gifted educators conference_ cf resa, 12, 2010
DESCRIPTION
Regional consortium of Gifted Education professionals. Keynote presentation.TRANSCRIPT
Three Rs and Four Cs for Digital Competence
Elizabeth D. HolmesDecember 9, 2010
Global Education Challenges
What changes will we see in the job market of 2015?
What skills will students need to thrive in a complex global economy?
How can our gifted educators prepare our students for their futures?
How will students acquire the digital competence needed to be successful in the workplace?
Handout: The Three Rs and Four C’s
changes in job market
creators knowledge factory farmerAs society embraces the tools of the age
change
farmers~craftsmen~manufacturers~white-collar~service~professionals~creators
Agricultural Industrial Information Conceptual
computersglobalization
Technology can change the nature of work faster than
people can change their skills.
The problem is compounded when a nation’s educational system
grows out of touch with job market trends.
How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US)
1960 1970 1980 1990 200240
45
50
55
60
65 Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine inter-active
Scripts computerized
(Levy and Murnane)Mean t
ask
inp
ut
as
perc
en
tile
s of
the 1
960
task
dis
trib
uti
on
Factory worker
Specialized hand work
Scripts computerized
Expert thinking
Complex communication
Routine Manual Tasks1970 – 2002
Physical tasks that use deductive or inductive rules.
Non-routine Manual Tasks 1970 – 1990
Physical tasks that do not follow a set of rules. Requires skills and
abilities that a computer cannot carry out.
Routine Cognitive Tasks 1970 – 1980 -2002
Mental tasks that are completed by applying deductive or inductive
rules.
How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US)
1960 1970 1980 1990 200240
45
50
55
60
65 Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine inter-active
(Levy and Murnane)
Mean t
ask
inp
ut
as
perc
en
tile
s of
the 1
960
task
dis
trib
uti
on
The dilemma of schools:The skills that are easiest to teach and test are also the ones that are easiest to digitize, automate and outsource
The challenge for schools:Identify and teach the skills needed to support job market trends: Requires critical thinking, communication, collaboration, creativity
changes in job market
What are the implications for educating gifted students?
…a profound gap…
between the knowledge and skills students learn in school…
…and the skills needed in the global workplace.
Today’s school system faces irrelevance...
unless we bridge the gap…
between how students live…
…and how they learn.
what skills are needed?
The 3 RsReal, Relevant,
Rigorous
The 4 CsCritical ThinkingCommunication
CollaborationCreativity
When a problem can’t be solved by rules, it is necessary to look for
other solution methods.
Expert Thinking is a collection of specific solution methods that vary
with the problem at hand.
Expert Thinking
Tasks Requiring Expert Thinking
Solving problems for which there are no rule-based solutions.
computer assisted
Patt
ern
Reco
gniti
onCase-based Reasoning
Prev
ious
Sol
ution
s
Problem: Reduce energy consumption in an old house
Previous Solutions•Windows?•Insulation?•Furnace?
Looking for Patterns
Unique Situations•Climate•Floorplan•Occupant habits
An individual’s ability to make progress on this type of problem is one good
indicator of their ability to succeed in today’s economy.
Complex Communication
The ability to establish a common understanding of information.
In technology-rich environments where information is abundant
rapidly changing, this skill is essential.
Tasks Requiring Complex Communication
Interacting with humans to acquire, explain or to persuade others based on information.
computer assisted
Complex Communication in Context
Victor Hugo, Les Misérables, 1862
popular media
read, write web tools
video conferencing
chats and discussions
social networking
social bookmarking
digital photosharing
Print tool/content resources
Problem: Interpret and apply key information in appropriate contexts
Creativity is an essential skill needed to develop and sustain
new occupations.
Tasks Requiring Creativity
It is impossible to imagine many of the new occupations that will exist in a
decade.
But we do know the skills these future occupations will require.
what skills are needed?
What are the implications for educating gifted students?
the fundamental
question
For what worldwill today's
schools prepare our students?
That’s the Way We’ve Always Done It, Ian Jukes
theagricultural age?
18th century…shaped our current school schedules
theindustrial age?
19th century…shaped our current instructional design
theinformation age?
20th century
VOKI
*AT
RISK
*…globalization shaped a demand for reform
economic function is to create new ideas, new technology, or new content
educators
conceptual age?entertainersmusiciansartistsdesignersarchitectsengineersscientistsfinancelawhealthcare creative class
preparing for expert thinking
unwiredunwired
wiredwired
transformerstransformers
coronation
Harold Edgarton, Stop-motion photography 1947
…empowered but not powerful
chaos systems thinkinginformation and media literacy
visual literacycommunication skills
critical thinking
problem solving
creating and innovating
interpersonal collaboration skills
initiative and direction
flexibility and adaptability
ethical behavior
social/personal and cross cultural skillsleadership and responsibility
project planning and development
productivity and accountability
technologyinformation
chaos
isolated ~ connectedisolated ~ connected
Communities already exist..
Communities already exist..
Mark Zuckerberg, founder and CEO of Facebook
Integrate 3 R’s
Reading Lang Arts Math Science Soc Studies
3 58/60-2
64/640
65/64+1
69/73- 4
61/64- 4
4 62/61+1
66/62+4
62/60+2
63/64-1
65/66-1
5 68/65+3
69/65+4
72/61+11
70/65+5
68/65+3
666/61
+570/63
+772/64
+872/65
+769/61
+8
7 64/60+4
71/67+4
71/63+8
65/64+1
60/61-1
8 61/66-5
56/63-7
70-64+6
60/65-5
58/61-3
Creativity
Collaboration
Critical Thinking
Communication
organize abandonmentorganize abandonment
wired educators
preparing for expert thinking
What are the implications for educating gifted students?
2007
“Tough Choices or Tough Times” 2006
World market professionals
available in a wide range of fields for a fraction of what U.S. professionals charge
Our young adults
score at “mediocre” levels on the best
international measure ofperformance
Tough Choices or Tough Times
International Outcomes(8th Grade PISA Results in OECD Nations, 2006)
ScienceFinlandCanadaJapan
New ZealandAustralia
NetherlandsKorea
GermanyUnited Kingdom
MathFinland KoreaNetherlandsSwitzerlandCanadaJapanNew ZealandBelgiumAustralia
U.S. is # 29 /40
topnations
U.S. is # 35/40
topnations
Will the world’s employers pick U.S. graduates?
only… 1.) if compete academically2.) if exceed in creativity,
innovative capacity and ability to learn quickly
top academic performance,
creative and innovative.able to learn very quickly…
Tough Choices or Tough Times
PRO
FILE
OF
SUCC
ESSF
UL
WO
RKER
S
developing student competence
Organization for Economic Co-operation and Development
OEC
DUse Frameworks and Assessments (PIAAC ) to measure the skills needed in the labor market and estimating those skills’ prevalence in the schools.•Literacy•Numeracy•Problem-Solving in
Technology Environments• Complex Communication*
workplace needs
GAP what school deliver
AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States
0 10 20 30 40 50 60 700
5000
10000
15000
20000
25000
30000
1995Ex
pend
iture
per
stu
dent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
Graduate supply
Cost
per
stu
den
t
A World of Change – Higher Education
AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States
0 10 20 30 40 50 60 700
5000
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20000
25000
30000
1995Ex
pend
iture
per
stu
dent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
A World of Change – Higher Education
United States
Finland
Graduate supply
Cost
per
stu
den
t
Sweden
AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States
0 10 20 30 40 50 60 700
5000
10000
15000
20000
25000
30000
2000Ex
pend
iture
per
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at t
ertia
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vel (
USD
)
Tertiary-type A graduation rate
Australia
FinlandUnited Kingdom
A World of Change – Higher Education
AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States
0 10 20 30 40 50 60 700
5000
10000
15000
20000
25000
30000
2001Ex
pend
iture
per
stu
dent
at t
ertia
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USD
)
Tertiary-type A graduation rate
A World of Change – Higher Education
AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States
0 10 20 30 40 50 60 700
5000
10000
15000
20000
25000
30000
2002Ex
pend
iture
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at t
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USD
)
Tertiary-type A graduation rate
A World of Change – Higher Education
AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States
0 10 20 30 40 50 60 700
5000
10000
15000
20000
25000
30000
2003Ex
pend
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at t
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USD
)
Tertiary-type A graduation rate
A World of Change – Higher Education
AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States
0 10 20 30 40 50 60 700
5000
10000
15000
20000
25000
30000
2004Ex
pend
iture
per
stu
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at t
ertia
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vel (
USD
)
Tertiary-type A graduation rate
A World of Change – Higher Education
AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States
0 10 20 30 40 50 60 700
5000
10000
15000
20000
25000
30000
2005Ex
pend
iture
per
stu
dent
at t
ertia
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USD
)
Tertiary-type A graduation rate
A World of Change – Higher Education
AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States
0 10 20 30 40 50 60 700
5000
10000
15000
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25000
30000
2006Ex
pend
iture
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Tertiary-type A graduation rate
A World of Change – Higher Education
United States
Australia
Finland
United Kingdom
Sweden
Singapore, Finland, and South Korea have the top education systems in the world. These nations achieved this by recruiting the top one-third + graduates.
Program for International Student Assessment (PISA)
Shanghai Students World Champs on Science, Math, Reading Test
Shanghai Students World Champs on
Science, Math, Reading Test. U.S.
trails much of industrialized world.
December 7, 2010 Program for International Student Assessment (PISA)
Moving targetsFuture supply of college graduates
China EU US -
2,000,000
4,000,000
6,000,000
8,000,000
10,000,000
12,000,000
2006
2010
2015
2020
460
465
470
475
480
485
490
495
500
505
Math, 2003 Math, 2006 Science, 2003 Science, 2006
United States
OECD Average
U.S. Scores on PISA and PIRLS Have Dropped Since 2000
(Program in International Student Assessment, Reading Literacy Study)
Math 30th
Science 23
Reading 15th
December 7, 2010 Program for International Student Assessment (PISA)
Ability to communicateAdaptability to changeAbility to work in teamsPreparedness to solve problemsAbility to analyze and conceptualizeAbility to reflect on and improve performanceAbility to manage oneselfAbility to create, innovate and criticizeAbility to engage in learning new things at all timesAbility to cross specialist borders
New Context and Expectations
Chris Wardlaw, "Mathematics in Hong Kong/China – Improving on Being First in PISA"
Chin
a
• Engage learners by and tailoring tasks to needs and interests;
• Develop a new generation of assessments;• Connect teachers with experts/resources;• Build access to technology in/out of the
classroom; • Harness technology to increase district
productivity and student achievement.
2010 National Educational Technology Plan (NETP) Goals
USA
Use technology to:
New Context and Expectations
developing student competence
What are the implications for educating gifted students?
global project-based
learning
global project-based
learning
References
• Galinski, E. (2010). Mind in the making. New York: Harper Studio.
• Levy, F. and Murnane, R. (2004 The New Division of Labor: How Computers are Creating the Next Job Market Princeton University Press.
• Levy, F. OECD Directorate for Education, Department of Urban Studies and Planning. (2010). How technology changes demands for human skills oecd education working paper (No. 45). Mass: Department of Urban Studies and Planning, MIT.
• Schleicher, A (2010). Seeing your education system in the prism of international comparisons. Stockholm presentation, May 17. Slideshare.
Photo Credits• badjonni's photostreamDS' photostream• AZAdam's photostream• Thomas Hawk's photostream• horizontal.integra tion's photostream• Will Lion's photostream• Latente 囧 Il Bipensiero al Governo's photostream• Spitzgogo_CHEN (Nokia 6230i)'s photostream• ®DS' photostream• monsieurlam's photostream• kevindooley's photostream• simiant's photostream• closelyobserved.co m's photostream
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