schools of the future a joint initiative of the hawaii community foundation and the hawaii...
TRANSCRIPT
Schools of the Future
A Joint Initiative of theHawaii Community Foundation
and theHawaii Association of Independent
Schools
Global Achievement Gap“In today’s highly competitive global “knowledge
economy” all students need new skills for college, careers, and citizenship. The failure to give all students these new skills leaves today’s youth - and our country - at an alarming competitive disadvantage. Schools haven’t changed; the world has. And so our schools are not failing. Rather, they are obsolete -even the ones that score the best on standardized tests. This is a very different problem requiring an altogether different solution.
Tony Wagner, The Global Achievement Gap
A Whole New Mind: Why Right-BrainersWill Rule the Future – Daniel Pink
Left-Brain Dominance Has Given Us the Power of the Industrial and Information Ages
The Future Will Require More Right-Brain Skills:Design - Creating New Ideas from Current
KnowledgeStory - Understanding the Narrative of LearningSymphony - Grasping the Big Picture, the Whole
SystemEmpathy - Understanding & Valuing Other
ViewpointsPlay - The Role of Fun & Positive Energy in LearningMeaning - Appreciation of a Spiritual Sense of
Existence
Disruptive Innovation Will Change the Way the World Learns
If, as multiple intelligence theory suggests, different persons possess different dominant “intelligences” or intellectual capacities – verbal, mathematical, spatial, kinesthetic, aesthetic, etc. – and learn at different paces, then grouping all students by age and teaching all of them with a single pedagogic strategy – usually the strategy that is consistent with and comfortable for the dominant “intelligence” of the teacher – at the same pace is bound to fail. Some of the students will find the pace moving too fast, while others find it moving too slow; and those with dominant intelligences different from that employed by the teacher’s pedagogic strategy will not be able to grasp the material and the key concepts no matter what the pace of teaching is.
- Clayton Christensen, Disrupting Class, 2008
Schools of the Future Initiative
Create a sense of urgency for changeDevelop and facilitate dialogue around institutional transformationIdentify, document and share best practices$5 Million commitment over 5 years
SOTF Project Schools•Academy of the
Pacific•Assets School•Hanahauoli School•Hanalani Schools•Hongwanji Mission•Hualalai Academy•Iolani School•Island Pacific
Academy•Kailua Community of
Learners (St. Anthony & St. John Vianney Schools)
•Kalihi No Ka Oi (St. John the Baptist & St. Anthony)•Kauai Pacific School•Le Jardin Academy•Maui Preparatory
Academy•Mid-Pacific Institute•Montessori Hale O Keiki•Sacred Hearts Academy•Seabury Hall•St. Joseph School in Hilo
Transforming Learning Environments
Teacher-Centered to Student-CenteredStandards-Based to Project-BasedTest-Based Assessment to Performance-Based AssessmentText-Based to Multi-Media-Based
Essential Capacities for 21st Century - Partnership for 21st Century Skills
Analytical & Creative Thinking Skills
Insightful Problem-Solving Communication Skills Digital Literacy Global Perspective Adaptability and Flexibility Ethical & Service-Oriented
Character
Complex Communication — both oral and written
Acquire information Explain it Compellingly persuade others of its
implications Build and teach understanding Negotiate And in more than one
language!
Community of Learners
Issue-oriented, action-based collaborative relationships focused on learning, growth & changeSharing of different perspectivesPurposeful discussion using protocolOnline and face-to-face collaborationTeam study tours
SOTF Ning Website
Informational site, conferences, workshopsResource site - videosForum for discussionOnline CoL gatherings
www.futureschools.ning.com
The Challenge
We are preparing students for jobs that don’t yet exist, using technologies that haven’t been invented, in order to solve problems we don’t yet know are problems. J. F. Rischard
High Noon: 20 Global Problems; 20 Years to Solve Them
Are we preparing our students for their future . . . or for our past? David Thornburg