Moving Towards a 'Thinking Curriculum'

Taken from

http://www.thinkingcurriculum.com/TradvsTOC.asp#source1

It can be useful to compare more traditional approaches with what is now being described as the Thinking Oriented Curriculum (TOC). The left columns represent some of the assumptions in more traditional views of education; the right column shows the corresponding approach in the thinking oriented curriculum. These tables tend to imply a black and white distinction between traditional and TOC models- in reality current education often contains elements from both sides. It is still useful, however, to consider the two extremes to get a feel for what is attributed to the thinking oriented curriculum.                Traditional Curriculum The Thinking Oriented Curriculum Teaching centered; Learning centred; Content focussed Process driven Students answering questions asked by someone else Students setting their own questions with the help of matrices, keys, mindmaps etc Comparing student memories at a point in time Recording growth in thinking processes over time Students recalling and applying prescribed content Students applying core thinking processes as they work with content Private thought processes Shared experiences and learning Writing verbal summaries and explanations Summarising key points and showing connections on visual / mental maps Teaching of methods for content recall Use of ‘metacognition’ for identifying and sharing thinking processes Passing standardised or public exams for selection purposes Developing ‘independen’t , critical, creative and caring thinkers Belief in a single intelligence that is fixed and static Belief in ‘multiple intelligences’ that can change with effort and instruction Much “ just in case ” learning More “ just in time ” learning Source : M. Pohl (1)  ASPECT CONVENTIONALAPPROACH (20th Century) LEARNING FOR THE KNOWLEDGE ERA (21st Century)   Topic Imposed Negotiated   Mistakes Should not be made To be learned from   Assessment Exams Authentic – various modes   View of World Right - wrong Uncertainty/ shades of grey Determined by Central authority Local needs in context of general/global framework   Staffed by Subject expert Cross curricula team   Aim Theory to practice Practice to theory & theory to practice   Approach Content driven Process & content driven   Focus Teaching centred Learning centred   Teacher role Expert Fellow learner / facilitator/sometimes expert  Emphasis Knowing that Knowing how & why and how to find out  Studentactivity Working alone Working collaboratively and alone – independence and interdependence Ethos Competitive against others Striving for personal best against criteria & standards  Student role Passive/receptive Active/generative metacognitive, reflective   Learning experiences Programmed Flexible/opportunity guided by framework of outcomes and learners' interests/needs  Source: Julia Atkin (2) Classroom activity Teacher centred Didactic Learner centred Interactive Teacher Role Fact teller Always expert Collaborator Sometimes expert Student role Listener Always learner Collaborator Sometimes expert Instructional emphasis Facts Memorization Relationships Inquiry and invention Concept of knowledge Accumulation of facts Transformation of facts of success Quantity Criterion referenced Portfolios and performances Assessment Norm referenced Multiple-choice items Quality Technology use Drill and practice Communication, collaboration, information access, expression Source : Julia Atkin(3) Source 1 : Michael Pohl, Professional Development Workshop 2004 Source 2 : Julia Atkin, From Values and Beliefs about Learning to Principles and Practice (see http://www.learning-by-design.com)

New Pedagogical Paradigms Required?

How much has 'pedagogy' changed since this photograph was taken? How have 'students' changed?

First, Curiosity...

Curiosity is a powerful motivator in education. The desire to find out, discover, investigate, uncover are fundamental reasons for creating a paradigm where young people have a desire to learn.

Sugata Mitra studied the power of curiosity in his India based studies.

http://www.youtube.com/watch?v=xRb7_ffl2D0