Learning for the Future: Innovation, Creativity, Problem Solving, and Design - Preview

Learning for the Future: Innovation, Creativity, Problem Solving, and Design

This module broadens our understanding of how, where and when students are learning as they prepare for life and work in a dynamic, global economy.

This module aligns with:

  • Ohio's Leadership Development Framework, Area 3: Instruction and the Learning Process
  • Ohio Improvement Process: Stage 2 and Stage 3

Receiving Credit for this Module

The Ohio Leadership Advisory Council offers educators credit and contact hours for OLAC work. Teachers, principals, and superintendents who are working toward license renewal can receive university credit for completing OLAC modules from a number of Ohio universities. Pre-approval is required. For estimated contact hours for credit or to learn more about receiving credit for OLAC work, visit the Credit Corner.

Video Transcript

Hello, I'm Connie Kamm. Welcome to the Ohio Leadership Advisory Council's module on Learning for the Future. In the past few decades, the world has changed dramatically. With the advent of the Internet, we have moved into a global knowledge explosion where our access to information and to one another is limitless. Glen Heimstra, a noted futurist, points out that in this digital age of connectivity, boundaries between nations, corporations, and people are permeable. We have rapidly become a global community with a web-enabled playing field. Unfortunately, education has had a difficult time making this transition. If Washington Irving's character Rip Van Winkle woke up today after his long nap, the only thing that he would recognize would be the classroom.

In many schools, higher intellectual standards are still equated with the mastery of more of the same academic content. In the current digital age, the question is not "What do you know?" It is, "What can you do with what you know and how do you update your knowledge continuously?" Answering these questions demands a very different style of teaching. Rather than being knowledge providers, teachers need to be knowledge facilitators. In the book  Visible Learning: A synthesis of over 800 meta-analyses relating to achievement, John Hattie (2009) notes that "The biggest effects on student learning occur when teachers become learners of their own teaching and when students become their own teachers"(p.22).  This shift in focus requires the transformation of current educational practices and structures.

In this new era, schools must aspire to produce students who are innovative, creative, self-motivated, self-monitoring, and self-managing. Ted Sizer, a leading school reform advocate, stated that the goal of education is for students to "learn to use their minds well," so that they can apply what they know in the world beyond school. Although this goal has been present in most school mission statements for years, achievement has remained elusive.  It is not that educators are unwilling to make the necessary changes in order to better prepare their students for the demands of this new era, it is  that they do not know what this change looks like. New models must emerge that provide educators with the necessary direction to equip their students for a global conversation.

In the book, Turning to One Another: Simple Conversations to Restore Hope to the Future, Margaret Wheatly sagely reminds us that "We have to be willing to admit that we're not capable of figuring things out alone. It's time to begin asking others about what they see and think." The module on Learning for the Future provides this opportunity. The content and activities explore strategies, skills, and tactics that enhance learning in the digital age. The video footage features innovative Ohio classrooms where students are deeply engaged in relevant learning. The suggestions and examples offered in this module provide models for change that can be applied directly to classroom teaching practices.

I hope that you find this module useful as you transform teaching and learning in your own schools and districts. Thank you for listening.

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This module features videos, pre- and post-assesments, and questions for discussion.

Number of content pages: 14

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