Student Centric Learning 21st Century Education

1. Student CentricLearning21st CenturyEducation Fred Verboon European School HeadsAssociation

2. The 21st centurylearner

3. Ourstudents are changing • The “21st centurylearner”: • Prefers internet for research • Learnsfrom images, sound, colours • Communicates via social media • SearchesTwitterfor the lastest news * Purcell, K. , Rainie, L., Heaps, A., Buchanan, J., Friedrich, L., Jacklin, A., Chen, C., Zickuhr, K., (2012), PEW Research Center (2012): How Teens Do Research in the Digital World

4. Oureconomy is changing • UnifiedEurope: • New markets, different cultures, newlanguages • Internet changeseconomies: • Consumerscan and willcompare online • Online marketschange distribution channels (retail) • Changescommunications: postal services, telephony • Internet changesvalueperceptions: • Ifinformation is alwaysavailable, youneed to differentiate. • Creativity, branding, image becomesvaluable • Production is not a differentiating factor and out sourced to low incomecountries

5. The role of the teacher is changing • Children have all the informationthey want, anytime, anywhere • Teachersnolonger are the experts orprimarysourceforinformation • Teachers do know……. • where to find relevant information • thatinformation is sometimescoloured • how to combine and reflectoninformation • how to learn and set personalizedlearning goals • Teacherswillbecomelearning coaches, aimed at realizingpersonal potental of each student

6. Our community changes Our youth changes How can a child become successful if we do not know how our society looks like in 20 years. Learn them to be creative, learn them to stand out, but most of all: learn them to learn! ATC 21s.org (2010-2013) Assessment and Teaching of 21st century skills: White paper 21st century skills

7. LifelongLearning Engaging people with learning throughout all stages of their livesVital if young people are to succeed in the knowledge rich, constantly-changing worldOver 54% of the students that have successfully finished their secondary education have returned to study during their careers. Only less than 20% of students that have not finished their secondary education return to education during their careers. Bryce and Withers (2003)

8. Focus of a LifelongLearning school: • Focus onlearn to learn • Learning is fun and challenging • 21st Century skills • Information Literacy • Problem-solving • Creativity and experimentation • Attitudes and values • Curiosity • Differences and change are celebrated. • Individuallearning goals • Not necessarily to find a ‘correct’ answer. • Focus onrewardingstudents, no public grading • Every student feels important • Active class room learning • Teachers as Model Lifelong Learners • Education is organizedbothhorizontally and vertically

9. Are LL schools are successful? • Research: 20 high performing colleges and universities • engage students individually: Staff know their students: who they are, where they came from, what motivates and inspires the students and where they hope to go. • faculty focus on active classroom learning. • Flipping Classrooms project Iowa State University research

11. Student centriclearningCountriesdiffer Lessdetailednational curriculum: • Frame work • Goals / end terms •  controlsystemslikeinspectorate • Belgium, Estonia, Norway, Finland, Sweden, Slovenia, Croatia, Denmark, Iceland, UK, The Netherlands Highlydetailednational curriculum: • Germany, Cyprus, France, Spain, Ireland, Scotland, Italy Most countries: • The level of school autonomyincreaseswith the agelevels

12. The countriesthat are innovating: No relationwithautonomy / prescriptive curriculum. + Finland, Netherlands (secondary), Scotland, Ireland, Lithuania, Denmark, - Demotivation of reachers in somecountriesdue to loweredsalaries • Highlyprescriptivesystems: Governmentleads • Lessprescriptivesystems: School leads

13. Make a difference:Individual school approach In most countries, school leaders are the persons to initiate the lifelong learning philosophy.  more teacher oriented in Southern European countries Changing schools needs courage and conviction. the school head / teacher takes risks just because most people just do not like changes. A study of Bryce and Withers (2003) reveal that most of the schools in their research opted for a gradual shift towards lifelong learning. Bryce and Withers (2003)

14. 1: Attention Spread articles about the need to innovate. • 99% of teachers agree that “the internet enables students to access a wider range of resources than would otherwise be available,” • 65% agree that “the internet makes today’s students more self-sufficient researchers.” • 47% of the teachers strongly agree and another 44% somewhat believe that courses and content focusing on digital literacy should be incorporated into every school’s curriculum. Pew Research Center,

15. 2: Interest There are a lot of interesting articles (source: www.ESHAmagazine.com) that can be spread to raise the interest level of the teachers and managers. Possible steps: • ask for feedback about the articles. • invite a consultant that discusses the relevance • set up a project team that will research the impact of the matter on the school. • visit a school that has experience with lifelong learning

16. 3: Desire Gain commitment • Discusses the advice of the project team • Discuss the school visit.  Get the vision accepted Ensure that the staff feels safe: experimentations and thus failure is seen as a way to learn.

17. 4: Implementation The principal appoints teachers that will be leading the change. + all teachers have access to the online courses of the LLWings project. + The principal tracks the progress of the training which may be included in the teachers’ review process.