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Equipping Young People for Tomorrow’s World Michael Fullan Ontario, Canada Strong Performers and Successful Reformers Le

Equipping Young People for Tomorrow’s World Michael Fullan Ontario, Canada Strong Performers and Successful Reformers Lessons from PISA OECD-Tokyo, Japan Seminar June 28-29, 2011 www.michaelfullan.ca. The Idea and Importance of Whole System Reform.

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Equipping Young People for Tomorrow’s World Michael Fullan Ontario, Canada Strong Performers and Successful Reformers Le

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  1. Equipping Young People for Tomorrow’s World Michael Fullan Ontario, Canada Strong Performers and Successful Reformers Lessons from PISA OECD-Tokyo, Japan Seminar June 28-29, 2011 www.michaelfullan.ca

  2. The Idea and Importance of Whole System Reform More equal societies almost always do better on measures of health and social problems. —Wilkinson & Pickett, 2009

  3. International Race Education is key to prosperity and the top countries are striving hard to get even better. —Fullan, 2011

  4. Problem Too narrow vs too vague — Fullan, 2011

  5. Example One: AT21CSWays of Thinking • Creativity and innovation • Critical thinking, problem solving, decision making • Learn to learn, meta cognition —AT21CS, 2010

  6. Example One: AT21CSWays of Working • Communication • Collaboration (teamwork) —AT21CS, 2010

  7. Example One: AT21CSTools for Working • Information literacy • ICT literacy —AT21CS, 2010

  8. Example One: AT21CSLiving in the World • Citizenship: local and global • Life and career • Personal and social responsibility —AT21CS, 2010

  9. AT21CS Remit • Clear operational definitions • Solutions to testing • On screen assessments • Classroom based strategies —AT21CS, 2010

  10. Example Two: FinlandCitizenship Skills • Thinking skills • Ways of working and interacting • Crafts and expressive skills • Participation and initiative • Self-awareness and personal responsibility —Fullan, 2011

  11. Singapore Produces Citizens • Confident, with strong sense of right and wrong, thinking independently • Self-directed learners • Active contributors who work effectively in teams • Concerned citizens —Fullan, 2011

  12. Whole System Reform: Criteria • All means all • Raise the bar, close the gap • Individual and collective capacity of educators • Precision/specificity • Deep student engagement • Measureable improvement/results —Fullan, 2011

  13. Three-Legged Stool • Standards/assessment/instruction • Instruction is the weakest and most difficult to develop —Fullan, 2011

  14. Slow Road to Higher Order Skills:Bad News We could find little evidence of progress toward accomplishing higher order skills. —Fullan & Watson, 2011

  15. Slow Road to Higher Order Skills:Good News Several countries are setting their sights on HOS and they have a strong foundation on which to build. —Fullan & Watson, 2011

  16. Digital Dilemma • The digital world of students is largely outside schooling and it is diffuse/unfocused • Motion Leadership/Madcap —Fullan, 2011

  17. Engagement • Re-wired students re-connected • Teachers precision and expertise re-ignited —Fullan, 2011

  18. References • CISCO/Intel/Microsoft. (2010). Assessment and teaching of 21st century skills (AT21CS): Author. • Fullan, M. (2011). All systems go. Thousand Oaks, CA: Corwin • Fullan, M., Watson, N. (with Cameron, D.) (2011). The slow road to higher order skills. Report to the Stupski Foundation, San Francisco, CA. • Wilkinson, R., & Pickett, K. (2009). The spirit level: Why more equal societies almost always do better. London: Allen Lane.

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