Realising the Future of Education
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This document discusses the need to change education to prepare students for the knowledge age. It argues we must shift from low-level to high-level thinking and from teacher-directed to student-directed learning. Schools need to become more flexible by allowing free-range learning, learning hubs, projects, and specialized learning. Teachers also need support through professional development to continuously expand their expertise and meet new challenges through teaching as inquiry. Overall, the passage advocates for change in education to occur now through adopting a growth mindset.
Realising the Future of Education
- 3. 'The future is unknowable, but not unimaginable' – Ludwig Lachmann
- 4. Entering the Knowledge Age Agrarian Age Industrial Age Knowledge Age
- 6. More Information More People More Careers Fewer Resources
- 7. The Age of Change
- 8. Moore’s Law
- 9. “The Only Thing That Is Constant Is Change -” ― Heraclitus
- 10. What do we need to change in education?
- 11. 21st Century Skills Complex Communication Collaboration Critical Thinking and Problem Solving Creativity and Innovation Information and Media fluency
- 12. From Low-Level Thinking to High-Level Thinking From Analog to Digital From Teacher-Directed to Student-Directed 21st Century Teaching
- 13. 21st Century Schools Free range learners • Free to choose how they learn • Free to choose where they learn • Free to choose how they process their learning • Free to choose how they evidence their learning • Free to experience learning that is relevant and responsive to their needs not our limitations
- 14. Universal Design for Learning = Equitable access to learning http://www.udlcenter.org/resource_library/articles/udl
- 15. Learning at HPSS Learning Hubs Project Learning Specialised Learning MyTime With a lot of guided choice!
- 16. How can we lead change in our schools?
- 17. “Adaptive experts also know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges.” (Darling-Hammond 2006: 11)
- 18. NZC Teaching as Inquiry
- 20. How can we be supported to make the necessary changes?
- 21. The future is not something that is done to us, but an ongoing process in which we can intervene. – Keri Facer
- 22. Be warm but demanding! We have the infrastructure. We have phenomenal educators. We have spectacular students. We have a stunning curriculum. Have high standards and if you must… …measure results.
- 23. Provide recognition AND resourcing! Demand high standards. Demand excellent outcomes. But mostly, provide generous amounts of ongoing professional learning and support!
- 24. Where and when will we make the change?
- 25. Here and now… …it’s simply a matter of having a growth mindset. http://www.learning- knowledge.com/self-theories.html
- 26. The Future of Education The educational revolution will not be televised. It will be blogged, tweeted and co-constructed in code. The future is unknowable. Change won’t be slowed. So hurry up, build your own map. And whatever you do, at least get on the road.