Towards a Curriculum for 21st C. Global Skills Development

1. Towards a Curriculum for 21st C. Global Skills Development: Why and What for? Sultanate of Oman, 7 January 2020 Workshop by Dr. Neus Lorenzo nlorenzo@xtec.cat @NewsNeus Wahiba Sands http://d3e1m60ptf1oym.cloudfront.net/b7cbf2fa-458a-469f-a8cb-f0139c638f83/F35453-FR-04_uxga.jpg The role of global skills in national policy and in curriculum creation

2. Content: Globalized Context Curriculum Revision 21st C. Skills Enhancing e-Learning Evaluation inquiring Why What Participation How The Role of Global Skills? Learning too live together.

3. Inquiring Models 21st C. Global Skills for ELT https://unsplash.com/photos/l66mkNNMn_k Micheile Henderson @micheile010 4-What am I using this picture for, today? 3-Why do you think so? How do you know? 2-What’s the implied message here? 1-What can you see in this picture? Meta-reflection and Critical Thinking Strategic Thinking Interpretation and Implicit Meaning Language and Explicit Knowledge DIGITAL SKILLS CRITICAL THINKING INTERCULTURALITY CREATIVITY COMMUNICATION

5. Our mind is a surprising endless resource: the more we use it, the more it grows.

6. The Role of Global Skills: Learning for Action Access data, obtain input Understand and integrate knowledge Inquire, reflect, assess, develop purpose... Develop Intake from information Use, explain and Interpret Develop criteria, evaluate, create, share... Teaching how to Learning how to Adapted by Neus Lorenzo: https://www.slideshare.net/nlorenzo/aprenentatges-per-passar-del-jo-al-nosaltres-en-un-mn-digitalitzat 21st C. Skills Participating Acting Leading Global Challenges

7. Change Innovation Transformation

8. Change Innovation Transformation Climate Change Technological Innovation Social Transformation Different in some particular aspect Become diferent or make differently Something done in a new way The introduction or discovery of new things, ideas or ways of doing something. Altered form, composition or structure A complete change in somebody/something

9. Digital Transformation: everywhere…but school? http://www.yourultrasound.com/wp-content/uploads/2007/04/20wkuked.jpg

10. The 4th Industrial Revolution is a major change

11. The World Has New Challenges https://i0.wp.com/www.omanobserver.om/wp-content/uploads/2018/10/Humpback_stellwagen_edit.jpg?resize=800%2C445&ssl=1 https://media.treehugger.com/assets/images/2019/05/fullsizeoutput_3b9a.jpeg.860x0_q70_crop-scale.jpg http://rvoptometry.com/wp-content/uploads/2018/05/RVO-Lasik-e1525292978668.jpg https://timesofoman.com/article/1140687/Oman/Temperature-dips-after-low-pressure-and-rain-in-Oman

12. Skills Demand Worldwide in 2020 Share of Jobs requiring skills bundle as part of their core skills set, % Source: World Economic Forum: Future of Jobs Report: http://reports.weforum.org/future-of-jobs-2016/shareable-infographics/ Complex Problem Solving 36% –World Economic Forum Only 10% of jobs will demand Content skills!

13. http://www.oecd.org/pisa/pisa-2018-global-competence.htm OECD Global Competence The capacity: To examine local, global and intercultural issues critically, and from multiple perspectives To understand how differences affect the perceptions, judgments, and opinions of oneself and others , To engage in open, appropriate and effective interactions with people from different cultures and backgrounds, and To act on the basis of a shared respect for human dignity and collective well-being and sustainable development.

14. Global Skills: Creating Empowered 21st Century Citizens - Communication and collaboration. - Creativity and Critical thinking. - Intercultural competence and citizenship - Emotional Self-regulation and wellbeing - Digital literacies http://fdslive.oup.com/www.oup.com/elt/general_content/global/expert/oup-expert-global-skills.pdf?cc=fr&selLanguage=en&mode=hub Critical for Lifelong Learning and Success: Five Clusters Rellevant for ELT:

15. oxelt.gl/global-skills

16. Behaviourism Focus on habit -Positivist science -Empiric analysis Ivan P. Pavlov B. F. Skinner Albert Bandura Ed. Lee Thorndike John B Watson Turning farming societies into industrial economies Structuralism Focus on structure -Linguistics -Form & Function. Ferdinand Saussure, Roman Jacobson Claude Lévy-Straus Herbert Spencer Talcott Parson Turning industrial societies into multinational capitalism Constructivism Focus on process -Psycholinguistics -Evolutionism Jean Piaget, Lew S. Vygotsky Jerome Bruner Laurence Kohlberg Egan Kieran Multinational econ., growing into a worldwide transnational economy Connectivism Focus on blending -Sociolinguistics -Neuro-Sciences Howard Gardner George Siemens Stephen Downes Sugata Mitra Mark Johnson George Lakoff Virtual economy, networking in a hyper- connected world, toward social awareness Ref: Neus Lorenzo, Grup 6.sis, ICE-UB 2012 Evolution of the Social Context: towards 21st C Skills

17. From School Subject to Global Competence Language Learning Evolution 1 2 3 4 n Discipline - Vocabulary - Grammar - Phonetics - Spelling -Textuality Cross-disciplinarity - Speaking - Listening - Reading - Writing - Interacting Interdisciplinarity - Inquiring - Analysing - Communicating - Mediating - Sharing Remembering, Understanding, Applying, Analysing, Evaluating, Creating ContentFocus Neus Lorenzo Meta-reflection Global Competence -21st C. Skills -Attitudinal Mindsets -Complexity Acceptance

18. United Nations Agenda 2030

20. What is really rellevant for living in a global world?

21. Adapted from https://www.ecohz.com/wp-content/uploads/2016/08/sdgs-food-azote-1280x834.jpg Empowering Education through co-responsibility PLANET PEOPLE PURPOSE PROGRESS PROSPERITY PARTICIPATION PROGRAMS PROJECTS PROFESSIONALS CLIL, PBL, STEM, STEAM, DUAL, PLN…

22. A good teacher doesn’t transfer passive data: he/she generates curiosity and cognitive meta-reflection habits.

23. Elements and Dynamics for Smart Pedagogy • Transformational dynamics • Educational principles • Communication concept • Learning theory • Teacher’s role • Student’s role • Approaches and Methodologies • Teaching strategies • Learning objects Source: Adapted fromNeus Lorenzo and Francesca Burriel https://www.asparis.org/uploaded/_ASP_Site_2016/Academics/Innovation_in_Learning/Innovation_LS2.jpg PERFORMANCE VALUES BELIEFS

24. From “I learn...” to “We work together!” Lexical memory Formal Behaviourism https://1.bp.blogspot.com/-klEN62ksu_Y/W00VqNVQ6TI/AAAAAAAACs4/Ic3Qg57cjY05OsuyyJm31wV4D4sgF_lZACLcBGAs/s640/FoodFridge.JPG A B Cooperative interaction Global Competences Functional Constructivism Social Connectivis m

25. The Path for Education to Transform the World

26. Without Force

27. Out the comfort zone https://fbcdn-sphotos-f-a.akamaihd.net/hphotos-ak-frc3/298537_283375505132723_1191874041_n.jpg

28. Developing 21st C. Skill On Consolidated Theoretical Basis Kilpatrick Projects Nunan Tasks J. Piaget Cognitive Evolution Kohlberg Moral Dilemas Kieran Egan Orality Vygotsky Zone of Proximal Dev. Wilkins Scaffords Ferrer Guardia Ausubel Paolo Freire Meaningful Learning Montessori J. Dewey Asher (TPR)… Active Learning Jerome Bruner Decroly Freinet Global Topics Self-Access Corners Approaches and Methodologies

29. Gaëlle Villedary: Vertigo at the Chateau de Ate at Verneil-le-Chétif, 2012 - Why is the artist using this idea? - What does the mirror represent? - What do you see here? (Agree in 5 minutes) COMMUNICATION META- REFERENTIAL IMPLICIT EXPLICIT Beyond the trees… (A metaphor for educators) 21st C. Skills in Action: Add a 4th question related to SDGs

30. Learning is not about correct answers, but about discovering new questions that nobody has asked before.

31. Oman in the World: Common Hurdles 1-Globalisation -Sustainability -Transformation https://www.eventbrite.com/e/oman-energy-water-exhibition-conference-2020-tickets-41820387906 https://conferences.squ.edu.om/icwriaar/ https://lh5.googleusercontent.com/p/AF1QipOqY0Uuyu6HGdSllldjDJVvqnoqZjW6g5fLlOzj=w997-h240-k-no 2-Development -Economic growth -Social gaps 3-Identity -Education -Culture

32. Schools in Oman: Common Challenges https://www.google.com/maps/place/Oman/@23.5877151,58.395923,3a,30y,289.1h,88.4t/data=!3m8!1e1!3m6!1sAF1QipN7QZ4p2uUghe pG8XyK0rVVp17GE7i0toFv- VNH!2e10!3e11!6shttps:%2F%2Flh5.googleusercontent.com%2Fp%2FAF1QipN7QZ4p2uUghepG8XyK0rVVp17GE7i0toFv-VNH%3Dw203- h100-k-no-pi0-ya192.4792-ro-0- fo100!7i12000!8i6000!4m13!1m7!3m6!1s0x3dd69f66a9d59bbf:0x3a064c7665b1a817!2sOman!3b1!8m2!3d21.4735329!4d55.975413!3m4! 1s0x3dd69f66a9d59bbf:0x3a064c7665b1a817!8m2!3d21.4735329!4d55.975413 Indian School Al-Ghubra (Oman) https://www.google.com/maps/place/Oman/@23.5878359,58.3960319,3a,75y,50.3h,77.83t/data=!3m6!1e1!3m4!1s AF1QipMVES3E6B3cKAo-hhQM_ugLQ5FYKc3GetKUPsa- !2e10!7i12000!8i6000!4m13!1m7!3m6!1s0x3dd69f66a9d59bbf:0x3a064c7665b1a817!2sOman!3b1!8m2!3d21.47353 29!4d55.975413!3m4!1s0x3dd69f66a9d59bbf:0x3a064c7665b1a817!8m2!3d21.4735329!4d55.975413

33. What is functioning well in the existing curriculum?

34. Source: Neus Lorenzo, 2010 SocietySchool Classroom Our Strengths...What is functioning well in the existing curriculum? Curriculum Development Spaces

35. Source: Neus Lorenzo, 2010 SocietySchool Classroom Our Strengths...What is functioning well in the existing curriculum? Curriculum Development Spaces [Meta-Reflection] SELF-RECULATION CRITICAL THINKING CITIZENSHIP CREATIVITY COLLABORATION

36. Transformation ReadinessCurriculum Development Providing Explicit Tools: Lifelong learning resources in formal and non-formal international contexts. Empowering Implicit Processes: Collective knowledge-management, global socioeconomic development, and educational co-responsibilities. Enhancing Citizens’ Meta-Reflection: Consciousness of the human dimension of 21st C. Global Skills and their transformative potential. Learning English: Code development with language-centred interactive goals. Learning in English: Focusing on informational strategy, contextualized communication, action, and participation. Learning to Learn Through English: Creating new understandings and attitudes, developing social values, and socio-cultural skills for the future. The Role of Curricula in Society Components Mechanics Dynamics

37. https://www.thoughtco.com/thmb/zFl-kN7qkx-u3TR7HrSvFBPJnfg=/768x0/filters:no_upscale():max_bytes(150000):strip_icc():format(webp)/107312835-56a5f6db3df78cf7728abcfc.jpg Curriculum in Focus: ELT Context Evolution Focus: Grammar & Syntax Irregular Verbs Focus: Vocabulary and Semantics The Animals Focus: Situations and context At the Zoo Focus: Meaningful communication Meeting pet-friends Focus: Integrating Content (CLIL) Save the Whales! Focus: Transformation in the Digital Age Join UNESCO’s School Projects! Transforming Creating Evaluating Analysing Applying Understanding Remembering

38. WHAT TO TRANSFORM? Different Educational Contexts, Different Strengths & Needs https://unsplash.com/photos/NR_VNpqMcK0 Leonardo Miranda @mirandanene -Students’ Role and Personalized Needs -Teachers’ Role and Tutorial Responsibility -Content & Syllabus Choice -Methodology and Teaching Techniques -Assessment and Certification Process -Formal and non-formal Spaces -Resources and Tools

39. http://www.embracerefugees.org/css/images/temp/parallax-image.jpg If education does not help to solve human problems, it becomes a problem itself

41. Education doesn’t result from caring for your future, but for the past, present and future of others.

42. Neus Lorenzo & Angels Soriano, 2018 Transforming Creating Evaluating Analysing Applying Understanding Remembering https://sobrehistoria.com/wp-content/uploads/2016/03/las-piramides-de-egipto-kefren-1-600x450.jpg Attitudes Values Skills Knowledge Technology Data Information M. Mmantsetsa Marope, Patrick Griffin, Carmel Gallagher (2018), Future Competences and the Future of Curriculum: A Global Reference for Curricula Transformation. UNESCO IBE. http://www.ibe.unesco.org/sites/default/files/resources/02_future_competences_and_the_future_of_curriculum_30oct.v2.pdf To Learn in a Globalised Digital World A Global Reference for Curricula Transformation (UNESCO IBE, 2018) Bloom’s Taxonomy (revised v.2) Explicit Implicit Meta-Referential https://www.slideshare.net/nlorenzo/unesco-mobile-learning-week-2018-workshop-by-xatac5 s.30

43. https://www.omanobserver.om/first-trans-oceanic-crossing-record-arabian-sea-humpback-whale/ Beyond eKnowledge... What? Who When? Where? Why? (...) Omani whales

44. https://www.omanobserver.om/eso-renaissance-continue-arabian-sea-humpback-whale-conservation/ / ...To eLearning What? Who? When? Where? How? (...) Why?... Who pays? Who collaborates? Is it fake? Can I do it? I want to go! (...)

45. New global skills: “Transliteralitat” Ref: http://journals.uic.edu/ojs/index.php/fm/article/view/2060/1908 Trasnliteracy: http://librariesandtransliteracy.wordpress.com/what-is-transliteracy/ Translation– Translanguaging – Transliteracy

46. From Using Tools, To Meaningful Participation UN Commission for Social Development (CSocD), September 2012 .: https://www.un.org/esa/socdev/egms/docs/2013/ict/BackgroundPaper.pdf “Meaningful participation is an interactive process, mutually reinforcing: through active participation, people affect the achievement of objectives, and the achievement of objectives reinforces empowerment”. Feedback Loop

47. LIFELONG LEARNING DIGITAL TRANSFORMATION CLOUD, BIG DATA, IoT LEARNING TO BECOME A LEARNER MOBILITY AND CONNECTIVITY LEARNING TO LEARN STRATEGIES AND METHODS Technology for Education, a Journey in a Hybrid World LEARNING COMPUTER TOOLS Connectivity Complexity AI

48. AI Learns About Context, Habits and Private Feelings H/H & H/M Emotional RecognitionUsing Data and Big Data From Context sensing

49. 21st C. Digital Literacies in the Era of AI need to empower the human dimension of technology.

50. Exploring Integrated Curriculum Paradigms •Culture• Cognition •Content• Communication Source: Neus Lorenzo • Constructivism • Connectivism • Critical thinking• Creativity • Co-responsibility• Comprehension • Collaboration • Citizenship • Continuity• Context • Convenience • Conditions

51. 21st C. Skills: Transforming Education to Transform the World The four pillars of education. Jacques Delors (1999)  Common aims of 21st Century Skills:  Pro-activity Practice and entrepreneurship  Functionality For specific purposes  Contextuality According to the environment  Transversality Integrated and global  Meta-cognition Promoting reflection on strategies  Humanism Values, attitudes, existential ethics

52. https://elt.oup.com/catalogue/items/global/skills/q_skills_for_success_second_edition/?cc=fr&selLanguage=en&mode=hub Q: Skills Series Making judgements Marking inferences Sourcing information Report on a class survey Linking consonant to vowels Conjunctions 'and' and 'but' Using abbreviations and symbols Decision Theory Marketing Strategy Percentages and factions NOTE-TAKING CRITICAL THINKING LISTENING VOCABULARY GRAMMAR PRONUNTIATION SPEAKING

53. Explicit Implicit Meta-Referential Ref: Lorenzo, N. Gallon, R (2018). “Event Horizon: Helping Students learn what nobody knows yet”. Innovations, tecnologies and researchs in Education. Editetd by inda Daniela, Cambridge Correlation with OECD Frameworks for PISA

54. Assessing levels for PISA Frameworks MATHS • Formulating situations mathematically; • Employing mathematical concepts, facts, procedures, and reasoning; • Interpreting, applying and evaluating mathematical outcomes SCIENCE • Explain phenomena scientifically; • Evaluate and design scientific enquiry; • Interpret data and evidence scientifically READING • access and retrieve • integrate and interpret • reflect and evaluate Maths: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Mathematics%20Framework%20.pdf Science: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Science%20Framework%20.pdf Reading: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Reading%20Framework%20.pdf http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf COLLABORATION FOR PROBLEM SOLVING • Establishing and maintaining shared understanding • Taking appropriate action to solve the problem • Establishing and maintaining team organisation GLOBAL COMPETENCE • Examine local, global and intercultural issues critically • Understand how differences affect perceptions & judgments • Engage and on the basis of a shared respect for human dignity and collective well-being.

55. Challenge: Assessing Parts vs. Understanding All Source: https://www.brainpickings.org/2013/03/28/the-art-of-cleanup-ursus-wehrli/

56. http://images.fanpop.com/images/image_uploads/Fanpop-all-around-the-world-fanpop-583858_1024_768.jpg Future

57. Transform our present towards a better future https://www.bostonglobe.com/opinion/2015/09/10/thomas-piketty-migrants-crisis-europe-must-follow-germany-lead/Fyvj5pCy02tDBpDZd53ZGO/story.html

58. Source: @NewsNeus 21st C. Skills for a New Curricula... ... To learn WHAT is really urgent, essential and ethical... .

59. https://fbcdn-sphotos-g-a.akamaihd.net/hphotos-ak-frc1/72163_10200294999035852_581201366_n.jpg ... To learn HOW to live together, sharing and growing to make a better world. Thank you for making it possible.

60. Towards a Curriculum for 21st C. Global Skills Development: Why and What for? Sultanate of Oman, 7 January 2020 Workshop by Dr. Neus Lorenzo nlorenzo@xtec.cat @NewsNeus Wahiba Sands http://d3e1m60ptf1oym.cloudfront.net/b7cbf2fa-458a-469f-a8cb-f0139c638f83/F35453-FR-04_uxga.jpg The role of global skills in national policy and in curriculum creation

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