lander, founder, ... columbia university new york times, feb. 17, 2011 ... “guns, germs and...

Provided courtesy of Brownell-Talbot School and the 21st Century Education Lecture series. brownell.edu/21stCenturyEducation

http://www.brownell.edu/21stcenturyeducation

Avoiding

Cognitive

Charles Fadel

Overload



The FourQuestions Exercise

Charles Fadel



Agenda

Why 21st Century Skills ?

What are they ?

How do we deploy them ?

Charles Fadel

How do we deploy them ?



Key Messages

Relevance Comprehensive rethinking• Applicable Knowledge• Skills not just Knowledge

Charles Fadel

Instruction via Projects Technology as enabler



The New World We Live In

Charles Fadel



The Benefits of Learning

$ € ¥£元

Economiccompetitiveness

Today’s focus

Charles Fadel

Learning£元

Lifelongpersonal

prosperity

Social & environmental

wellbeing



The Perfect Storm

Charles Fadel

Source: by Katsushika Hokusai,Metropolitan Museum of Art, NY



Globalization Productivity Education

Charles Fadel 999 9



China’s GDP overtakes the US’s by

2003 forecast GoldmanSachs: 2041 2010 forecast GoldmanSachs:

2010 forecast StandardChartered:

Charles Fadel

The Economist, December 18, 2010http://www.economist.com/blogs/dailychart/2010/12/save_date



Impact of Absolute Population Size

“When China awakens, the world will tremble”

Napoleon Bonaparte

Charles Fadel



Does The World Have The Absorptive Capacity ?

A: Longterm, possibly. Shortterm, major dislocations

“25% of US jobs are potentially offshorable” (3040M)

Charles Fadel

“25% of US jobs are potentially offshorable” (3040M)

Alan Blinder, Princeton U., 2007



Important Distinction

Outsourced = out of the organization (and could be offshored as well)

Charles Fadel

Offshored = out of the country



What do these countries have in common ?

Egypt Japan Sweden

Charles Fadel

A: High Youth Unemployment



Youth Bulge

1990’s

AlgeriaIraq

JordanMorocco

2000’s

TajikistanTurkmenistan

EgyptIran

2010’s

KyrgyzstanMalaysiaPakistan

Syria

Charles Fadel

MoroccoIndonesia

IranSaudi Arabia

KuwaitSudan

SyriaYemenJordan

IraqOmanLibya

Afghanistan

Decades in which 1524 yearsold have peaked as a proportion of total population [>20%]; some happen twice. Source: ‘The clash of civilizations” Samuel Huntington



Accelerating Change Demands Different Skills

e.g. consultants

e.g. engineers

Charles Fadel

e.g. assembly work

e.g. paperwork

e.g. plumbing



UCurve: either low or high skill

“The education system hasn't been producing enough people with the highly specialized skills that many

Charles Fadel

specialized skills that many companies, particularly in manufacturing, require to keep driving productivity gains.”

Source: WSJ August 11, 2010



Personallydelivered vs Impersonally delivered

• “Impersonal services are the ones that can be delivered electronically from afar with little or no degradation of quality (e.g., keyboard data entry, manuscript editing).

They are potentially offshorable.

Charles Fadel

• are the ones that either cannot be delivered electronically (e.g., child care) that suffer severe degradation of quality when so delivered (e.g., surgery).

They are, for all practical purposes, non[offshorable].”

Alan Blinder, Economist, Princeton U., 2006



Skill vs Delivery

HighSkill

Legal discovery Legal Opinion

Surgeon

Court proceeding

Radiologist

Offshorability (Communication)& Automation (Computing)

Charles Fadel

LowSkill

Personal deliveryImpersonal delivery

Typing clerk Bookkeeping Taxi driver

PolicemanSecurity video monitoring



Are even high skills hollowing out ?

Charles FadelSource: Acemoglu/Autor, NBER http://www.nber.org/papers/w16082



An Analogy of Technology vs Education

Charles FadelInspired by Pr Larry Katz (Harvard): “The race between technology and education”



The Impact of Technology

Charles Fadel



Impact of Technology

HighSkill

Legal discovery Legal Opinion

Surgeon

Court proceeding

Radiologist

Impact of Technology:• Autonomous vehicles

•Telepresence• Telemedicine

Pathologist

Charles Fadel

LowSkill

Personal deliveryImpersonal delivery

Typing clerk Bookkeeping Taxi driver

PolicemanSecurity video monitoring Robot patrols



Displacement due to Technology

Ox Harvester

Horse Automobile

Lab Mice Assays (not soon enough)

Humans:

Charles Fadel

Humans: Scribes printing pressWashers washing machineCashiers/Attendants bar code scannerHealthcare/Finance/Services/Jeopardy champions Watson

etcNew Threshold



Technology

Charles Fadel



Brave New World

Human Genome mapping (2005)

“Technology today can do in five minutes a decoding task that would have taken a year to complete a decade ago”

Eric Lander, Founder, The Broad Institute

Charles Fadel



And more to come

Video record your entire life (2025)

Brainincomputer (2030)

Charles Fadel

“We are currently preparing students for jobs and technologies that don’t yet exist in order to solve problems that we don’t even know are problems yet.”

Richard Riley

Former U.S. Secretary of Education



Who would have thought of

15 years ago: Bioinformatics

5 years ago: Optogenetics

Charles Fadel



“The future is already here –

it's just not very evenly distributed.”

ScienceFiction author William Gibson,

quoted in ,

December 4, 2003

Charles Fadel



Ageold Anthropological Debate

Does the tool precede human intellectual evolution or is it a result of it ?*

Charles Fadel

* Andre LeroiGouhan



Change is Inevitable But do we want a Dickensian world ??

Charles Fadel



“in medical education we’re still a very memorybased curriculum Watsonlike tools will cause us to reconsider what students do”

Dr Herbert Chase

Charles Fadel

Dr Herbert Chase

Columbia UniversityNew York Times, Feb. 17, 2011



So what do we teach for

in an era of ubiquitous “Watsons” that give us answers ?

Possibly:

• with Technology

Charles Fadel

• with Technology

• Asking the right

•

•



The Role of Creativity

Charles Fadel



IN MORE DEVELOPED COUNTRIESSource: “Tough Choices or Tough Times” 2007, National center on education and the economy

Charles Fadel



Engineering PhD median salary

US (CA): $125,200

Germany: $99,400

How do you justify 2-3xdifferential?

Charles Fadel

China: $53,700

India: $39,200



Distribution of the value added• 299 US$

– 75$ profit to US (Apple)– 73$ wholesale/retail US

(Apple)

iPod = 299$ of Chinese exports

to US, but

– 75$ to Japan (Toshiba)

21st Century Innovation

Charles Fadel

• iTunes Music Store (2003)– 70% digital market share– Big 5 recording companies

– 75$ to Japan (Toshiba)– 60$ to 400 parts from Asia– 15$ to 16 parts from the US– 2$ assembly in China

Apple garners ~50% of the entire profit of the mobile phone market for 5% of the revenue



More Details

Charles FadelSource: http://blogs.computerworld.com/node/5724



“Know Thyself” (Oracle of Delphi)

A country’s situation (population size, geography, history, sociology, personality) is its :

• Japan in 70’s: "KeiHakuTanSho" plus "Tei" ("light, thin, short and small" plus "low" cost)

Charles Fadel

thin, short and small" plus "low" cost)

• India now: focused on “poor people’s markets” ($6 jeans kits; microbanking; village telecenters; $2k car)

Recommended reads on impact of geography:“The Geography of Thought “ Richard Nisbett“Guns, Germs and Steel” Jared Diamond



Avoid “Stuck in the Middle”

Returns

Charles Fadel

Differentiate Scale



Reverse Innovation (Vijay Govindarajan, Dartmouth)

Charles Fadel



From Agrarian to Innovation Economies

Charles Fadel



The OECD’s View

1. The great collaborators and orchestrators

2. The great synthesizers

3. The great explainers

4. The great versatilists Source: Andreas Schleicher

Charles Fadel

5. The great personalizers

6. The great localizers

The great innovators



Bloom’s Taxonomy Revised again !

Both Synthesizing AND Creating matter !

Charles FadelSource: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Bloom Anderson



20th Century 21st Century

1 – 2 Jobs 10 – 15 Jobs

Breadth;Depth inMastery of

One Field

Number ofJobs

JobRequirements

Nature of Work is Changing

Charles Fadel

Depth inseveral fieldsOne FieldRequirements



mshaped Individual, not just Tshaped

mTBroad Knowledge

Charles Fadel

TSingle vs Multiple

Deep Expertise



Where Do We Stand ?

Charles Fadel



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of P

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U.S. Trailing and Falling Further Behind

10th

5th

1st

OECDRanking

Math Science#1 Shanghai#2 Finland#3 S.Korea

#1 Shanghai#2 Finland#3 S.Korea

Charles FadelSource: OECD PISA, 2000, 2003, 2006, 2009

30th

25th

20th

15th

10th

20002000 20032003

18th

23rd

14th

19th

2006 2006

25th

21st

2009 200932nd 30th



Th

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$133k/person 3.3X the US Debt

$40T

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PISA Canada

2009:#5 in Reading#8 in Math

Charles Fadel

#8 in Math#6 in Science



“school learning is abstract, theoretical and organized by disciplines while work is concrete, specific to the task, and organized by problems and projects”

Schooling vs RealWorld

Charles Fadel

by problems and projects”

OECD, “Learning for Jobs”



Source: “Are they really ready to work ?” report by the Conference Board, P21 et al



How are these Skills recognized?



Knowledge + Skills + “Character”

“Character” (incl. Values [morals, wisdom], Attitudes [motivation] etc)

Charles Fadel

Skills (incl. Behaviors

[performance])

Knowledge



The Popular Press Gets It

“This is a story about whether an entire generation of kids will fail to make the grade in the global economy because they

Charles Fadel

, TIME Magazine, December 18, 2006



“

The Leadership Gets It

Charles Fadel



88%

88%Provided courtesy of Brownell-Talbot School and the 21st Century Education Lecture series. brownell.edu/21stCenturyEducation


Circled: Founding members



Global Interest

Signatories:

http://www.atc21s.org/

Charles Fadel

AustraliaEnglandFinlandPortugalSingaporeUSA



Teaching & Learning Challenges

WHAT is taught:• Relevance (applicability, significance) to realworld (for motivation, and employability)

• Skills, not just Knowledge (critical thinking, creativity, etc)

Charles Fadel



Begging for Relevance

Charles Fadel



Most preferred ways to learn

55%

39%

35%

31%

21%

19%

In groupsBy doing practical thingsWith friendsBy using computers Alone

From teachers

Charles Fadel

16%

14%

12%

9%

9%

8%

5%

6%

3%

1%

From friends

With your parentsBy practising

By copying

By thinking for yourself

OtherFrom others

By seeing things done

In silence

At a museum or library

Base: All pupils (2,417) Source: Ipsos MORI for BECTA, 2007



Students’ Preferences

Presentations

Art & drama activities

Projects w/technology

Group projects

Discussion & debate

Some/Very much

Charles Fadel

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Teacher lecture

Writing projects

Individual reading

Research projects

Role playsSome/Very muchNot at all/Little

Source: HSSSE 2009 respondents views on degree of excitement/engagement of various pedagogical methods



Discipline (below) AlgebraApplied Maths Calculus

Discrete MathematicsFoundations Geometry

Numbers & Operations

Statistics & Probability

Topology & Recreational

Matrices, Operations, Vectors etc

Complex systems, Control,

Game theory, etc

Analysis, Transforms, Polynomials,

etc

Automata, Graphs,

Computational maths etc

Sets, Logic etc

Curves, Dimensions,

Transformations,

Trigonometry, etc

Arithmetic operations, Fractions,

Sequences, etc

Distributions, Analysis,

Estimation, etc

Knots, Figures, Folding,

Spaces, etc

Anthropology X XArchitecture X X X X XArt/Design X X XBiology (genetics, zoology, etc) X X X X X X X XBusiness X X X X X XCivil engineering X X X X X X X XComputer science X X X X X X X X XEconomics X X X X X X X X

Relevance is a choice

Charles Fadel

Economics X X X X X X X XElectrical engineering X X X X X X XGeology/Geography X X X XHistory X XLaw X XLinguistics X X XMechanical engineering X X X X X X X XMedicine/Pharmacy X X XMusic X XNeuroscience X X X X X X XPhilosophy X X XPhysics X X X X X X X X XPsychology X X X X X XSociology X X

John Allen Paulos



Minoans,Sea People

Persian WarsPeloponnesian Wars

Sparta’s system

Ptolemaic Egypt

Homer

4grade

8grade

Depth vs breadth is a choice

Charles Fadel

Example: Ancient Greece

Athens’ Democracy

Alexanderthe Great

Philosophers& Scientists

12grade



Franklin’s Practical Curriculum

Franklin’s Philadelphia Academy Subjects

FrenchGermanSpanishHandwriting

LatinGreekEnglish* Reading*

British Grammar School Subjects

RhetoricOratoryMorality

Charles Fadel

* These subjects were usually “optional” in the British Grammar Schools

Sources: Power (1996); Best (1962); Tompson (1971)

HandwritingBookkeepingDrawingGeometryAstronomyGeography

Reading*Writing*Arithmetic*

MoralityHistoryNatural HistoryNatural PhilosophyMechanicsGardening



Subject Evolution

Reading, Writing

Literature

Oratory

Rhetoric

Grammar, Handwriting, Spelling

Greek, Latin

Contemporary Languages incl. 2nd language

Music

Art

Hum

aniti

esLa

ngua

geSource: research by UPenn GSE for Cisco

Charles Fadel

Ancient Greece& Rome

Ancient Greece& Rome

Early Christian-

ity & Middle Ages

Early Christian-

ity & Middle Ages

Renai-ssance

& Enlight-enment

Renai-ssance

& Enlight-enment

Modern Industrial

Era

Modern Industrial

EraTodayToday

History

Art

Philosophy & Ethics

Hum

aniti

es

Arithmetic

Geometry

Astronomy

Biology, Chemistry, Physics

Algebra, Trigonometry, Calculus STEM



Source

20%

40%

60%

80%

100%

Graduate schoolMIT

Did not learnLearned elsewhereLearned on the job

Mechanical Engineering

Learned at MIT Used pervasively

Charles Fadel

0%

MITundergrad

Mechanical Engineering CoreProfessional Skills How & Why



Expanding the Mindset

Charles Fadel



21st Century Skills Framework

Core Subjects

Native Language/Reading

World Language(s) incl. English

Arts

21st Century Themes• Global Awareness

• Financial, Economic, Business and Entrepreneurial literacy

• Civic Literacy

Charles Fadel

Arts

Geography

History

Mathematics

Science

Government/Civics

• Civic Literacy• Health Literacy

• Environmental Literacy



21st Century Skills Framework

Charles Fadel



Yes it is a Matrix

Charles Fadel



Interdisciplinarity Like real life !

to subjectspecificity

Helps thread Skills throughout

Fosters creativity (richness of future innovations)

Balance between singlesubjects and interdisciplinarity

Charles Fadel



Implications – Curriculum & Instruction: Rebalance Direct Instruction with Projects

Inquiry

Direct

Charles Fadel

DirectProjects

Note: Projects include designs, inquiries, simulations, etc



Rebalancing Education

Charles Fadel



What Did Dewey Advocate ?

• Experiential education

• Selfdirected learning

• Group & social learning

• Inquiry

Charles Fadel

• Growth & adaptability

• Citizens in society



Ancient Wisdom

Aristotle (384322 BC):

“The proof that one knows something is that ”

Charles Fadel

Confucius (551479 BC):

“I hear and I forget, I see and I remember, ”

Michel de Montaigne (15331592 AD):

“rather a mind shaped than a head full”



What Can YOU Do ?



Bringing all stakeholders

Parents

•Confused•Refer to their own experiences (+/)

•Want Relevance•Want Engagement

Charles Fadel

Students Teachers

•Want Engagement

•Want training•Want to be proactive

Policymakers/Administrators



6 Characteristics of Successful Schools

Learning: realworld problems, personalized, collaborative

Teaching: designers, mentors, guides, leaders

Evaluation: authentic everyday assessments

Development: coaching, mentoring, collaboration

Charles Fadel

Development: coaching, mentoring, collaboration

Culture: expectations, ownership, respect, trust Tools: pervasive technology and learning methods

Source: Bernie Trilling – private communication



How can you start?

• Engage your school board to gain support and consensus

• Convince parents – they are not used to projects, and concerned about test results

• Train teachers on Project learning (www.bie.org)

Charles Fadel

• Train teachers on Project learning (www.bie.org)

• (34 students per project)

• Mandate interdisciplinarity in the Projects



How can you start ? (2)

• Give teachers time to collaborate on devising formative assessments (ideally >25% of their time)

• Document your successes via video and propagate internally

• Join forces with other schools/districts and share learning

Charles Fadel

• Inform the D/MoE of your efforts and successes, and visibly/vocally support their efforts to revise standards and assessments



What can *you* do as Businesses ?

• Voice your needs about Skills not just Knowledge; support and involve yourselves in the curriculum redesign process

• Offer:• volunteers to work with schools, particularly in STEM• internships• certifications at high school level

Charles Fadel

• certifications at high school level



Charles Fadel



Practical book + DVD classroom examples“The authors have done nothing less than provide a bold framework for designing a 21st century approach to education, an approach aimed at preparing all of our children to successfully meet the challenges of this brave, new world.”

Paul Reville, Secretary of Education,Commonwealth of Massachusetts;

former director of the Education Policy and

Charles Fadel

former director of the Education Policy and Management Program,

Harvard Graduate School of Education

“It’s about time that we have such an accessible and wise book about the 21st century skills that so many companies, policymakers, and educators are talking about”

Roy Pea, Professor, Education and the Learning Sciences,

Stanford University

http://www.21stcenturyskillsbook.com



lander, founder, ... columbia university new york times, feb. 17, 2011 ... “guns, germs and...

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