Designing schools, curriculum and assessment for the 21st
Century
Martin Ripleywith interpretation by Dr Muhammed
Shoukany
Tuesday 26th January 2010yom al thalaatha 11 safar 1431 A.H
Lecture to the King Abdullah Project for Educational Development
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
Boeing’s Desired Attributes of an Engineer
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 economy 1960s 2000
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 activities52%
29%
25%
22%
22%
17%
16%
16%
10%
10%
9%
8%
7%
7%
4%
3%
Copy from the board or a book
Listen to a teacher talking for a long time
Have a class discussion
Take notes while my teacher talks
Work in small groups to solve a problem
Have a drink of water when I need it
Work on a computer
Listen to background music
Have some activities that allow me to move around
Create pictures or maps to help me remember
Have a change of activity to help focus
Spend time thinking quietly on my own
Talk about my work with a teacher
Learn things that relate to the real world
Teach my classmates about something
Base: All pupils (2,417) Source: Ipsos MORI
Have people from outside to help me learn
Learn outside in my school’s grounds
33%
55%
39%
35%
31%
21%
19%
16%
14%
12%
9%
9%
8%
5%
6%
3%
1%
In groupsBy doing practical thingsWith friendsBy using computers Alone
From friends
With your parentsBy practising
By copying
By thinking for yourself
OtherFrom others
From teachers
By seeing things done
In silence
At a museum or library
Base: All pupils (2,417) Source: Ipsos MORI
Most preferred ways to learn
1WHAT are
schools trying to achieve?
Responsible citizens... who make a positive
contribution to society
Confident individuals...who are able to lead safe, healthy and fulfilling lives
Successful learners ...who enjoy learning, make
progress and achieve
Curriculum Aims
Attitudes and attributes eg, inquiring, risk-taking, creative,
enterprising, confident, open-minded
Skillseg, thinking skills,
personal, self-reflection, debate, communication
Knowledge & understandingeg, subject-specific advanced
skills, knowledge of big ideas and influential people
Focus for learning
Lessons Location Events Routines Out-of-hours Out-of-schoolComponents
MathsSubjects Science ICTIslamic Studies
Arabic Studies
Social Studies SportsThe Arts
Annual testsTo compare progress made
between schools and to ensure students are on track
Periodic Assessment at the end of a term of
end of module, to identify progress made and effectiveness
of teaching
Short-termDay-to-day assessment:
diagnostic, informing learning and next steps.
Assessment
System levelEvaluation of effectiveness
of investments and programmes; international
comparisons
SchoolsWhat teaching approaches are
working? Which teachers need support? Are we developing
students’ to their full potential?
StudentsAm I on track and making
good progress? What are my strengths and interests?
What should I improve?
Wider performance
measures
3 KEY QUESTIONS
THE CURRICULUM ENABLES STUDENTS TO BECOME…
Assessment is fit for purpose to learning
and teaching
Opportunities for spiritual, moral, social, cultural, emotional,
intellectual & physical development
In tune with human
development
Learning Approaches
Varied styles eg enquiry, instruction, active,
practical, theoretical
2
HOW is learning
organised?
3
HOW will schools be judged on how well they are
achieving?
www.atc21s.org
Ways of ThinkingCreativity and innovationCritical thinking, problem solving, decision makingLearning to learn, metacognition
Ways of WorkingCommunicationCollaboration (teamwork)
Tools for WorkingInformation literacy (includes research on sources, evidence, biases, etc.)ICT literacy
Living in the WorldCitizenship – local and globalLife and careerPersonal & social responsibility – including cultural awareness and competence
Ways of ThinkingCreativity and innovationCritical thinking, problem solving, decision makingLearning to learn, metacognition
Ways of WorkingCommunicationCollaboration (teamwork)
Tools for WorkingInformation literacy (includes research on sources, evidence, biases, etc.)ICT literacy
Living in the WorldCitizenship – local and globalLife and careerPersonal & social responsibility – including cultural awareness and competence
Ways of ThinkingCreativity and innovationCritical thinking, problem solving, decision makingLearning to learn, metacognition
Ways of WorkingCommunicationCollaboration (teamwork)
Tools for WorkingInformation literacy (includes research on sources, evidence, biases, etc.)ICT literacy
Living in the WorldCitizenship – local and globalLife and careerPersonal & social responsibility – including cultural awareness and competence
Ways of ThinkingCreativity and innovationCritical thinking, problem solving, decision makingLearning to learn, metacognition
Ways of WorkingCommunicationCollaboration (teamwork)
Tools for WorkingInformation literacy (includes research on sources, evidence, biases, etc.)ICT literacy
Living in the WorldCitizenship – local and globalLife and careerPersonal & social responsibility – including cultural awareness and competence
Find the sum of the angles p + q + r + s
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Find the sum of the angles p + q + r + s
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Paper-based assessment
Traditional assessment
Innovative assessment
Technology rich assessment
Traditional, paper-based assessment; low level of innovation
Technology delivers business process improvements (eg. lower cost, when ready testing)
Technology delivers innovative assessments, designed to affect curriculum and learning
Transform
ational strategy
Migratorystrategy