# data[].attributes.attachment_link.title
Bringing About Curriculum Innovations - Papers - OECD iLibrary

# data[].attributes.attachment_link.description
Different implicit approaches to promoting innovation in education can be explored through the decision making of curriculum - reflecting what is taught to stu

# data[].attributes.headline
EDUCERI - OECD Centre for Educational Research and Innovation (CERI)

# data[].attributes.subject
EDUCERI - OECD Centre for Educational Research and Innovation (CERI)

# data[].attributes.attachment_link.title
EDUCERI - OECD Centre for Educational Research and Innovation (CERI)

# data[].attributes.attachment_link.description
This report explores the association between school innovation and different measures related to educational objectives. This book is the beginning of a new journey: it calls for innovations in the field of measurement - and not just of education.

# data[].attributes.headline
Why Kids Need Schools to Change | MindShift | KQED News

# data[].attributes.subject
Why Kids Need Schools to Change | MindShift | KQED News

# data[].attributes.attachment_link.readable_text
Flickr: Elizabeth Albert

The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive.

Most of us know this, and yet making room for the huge shift in the system that's necessary has been difficult, if not impossible because of fear of the unknown, says educator Madeline Levine, author of Teach Your Children Well.

"People don't like change, especially in times of great uncertainty," she said. "People naturally go conservative and buckle down and don't want to try something new. There are schools that are trying to do things differently, and although on the one hand they're heralded as having terrific vision, they're still seen as experimental."

"I'm astounded at the glacial pace of change in education."

During this time of economic uncertainty, especially, Levine said parents want to make sure their kids won't fall into the ranks of the unemployed and disenfranchised young people who return home because they're unable to find jobs. "There's so much anxiety around the economy, they're thinking, What can I do to make sure that my kid isn't one of the unemployed"? she said.

Yet therein lies the paradox. It's exactly during these uncertain times when people must be willing to try new things, to be more open, curious and experimental, she said. In education, although there are great new models of learning and schooling, they are the exceptions, and the progressive movement has not gained much momentum.

"I'm astounded at the glacial pace of change in education," she said. "Like many academic areas, there's a huge disconnect between what's known and what's in practice. It's very slow moving."

Levine, who was a teacher herself for many years, said she has tremendous respect for educators and believes they need full support from parents and administrators. But until the directive comes from those in power - national and state policymakers, superintendents, principals - what can teachers do individually to make learning relevant for their students?

"One thing we know for sure is that kids learn better when teachers are invested and paying attention and showing they care," she said. "The biggest impact you'll have as a teachers is the relationship you establish with your student."

Try to integrate what students are interested in within what's happening in class, get to know each student, and have high expectations. Taking seriously the range of interests kids have, she said.

In addition to individual attention, Levine believes a child's time in school should look much like what kindergarten did.

"There's probably no better example of the throttling of creativity than the difference between what we observe in a kindergarten classroom and what we observe in a high school classroom," she writes in Teach Your Children Well. "Take a room full of five-year-olds and you will see creativity in all its forms positively flowing around the room. A decade later you will see these same children passively sitting at their desks, half asleep or trying to decipher what will be on the next test."

In an ideal world, the school day would reflect kids' changing needs and rhythms. There would be time for free play; school would start later to allow time for students' much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school "work" in order to regroup and process what they've absorbed. "The actual encoding of information doesn't take place when you're hunched over a desk," she said.

And just as importantly, the arts would be integrated into a curriculum, not as an ancillary addition, but as a primary part of learning. "For developing creativity and flexible and divergent thinking, we need to bring back the arts," she said. "It's a travesty that kids don't have arts anymore."
FIVE AREAS FOR CHANGE

"We're operating on a 200- year-old paradigm in a world that needs an entirely different skill set," she said. "When we talk to business owners, we hear this large and increasing drumbeat that the jobs are there, but kids applying for jobs don't have the kinds of skills they need."

Levine spends a lot of her time at Challenge Success, a school training program at Stanford that's been incorporated into about 100 schools across the country. The five criteria that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education.

PROJECT BASED LEARNING. Project-based learning has shown to be a much more effective way to think about learning, "particularly when you live in a world that's incredibly unclear on what content is going to be relevant in not just 10 or 20 years, but in three years," she said. "Over and over business leaders say kids need to be collaborative, work across time zones and cultures because problems are so complex."

ALTERNATIVE ASSESSMENT. "You don't have the opportunity to show what you know in a regular school because standardized tests that are mandated only show what some kids know, but leave out a whole bunch of kids who aren't able to show what they know in different ways," she said. We should have alternative criteria for gauging students' knowledge and ability to show what they know.

SCHEDULING. Neuroscience research on sleep is becoming more compelling by the day, particularly around depression, Levine said. "We'd always thought fatigue is symptom of depression, but now it's looking more like lack of sleep causes depression, and that's something looked at seriously." Kids needs nine hours of sleep, and if schools were in synch developmentally with teenagers, should would start at 10 a.m., especially when kids enter adolescence. Teachers should also coordinate their exams with each other to ensure that students are not taking multiple tests on the same day.

CLIMATE OF CARE. Research shows that kids do better in classes where teachers know their names and say hello to them, and when they have their own advocates or advisers at school. "Almost every private school has advisory, a person for each kid to go to," Levine said. "But in public schools, there are just a few counselors for a thousand kids or more. By the time you're hitting high school, you need someone apart from parents to test ideas with, to kick around problems, a go-to person who a kid feels knows them."

PARENT EDUCATION. Well-meaning parents are confounded with how to approach managing their kids' times. Kids needs playtime, downtime, and family time, Levine said. "We've robbed kids at each stage of childhood and adolescence of tasks that belong in that particular stage," she said. "You can't push kids outside their developmental zone and expect them to learn. You want to push them towards the edge of it, but not over."

Why Kids Need Schools to Change

# data[].attributes.attachment_link.description
The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive.

# data[].attributes.headline
Educational Leadership:Science in the Spotlight:How Do You Change School Culture?

# data[].attributes.subject
Educational Leadership:Science in the Spotlight:How Do You Change School Culture?

# data[].attributes.attachment_link.readable_text
December 2006/January 2007 | Volume 64 | Number 4
Science in the Spotlight Pages 92-94

Douglas Reeves

Consider the following laments that I have heard recently from school leaders: "We can't change the grading policy-it's part of our culture." "Public displays of data won't work here-the culture won't allow it." "The parents just don't understand-you can't change the culture by passing a law." Each of these statements includes the word culture, but the meaning of the term ranges from policies and procedures to personal preferences to deeply embedded belief systems.

Cultural change, although challenging and time-consuming, is not only possible but necessary-especially in organizations in which stakeholders use the word "culture" as a rhetorical talisman to block leadership initiatives, stifle innovation, and maintain the status quo. In the last decade, the education standards movement has taught us that policy change without cultural change is an exercise in futility and frustration.

How do you change the culture of schools? When it comes to lasting cultural change, four essentials are consistent across many leadership contexts.

First, define what you will not change. Identify specific values, traditions, and relationships that you will preserve. Rather than make every change a battle that exhausts political capital and diminishes trust, effective leaders place change in the context of stability. They take care not to convey the message, "Everything you have been doing in the past was ineffective, and your experience and professional judgment are irrelevant." A more thoughtful message is, "I am only going to ask you to engage in changes that will have meaning and value for you and every stakeholder we serve." For example, many schools have cherished traditions of excellence in athletics, music, or art-traditions that can be threatened when the leader says that academic achievement must be the top priority. Effective change leaders identify and build on traditions rather than compete with them. The trophy case bursting with evidence of athletic championships can share space with exceptional student artwork, outstanding science projects, and superb essays.

Second, recognize the importance of actions. Speeches and announcements are not enough. To lead challenging reform efforts, you must be willing to make personal changes in decision-making policies (Who has the authority to decide what?); personal time allocation (Which meeting invitations do you accept and which do you decline?); and collegial relationships (Do you make time to listen to the personal stories of your colleagues?).

The greatest impediment to meaningful cultural change is the gap between what leaders say they value and what they actually do. Staff members are not seduced by a leader's claim of "collaborative culture" when every meeting is a series of lectures, announcements, and warnings. Claims about a "culture of high expectations" are undermined when school policies encourage good grades for poor student work. The "culture of respect" is undermined by every imperious, demanding, or angry e-mail and voice mail coming from the principal. Leaders speak most clearly with their actions. When staff members hear the call for transformation from a leader whose personal actions remain unchanged, their hope turns to cynicism.

Third, use the right change tools for your school or district. Christensen, Marx, and Stevenson (2006) differentiate culture tools, such as rituals and traditions; power tools, such as threats and coercion; management tools, such as training, procedures, and measurement systems; and leadership tools, such as role modeling and vision. Leaders must choose the appropriate change tools on the basis of a combination of factors, including the extent to which staff members agree on what they want and how to get there. Leaders who approach reform determined to apply a particular change method are making the mistake of the person holding a hammer who therefore sees only nails.

Fourth, be willing to do the "scut work." In Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World, Tracy Kidder (2004) describes a renowned infectious disease specialist and leader in international health care. Farmer has revolutionized the beliefs and practices of stakeholders ranging from the poorest rural villagers in Haiti to the faculty of Harvard Medical School to policymakers at the United Nations. Combining his extensive field experience with sophisticated research and medical analyses, Farmer has upended traditional notions of health care. What does Farmer cite as one of his secrets? The willingness to do "unglamorous scut work."

Although education leaders must make speeches and attend board meetings, leaders aspiring to change school cultures will take the risk, as Superintendent Stan Scheer of Murrieta Valley Unified School District in California has done, of taking a turn as a substitute teacher or spending time with bus drivers at 5:00 on a frosty morning. When the school leader puts down the briefcase and picks up a stack of trays in the cafeteria or a pile of writing portfolios for personal review, then everyone knows that the leader takes every job in the school seriously. If you believe that every job has value and there is no such thing as unimportant work in schools, then demonstrate that belief through your actions.

Meaningful school improvement begins with cultural change-and cultural change begins with the school leader.

References

Christensen, C., Marx, M., & Stevenson, H. H. (2006, October). The tools of cooperation and change. Harvard Business Review, 84(10), 72-80.

Kidder, T. (2004). Mountains beyond mountains: The quest of Dr. Paul Farmer, a man who would cure the world. New York: Random House.

Douglas Reeves is Founder of the Center for Performance Assessment, 800-844-6599, ext. 512; DReeves@LeadAndLearn.com.

# data[].attributes.attachment_link.title
Educational Leadership:Science in the Spotlight:How Do You Change School Culture?

# data[].attributes.attachment_link.description
December 2006/January 2007 | Volume 64 | Number 4 Science in the Spotlight Pages 92-94 Douglas Reeves Consider the following laments that I have heard recently from school leaders: "We can't change the grading policy-it's part of our culture." "Public displays of data won't work here-the culture won't allow it."

# data[].attributes.body
THE COMMON SENSE (2015)

# data[].attributes.body
OECD 2017

# data[].attributes.attachment_link.title
The OECD Handbook for Innovative Learning Environments | OECD READ edition

# data[].attributes.attachment_link.description
This handbook makes good the ILE ambition not just to analyse change but to offer practical help to those around the world determined to innovate thei

# data[].attributes.body
Teachers College - Columbia University (2017)

# data[].attributes.attachment_link.title
MOOC INNOVATE1x | 1. Our Changing World - Core Module Video

# data[].attributes.attachment_link.description
MOOC INNOVATE1x | Innovating Instruction: Reimagining Teaching with Technology TeachersCollegeX | Ellen Meier How has technology changed the world of education? This course will examine the meaningful integration of technology into classrooms through a design-based process. This design framework will help teachers develop authentic projects that use technology as thinking tools for students.

# data[].attributes.body
IDEO U (2017)

# data[].attributes.attachment_link.readable_text
Build your creative confidence

Build your creative confidence

Online learning from award-winning design & innovation firm, IDEO

View All Courses

Certificate Programs

Advance your career and build your confidence with a 3-6 month action-oriented learning experience made up of cohort and self-paced courses.

Cohort Courses

Collaborate with a global community in our 5-week online courses and apply new skills to your day-to-day work to increase your impact.

Self-Paced Courses

Learn anytime, anywhere. Boost your skills with flexible, short-form online courses designed to fit your life. Access 90 days from purchase.

Design Thinking

"Design thinking is a human-centered approach to innovation that draws from the designer's toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business success."

- Tim Brown, Chair of IDEO

Innovation

"Innovation is now recognized as the single most important ingredient in any modern economy."
- Tom Kelley, IDEO Partner

Leadership

"The ability to tolerate and navigate ambiguity-and to guide organizations without knowing what's ahead-is one of the key leadership qualities of our time."
-Suzanne Gibbs Howard, founder and Dean of IDEO U

Power Skills

"It is only in teams where you have the courage and bravery to be your full self that you can contribute your best."

- Keith Yamashita, SYPartners Chairman and Founder

# data[].attributes.attachment_link.description
Online learning from award-winning design & innovation firm, IDEO View All Courses Advance your career and build your confidence with a 3-6 month action-oriented learning experience made up of cohort and self-paced courses. Collaborate with a global community in our 5-week online courses and apply new skills to your day-to-day work to increase your impact.

# data[].attributes.headline
Innovating Education and Educating for Innovation | OECD (2016)

# data[].attributes.subject
Innovating Education and Educating for Innovation | OECD (2016)

# data[].attributes.attachment_link.title
Innovating Education and Educating for Innovation | OECD READ edition

# data[].attributes.attachment_link.description
OECD's Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Educa

# data[].attributes.headline
A New Culture of Learning CULTIVATING THE IMAGINATION FOR A WORLD OF CONSTANT CHANGE 

# data[].attributes.subject
A New Culture of Learning CULTIVATING THE IMAGINATION FOR A WORLD OF CONSTANT CHANGE 

# data[].attributes.body
Douglas Thomas and John Seely Brown (2011)

# data[].attributes.headline
Innovating to Learn, Learning to Innovate | 

# data[].attributes.subject
Innovating to Learn, Learning to Innovate | 

# data[].attributes.body
OCDE 2008

# data[].attributes.attachment_link.title
Innovating to Learn, Learning to Innovate | OECD READ edition

# data[].attributes.attachment_link.description
This book summarises and discusses key findings from the learning sciences, shedding light on the cognitive and social processes that can be used to r

# data[].attributes.headline
Teens, Social Media & Technology Overview 2015

# data[].attributes.subject
Teens, Social Media & Technology Overview 2015

# data[].attributes.body
Pew Foundation (2015)

# data[].attributes.attachment_link.provider_name
Pew Research Center: Internet, Science & Tech

# data[].attributes.attachment_link.readable_text
24% of teens go online "almost constantly," facilitated by the widespread availability of smartphones.

Aided by the convenience and constant access provided by mobile devices, especially smartphones, 92% of teens report going online daily - including 24% who say they go online "almost constantly," according to a new study from Pew Research Center. More than half (56%) of teens - defined in this report as those ages 13 to 17 - go online several times a day, and 12% report once-a-day use. Just 6% of teens report going online weekly, and 2% go online less often.

Much of this frenzy of access is facilitated by mobile devices. Nearly three-quarters of teens have or have access to a smartphone and 30% have a basic phone, while just 12% of teens 13 to 17 say they have no cell phone of any type. African-American teens are the most likely of any group of teens to have a smartphone, with 85% having access to one, compared with 71% of both white and Hispanic teens. These phones and other mobile devices have become a primary driver of teen internet use: Fully 91% of teens go online from mobile devices at least occasionally. Among these "mobile teens," 94% go online daily or more often. By comparison, teens who don't access the internet via mobile devices tend to go online less frequently. Some 68% go online at least daily.

African-American and Hispanic youth report more frequent internet use than white teens. Among African-American teens, 34% report going online "almost constantly" as do 32% of Hispanic teens, while 19% of white teens go online that often.

Facebook is the most popular and frequently used social media platform among teens; half of teens use Instagram, and nearly as many use Snapchat

Facebook remains the most used social media site among American teens ages 13 to 17 with 71% of all teens using the site, even as half of teens use Instagram and four-in-ten use Snapchat.
71% of teens use more than one social network site
Teens are diversifying their social network site use. A majority of teens - 71% - report using more than one social network site out of the seven platform options they were asked about. Among the 22% of teens who only use one site, 66% use Facebook, 13% use Google+, 13% use Instagram and 3% use Snapchat.

This study uses a somewhat different method than Pew Research Center's previous reports on teens. While both are probability-based, nationally representative samples of American teens, the current survey was administered online, while our previous work involved surveying teens by phone. A great deal of previous research has found that the mode of interview - telephone vs. online self-administration - can affect the results. The magnitude and direction of these effects are difficult to predict, though for most kinds of questions, the fundamental conclusions one would draw from the data will be similar regardless of mode. Accordingly, we will not compare specific percentages from previous research with results from the current survey. But we believe that the broad contours and patterns evident in this web-based survey are comparable to those seen in previous telephone surveys.

Facebook remains a dominant force in teens' social media ecosystems, even as Instagram and Snapchat have risen into a prominent role in teens' online lives. Asked which platforms they used most often, the overall population of teens in this sample (ages 13 to 17) reported that Facebook was the site they used most frequently (41% said that), followed by Instagram (20%) and Snapchat (11%).

Boys are more likely than girls to report that they visit Facebook most often (45% of boys vs. 36% of girls). Girls are more likely than boys to say they use Instagram (23% of girls vs. 17% of boys) and Tumblr (6% of girls compared with less than 1% of boys). Older teens ages 15 to 17 are more likely than younger teens to cite Facebook (44% vs. 35% of younger teens), Snapchat (13% vs. 8%) and Twitter (8% vs. 3%) as a most often used platform, while younger teens ages 13 to 14 are more likely than their older compatriots to list Instagram (25% vs. 17% of older teens) as a platform they visit most often.

Middle and upper income teens lean toward Instagram and Snapchat

The survey data reveals a distinct pattern in social media use by socio-economic status. Teens from less well-off households (those earning less than $50,000) are more likely than others to say they use Facebook the most: 49% of these teens say they use it most often, compared with 37% of teens from somewhat wealthier families (those earning $50,000 or more).

Teens from more affluent households are somewhat more likely than those from the least affluent homes to say they visit Snapchat most often, with 14% of those from families earning more than $75,000 saying Snapchat is their top site, compared with 7% of those whose families earn less than $30,000 annually. Twitter shows a similar pattern by income, with the wealthiest teens using Twitter more than their least well-to-do peers. It should be noted that some of these differences may be artifacts of differences in use of these sites by these different subgroups of teens.

Smartphones facilitate shifts in teens' communication and information landscape

As American teens adopt smartphones, they have a variety of methods for communication and sharing at their disposal. Texting is an especially important mode of communication for many teens. Some 88% of teens have or have access to cell phones or smartphones and 90% of those teens with phones exchange texts. A typical teen sends and receives 30 texts per day

And teens are not simply sending messages through the texting system that telephone companies offer. Some 73% of teens have access to smartphones and among them messaging apps like Kik or WhatsApp have caught on. Fully 33% of teens with phones have such apps. And Hispanic and African-American youth with phones are substantially more likely to use messaging apps, with 46% of Hispanic and 47% of African-American teens using a messaging app compared with 24% of white teens.

Girls dominate social media; boys are more likely to play video games

Teenage girls use social media sites and platforms - particularly visually-oriented ones - for sharing more than their male counterparts do. For their part, boys are more likely than girls to own gaming consoles and play video games.

Data for this report was collected for Pew Research Center. The survey was administered online by the GfK Group using its KnowledgePanel, in English and Spanish, to a nationally representative sample of over 1,060 teens ages 13 to 17 and a parent or guardian from September 25 to October 9, 2014 and February 10 to March 16, 2015. In the fall, 1016 parent-teen pairs were interviewed. The survey was re-opened in the spring and 44 pairs were added to the sample. For more on the methods for this study, please visit the Methods section at the end of this report.

# data[].attributes.attachment_link.title
Teens, Social Media & Technology Overview 2015

# data[].attributes.attachment_link.description
24% of teens go online "almost constantly," facilitated by the widespread availability of smartphones. Aided by the convenience and constant access provided by mobile devices, especially smartphones, 92% of teens report going online daily - including 24% who say they go online "almost constantly," according to a new study from Pew Research Center.

# data[].attributes.headline
Center for technology and school change 

# data[].attributes.subject
Center for technology and school change 

# data[].attributes.body
Teachers College - Columbia University (2017)

# data[].attributes.attachment_link.title
MOOC INNOVATE1x | 3. Center for Technology and School Change

# data[].attributes.attachment_link.description
Uploaded by ColumbiaLearn on 2017-05-31.

# data[].attributes.headline
Leading Educational Innovation and Improvement 

# data[].attributes.subject
Leading Educational Innovation and Improvement 

# data[].attributes.body
edX (2017)

# data[].attributes.attachment_link.title
Leading Educational Innovation and Improvement

# data[].attributes.attachment_link.description
Become an innovative leader with new R&D strategies for improving classrooms, schools and educational systems.

# data[].attributes.headline
Digital media literacy: A Plan of action

# data[].attributes.subject
Digital media literacy: A Plan of action

# data[].attributes.body
Hobbs, R. (2010)

# data[].attributes.headline
A Framework for Addressing Challenges to ClassroomTechnology Use

# data[].attributes.subject
A Framework for Addressing Challenges to ClassroomTechnology Use

# data[].attributes.body
Groff, J., & Mouza, C. AACE Journal (2008)

# data[].attributes.headline
Knowledge Building: Theory, Pedagogy, and Technology

# data[].attributes.subject
Knowledge Building: Theory, Pedagogy, and Technology

# data[].attributes.body
Scardamalia, M., & Bereiter, C. (2006).