Part 5 - Moving forward - from rhetoric to reality.
Over the past week we have taken some time to reflect on our process of creating a meaningful and usable framework for embedding "21st century literacy" into our school curriculum. Part 1, 2, 3, 4 sought to guide you the reader through our thinking and seek out feedback and
friendly criticism. Blogs are such a great venue for conversations like this.
Our final post asks for advice on how to make it a reality.
Our framework was designed with the International School of Bangkok and its teachers in mind. While we feel it could apply to any educational setting we are not bound by any external curricular limitations other than that which the International Baccalaureate sets out in grades 11 and 12. Our school is heavily invested in the UBD (Understanding by Design) approach to unit/curriculum planning and as a result we have chosen to use "essential questions" to guide our framework.
To quote from an earlier post:
Looking at Wiggins and McTighe's Understanding by Design approach to curriculum and unit design we liked how big "essential questions" and "enduring understandings" had helped us plan and design units when we were teaching math and social studies. What if this same "best practice" approach could be applied to the way technology was used and
talked about in the classroom? If this was good curricular design practice, why should technology and thinking curriculum be any different? What if that same approach was used in the way we looked at
connecting technology and learning across the curriculum? What if there were only a few manageable questions that even the most tech-resistant teacher could see value in?
Best practices regarding meaningful technology integration vary world wide. As technology is a real and relevant teaching and learning tool, we felt that our approach should leverage internationally-recognized best
practices and current research if it was to truly gain acceptance in our school. Whether you use the new NET Standards as a framework or something else, it is important that you meet your teachers where they are and stay consistent with what is accepted and established practice in your own school environments.
When we walk into school every day we are confident that kids are learning how to read, write, and do math. Our teachers are trained to teach these subjects. We trust in their professionalism and in the belief that these teachers want to prepare students for their futures.
In our embedded curriculum model, we have tried to ensure that the nature of "what teachers have to teach" seems accessible to them and just as
importantly doable - that the conversations involving technology are conversations that teachers are already having about truth, safety, communication, and collaboration.
But theory is not practice.
- What are the best ways to get teachers not only on board and trained, but fundamentally believing in the importance of including this curriculum into "the way they do business"?
This is where we want to go. We would like your input. It's time for the collective intelligence of the Web 2.0 world to kick in.
None of us is as good as all of us
Please chime in.
Thanks for joining us this week. In particular, thanks to Scott for lending us his audience.
We've enjoyed the conversation.
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The 21st century is experiencing an Asianization of politics, business, and culture.
- Our theories about the world, even about history or the geopolitics of the present, tend to be shaped by Anglo perspectives of the Western industrial democracies, particularly those in the United States and the United Kingdom.
- The West, however, is not united. Canada, for instance, acts in many ways that are not in line with American or British policies, particularly in regard to populism. Even if it were united, though, it would not represent most of the world's population.
- European ideas, such as parliamentary democracy and civil service, spread across the world in the 19th century. In the 20th century, American values such as entrepreneurialism went global. In the 21st century, however, what we're seeing now is an Asianization — an Asian confidence that they can determine their own political systems, their own models, and adapt to their own circumstances.
Research has shown that men today have less testosterone than they used to. What's happening?
- Several studies have confirmed that testosterone counts in men are lower than what they used to be just a few decades ago.
- While most men still have perfectly healthy testosterone levels, its reduction puts men at risk for many negative health outcomes.
- The cause of this drop in testosterone isn't entirely clear, but evidence suggests that it is a multifaceted result of modern, industrialized life.
Can sensitive coral reefs survive another human generation?
- Coral reefs may not be able to survive another human decade because of the environmental stress we have placed on them, says author David Wallace-Wells. He posits that without meaningful changes to policies, the trend of them dying out, even in light of recent advances, will continue.
- The World Wildlife Fund says that 60 percent of all vertebrate mammals have died since just 1970. On top of this, recent studies suggest that insect populations may have fallen by as much as 75 percent over the last few decades.
- If it were not for our oceans, the planet would probably be already several degrees warmer than it is today due to the emissions we've expelled into the atmosphere.
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