Benjalug NamfaOffice of Basic Education Commission

• USA 1960’s typical classroom – teacher-centered, fragmented curriculum, students working in isolation, memorizing facts

• A classroom at the School of Environmental Studies, aka the Zoo School, in Minneapolis. A perfect example of real-life, relevant, project-based 21st century education.

teacher-centered, fragmented curriculum, students working in isolation, memorizing facts.

Time-based

Focus: memorization of discrete facts

A classroom at the School of Environmental Studies. A perfect example of real-life, relevant, project-based 21st century education.

Outcome-based

Focus: what students Know, Can Do and Are Like after all the details are forgotten.

Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application.

Textbook-driven

Passive learning

Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.)

Research-driven

Active Learning

Learners work in isolation – classroom within 4 walls

Teacher-centered: teacher is center of attention and provider of information

Little to no student freedom

Learners work collaboratively with classmates and others around the world – the Global Classroom

Student-centered: teacher is facilitator/coach

Great deal of student freedom

“Discipline problems – educators do not trust students and vice versa. No student motivation.

Fragmented curriculum

Grades averaged

No “discipline problems” – students and teaches have mutually respectful relationship as co-learners; students are highly motivated.

Integrated and Interdisciplinary curriculum Grades based on what was learned

Low expectations

Teacher is judge. No one else sees student work.

High expectations – “If it isn’t good it isn’t done.” We expect, and ensure, that all students succeed in learning at high levels. Some may go higher – we get out of their way to let them do that.Self, Peer and Other assessments. Public audience, authentic assessments.

Curriculum/School is irrelevant and meaningless to the students.

Print is the primary vehicle of learning and assessment.

Curriculum is connected to students’ interests, experiences, talents and the real world.

Performances, projects and multiple forms of media are used for learning and assessment

Diversity in students is ignored

Literacy is the 3 R’s – reading, writing and math

Curriculum and instruction address student diversity

Multiple literacies of the 21st century – aligned to living and working in a globalized new millennium.

Factory model, based upon the needs of employers for the Industrial Age of the 19th century. Scientific management. Driven by the NCLB and standardized testing mania.

Global model, based upon the needs of a globalized, high-tech society.

Standardized testing has its place. Education is not driven by the NCLB and standardized testing mania.

21st Century Learners

21st Century Learners

21st Century Learners

21st Century Learning

21st Century Competencie

s, Skills, Curriculum &

Leader

21st Century Skills• Learning and Innovation Skills

-Creativity and Innovation-Critical Thinking and Problem Solving-Communication and Collaboration

21st Century Skills• Information, Media & Technology

Skills-Information Literacy-Media Literacy-ICT ( Information, Communications and Technology) Literacy

21st Century Skills• Life and Career Skills

-Flexibility and Adaptability-Initiative and Self-Direction-Social and Cross-Culture Skills-Productivity and Accountability-Leadership and Responsibility

Curriculum 21Essential Education for a Changing World

• What year are you preparing your students for? 1973? 1995?• Can you honestly say that your

school’s curriculum and the program you use are preparing your students for 2015 or 2020?• Are you even preparing them for

today?Heidi Hayes Jacobs

Our responsibility is to prepare the learners in our care for their world and their future.

So..about Occupation & Technology Curriculum..

What do we cut? What do we cut? What do we What do we keep?keep? What do we create?What do we create?

WHAT ABOUT 21ST LEADERS?

21st century school leadership skills

• The Art of High Expectations• A Focus on the Fundamentals• A Talent for Collaborative Problem Solving• An Inventive Mind• The Ability to Read Data's Story• A Gift for Directing Time and Attention

What about Thai Education?