Designing schools, curriculum and assessment for the 21st Century Martin Ripley

1. Designing schools, curriculum and assessment for the 21st Century Martin Ripley with interpretation by Dr Muhammed Shoukany Tuesday 26th January 2010 yom al thalaatha 11 safar 1431 A.H Lecture to the King Abdullah Project for Educational Development

2. Boeing’s Desired Attributes of an Engineer • 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

4. 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

5. Innovation and efficiency in businesses: • use of IT • self-managed teams • decentralised decision-making • use of computers by front-line workers

7. Common classroom activities Copy from the board or a book 52% Listen to a teacher talking for a long time 33% Have a class discussion 29% Take notes while my teacher talks 25% Work in small groups to solve a problem 22% Spend time thinking quietly on my own 22% Have a drink of water when I need it 17% Talk about my work with a teacher 16% Work on a computer 16% Listen to background music 10% Learn things that relate to the real world 10% Have some activities that allow me to move around 9% Teach my classmates about something 8% Create pictures or maps to help me remember 7% Have a change of activity to help focus 7% Have people from outside to help me learn 4% Learn outside in my school’s grounds 3% Base: All pupils (2,417) Source: Ipsos MORI

8. Most preferred ways to learn 55% In groups By doing practical things 39% With friends 35% By using computers 31% Alone 21% From teachers 19% From friends 16% By seeing things done 14% With your parents 12% By practising 9% In silence 9% By copying 8% At a museum or library 5% By thinking for yourself 6% From others 3% Other 1% Base: All pupils (2,417) Source: Ipsos MORI

11. THE CURRICULUM ENABLES STUDENTS TO BECOME… 3 KEY QUESTIONS Responsible citizens... who make a positive contribution to society 1 WHAT are schools trying to achieve? Successful learners ... who enjoy learning, make progress and achieve Confident individuals... who are able to lead safe, healthy and fulfilling lives Curriculum Aims Attitudes and attributes eg, inquiring, risk-taking, creative, enterprising, confident, open-minded Skills eg, thinking skills, personal, self-reflection, debate, communication Knowledge & understanding eg, subject-specific advanced skills, knowledge of big ideas and influential people Focus for learning 2 HOW is learning organised? Components Lessons Location Events Routines Out-of-hours Out-of-school Varied styles eg enquiry, instruction, active, practical, theoretical 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 Islamic Studies Arabic Studies Social Studies Subjects Maths Science ICT The Arts Sports Short-term Day-to-day assessment: diagnostic, informing learning and next steps. Periodic Assessment at the end of a term of end of module, to identify progress made and effectiveness of teaching Annual tests To compare progress made between schools and to ensure students are on track 3 HOW will schools be judged on how well they are achieving? Assessment System level Evaluation of effectiveness of investments and programmes; international comparisons Schools What teaching approaches are working? Which teachers need support? Are we developing students’ to their full potential? Students Am I on track and making good progress? What are my strengths and interests? What should I improve? Wider performance measures

12. www.atc21s.org

13. Ways of Thinking • Creativity and innovation • Critical thinking, problem solving, decision making • Learning to learn, metacognition • Ways of Working • Communication • Collaboration (teamwork) • Tools for Working • Information literacy (includes research on sources, evidence, biases, etc.) • ICT literacy • Living in the World • Citizenship – local and global • Life and career • Personal & social responsibility – including cultural awareness and competence

14. Ways of Thinking • Creativity and innovation • Critical thinking, problem solving, decision making • Learning to learn, metacognition • Ways of Working • Communication • Collaboration (teamwork) • Tools for Working • Information literacy (includes research on sources, evidence, biases, etc.) • ICT literacy • Living in the World • Citizenship – local and global • Life and career • Personal & social responsibility – including cultural awareness and competence

15. Ways of Thinking • Creativity and innovation • Critical thinking, problem solving, decision making • Learning to learn, metacognition • Ways of Working • Communication • Collaboration (teamwork) • Tools for Working • Information literacy (includes research on sources, evidence, biases, etc.) • ICT literacy • Living in the World • Citizenship – local and global • Life and career • Personal & social responsibility – including cultural awareness and competence

16. Ways of Thinking • Creativity and innovation • Critical thinking, problem solving, decision making • Learning to learn, metacognition • Ways of Working • Communication • Collaboration (teamwork) • Tools for Working • Information literacy (includes research on sources, evidence, biases, etc.) • ICT literacy • Living in the World • Citizenship – local and global • Life and career • Personal & social responsibility – including cultural awareness and competence

18. Find the sum of the angles p + q + r + s

19. Find the sum of the angles p + q + r + s

22. Innovative assessment Technology delivers innovative assessments, designed to affect curriculum and learning Transformational strategy Paper-based assessment Technology rich assessment Migratory strategy Technology delivers business process improvements (eg. lower cost, when ready testing) Traditional, paper-based assessment; low level of innovation Traditional assessment