Agenda Intro: Nine Shift and Knowledge Workers 1. Mission of Education 2. Curriculum 3. New Role for Teachers 4. The 21 New Pedagogical Concepts 5. Grading: Tests every week 6. Grading learning and knowledge 7. Financing Schools and Colleges 8. Personalising Education 9. What schools will look like 10.Some of our predictions Your Questions

Jobs 50% Factory Knowledge 2000 2020 Source: Statistical Abstract of the U. S., 1996, National Data Book, p. 410

Knowledge Workers Use their brain and the Web Produce something intangible Have four year college degree Work from home

Factory Model of Education Cracks Factory Model of School Declines New Personalised Model Emerges Factory Model of Education Cracks New Model Is Established 2000 2005 2010 2020

The Divide 4.4

Part 1. New Mission for Education New measure of education success: 50% of population with 4 year degree. Your community’s new measure of business needs: what percent of our adult population has a 4 year college degree?

Part 2. Curriculum

Learning is planned and guided Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it. The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson.

Curriculum as Syllabus A body of knowledge to be transmitted It is the work of two American writers Franklin Bobbitt (1918; 1928) and Ralph W. Tyler (1949) that dominate theory and practice within this tradition.  In The Curriculum  Bobbitt writes as follows: The central theory [of curriculum] is simple.  Human life, however varied, consists in the performance of specific activities.  Education that prepares for life is one that prepares definitely and adequately for these specific activities.  However numerous and diverse they may be for any social class they can be discovered.  This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist.  These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need.  These will be the objectives of the curriculum.  They will be numerous, definite and particularized.  The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives.  (1918: 42) No Agreement on content of core subjects: e.g. Some argue for Latin Some argue for Chinese (spoken by 25% of the world’s population) No end to the wish list. . .strains schools as tasks of teachers have been increased over the years. We can’t predict the future core or essential knowledge sets. We know what was essential for the Agrarian age of the 19th and the industrial age of the 20th century, but we don’t know what people will need to know in 2050. Our best guess—each person will want and need to know something different.

Curriculum as a Product A process whereby students are taught using a curriculum designed outside the classroom, in an attempt to make the learner “teacher-proof” Teachers apply the programs and are judged by the products of their actions. Skill and Knowledge sets limited Self-directed learning discouraged Individual talents not enhanced: Does everyone need the same level of skill in the same areas? Do we need more specialization?

“We only think when we are confronted with a problem.” --John Dewey Learning should be based on problems, not subjects Subjects stress content, rather than process Curriculum as Praxis (praxis usually refers to the process of putting theoretical knowledge into practice, interacting with information and learning) Individual learning is authentic, and group work may hinder this learning The power of the teacher to “fail” a student can be detrimental to self-directed learning Learning does not happen “on schedule” Critical thinking is not rewarded Learning Contracts, Individualized Curricula, stage not age, next state learning. . . “We only think when we are confronted with a problem.” --John Dewey Curriculum as a Process

Part 3. New Role for Teachers

The 21st Century Classroom “. . .our generation focused on information, but these kids focus on meaning -- how does information take on meaning?" - John Seeley Brown Chief Scientist of Xerox Corporation and the director of its Palo Alto Research Center (PARC)—a position he held for nearly two decades. While head of PARC, Brown expanded the role of corporate research to include such topics as organizational learning, knowledge management, complex adaptive systems, and nano/mems technologies. He was a cofounder of the Institute for Research on Learning (IRL). His personal research interests include the management of radical innovation, digital youth culture, digital media, and new forms of communication and learning. John, or as he is often called—JSB— is a member of the American Academy of Arts and Sciences, the National Academy of Education, a Fellow of the American Association for Artificial Intelligence and of AAAS and a Trustee of the MacArthur The 21st Century Classroom

Genuine Desire to Learn “Somewhere between my desire to learn and the professor’s efforts to teach, something goes terribly wrong.” Willie Draves, 2006 Increase teacher contact. Teachers should teach. . .interact. . .react. . .challenge Online instruction allow more interaction Specialists can handle more students and provide more one-on-one time than generalist teachers The need for specialists is growing. . .complexity and demand make it hard to be effective as a generalist: Teachers may have different specialities: Subject matter Presenter of content Discussion facilitator Andragogy—helping students learn Needs assessment and pre-course testing (new in 21st century) Knowledge evaluation and testing Academic advising The Big 2: Assessment—contract out for objectivity Andragogy—totally oriented to discussion and learning, not mastery of content—most important Content—what teachers now see as their primary role. . .

1.Adults need to know the reason for learning something (Need to Know) 2.Experience (including error) provides the basis for learning activities (Foundation). 3.Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). 4.Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). 5.Adult learning is problem-centered rather than content-oriented (Orientation). 6.Adults respond better to internal versus external motivators (Motivation). Premises of Andragogy

Learning Outside the School Expanded Resources Play is learning Learning becomes play Dopamine and Learning Learning is addictive games generate player engagement is the physiological response they cause. As players proceed through a game, mastering challenges and outdoing opponents, they exhibit that primitive impulse to respond to immediate opportunities and threats. This stimulation provokes excitement, prompting the brain to release dopamine, a neurotransmitter that signals the parts of the brain responsible for acquiring new behavior. As it turns out, dopamine has an addictive quality that causes game players to chase the next “dopamine squirt.” (Yes, one can become addicted to learning!)

Part 4. The 21 New Pedagogical Concepts

Part 5. Grading: Tests every week Grading will be transformed in 21st century—today’s strategies created for the factory schools of the 20th century. It is subjective, measures time spent, effort, timeliness, not learning. One size fits all—same test works for everyone. (The Blind Side—Michael Oher) 21st century: Focus only on learning and knowledge Objective—created by evaluation specialists Behavior will be excluded Multiple assessments to accurately measure learning Benchmarked: no longer compared to other students’ scores—compared to benchmarks. . .regardless how others do. Frequent testing—increases motivation and learning—outperforms homework Quiz-outs Re-testing When ready instead of high-stakes end of stage tests http://dennislearningcenter.osu.edu/belgium-paper/BWT-belgium-paper.htm Ohio State Study http://www.aolnews.com/2011/01/21/sorry-kids-study-shows-testing-actually-improves-learning/ Purdue Study

Part 6. Grade only learning and knowledge The Carnegie Unit and CEU disappear

Part 8. Personalising Education Education becomes personalised and offers choice - Prof Diana Laurillard, Education and Skills Department, United Kingdom

Part 9.What Schools Look Like

Learning Commons Coburg Senior High School, Melbourne, Australia, Don Collins, Principal

Part 10. Some Predictions for 2030

Final Part. Your Questions www.Pedagogy21.org -To order book -Access the new blog - Info on new Pedagogy 21 Seminar www.lern.org