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The profound changes ahead demand an education approach that lifts the proficiency of all students.
What might this take?
If future adults will need to reinvent themselves and constantly adapt to change, then education will need to focus even more on learning how to learn as well as what to learn.
A theme emerging from our investigations is that some of the key skills and attributes of the future are not necessarily the ones that we directly measure in our major assessments.
We are good at assessing literacy and numeracy skills and students' depth of content knowledge in core subjects. These will continue to be critical. But what of broader skills such as resilience, that idea of the growth mindset, the capacity to fail and try again, to persevere?
Do we know enough about the most effective teaching practices, the tools and resources schools need to nurture them and how best to assess their attainment?
Learn more / En savoir plus / Mehr erfahren:
https://gustmees.wordpress.com/2016/02/18/the-new-possibilities-to-learn-and-teach-with-ict/
Gust raises good questions about teaching students to learn. There are a variety of complex and simple policies and practices to answer these questions. One strategy is incorporating universal design for learning (UDL) principles into learning strategies: this helps meet the needs of a variety of learners. UDL researchers promote the concept of developing expert learners; author Katie Novak blogs about expert learners at:
Katie Novak. (2016, July 18). UDL, Expert Learners, and the 36-Ton Machine. Retrieved from: http://katienovakudl.com/udl-expert-learners-and-the-36-ton-machine/
National Center for Universal Design for Learning (NCUDL). (2012). UDL and Expert Learners. Retrieved from: http://www.udlcenter.org/aboutudl/expertlearners