World Economic Forum Report on Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution – This report calls on schools to prepare for “Education 4.0” by stressing Global Citizenship skills; Innovation and Creativity skills; Technology skills; Interpersonal skills; Personalized and Self-Paced learning; Accessible and Inclusive learning; Problem-Based and Collaborative learning; Lifelong and Student-Driven learning.
OECD Transformative Competencies for 2030 defines “transformative competencies” as the types of knowledge, skills, attitudes and values students need to transform society and shape the future for better lives. These have been identified as creating new value, reconciling tensions and dilemmas, and taking responsibility.
Assessment of Transversal Skills 2020 – ATS2020 provides a comprehensive learning model for the enhancement of student indispensable transversal skills within curricula and offers new approaches and innovative tools to teachers for the development and assessment of these skills.
Skill Shift: Automation and the Future of the Workforce – A May 2018 discussion paper from McKinsey about the skills that will be required in the workplace by the year 2030.
Cultures of Thinking Resources
Project Zero – Straight from the source… tons of thinking routines.
Artful Thinking – The goal of the Artful Thinking program is to help students develop thinking dispositions that support thoughtful learning – in the arts, and across school subjects.
Ladder of Feedback – The “Ladder of Feedback”* is a protocol or structure that establishes a culture of trust and constructive support by sequencing feedback in order that is constructive.
Thinking Routines + Tools + Practice – The resources here are designed for both educator and learner use of the Agency by Design Framework for Maker-Centered Learning. In this collection you will find three sets of resources.
Curriculum & Assessment
Education for Sustainable Development Goals: Learning Objectives
UNESCO—This publication is designed as a guide for education professionals on the use of ESD in learning for the SDGs, and consequently to contribute to achieving the SDGs. The guide identifies indicative learning objectives and suggests topics and learning activities for each SDG. It also presents implementation methods at different levels, from course design to national strategies.
Who’s Asking? — Alfie Kohn proposes that we start with the customary way of framing this topic and then proceed to questions that are deeper and potentially more subversive of traditional schooling.
The Case Against Grades—Alfie Kohn argues that Collecting information doesn’t require tests, and sharing that information doesn’t require grades. In fact, students would be a lot better off without either of these relics from a less enlightened age.
Backwards EdTech Flow Chart and Ideas – This flow chart helps get started with using technology with a purpose for what students are going to do/learn, instead of focusing on tool only training
Common Lingo & Shared Lexicons
Design39Campus Glossary – Design39Campus is an innovative school that blends design thinking with the cultivation of knowledge, skills, and learning dispositions. This glossary is amazing because it is an effort to have a conversation with a shared lexicon.
Practitioner’s Lexicon – What is meant by key terminology.