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