Embed Size (px)
Citation preview
Education in the 21st Century: From Theory to Practice
Dr. Sherman Rosenfeld
Department of Science Teaching Weizmann Institute of Science
Outline of Presentation 1. Society in the 21st Century. What are the key changes and
characteristics of the Knowledge Age? 2. Skills in the 21st Century. What skills students need , both inside
and outside of school? 3. Pedagogy and Schools in the 21st Century. Based on the above,
what pedagogical directions are needed for classrooms and schools? 4. Educational Technology in the 21st Century. What will it look
like? 5. PD of Teachers in the 21st Century. What do teacher educators
need to do? 6. Concluding Remarks
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
1. Society in the 21st Century. What are the key changes and characteristics of the Knowledge Age?
asdfasdasdfasdfasdasdf
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
2. Skills in the 21st Century. What skills do and will students need , both inside and outside of school?
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
P21: 21st Century Partnership
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
7 C’s Skills P21 Skills 1. Learning and Innovation Skills
Critical thinking and problem-solving
Communications, information, media literacy
Collaboration, teamwork, leadership
Creativity and innovation
Critical Thinking and problem-solving
Communications and collaboration
Creativity and innovation
2. Digital literacy skills (included in Communications)
(included in Communications)
Computing and ICT literacy
Information literacy
Media literacy
ICT literacy 3. Career and life skills
Career and learning self-reliance
(included in Career and learning self-reliance)
Cross-cultural understanding
(included in Career and learning self-reliance)
(included in Collaboration
Flexibility and adaptability
Initiative and self-direction
Social and cross-cultural interaction
Productivity and accountability
Leadership and responsibility
7 C’s x 3 R’s = 21st Century Learning
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
21st Century Skills in Israel
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
Thinking & Problem Solving
Ethics & Safe Internet
ICT Literacy
Self-Learner
Information & Media Literacy
Communication & Collaboration
3. Pedagogy and Schools in the 21st Century. Based on the above, what pedagogical directions are needed for classrooms and schools?
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12, 2013
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
Cognitive Emotions
e.g., the joy of discovery the feeling of surprise
curiosity
“The growth of cognition … is inseparable from the education of the emotions.”
Israel Schefler, “In Praise of the Cognitive Emotions”
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
DIFFERENT TYPES OF QUESTIONS
In PBL, different questions lead to different
Types of Projects Information searches Research methods Data collection Data analysis Argumentation Conclusions
Two criteria for school change are …
Sarason, S.B. (1971). Revisiting the Culture of School and the Problem of Change. New York: Teachers College Press, pp. 361-371.
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
… the school allows and invites question-asking and inquiry
1) by the students and 2) by the teachers.
Design Criteria for Education? “For over 75 years the American high school has followed three critical
“operating instructions” that are so ingrained in the culture by now as to seem natural:
Segregate students by class, race, gender, language ability, or perceived academic ability.
Separate academic from technical teaching and learning. Isolate adolescents from the adult world they are about to enter. High Tech High, by contrast, integrates students, integrates the
curriculum, and integrates school with the world beyond. -- Rob Riordan, co-founder of High Tech High
"Catching Up to Reality," Mofet
Conference, Tel Aviv, February 12, 2013
High Tech High (San Diego)
4 Design Principles: Personalization Adult World Connection Common Intellectual Mission Teacher as Designer
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
הספר-לקראת פיתוח תרבות החקר בבתי
תוכן עניינים תקציר
מבוא ורציונל: 1פרק חקר בבית הספר: 2פרק ס"ארגונית בביה-התרבות הפדגוגית: 3פרק התפתחות מקצועית: 4פרק טכנולוגיה חינוכית: 5פרק הערכה בהקשר של למידת חקר: 6פרק
מקורות
4. Educational Technology in the 21st Century. What does it look like? What will it look like?
“Digital Backpack” “Any time, any Kahn Academy place, any device” Flipped Classroom Virtual Schools Digital Projects E-Books and i-Books Coursera
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
The Flipped Classroom
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
The Flipped Classroom
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
Coursera
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
2.5 million students from 196 countries have enrolled in at least one course (2011 - Feb. 2013)
“Massive Open Online Course” (MOOC)
5. PD of Teachers in the 21st Century. What do teacher educators need to do?
The Knowledge Age 21st Century Skills Pedagogy and Schools Educational Technology PD of Teachers in the Knowledge Age
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
“Teachers cannot create and sustain contexts for productive learning unless those conditions exist for them.”
-- Seymour Sarason Revisiting the Culture of School and the Problem of Change. New York: Teachers
College Press, pp. 361-371.
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
)1998(רוזנפלד ואלון , שרץ
The 3-Stage Model of Professional Development
1) as a learner
2) as a teacher
3) as an innovator
The teacher
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
From: Fallik, Eylon and Rosenfeld (2008)
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
PBLU
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
Teaching With Content Curation
“Defined as the act of discovering, gathering, and presenting digital content that relates a specific subject, content curation is less about creating new resources and more about amassing information and then maintaining it in a logical fashion. In K-12 education, content curation tools can be used to collect and share reading materials with students, stoke conversation about current events, develop group activities, and critique web-based material.” THE Journal, Dec. 18, 2012
Differentiated Instruction
"Catching Up to Reality," Mofet Conference, Tel Aviv, February 12,
2013
Today’s Educational Challenges
The challenges today: Motivated and self-reliant citizens Risk-taking entrepreneurs, converging and continuously emerging professions tied to globalizing contexts and technological advance
“Become the change you want to make…”
"Entrepreneurs can change the world."
Thanks to my colleagues: אסתי אורי
שבע אלון-בת' פרופ ר רונית אשכנזי"ד
עלי אתאמנה חור-ר יהודה בן"ד יוסף-ר נורית בר"ד ר אביבה בריינר"ד ר חוסן דיאב"ד
עביר דעס אור-מיכל הל
ק'חגית וילצ ענת זוהר' פרופ
)ל"ז(כבוד -גאולה זר דליה חורש
נזיה יוסף ר צופיה יועד"ד ר דוד כהן"ד ר רוני לב"ד
יהבית לוריא חלד מטר
חיים-אורי מר' פרופ סמירה נאסר
)ל"ז(דוד נבון )ל"ז(רחל נתנסון
ר דוד פונדק"ד אורנה פליק אילת רובין
עדה רוזנברג
ר מלודי רוזנפלד"ד ר שאול שכטר"ד ר זהבה שרץ"ד
Dr. Boris Berenfeld Monica Bradsher Dr. Ted Kahn Prof. Joe Krajcik Prof. Doreen Nelson Dr. Bob Pearlman Dr. Bob Tinker Dr. John Thomas Bernie Trilling
המחלקה להוראת המדעים במכון ויצמן* העמותה לקידום החינוך המדעי בגליל* )ל"מיג(
)המזכירות הפדגוגית(חברי ועדת החקר * , מפחקים, תלמידים, מורים: אחרון אחרון חביב* ספר רבים שהשתתפו בעשייה-ובתי
