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Phil Taylor

21st Century Competencies - 0 views

  • education is falling behind the curve,1 as it did during the rapid changes brought on by the Industrial Revolution.
  • The last major changes to cur­riculum2 were effected in the late 1800s as a response to the sudden growth in societal and human capital needs
  • Having students develop deep knowledge is as essential as ever. But today, we must also make that knowledge relevant.
  • ...8 more annotations...
  • Tough choices must be made regarding what to pare back in order to allow for more appropriate areas of focus
  • we need to infuse “themes” — important lenses such as global literacy, environmental literacy, information literacy, digital literacy, systems thinking, and design thinking
  • Higher-order skills such as the “4 C’s” — creativity, critical thinking, communication, and collaboration4 — are essential for deeply learning knowledge as well as for demonstrating understanding through performance.
  • Character is about how we engage in the world.
  • Meta-learning is the awareness of one’s own learning and cognitive ability. Having such an awareness is the best hedge against continuous changes.
  • Historical inertia has been a large deciding factor when it comes to curriculum design, at the policy/process level.
  • we must keep two key questions before us at all times: Is education relevant enough for this century? Are we educating students to be versatile in a world that is increasingly challenged and challenging?
  • The Opportunity for Independent Schools
Phil Taylor

What I'm Writing: February 2016 | Matt Renwick - 0 views

  • Critical thinking, creativity, communication, and collaboration can all happen in the absence of the digital element. It is when we recognize through our instructional preparations that a real need for these technology tools becomes necessary, instead of merely nice.
Phil Taylor

Blending the Best: Better Learning for More Kids | RealClearEducation - 0 views

  • This experience can be—must be—much more than putting some lectures, worksheets, links or tests online. Blended learning opens up unlimited resources, makes daily student collaboration more practical and lets teachers respond to students instantly from across town.
  • Embrace a culture of change and instability, and adapt
  • Get students active in learning:
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  • A blended class can teach students to think critically and creatively, foster skepticism, and guide them to be adaptable, independent learners.
Phil Taylor

We Need to Modernize Education. The Clock Is Ticking - Education Week - 0 views

  • we need to shift from a purely knowledge-based education toward a focus on skills (creativity, critical thinking, communication, and collaboration), character (mindfulness, curiosity, courage, resilience, ethics, leadership), and meta-learning (learning how to learn, growth mindset, metacognition). Schools will need to prepare students to find the intersection between these four dimensions of knowledge, skills, character, and meta-learning
Phil Taylor

The 6 Questions We Should Be Asking About the Future of Learning | LinkedIn - 0 views

  •  We used technology like people do at work – as a tool to helps us get our job done, learn and conduct research, and to connect and collaborate, to build communication skills, and to solve problems. The big insight: technology can power deeper learning.
  • These questions don’t center upon, nor are they dependent on, technology, though if technology is an integral part of our lives, some of the answers to these questions might lie in the use of technology.
Phil Taylor

Blogging About The Web 2.0 Connected Classroom: 3 Essentials for Success in a Blended [Literacy] Classroom - 0 views

  • Digital space expectations would include communication, collaboration, sharing, messaging, appropriate use, etc. Here are a few to get you started:
Phil Taylor

These 5 Big Tech Trends Are Changing the Way We Learn - 0 views

  • educators need to focus on three core 21st-century skills: complex problem solving, critical thinking and collaboration.
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