Language Arts, Math, Science, and Social Studies. For decades, these subjects have been the staple of the modern American educational system. The creative arts and physical education have also been played somewhat of a secondary role in that system. While all of these subject areas play a role in the development of our youth, they are based on career needs of the mid-20th century. According to this Pew Research study on Changes in the American Workplace, there has been an exponential demand on the social and analytical skills.
However, in our schools, we still teach the same “four core” areas and then fill in the rest with other subjects ranging from World Languages to Robotics. What’s interesting is, those original core 4 were considered the staple in preparing students for a 1950’s factory model work force. In this Sir Ken Robinson animated video, he talks about how our schools are designed for the assembly line. One only needs to look at the following graphic of companies that no longer exist to see that the American economy has shifted rapidly since the early 1970’s.
Compare the above with the graphic below which shows companies that didn’t exist in the early 1970’s that are now on Forbes top 200 list.
While there are some mainstays in terms of travel, service and retail companies, there is a huge growth in technology based companies. Now taking these new companies into account, let’s focus on the skills they desire for their future employee and see where schools stack up. This graphic by Tracy Clark (@tracyclark08) has been one that I’ve shared for many years. It’s sort of a “Soft Skills Bingo” chart of things that employers in those Fortune 500 companies look for when hiring.
I don’t see any of the “core four” subjects listed on that chart. While you could definitely argue that communication plays a role in language arts and critical thinking plays a role in math and science, I start to wonder why we are trying to “fit” these soft skills into our 1950’s core?
What would a modern core curriculum look like? And probably even more importantly, how would we transition from the current curriculum to a more updated model?
Let’s break apart both of these questions so I can attempt an answer.
Future Ready Curriculum –
If we were starting the American school system from scratch today, knowing what skills our students will need, we could change the subjects and not base them on what big-time publishers want us to focus on with our students. Building on some of the great work from FutureReady.org, the ISTE NETS for Students and keeping in mind those most desired future job skills from above, I would propose the development of the following 7 courses for every student:
Collaborative Outreach – A way for students to both serve the communities around them, but also work in teams, plan projects, and practice empathy.
Entrepreneurialism – Thinking “outside-the-box” but in a class form. Many of the ideas from this class could work hand-in-hand with the other courses listed here. Again, working in teams, students create solutions or products with the goal of developing the entrepreneurial spirit.
Communication & Design – Oral and written communication still play a major role in our current system, and by all accounts they will in the future. However, what about visual communication? What about making a visually pleasing presentation to pitch a product or reflect on an outreach opportunity? This course would encompass those skills.
Creative Expression – Having outlets to express yourself creatively and time for passion projects is huge in the workplaces of Google and Apple. The same should be true for schools. This course could be all about an app you are designing or a sculpture you are trying to complete (either by hand or by 3D printing).
Critical Problem-Solving – Much of the curriculum from math and science would fall into this course, although elements would be sprinkled in the other courses (like economics in the entrepreneurial course and science in the Environmental Mindfulness & Outreach courses)
Investigative Thinking – This course takes many of the research skills taught in social studies and applies it with a twist. How can looking back and investigating history help predict future outcomes? Traditional statistics would play a role in this course too.
Environmental Mindfulness – We need to allow time for students to be outside and/or active during the traditional class day. We also need to allow time for students to reflect on what they have learned and set goals for their future. This course takes some of traditional P.E. and mixes in meditation and deeper thinking exercises as well.
Transition to the Future
Creating these courses is the easy part. The hard part would be transitioning our current core areas into the above. It will take me an entire new blog post to outline that plan for this transition, as it involves some heavy change in mindset (by both educators and community). In the meantime, here’s where I feel parts of our current courses would fit in the above new curriculum:
Mathematics – Critical Problem-Solving, Entrepreneurialism, Investigative Thinking
Language Arts – Communication & Design, Investigative Thinking, Creative Expression
Science – Critical Problem-Solving, Environmental Mindfulness, Collaborative Outreach
Social Studies – Investigative Thinking, Communication & Design, Collaborative Outreach
World Languages – Collaborative Outreach, Communication & Design
Fine and Performing Arts – Creative Expression
Physical Education – Environmental Mindfulness
Career and Technology – Entrepreneurialism, Collaborative Outreach, Creative Expression, Communication & Design
If we really want to prepare kids for what’s next, whether that be in a high-tech career or the service industry, we need to transition our curriculum into areas that will help them be more successful in a highly automated future. I feel like the new core curriculum I am proposing does that while at the same time folding in some of the ‘classic’ curriculum models of our educational fore-fathers.
What did I miss? Chime in on the comments below.
…..and all those mega-conferences don’t know how to act.
There’s a movement afoot in the Ed Tech world. It started with Ed Camps and has evolved into something even bigger.
It’s the “boutique” conference.
A couple of years ago I was chatting with good friend and fellow “boutiquer” Felix Jacomino (head cheese of Miami Device). We were chatting about iPadpalooza and his (then) upcoming first event. We were talking about ISTE, the preeminent Ed Tech conference in the United States when he said something both profound and prophetic.
“ISTE is like the Walmart of Ed Tech conferences.”
That phrase resonated in my brain like a Taylor Swift ear worm. I couldn’t escape it or put my finger on it but Felix was dead on.
At ISTE you have thousands upon thousands of people attending for any variety of reasons and from any variety of places. Some come to learn about interactive white boards (still). Others come to learn about Microsoft Office. Others iPads. Others Chromebooks. Windows. Mac. Apps. GAFE. CCSS. PDFs. Gifs. Etc.
If you are an event like ISTE you have no choice but to go the “Walmart route” when it comes to sessions to ensure your customers have access to everything even if it might taste a little bland. While I think there will always be a time and a place for that, districts are also looking for something more meaningful. They are looking for something more tailored for their staff and their Ed tech goals. In the past, like Walmart, the attendee was forced to sort through the hundreds of isles of products (sessions) looking for that one specific item (learning) and try not to get lost or end up on stage at EdTech Karaoke (guilty as charged).
As we formerly launch the registration for our 5th annual iPadpalooza, there is a growing abundance of options available to educators and leaders. iPadpalooza started as a learning festival to share and grow in the realm of iPads but it’s now grown into something more than that (we welcome all devices!). While at its heart it’s meant to inspire and make learning fun, it’s also meant to be an experience. No not some sort of Burning Man in the desert experience (do they have wifi out there?), but more like you are a part of the learning experience and not just an attendee.
This year’s theme is “Summer Blockbuster” and is centered around the explosive potential of mobile learning but also the movie stars we have in and around education. Because this is a “boutique” event, we can offer flexibility in terms of when you can come (we have single-day passes this year) and a little extra for those wanting to dive even deeper (this year we have added some “Pre-Palooza” workshops in addition to our iLead Academy).
While my heart belongs to the mothership event here in Austin, I love the fact that these are now starting to spread into other states (not unlike TEDx events) including Indiana, Minnesota and now Louisiana. Each one is unique in that it brings in local talent and flavor into the festival-like atmosphere. At iPadpaloozaSouthTX they even created their own theme of “Day of the Tech” based on the “Dia de los muertos” holiday.
What I love most about these spin-off events is the ownership taken by districts and educators as part of the mobile learning movement. It’s not just seeing someone experience the stress and joy of hosting an event that MUST have a level of fun and local spirit, but also seeing them experience the smiles on the faces of attendees. It’s about the tweets of minds being blown and passion being ignited. It’s about discovering something they haven’t seen or thought of before and rethinking how learning can change in their classroom.
Ultimately, that is why you go to a boutique conference. Not necessarily to look for a specific thing, but to have a specific thing find you.
Who’s ready to go shopping?