School of the future v2

Our School of the Future

By Alvin Tan & Terence Tan

The school designs a curriculum that :- value personalised learning- harnesses ICT for effective teaching & learning- provides real world connection through project based learning- inculcates 21st century skills

School of the Future

PastAssessment of LearningSummative AssessmentTeacher-centredStudents as recipients of knowledgeIndustrial-style classroomTextbook as providers of knowledgeChalk BoardTraditional teaching methodsNon-digital learnersWeb 1.0 (read-only web)Mass lecture style

Situational Analysis

PresentAssessment for LearningFormative AssessmentStudent-centredStudents as knowledge creatorsCollaborative classroomInternet as providers of knowledgeInteractive whiteboardICT infused teaching methodsDigital NativesWeb 2.0 tool (read-write web)Personalised learning

Constructivist

Personalized System

Mass customisation

Time variable/ Achievement constant/ Mastery based / variable-pace learning model

Mobile / anywhere and everywhere

Blended learning

Flexible schedule (curriculum) ; anytime

Differentiated instruction

Differentiated and specialized teacher role

Digital Portfolio and exhibition

School of the Future

1. Flexible, Anytime/Everywhere Learning - learning beyond traditional school day through blended learning - virtual educators and simulations can be used ( variable time and constant learning )

2. Redefine Teacher Role and Expand “Teacher” - Facilitator model - other mentors in the community

3. Project-Based/Authentic Learning Opportunities - increase relevance of learning and improve students’ ability to apply knowledge

5 essential elements for School of the Future

4. Student Driven Learning Path - more explicit control to design and determine their curriculum, as well as assessment - learning at a time and pace that works best for individual students

5. Mastery/Competency-Based Progression/Pace - provide opportunity to work at own pace and to reinforce a particular skill or standard until they have mastered the content. - address standard at a time/manner that meets their needs, rather than being taught only when everybody covers a certain topic. - some may accelerate their pace of learning, while others can take additional time to learn.

5 essential elements for School of the Future

Personalized learning requires not only a shift in the design of curriculum and instruction, but a leveraging of modern technologies.

Personalization cannot take place at scale without technology. Personalized learning is enabled by smart e-learning systems, which help dynamically track and manage the learning needs of all students, and provide a platform to access myriad engaging learning content, resources and learning opportunities needed to meet each student’s needs everywhere at any time (Kolderie et al, 2010)

Personalized Learning

ICT is being used as an enabler to : 1. personalized Learning (lesson delivery & Assessment)2. promote acquiring of 21st century skills - Research & Information Fluency - Communication & Collaboration - Critical Thinking & Problem Solving - Creativity & Innovation3. create digital portfolio

Information Communication Technology (ICT)

Effective technology integration for pedagogy on subject content

Bloom’s Taxonomy to guide and assess learner’s understanding

Effective technology integration for pedagogy on subject content

Bloom’s Taxonomy to guide and assess learner’s understanding

Digital Bloom’s Taxonomy using Web 2.0 tools

Digital Bloom’s Taxonomy

Visual Representation

Technological Knowledge (TK)

Effective technology integration for pedagogy on subject content

Teaching for Understanding (TfU) framework, Howard Gardner’s multiple intelligence theory for lesson design

Bloom’s Taxonomy to guide and assess learner’s understanding

Digital Bloom’s Taxonomy using Web 2.0 tools

The theory of multiple intelligences talks about providing eight different potential pathways to learning.

If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning.

Howard Garner’s Multiple Intelligence Theory

Pedagogical Knowledge (PK)

The 8 intelligences are :words (linguistic intelligence) numbers or logic (logical-mathematical intelligence) pictures (spatial intelligence) music (musical intelligence) self-reflection (intrapersonal intelligence) a physical experience (bodily-kinesthetic intelligence) a social experience (interpersonal intelligence), and/or an experience in the natural world (naturalist intelligence)

Howard Garner’s Multiple Intelligence Theory

Pedagogical Knowledge (PK)

Laurie Brady & Kerry Kennedy (2010), Curriculum Construction, 4th edition, Pearson Education Australia

Koehler, M.J. & Mishra, P (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Extracted from http://tpck.pbwiki.com/

Wolf, M. A. (2010). System Redesign for Personalized Learning. Washington, DC: Software & Information Industry Association (SIIA)

http://gccisdscience.wikispaces.com/Digital+Blooms Gardner, Howard. (1999) "Intelligence Reframed: Multiple

Intelligences for the 21st Century." New York Teaching for Understanding (TfU) framework

http://learnweb.harvard.edu/alps/tfu/info3.cfm Bloom’s Taxonomy for Ipad

http://langwitches.org/blog/wp-content/uploads/2011/08/Bloom-iPads-Apps.jpg

References