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Modernizing Curriculum, Instruction and Assessment
Transcript of Modernizing Curriculum, Instruction and Assessment
New Skills for global innovation Societies
New Assessments 21st Education The Development of "World -Class" Standards New Skills for Global Innovation Societies Assessment United States Education Product Ensuring Scientific and Technological Literacy Promoting Critical Thinking About Sustainable Economies Developing Global Knowledge and Skills Promoting Creativity and Learning How to Learn In ever changing Environment creativity and innovation are needed. Basics are still important, but a deeper understanding is necessary (creativity and application). Which includes deeper knowledge of the content, and applying it to real life scenarios.
1. Critical thinking/ problem solving
2. Application of information technology
3. Teamwork and collaboration
4. Creativity/ innovation Creativity is a combination of knowledge, thinking, motivation, metacognition, and environmental factors. Economic Scarcity
More consumption of resources: how does this affect our global environment?
Education systems added environmental literacy and sustainability to the school curriculum.
Some states have enacted environmental or sustainability initiatives, and/or added environmental literacy to science and social studies standards.
Understand the dynamics of complex living systems, and how they change, and have necessary tools to address future choices
Understand the theories of sustainable economies and how individual behavior can contribute to health of the environment.
Recognize the interdependence of living things through a healthy Commons, and assume responsibility for caring for the Commons.
Be able to work with others of different backgrounds to design and implement actions that serve the community (cloud, 2010). Students must understand they are interconnected with the world.
Necessary skills: compete, connect and cooperate on a global scale.
Relate effectively to citizens of other nations and cultures.
Emphasis Geography and World History
they need the knowledge and tools to act as citizens of the world.
Value the multicultural room: understand and value other cultures.
create a global vision and culture by revising mission statements, that support international learning.
They develop an internationally oriented faculty by recruiting teachers with international interests, and encourage teachers to study abroad.
They integrate international content into all curriculum areas.
They emphasize the learning of world languages.
They harness technology to tap global information sources, create international collaboration, and other international courses online.
They expand student experiences through internationally oriented service learning, internships, and partnerships with schools in other countries. *Steps in the right direction- International Common Core state standards
*For the Common core standards to lift Americans students’ achievement to world-class levels, they will need to be accompanied by strong, content-rich curriculum, well-educated teachers using modern pedagogy, and better assessment.
*What do schools do? Have a broad but focused curriculum, centered on the most important concepts.
Put more emphasis on student-centered learning methods such as problem- and project-based learning.
*Education-as-usual prepares our students for the world of yesterday, not the world of tomorrow. http://www.discoveryglobaled.org/what.html#oldtab102 http://www.dailymotion.com/video/xdmob7_high-school-students-for-environmen_people http://asiasociety.org/video/education/asia-top-class The schools for today and yesterday are not the schools we need for tomorrow. Instead we need new mindsets, processes, strategies and new paradigms for instructional leadership. It surprises us that as the world outside changes, the education system can remain static.
---Ashok Ganguly, Former Chairman of India’s Central Board of Secondary Education “…just as the 19th century school curriculum of the agricultural era gave way to a more scientific and technical curriculum after the industrial revolution (Zhao, 2009)…” “…so the hyper digital and global world of the 21st century will demand different knowledge and skills from our students if they are to be successful.” 19th Century Agriculture 20th Century Science and Technology Skills Students Need Eisenhower National Goals “…long history of unsuccessful efforts to create national standards” Common Core Standards “…three critical instructional commonalities between countries whose students excel in science and math: focus, rigor, and coherence”.
“…differ from most current state standards in a number of ways”.
Enlish/Lanuage Arts: provide sample texts, provide student
writing samples, are clearer and more rigorous than the ELA standards in 37 states and equivalent to those in 39 states
Math: standards “draw on the lessons from high-performing countries by giving greater focus to the curriculum, allowing teachers and students more time to develop mastery of concepts rather than having to spend large amounts of time reviewing the same concepts year after year”. Standardized Assessments curriculum based assessments consist of: multiple choice, matching, true/false, or fill in the blank questions.
Standardized Assessments can be created by the teacher or the state.
They are usually in the form of a formal assessment and are said to be very easy and also very cheap to make. This is why they are so commonly used. Culminating performance assessments are hands on activities that students can relate to their lives and show a sense of ownership by creating a product.
Culminating performance assessments provide more ways for students to illustrate comprehension besides standardized tests.
culminating performance assessments are more content focused and knowledge based because the students must demonstrate a firm grasp of the content.
This form of assessment is not as commonly used because it can be costly and time consuming. What do schools and teachers need to provide? Global Schools Work Place Success Attempts to create unified national standards past - present. (1959 - now)
* U.S. performance low on international tests:
- wide discrepancies among state standards
- proficiency cut scores * U.S. students not equally prepared for college and
* The quality of education for U.S. students is too
heavily based on location In the 1950's manufacturing jobs employed 50 percent of workers, now those jobs accountfor only 10 percent "...all amercans, no matter
their line of work, will need a deeper
understanding of the STEM fields
(science, technology, engineering