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Creativity and critical thinking in schools - Andreas Schleicher
The document discusses the importance of creativity and critical thinking in education, highlighting the need for high-level learning and the adaptation of teaching methods in response to technological advancements. It addresses the risks posed by digitalization, such as the creation of echo chambers and the potential loss of education's purpose. Furthermore, it emphasizes the need for interdisciplinary learning and the cultivation of transformative competencies among students.
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Creativity and critical thinking in schools - Andreas Schleicher
- 1. Creativity and criticalthinking in schools CCT conference, London, 24 September 2019 Andreas Schleicher
- 2. Routine cognitive skillsComplex ways of thinking, complex ways of doing, collective capacity Some students learn at high levels (sorting) All students need to learn at high levels Student inclusion Curriculum, instruction and assessment Standardisation and compliance High-level professional knowledge workers Teacher education ‘Tayloristic’, hierarchical Flat, collegial Work organisation Primarily to authorities Primarily to peers and stakeholders Accountability Industrial systems World class systems When fast gets really fast, being slow to adapt makes education really slow
- 3. Access to Access Numberof mobile broadband subscriptions per 100 inhabitants, OECD average, 2009-2017 Source: OECD (2018), "Mobile broadband subscriptions" (indicator), https://doi.org/10.1787/1277ddc6-en. Figure 5.1 0 20 40 60 80 100 120 2009 2010 2011 2012 2013 2014 2015 2016 2017 Numberofsubscriptions
- 4. The growth inAI technologies… 0 2 000 4 000 6 000 8 000 10 000 12 000 14 000 16 000 18 000 20 000 1991 1994 1997 2000 2003 2006 2009 2012 2015 Numberofpatents Number of patents in artificial intelligence technologies, 1991-2015 Source: OECD (2017), OECD Science, Technology and Industry Scoreboard 2017: The digital transformation, htt p://dx.doi.org/10.1787/9789264268821-en. Figure 1.10 …pushes us to think harder about what makes us truly human
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- 7. Tasks without use of ICT Taskswith use of ICT Non routine tasks Routine tasks Non routine tasks Routine tasks Tasks without use of ICT Tasks with use of ICT TWO EFFECTS OF DIGITALISATION
- 8. Non routine tasks, Lowuse of ICT Non routine tasks, High use of ICT Routine tasks, Low use of ICT Routine tasks, High use of ICT Non routine tasks, Low use of ICT Non routine tasks, High use of ICT Routine tasks, Low use of ICT Routine tasks, High use of ICT TWO EFFECTS OF DIGITALISATION (
- 9. The kind ofthings that are easy to teach are now easy to automate, digitize or outsource 35 40 45 50 55 60 65 70 1960 1970 1980 1990 2000 2006 2009 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interpersonal Mean task input in percentiles of 1960 task distribution
- 10. The biggest riskto education today isn’t its inefficiency, but that our way of education is losing its purpose and relevance 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Proficiency Adult Literacy Skills in OECD Countries (PIAAC) Level 4-5 Level 3 Level 2 Level 1 and Below Near-term computer capabilities
- 11. 11 Digitalisation Democratizing Concentrating Particularizing Homogenizing Empowering Disempowering The post-truth worldwhere reality becomes fungible • Virality seems privileged over quality in the distribution of information • Truth and fact are losing currency Scarcity of attention and abundance of information • Algorithms sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies
- 12. Education won therace with technology throughout history, but there is no automaticity it will do so in the future Inspired by “The race between te chnology and education” Pr. Goldin & Katz (Harvard) Industrial revolution Digital revolution Social pain Universal public schooling Technology Education Prosperity Social pain Prosperity
- 13. The multi-faceted worldof knowledge
- 14. The human worldof knowledge
- 15. The small worldof the curriculum
- 16. The small worldof the curriculum
- 17. The small worldof the curriculum
- 18. The small worldof the curriculum
- 19. The small worldof the curriculum
- 20. The small worldof the curriculum
- 21. The True The realmof human knowledge The Good The realm of ethics and judgement The Just and Well-Ordered The realm of political and civic life, binding social capital The Beautiful The realm of creativity, esthetics and designThe Sustainable The realm of natural and physical health The Prosperous The realm of economic life The big world of learning
- 22. Competencies • Knowledge • Skills •Attitudes and values 22
- 23. Knowledge • Disciplinary • Interdisciplinary •Epistemic • Procedural 23
- 24. What teachers say andwhat teachers do
- 25. What knowledge, skills andcharacter qualities do successful teachers require? 96% of teachers: My role as a teacher is to facilitate students own inquiry
- 26. What knowledge, skills andcharacter qualities do successful teachers require? 86%: Students learn best by findings solutions on their own
- 27. What knowledge, skills andcharacter qualities do successful teachers require? 74%: Thinking and reasoning is more important than curriculum content
- 28. -1.60 -1.40 -1.20-1.00 -0.80 -0.60 -0.40 -0.20 0.00 Prevalence of memorisation rehearsal, routine exercises, drill and practice and/or repetition 0.00 0.20 0.40 0.60 0.80 1.00 1.20 1.40 1.60 1.80 2.00 Switzerland Poland Germany Japan Korea France Sweden Shanghai-China Canada Singapore United States Norway Spain Netherlands United Kingdom Prevalence of elaboration reasoning, deep learning, intrinsic motivation, critical thinking, creativity, non-routine problems High Low Low High
- 29. Memorisation is lessuseful as problems become more difficult (OECD average) R² = 0.81 0.70 1.00 300 400 500 600 700 800 Difficulty of mathematics item on the PISA scale Source: Figure 4.3 Difficult problem Easy problem Greater success Less success Odds ratio
- 30. Elaboration strategies aremore useful as problems become more difficult (OECD average) R² = 0.82 0.80 1.50 300 400 500 600 700 800 Difficulty of mathematics item on the PISA scale Source: Figure 6.2 Difficult problem Greater success Less success Easy problem Odds ratio
- 31. Skills • Cognitive &meta- cognitive • Social & emotional • Physical & practical 31
- 32. Influence of students’environment – Classroom climate -0.05 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40 Standardizedregressioncoefficients Cooperative classroom climate is positively related to SE skills Cooperative climate 10 yo Cooperative climate 15 yo
- 33. Influence of students’environment – School bullying -0.25 -0.20 -0.15 -0.10 -0.05 0.00 0.05 0.10 Standardizedregressioncoefficients School bullying is negatively related to students’ SE skills Bullying 10 yo Bullying 15 yo
- 34. Importance of SEskills – Closer social networks -0.10 -0.05 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 Standardizedregressioncoefficients SE skills are positively associated with students’ feeling of closeness to their family Closeness family 10 yo Closeness family 15 yo
- 35. Importance of SEskills – Higher academic aspirations 0.00 0.02 0.04 0.06 0.08 0.10 0.12 0.14 0.16 0.18 0.20 Standardizedregressioncoefficients Students’ SE skills are positively related to their academic aspiration Academic aspiration 10 yo Academic aspiration 15 yo
- 36. Attitudes and values •Personal • Local • Societal • Global 36
- 37. Transformative competencies • Creatingnew value • Taking responsibility • Reconciling tensions & dilemmas 37
- 38. Implications for pedagogy •Anticipation • Action • Reflection 38
- 39. Some lessons • Rigor,focus and coherence • Remain true to the disciplines – but aim at interdisciplinary learning and the capacity of students to see problems through multiple lenses – Balance knowledge of disciplines and knowledge about disciplines • Focus on areas with the highest transfer value – Requiring a theory of action for how this transfer value occurs • Authenticity – Thematic, problem-based, project-based, co-creation in conversation • Some things are caught not taught – Immersive learning propositions
- 40. Find out moreabout our work at www.oecd.org/pisa – All publications – The complete micro-level database Email: [email protected] Twitter: SchleicherOECD Wechat: AndreasSchleicher Thank you