3. Teaching in the 21st century
“ A generation ago, teachers could expect
that what they taught would last their
students a lifetime. Today, because of
rapid economic and social change, schools
have to prepare students for jobs that have
not yet been created, technologies that
have not yet been invented and problems
”
that we don’t yet know will arise.
Andreas Schleicher, OECD
Education Directorate
4. The Challenge of 21st century education
Memory tests frustrate
the educational process
Exams can support or
subvert development
Education systems
around the world have
more to do.
5. OECD proposed that students should be introduced to:
new ways of thinking: including creativity, critical
thinking, problem-solving and decision-making;
new ways of working: including new forms of
collaboration and communication;
using new tools for working: including the capacity
to harness the potential of new technologies.
6. Changing the Educational Paradigm
adapted from Helping students to become better learners
Hargreaves Presentation in Delhi 2006.]
19th / 20th Century assumptions 21st Century assumptions
Intelligence is perceived as unitary, Intelligence is understood as multi
fixed and innate faceted, plastic and [to a certain
extent] learnable
Learning is the acquisition of Students as producers, not just
subject content. Students are consumers of knowledge. Learning
consumers of knowledge focus on application of knowledge
Curriculum focuses on content Curriculum focuses on processes of
coverage and behavioural objectives learning to learn, metacognition and
skill development
Information and knowledge focus Information literacy. Learning to
handle information is the focus
7. 19th / 20th Century assumptions 21st Century assumptions
Education is limited to the school Education is lifelong and
and for fixed periods unconstrained in time and place
Teaching and learning roles are Roles are blurred and overlapping
sharply defined and segregated. School as a network and part of a
School is a place with clear rigid broader web
boundaries. School like a factory.
Schools and teachers are Schools and teachers are
autonomous embedded in complex
interconnected relationships
Local, national and international Local, national and global focus
focus
Schools prepare for lifelong Students identities and destinies are
employment in one future occupation fluid and changing
8. Teaching and Assessing 21st century skills
Singapore Collaborative Project Work
Junior College students in Singapore
gain communication, collaboration and
presentation skills
Cambridge IGCSE® Enterprise
Trans-disciplinary course to help students
understand how enterprises succeed,
developing their knowledge and skills in
creativity, financial planning, team working
Cambridge Global Perspectives
and problem-solving
Cross curricular course including group
work, seminars, projects, and working with
other students around the world. Develops
students’ ability to think critically about a
range of global issues where there is always
more than one point of view
9. Cambridge Global Perspectives
Aims to prepare today’s learners for tomorrow
Based on skills rather than specific content
Develops a flexible set of skills valued by
universities and employers
Thinking and problem solving skills
Research and communication
Engages learners with global issues
Requires students to work collaboratively
Provides learners and schools with a wide
choice of study topics.
10. Cambridge IGCSE Enterprise
The first Cambridge IGCSE® to ask learners to set up and
run a new enterprise
Develops an understanding of the principles of running a
small business and what it takes to be an entrepreneur
Discusses contemporary enterprise issues in a range of
local, national and global contexts
Learners investigate the world of work and entrepreneurial
organisations.
11. New technologies
Access to new technologies is paramount for 21st
century skills
Innovative teaching practices will flourish when
particular conditions are in place such as
1. teaching collaboration that focuses on peer support
2. professional development that involves the active
engagement of teachers
3. school culture that offers common vision of
innovation.
12. Virtual Learning Platform
Supports the development of
21st century skills
Brings teachers and learners
together from around the world
provides media rich, interactive
teaching and learning resources
interface with social media
focus on teacher professional
development and role as
reflective practitioner.
13. Developing a global awareness
21st century skills = the development of skills for
local and global citizenship
Education has a vital role to play in promoting
understanding and mutual respect
Young people need a greater global awareness and
knowledge of other countries.
14. Cambridge IGCSE India Studies
India in today’s world:
achievements, challenges
and opportunities
Drawn up in consultation
with Indian teachers and
CBSE
A skills-based course
Designed for
international uptake.
15. Cambridge IGCSE India Studies: aims
Opens young minds to
the complexity of the
world and the diversity of
human experience
Contributes to the
preparation of confident
individuals and
responsible citizens of
the 21st century
Enables curriculum
flexibility.
16. Learn more!
Getting in touch with
Cambridge is easy
Email us at
info@cie.org.uk
or telephone
+44 (0) 1223 553554
www.cie.org.uk
