Education for Life and Work Developing Transferable Knowledge and Skills in the 21st Century (2012) / Chapter Skim
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7 Systems to Support Deeper Learning
7 Systems to Support Deeper Learning
Pages 185-194
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From page 185... ...
The first section focuses on the role of the larger educational system in hindering or supporting educational interventions that foster deeper learning and development of 21st century competencies, with attention to two critical system elements (1) teacher preparation and professional development, and (2)
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From page 186... ...
Teacher Preparation and Professional Development Current systems of teacher preparation and professional development will require major changes if they are to support teaching that encourages deeper learning and the development of transferable competencies. Changes will need to be made not only in conceptions of what constitutes effective professional practice but also in the purposes, structure, and organization of preservice and professional learning opportunities (Garrick and Rhodes, 2000; Darling-Hammond, 2006; Webster-Wright, 2009; Lampert, 2010)
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From page 187... ...
, Wilson (2011) , and others have recommended replacing current disjointed teacher learning opportunities with more integrated continuums of teacher preparation, induction, support, and ongoing professional development.
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From page 188... ...
In particular, as noted in Chapter 6, ongoing formative assessment by teachers can provide guidance to students which supports and extends their learning, encouraging deeper learning and development of transferable competencies. Current educational policies, however, focus on summative assessments that measure mastery of content and often hold schools and districts accountable
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From page 189... ...
While the new English language arts and mathematics standards and the science framework articulate goals for deeper learning and the development of facets of 21st century competencies, the extent to which these goals are realized in schools will be strongly influenced by their inclusion in district, state, and national assessments. Because educational policy remains focused on outcomes from summative assessments that are part of accountability systems, teachers and administrators will focus instruction on whatever is included in state assessments.
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From page 190... ...
If these assessment and frameworks include the facets of 21st century competencies included in the Common Core State Standards, this will provide a strong incentive for states, districts, schools, and teachers to emphasize those facets of 21st century competencies in English language arts and science instruction. Next Generation Science Standards based on the NRC science framework are under development, and the NRC has begun a study to develop an assessment framework based on the NRC science framework.
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From page 191... ...
CONCLUSIONS AND RECOMMENDATIONS While new national goals that encompass 21st century competencies have been articulated in the Common Core State Standards for English language arts and mathematics and in the NRC science education framework, the extent to which these goals are realized in educational settings will be strongly influenced by the nature of their inclusion in district, state, and national assessments. Because educational policy remains focused on outcomes from summative assessments that are part of accountability systems, teachers and administrators will focus instruction on whatever is included in state assessments.
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From page 192... ...
Department of Education, are currently developing new assessment frameworks and methods aligned with the Common Core State Standards in English language arts and mathematics. If these assessment frameworks include the facets of 21st century competencies represented in the Common Core State Standards, they will provide a strong incentive for states, districts, schools, and teachers to emphasize these critical facets of 21st century competencies as part of disciplinary instruction.
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From page 193... ...
For educational interventions focused on developing transferable competencies to move beyond isolated promising examples and flourish more widely in formal educational settings, larger systemic issues and policies involving curriculum, instruction, assessment and professional development will need to be addressed. Addressing these systemic issues will require supportive state and federal policies and programs, to facilitate the development of new types of assessment systems, new curricula that incorporate the instructional design guidelines and research-based features described above, and new approaches to teacher preparation and professional development.
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