Many schools face complex challenges as they work to adjust and adapt to new ways of working and thinking – sometimes hindered by the traditional curriculum frameworks they work within. Many national curricula are developed with a mindset that still focuses on content, although many are moving towards more conceptual frameworks to allow flexibility in locally-shaped school-based curricula which respond directly to the learning needs of any particular learning community ( e.g. New Zealand curriculum, International Baccalaureate’s PYP to name two that spring to mind )
Just as advances in technology enabled the growth of science, the extremely rapid growth of technology we’re experiencing today is impacting our perspectives, tools, and priorities now. But beyond some mild clamor for a focus on “STEM,” there have been only minor changes in how we think of content–this is spite of extraordinary changes in how students connect, access data, and function on a daily basis.
This article on te@chthought poses some interesting questions and suggests a new framework for what students will learn in the future:
Big Idea: Reading and writing in physical & digital spaces
Big Idea: How and why patterns emerge everywhere under careful study
Big Idea: The universe—and every single thing in it–is made of systems, and systems are made of parts.
Big Idea: Marrying creative and analytical thought
Big Idea: Responding to interdependence
Big Idea: Recognizing & using information in traditional & non-traditional forms
Big Idea: Identifying, evaluating, and synthesizing diverse ideas
Big Idea: The nuance of thought