Feeds:
Posts
Comments

Posts Tagged ‘World Economic Forum’

Equipping the rising generation of students with what are termed “21st century skills” is all the rage. Since the fall of 2010, British Columbia’s Ministry of Education, like many other education authorities, has been virtually obsessed with advancing a B.C. Education Plan championing the latest iteration of a global education transformation movement – technology-based personalized learning.

BCEdPlanElements

 

The whole concept of 21st century skills, promoted by the World Economic Forum and the Organization for Economic Cooperation and Development (OECD), rests upon widely-circulated global theories about our fast changing, technology-driven, unpredictable future. Leading proponents of the new dogma contend that it is now essential to ensure that our youth are “equipped with the right type of skills to successfully navigate through an ever-changing, technology-rich work environment’ and ready to “continuously maintain their skills, upskill and/or reskill throughout their working lives.”

Much of the 21st century learning mantra went unchallenged and escaped critical scrutiny until quite recently. Today many of the education researchers challenging the 21st century learning orthodoxy are charter members of researchED, a British grassroots teacher research organization, founded by teacher Tom Bennett five years ago.

A growing number of outstanding education researchers, including Daniel T. Willingham, Dylan Wiliam, and Paul A. Kirschner, have been drawn to researchED rEDONTWillinghamCloseUpbecause of its commitment to scrutinize prevailing theories, expose education myths, and encourage more evidence-informed curriculum policy and teaching practice. That is precisely why I took the lead in bringing researchED to Canada in November 2017.

British Columbia teachers have given the futuristic B.C. Education Plan a cool reception and are, by every indication, ripe for teacher-led research and curriculum changes that pass the evidence-based litmus test.

A 2017 BCTF survey of teachers gave the B.C. Education Plan mixed reviews and has already raised serious concerns about the province’s latest iteration of a “21st century skills” curriculum. Teachers’ concerns over “personalized learning” and “competency-based assessment” focus on the “multiple challenges of implementation” without adequate resource support and technology, but much of the strongest criticism was motivated by “confusion” over its purposes, concern over the lack of supporting research, and fears that it would lead to “a less rigorous academic curriculum.”

Such criticisms are well-founded and consistent with new academic research widely discussed in researchED circles and now finding its way into peer-reviewed education Vo Raad/Magazine, Blik van Buiten, Paul Kirschner, Heerlen, 12 12 2013research journals. Professor Paul A. Kirschner and his Open University of the Netherlands team are in the forefront in the movement to interrogate the claims and construct an alternative approach to preparing our children for future success.

Research-informed educators are now asking whether the so-called 21st century skills actually exist. If these skills do exist, to what extent are they new or just repackaged from previous generations of attempted reform.  Why, they ask, have the number of identified skills ballooned from four in 2009 (Partnership for 21st Century Skills) to 16 in 2016 (World Economic Forum).

What students need – and most teachers actually want – is what Kirschner has termed “future-proof education.” Based upon recent cognitive science research, he and others are urging teachers to take action themselves to ensure that evidence-informed practice wins the day.

The best way forward may well be deceptively simple: set aside the “21st century skills” paradigm in favour of the acquisition of knowledge, skills, and attitudes necessary to continue to learn in a stable and enduring way in a rapidly changing world.”

Kirschner and his research team propose a new “future-proof” basis for preparing students for success and fulfillment: 

  1. Cognitive and metacognitive skills are critical. Five of the identified GCM clusters emphasize such skills and suggest emphasizing a progression from concrete cognitive skills to more generic personality competencies.
  2. Authentic learning situations should be a high priority and the driving force for teaching, training, and learning. Such tasks help learners to integrate knowledge, skills, and attitudes, stimulate them to develop coordinate skills, and facilitate transfer of what is learned to new problem situations.
  3. Redesigning schools and professionalizing teachers in 21st century learning strategies are not likely to make much of a difference. Shift the focus to cognitive and metacognitive skills, linking learning with authentic, real-life situations and matching teaching methods with educational contexts and goals.

DidauTaxonomyRushing head-long into 21st century skills makes little sense to Kirschner and fellow researchers because the most effective and durable initiatives are those that are planned and staged over a longer span of as much as 15 years. He proposes a three-stage approach: 1) laying the building blocks (i.e., concrete cognitive knowledge and skills);  2) develop higher-order thinking and working skills; and 3) tackle Bigger Problems that require metacognitive competencies and skills. Much of the underlying research is neatly summarized in David Didau’s 2017 Taxonomy demonstrating the connection between long term memory and working memory in teaching and learning.

All of this is just a small taste of my upcoming researchED Vancouver 2019 presentation on the B.C. Education Plan.  It will not only analyze the B.C. version of 21st Century Learning, but attempt to point the province’s education system in the right direction.

Where did the “21st century skills” movement actually originate?  Where’s the evidence-based research to support 21st century skills projects such as the B’C. Education Plan? How much of the Plan is driven by the imperatives of technology-based personalized learning and its purveyors? Can you successfully prepare students for careers and jobs that don’t exist? Would we be better advised to abandon “21st century skills” in favour of “future-proof learning”? 

Advertisements

Read Full Post »