathematicsFoundations...
Transcript of What should students learn in the 21 century? · Maths Calculus Discrete MathematicsFoundations...
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Charles Fadelwww.curriculumredesign.org
What should students learnin the 21st century?
CCR Plenary
Paris June 3, 2012
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Wrong Model
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Roger Schank’s view
CCR’s focus is on “What”
and the interplay with “How”
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The Perfect Storm
Source: “In the Hollow of a Wave off the Coast at Kanagawa” 18th century by Katsushika Hokusai, Metropolitan Museum, NY
GlobalizationFinancial Meltdown
OverconsumptionGlobal Warming
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And the consequences can be dire,
George Orwell, “1984”
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We aspire to life satisfaction
Source: OECD Better Life index
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With funding from
www.curriculumredesign.org
Partners
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improving supplementing
reinventing New
paradigm
Ex
isti
ng
Pro
vid
ers
Ne
w E
ntr
an
ts
Formal Learning Informal Learningdigital
technologies
learner
ownership
Source: Innovation Unit
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Imagine if we rethink What is taught
Knowledge
Character
Skills
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Age-Old Debate
Practical
SubjectsTheoretical
Subjects
Economic argument - Psychosocial argument
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“4school learning is abstract, theoretical and
organized by disciplines while work is
concrete, specific to the task, and organized
by problems and projects4”
Source: OECD, “Learning for Jobs” 2009
Schooling vs Real-World
This is true of life, not just work�
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Prescription vs. Choice
%
Prescribed
by Society
%
Chosen by
Individual
Child Adolescent Adult
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Rebalance: AND not OR
Inspired by an inscription used by Charles Voysey, Britain 1896
Logic + Health + Emotion
Knowledge + Skills + Character
+ Meta-Layer
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Subject Evolution
History
Music
Art
Philosophy & Ethics
Hu
ma
nit
ies
Arithmetic
Geometry
Astronomy
Biology, Chemistry, Physics
Algebra, Trigonometry, Calculus ST
EM
Reading, Writing
Literature
Oratory
Rhetoric
Grammar, Handwriting, Spelling
Greek, Latin
Contemporary Languages incl. 2nd language
La
ng
ua
ge
Source: UPenn GSE
Ancient Greece & Rome
Ancient Greece & Rome
Early Christianity & Middle Ages
Early Christianity & Middle Ages
Renaissance & EnlightenmentRenaissance & Enlightenment
Modern Industrial
Era
Modern Industrial
EraTodayToday
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Ratio of Subjects – OECD Average
Language
STEM
Humanities
Physicaleducation/VocationalEd/Other
What should be the ratios ?
What other topics should be there?
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STEM Education – OECD average
Science
Technology
Math
Why so little Technology ?
Why is Engineering only a College discipline?
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Begging for Relevance
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Testimonial from our 24-year-old webmaster
http://leeviathan.com/
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This is not a new debate
Latin
Greek
English*
Reading*
Writing*
Arithmetic*
British Grammar School
Subjects c. 1800
* usually optional
French
German
Spanish
Handwriting
Bookkeeping
Drawing
Geometry
Astronomy
Geography
Rhetoric
Oratory
Morality
Natural Philosophy
History
Natural History
Mechanics
Gardening
Benjamin Franklin’s
Philadelphia
Academy Subjects
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Example: Ancient Greece
Minoans,Sea People
Athens’ Democracy
Persian WarsPeloponnesian Wars
Sparta’s system
Alexanderthe Great
Ptolemaic Egypt
Philosophers& Scientists
Homer
4grade
8grade
12grade
Impact vs Context
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Discipline (below) Algebra
Applied
Maths Calculus
Discrete
Mathematics Foundations Geometry
Numbers &
Operations
Statistics &
Probability
Topology &
Recreational
X represents
significant usage in
Matrices,
Operations,
Vectors etc
Complex
systems,
Control,
Game theory,
etc
Analysis,
Transforms,
Polynomials,
etc
Automata,
Graphs,
Computational
maths etc
Sets, Logic etc
Curves,
Dimensions,
Trans-
formations,
Trigonometry,
etc
Arithmetic
operations,
Fractions,
Sequences, etc
Distributions,
Analysis,
Estimation,
etc
Knots, Figures,
Folding,
Spaces, etc
Anthropology X X
Architecture X X X X X
Art/Design X X X
Biology (genetics, zoology, etc) X X X X X X X X
Business X X X X X X
Civil engineering X X X X X X X X
Computer science X X X X X X X X X
Economics X X X X X X X X
Electrical engineering X X X X X X X
Geology/Geography X X X X
History X X
Law X X
Linguistics X X X
Mechanical engineering X X X X X X X X
Medicine/Pharmacy X X X
Music X X
Neuroscience X X X X X X X
Philosophy X X X
Physics X X X X X X X X X
Psychology X X X X X X
Sociology X X
Relevance is a choice
“Numbers and probability provide the basis for statistics, which, together with Logic, constitute
the foundation of the Scientific Method” John Allen Paulos
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All Subjects
STEM
Science Technology Engineering Math
Algebra Arithmetic Geometry
Curves & Dimensions
Transformation Trigonometry
Calculus Statistics & Probabilities
Humanities Language(s) Other
Redesigning education standards(Math as example here)
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What else is needed ?
Psychology/Sociology/Anthropology ?Personal Finance/Economics ?Entrepreneurship ?Engineering ? Robotics ? Programming ?Recreational Maths in lower grades ?Linguistics ?Mythology ? Philosophy ?Woodworking ? Gardening ? 3D Printing ?Career management ?Resourcefulness ?Project management ?Processes ?
Etc.
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So,
What do we remove ?
� Deep re-examination of every single
discipline’s branches, topics, items4
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Rethinking Skills
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Source
0%
20%
40%
60%
80%
100%
Graduate
school
MIT
undergrad
Did not learn
Learned
elsewhere
Learned on
the job
Mechanical Engineering
Mechanical Engineering Core
Professional Skills How & Why
Learned
at MITUsed pervasively
Source: Kristen Wolfe June,2004 S.B. Thesis & Professor Warren Seering. Courtesy Professor Woodie Flowers
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Expanding the Mindset
Courtesy of Olin President Richard Miller
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21st Century Framework
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Learning & Innovation Skills
• Critical Thinking & Problem Solving
• Creativity & Innovation
• Communication
• Collaboration Information, Media & Technology Skills
• Information Literacy
• Media Literacy
• ICT (Information, Communications & Technology) Literacy
Life & Career Skills
• Flexibility & Adaptability
• Initiative & Self-Direction
• Social & Cross-Cultural Skills
• Productivity & Accountability
• Leadership & Responsibility
Framework
Interdisciplinarity:
• Global
• Environmental
• Civic
• Health
• Financial
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The Role of “Character”
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Battling with Ourselves
“We have evolved traits [such as group selfishness] that will lead to humanity's extinction – so we must learn how to overcome them”
Christian de Duve
Nobel prize in Medicine 1974
“Genetics of original sin”
Yale University Press
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Unsustainable
Source: WWF - World Footprint Network
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Divergence Between Technology & Culture
Source: Professor SHIH Choon Fong President , National University of Singapore, 2007
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Why Character Education ?
Benefit to a civil and civic society:
1. Inevitability (through the education system)
2. Intellectual authorities’ call through history
3. Public support generally widespread
4. Law-based - many countries have supportive laws/codes
5. Cultural indicators (violence, divorce, etc and the impact of the media)
Source: Ryan, K. and Bohlin, K.,1999, Building Character in Schools (San Francisco: Jossey-Bass). 5) Lickona (2004)
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“Character” (behaviors, attitudes, values, dispositions) classification (1)
Performance “character”: one’s mastery and thrust for excellence in life, school, and the workplace
Trait Related Traits and concepts
Adaptability Flexibility, dealing with ambiguity, feedback4
Resilience Diligence, discipline, perseverance, patience, effort, grit4
Curiosity Open-mindedness, inquisitiveness, playfulness4
Initiative Self-direction, self-discipline, self-control, timing4
Socialization Cross-cultural, diversity, listening, speaking4
Productivity Accountability, efficiency, project /program management, results-
orientation, multi-tasking, precision, ...
Leadership Responsibility, decisiveness, consistency, inspiration, leading via
example, selflessness, mentorship, goal-orientation4
Composite of: P21, CharacterEd.Net, Singapore documents, Character
Education Partnership, Young Foundation, Success DNA, KIPP, etc
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Trait Related Traits and Concepts
HonestyTruthfulness, trustworthiness, loyalty, integrity, authenticity,
genuineness, conscientiousness4
Civic-
mindedness
Fairness, equity, sportsmanship, ethics, justice, citizenship,
inclusiveness, belonging, social perspective4
Respect Self-respect, respect for others, honor, reverential, humility4
CourageFortitude, determination, resilience, grit, confidence, stability,
bravery4
Zest Gratitude, optimism, passion, inspiration, enthusiasm4
Care
Kindness, compassion, tolerance, generosity, charity,
cheerfulness, helpfulness, empathy, devotion, love,
camaraderie, forgiveness4
AwarenessMindfulness, consciousness, presence, tranquility, spirituality,
balance, wisdom, self-actualization, existential4
Moral “character” (relational and ethical): how one treats
oneself and others in interpersonal and social matters
“Character” (behaviors, attitudes, values, dispositions) classification (2)
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Meta-Layer
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A prescient view
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Meta-layer elements
� Interdisciplinarity
� Learning how to learn (understanding how You learn, and what processes you learn to use)
� Self-directed Learning (ability to leverage Learning how to learn)
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© Charles Fadel – All Rights ReservedSource: Eriko Horiki
CCR’s Process
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Operating at the meta- and macro-level,
Level Type Example
Meta level International CCR, PISA
Macro level System/society/nation/state/jurisdiction National standards or
curriculum
Meso level School/institution/sub-system School- or district-
specific curriculum
Micro level Classroom Instructional plan and
materials
Nano level Individual/personal
Adapted by Jennifer Groff, CCR. From source: van der Akker, J. (2010). Design research on technology-based
innovations. In OECD (eds.), Inspired by technology, driven by pedagogy, 125-142. OECD Publishing: Paris,
France
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Gathering global views & socializing
Luminaries
Teachers
Students
Public
Webchatter
• 100 essays
Publish online
and as book
• 10,000 teachers
• 100,000 students
• 1 Million parents
Web-based surveys,
publish online
• 1 Billion items
Analysis of tweets,
blogs, searches etc.
Publish online
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Deeply embedding modern needs (Math as example here)
Board of Advisors
(Incl. Jurisdictions)
Subject
SMEs
Math SME organizations:
• IMU
• NCTM
• MAA
• AMS
• EMS
Practitioners
20 Successful
Practitioners:
•Art/Design
•Art/Performing
•Business (entrepreneur)
•Communications/Media
•Construction/Architecture
•Engineering (EE or ME)
•Farming/Fishing/Forestry
•Finance
•Law
•Manufacturing
•Medicine/Nursing
•Retail (owner)
•Transportation/Logistics
Academics
5 Star Academics: (will
represent disciplines
broadly)
•Biology/Biotech/Chemistry
•Economics/Business
•Philosophy/Literature
•Physics/Engineering
•Psychology/Sociology
Curriculum
SMEs
5 Math Curriculum
Experts (3x, 1
reporting):
•Algebra
•Arithmetic
•Calculus
•Geometry
•Stats & Probs
5 Star Math Teachers:
•Algebra
•Arithmetic
•Calculus
•Geometry
•Stats & Probs
Teacher
SMEs
5 full-time CCR team: synthesis
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Adoption & Scaling
Significant, high profile end-users are part of the design:
Top-down via all involved key jurisdictions (Alberta, Finland,
Korea, Massachusetts, Ontario, Singapore, etc)
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2012 Timing
Winter through Fall:
Preparatory pillars:
• Futurists• Human capital
• Neuroscience• Assessments
• EdTech
Summer & Fall:
Larger scope:
• Plenary (top-down)
• Subject One (Maths)
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Process Timing
2012 (ongoing):
• Definition
• Funding
• Team building
• Top-down design
start
• Subject One start
Year Two:
• Pilot one
subject
• Team
building for
next
subjects
Year Three:
• Build all
subjects
• Start Scale
effort
Year Four:
• Scale effort
Deliverables: frameworks and example implementations
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Ancient Wisdom
Confucius (~551-479 BC):
“I hear and I forget, I see and I remember, I do and I understand”
Michel de Montaigne (1533-1592 AD):
“rather a mind shaped than a head full”
Socrates (~469– 399 BC):
“Education is the kindling
of a flame, not the
filling of a vessel”
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Leadership lessons from the dancing guy
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Let’s Be Our Versatile Selves
Open-minded and open-hearted
Global and altruistic
Candid and respectful
Thorough yet concise
Deep and broad
Joyful and humorous
"The important thing is� to be able at any moment to
sacrifice what we are for what we could become.“
Charles Du Bos
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http://curriculumredesign.org/