looking at innovations in curriculum through the lens of 21st century skills
TRANSCRIPT
Looking at Innovations in
Curriculum through the Lens of
21st Century Skills
Parisa MEHRAN
Mehrasa ALIZADEH
Osaka University
Vahid ARYADOUST
National University of Singapore
Innovation in Curriculum
1Curriculum change as the core of education development
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3
Demands of our rapidly changing world
Integration of 21st century skills
(Qiquan & Liya, 2013)2
Jenkins’ (2009) inventory
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Academic Rationalism
Social Reconstruction
Behavioral Humanistic Cognitive
The relationship between philosophical beliefs and education is referred to as curriculum orientations.
Jenkins’ (2009) inventory
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Academic Rationalism Humanistic
Social Reconstruction
Cognitive Process
Behavioral
Rooted in Plato’s writings (knowledge as fixed or stable ideas)
Reflects traditional academic studies, withoutregard to the interest or needs of the learner, or contemporary societal problems
Jenkins’ (2009) inventory
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Promotes the ability of students to solve social problems and participate in society
Seeks to foster and create social change to better the human condition
Academic Rationalism Humanistic
Social Reconstruction
Cognitive Process
Behavioral
Jenkins’ (2009) inventory
8
Tries to develop students’ ability to think
Lifelong learning
Academic Rationalism Humanistic
Social Reconstruction
Cognitive Process
Behavioral
Jenkins’ (2009) inventory
9
Seeks to provide students with opportunities to foster their personal development as unique individuals
Includes the social and emotional aspects of life and happiness
Academic Rationalism Humanistic
Social Reconstruction
Cognitive Process
Behavioral
Jenkins’ (2009) inventory
10
Rooted in behavioral psychology, specifically the work of B.F. Skinner
Emphasizes individualized instruction
Does not focus on particular content, or social or personal issues.
Academic Rationalism Humanistic
Social Reconstruction
Cognitive Process
Behavioral
This Study: The Participants
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Curriculum orientations of 400 Iranian school teachers
mean age of 41
mean teaching experience of 17 years
teaching a variety of subjects from foreign languages (English & Arabic) to Art, Social Sciences, and Biology
23%
77%
Sex
Male Female
The participants
endorsed curriculum innovation
valued the development of higher-order thinking skills and students’ 21st century concerns
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1. During the teaching-learning process, it is most important to give students opportunities to think about problems.
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Cognitive Process
78.8
21%0.2%
Strongly agree
Agree
Disagree
4. Curriculum should first let students master the cognitive skills (e.g. deducing, analyzing, critical thinking) and then the teacher may teach conceptual knowledge.
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Cognitive Process (Cont.)
60%
33%
4%
1%
2%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
9. The basic goal of curriculum should be the development of students’ cognitive skills, such as memorizing, hypothesizing, problem-solving, analyzing, and synthesizing, which can be applied to learning virtually anything.
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Cognitive Process (Cont.)
52.3%40.3%
5.5%
1.5%
0.4%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
18. Curriculum should require teachers to teach thinking skills systematically.
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Cognitive Process (Cont.)
62.5%
33.8%
1.8%
0.8%
1.1%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
23. Assessing students’ levels and forms of thinking as well as their ability to explore knowledge is most important.
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Cognitive Process (Cont.)
50.7%42.5%
3.8%
0.1%
2%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
27. Methods of inquiry are the most important content for primary and secondary school curricula.
18
Cognitive Process (Cont.)
38.5%
41.8%
14.8% 2.5%
2.4%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
5. Curriculum should let students understand societal problems and take action to establish a new society.
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Social Reconstruction
61.5%
33.5%
4.3%
0.7%
Strongly agree
Agree
Disagree
Strongly disagree
14. Existing problems in our society, such as pollution and the population explosion, should be the organizing center of curriculum.
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Social Reconstruction (Cont.)
37.3%
40.5%
17.8% 2%
2.4%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
17. Students learn best when permitted to analyze, investigate, and evaluate authentic societal problems.
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Social Reconstruction (Cont.)
58.3%31.5%
8.3%
0.5%
1.4%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
24. Curriculum contents should focus on societal problems such as pollution, the population explosion, energy shortages, racial discrimination, and crime.
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Social Reconstruction (Cont.)
37.5%
41%
17.3% 2.3%
1.9%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
31. The most important goal of the school curriculum is to foster students’ ability to critically analyze societal problems.
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Social Reconstruction (Cont.)
42.8%
40%
13.3%2.8%
1.1%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
33. Assessment of students should emphasize civic awareness, problem-solving skills, and decision making skills.
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Social Reconstruction (Cont.)
50.7%42%
5.3%
1.3%
0.7%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
19. Students’ interests and needs should be the organizing center of curriculum.
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Humanistic
42%
43%
11.5%2%
1.5%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
32. In addition to academic achievements, instructional assessment should also emphasize students’ personal development such as self-confidence, motivation, interests, and self-concept.
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Humanistic
57.5%37.5%
2.3%
1.3%
1.4%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
34. Teachers should select curriculum contents based on students’ interest and needs.
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Humanistic
41%
38.3%
17.3% 1.8%
1.6%
Strongly agree
Agree
Disagree
Strongly disagree
Missing
Entrance exam
Ideological-political discourse
Traditional mindset
(Fahim & Ahmadian, 2012)
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Challenges
Globalizing Japan:
Reimagining Japanese Education (Willis & Rappleye, 2011)
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Curricular Reform in Japan
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Curriculum Redesign
21st
CenturyEducation
KnowledgeTraditional Modern
-Math -Robotics-Language -Entrepreneurship
Skills
CreativityCritical ThinkingCommunicationCollaboration
Character
MindfulnessCuriosityCourageResilienceEthicsLeadership
MEXT (2015)
Collaborative learning
Inquiry-based learning
Project-based learning
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Active Learning
Experiential learning
Technology-enhanced learning
MEXT (2015)
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Japanese Curricular Practices
0 10 20 30 40 50 60 70
Quick to understand things
Seek explanations for things
Can handle a lot of information
Can easily link facts together
Like to solve complex problems
Openness to Problem Solving (PISA, 2012)
OECD Average Japan
• Entrance exam
• Socio-cultural traditions
• Intuitive but not logical mindset
(Laskar, 2007)
“The nail that sticks up will be hammered down.”
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Challenges
The dilemma of critical thinking
• Iran (Aliakbari & Allahmorad, 2012)• Limited class time
• Little space for free debate
• Exam-oriented approach
• Demanding work
• Avoiding discussion of controversial topics and issues
• Japan (Rear, 2008)
個性 (kosei) vs 個人主義 (kojinshugi)
diversity and independence vs reckless nonconformity
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Concluding Remarks