Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (19)
Destaque
Destaque (15)
Semelhante a Lesssons from reform_around_the_world_0
Semelhante a Lesssons from reform_around_the_world_0 (20)
Mais de leadingcurriculum
Último
Último (20)
Lesssons from reform_around_the_world_0
- 1. Improving Learning: What Can We Learn from Reforms Around the World?
- 2. Changes in Societies are Creating Pressures for School Change
- 3. Schooling in the Medieval Age: The school of the church Source: Andreas Schleicher, OECD
- 4. Schooling in the Industrial Age: Educating for discipline Source: Andreas Schleicher, OECD
- 5. The challenges today: Motivated and self-reliant citizens Risk-taking entrepreneurs, converging and continuously emerging professions tied to globalizing contexts and technological advance Source: Andreas Schleicher, OECD
- 6. How the demand for skills has changed Economy-wide measures of routine and non-routine task input (U.S.) (Levy and Murnane) Mean task input as percentiles of the 1960 task distribution The dilemma of schools : The skills that are easiest to teach and test are also the ones that are easiest to digitize, automate, and outsource
- 8. 20 th Century Teaching Cannot Meet 21 st Century Demands
- 10. What Do Effective Teachers Know and Do?
- 20. Learning about Practice in Practice
- 23. What Doesn’t Work? Pathways that Reduce Preparation for Teaching
- 25. What About Standards-Based Reform?
- 29. What Happens when New Standards meet Old Inequalities? 9 th to 12 th Grade Progression in “Brazos City,” TX 14320 7532 6307 6447 18292 8552 7190 16707 8517 6645 6875 6901 0 2000 4000 6000 8000 10000 12000 14000 16000 18000 20000 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 School Year Number of Students 9th Grade 1996-1997 9th Grade 1997-1998 9th Grade 1998-1998
Notas do Editor
- Notes for the facilitator The commonly agreed list of capacities expected of individuals in the modern workplace that is outlined on this and the following slide (from Professor Cheng’s paper provided as a pre-reading in the participants’ handbook) constitutes a key reason for the adoption of the 334 senior secondary reform programme. The new curriculum envisaged in 334 is designed not only to build Hong Kong’s knowledge base by ensuring all students receive a full six years of secondary education, but also developing the broader range of knowledge based skills required for success in today’s highly competitive global marketplace. (The list continues on the next slide)
- Notes for the facilitator The commonly agreed list of capacities expected of individuals in the modern workplace that is outlined on this and the following slide (from Professor Cheng’s paper provided as a pre-reading in the participants’ handbook) constitutes a key reason for the adoption of the 334 senior secondary reform programme. The new curriculum envisaged in 334 is designed not only to build Hong Kong’s knowledge base by ensuring all students receive a full six years of secondary education, but also developing the broader range of knowledge based skills required for success in today’s highly competitive global marketplace. (The list continues on the next slide)
- For the sciences, we have introduced a component called “School-based Science Practical Assessment” (SPA) (20% weighting). SPA, which takes place over an appropriate period, seeks to develop our students the ability to: 1. follow a detailed set or sequence of instructions and use techniques, apparatus and materials safely and effectively; 2. Making and recording observations, measurements, methods and techniques with precision and accuracy; 3. interpret and evaluate observations and experimental data; 4. identify a problem, design and plan investigations, evaluate methods and techniques, and suggest possible improvement. SPA assesses the following key areas: Manipulation, measurement and observation (MMO) Presentation of data and observations (PDO) Analysis, conclusions and evaluation (ACE)