押しではなく引く
生徒からたくさんの質問が生まれるような環境をつくる
関連性を持たせる
教えているコンセプトを直接体験し、話し合えるようにする
ソフトスキルと呼ぶ時代ではない
クリエイティビティやコラボレーションといった従来は「あると良いスキル」とされていたが、
今は「なくてはならないスキル」になってきている
バリエーションをもたせる
ひとつの法則や答えしかないのではなく様々なアプローチが存在することを知らせる
教壇に立つ賢人は必要ない
先生の役目は答えを教えるエキスパートではなく、学習を助力する存在に変わりつつある
先生はデザイナーである
活発な学習が出来る環境をつくるという意味では先生はデザイナー。
教えながら環境が作れるようなガイドをもつことも、最初は管理が難しくても良い結果をもたらす
ラーニングコミュニティをつくる
ひとりではなく、他の生徒や先生、そして両親といった社会的な繋がりによって学習ができる。
地域、そして国といった広い視野も含めて新しいアプローチを考案しなければならない
考古学者ではなく人類学者になる
未来のためのソリューションを探すには過去のデータを掘り起こすのではなく、
人々のニーズや価値観を理解する必要がある
未来を具体化させる
温暖化やゴミ問題といった今社会が抱えている問題について話し合う機会を設ける
論点を変える
新しい姿勢を求めるのであれば、新しい測定方法が必要になる。
いかに数値化させ、どのような価値判断をするかを決めて行くのが今後の課題
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IDEO’s Ten Tips For Creating a 21st–Century Classroom Experience
Posted February 18, 2009
In recent years, IDEO has spent a lot of time and effort thinking about education. The firm’s work with Ormondale Elementary School, in Portola Valley, California, helped pioneer a special “investigative-learning” curriculum that inspires students to be seekers of knowledge. We spoke to Sandy Speicher, who heads the Design for Learning efforts at IDEO. Her insights provide powerful lessons for architects and designers creating the schools of tomorrow:
1. Pull, don’t push.
Create an environment that raises a lot of questions from each of your students, and help them translate that into insight and understanding. Education is too often seen as the transmission of knowledge. Real learning happens when the student feels the need to reconcile a question he or she is facing—and can’t help but seek out an answer.
2. Create from relevance.
Engage kids in ways that have relevance to them, and you’ll capture their attention and imagination. Allow them to experience the concepts you’re teaching firsthand, and then discuss them (or, better yet, work to address them!) instead of relying on explanation alone.
3. Stop calling them “soft” skills.
Talents such as creativity, collaboration, communication, empathy, and adaptability are not just nice to have; they’re the core capabilities of a 21st-century global economy facing complex challenges.
4. Allow for variation.
Evolve past a one- size-fits-all mentality and permit mass customization, both in the system and the classroom. Too often, equality in education is treated as sameness. The truth is that everyone is starting from a different place and going to a different place.
5. No more sage onstage.
Engaged learning can’t always happen in neat rows. People need to get their hands dirty. They need to feel, experience, and build. In this interactive environment, the role of the teacher is transformed from the expert telling people the answer to an enabler of learning. Step away from the front of the room and find a place to engage with your learners as the “guide on the side.”
6. Teachers are designers.
Let them create. Build an environment where your teachers are actively engaged in learning by doing. Shift the conversation from prescriptive rules to permissive guidance. Even though the resulting environment may be more complicated to manage, the teachers will produce amazing results.
7. Build a learning community.
Learning doesn’t happen in the child’s mind alone. It happens through the social interactions with other kids and teachers, parents, the community, and the world at large. It really does take a village. Schools should find new ways to engage parents and build local and national partnerships. This doesn’t just benefit the child—it brings new resources and knowledge to your institution.
8. Be an anthropologist, not an archaeologist.
An archaeologist seeks to understand the past by investigating its relics and digging for the truth of what was. An anthropologist studies people to understand their values, needs, and desires. If you want to design new solutions for the future, you have to understand what people care about and design for that. Don’t dig for the answer—connect.
9. Incubate the future.
What if our K–12 schools took on the big challenges that we’re facing today? Allow children to see their role in creating this world by studying and creating for topics like global warming, transportation, waste management, health care, poverty, and even education. It’s not about finding the right answer. It’s about being in a place where we learn ambition, involvement, responsibility, not to mention science, math, and literature.
10. Change the discourse.
If you want to drive new behavior, you have to measure new things. Skills such as creativity and collaboration can’t be measured on a bubble chart. We need to create new assessments that help us understand and talk about the developmental progress of 21st-century skills. This is not just about measuring outcomes, but also measuring process. We need formative assessments that are just as important as numeric ones. And here’s the trick: we can’t just have the measures. We actually have to value them.
