Emerging new models of teaching

and learning

a bit of economic history

100 BC 1000 AD 1750 AD 1900 AD 1950 AD 2010 AD0%

25%

50%

75%

100%

Farmers Manufacturing Knowledge Workers

“The new jobs require a good deal of formal education and the ability to acquire and to apply theoretical and analytical knowledge. They require a different approach to work and a different mind-set. Above all, the require a habit of continual learning.” – Peter Drucker

Design for clearly defined outcomes

tabula rasa

Tabula rasa is the epistemological thesis that individuals are born without built-in mental content and that their knowledge comes from experience and perception.

elements in play

• Time: Where (all) can learning happen? What schedules work best?

• Roles: students, teachers, parents, leaders – who can be an ‘educator’

• Location: is “school” a location? • Outcomes: individualized learning paths, what it

means to ‘graduate’• Assessments: diagnostic and variable to fit learning

paths; competency focused; embedded, continuous

Which outcomes do we want?

Students

Educators

Parents and Communities

Students drive & own their learningStudents with 21C competenciesStudents who are great citizensStudents who are life-long learners

Teachers empowered to do higher order tasks and exemplify learningParents & students as peer educatorsExperts as educators(Technology serving mundane tasks)

Parents and Communities more engaged in learning, their own and their children’s

ENABLING POWERFUL LEARNING FOR ALL

new models

• School of One• Synapsis

key tactics1. New forms and models of assessment: begin implementations now

1. Enables curricular and pedagogical changes

2. Leadership and professional development: setting expectations that all groups must be learning all the time

1. Transparency kills isolation

3. Focus on student-centered pedagogy aligned with clear learning goals

4. Measure and reward effective change (and risk-taking) at the system level1. School Leaders2. Teachers3. Students

Its closer than we think

Not enough computers for student use

Not enough support for the integration of technology into instruction

Not enough technical support

Difficulty in accessing computers in labs or the library

Not enough computers for teacher use

Internet connection not available or unreliable

Complex security requirements to access computers

Blocked access to relevant Internet sites

ICT is not supported by school leadership or policy

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Senegal Russia Indonesia FinlandSource: ITL Research 2010 Pilot Year, Teacher survey: % of responding teachers reporting "moderate" or "significant" barrier

Creating newExpectations of

success

Student responsible for own learning goals and paths

Teachers roles – high level mentors

and learning experts

Parents as co-educators

Home as learning center

School as boundary-less in space and time