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What is a takeaway which will inform our vision of the distinctive future-ready PCPS student and his/her key dispositions?

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https://www.hrdconnect.com/2020/11/04/five-essential-skills-for-future-ready-leaders/

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What is a takeaway which will inform our vision of the distinctive future-ready PCPS student and his/her key dispositions?

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What is a takeaway which will inform our vision of the distinctive future-ready PCPS student and his/her key dispositions?

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What is a takeaway which will inform our vision of the distinctive future-ready PCPS student and his/her key dispositions?

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Article discusses future trends in education and how what we teach and how we teach is likely to change over the next few years.

Vision of the distinctive future-ready PCPS students and his/her key dispositions:

1. Digital Literacy: As technology continues to permeate every aspect of our lives, future-ready students must be digitally literate. As a school, we should equip them with not only basic computer skills but also proficiency in areas such as coding.

2. Importance of Critical Thinking and Problem-Solving: As a school, we should provide opportunities for students to analyse, evaluate, and make sense of given information to solve problems and make informed decisions.

3. Global Citizenship Skills: As a school, we should provide opportunities to students to share their global perspectives. E.g. their understanding of diverse cultures, languages, and global issues, as well as the ability to work with people from different backgrounds.

4. Resilience and Adaptability: We should help students develop resilience and adaptability in addition to the EMC values that we are inculcating. Equip them with skills to bounce back from setbacks and persevere through challenges.

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As educators, we inherently possess the ability to adapt to changes. So far we have shown this - the incorporation of STP, e-Ped and other new initiatives. We lead innovative practices and consistently act as agents of change. By staying informed, continuously learning, and integrating new tools and methodologies into our teaching, we can skillfully navigate and propel change.

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As the world is getting more VUCA, our students need a different set of competencies in order to navigate through the challenges they would face in the future. The article summarised the key competencies our students need to i) contribute to and thrive in our world, and ii) shape a better future. These competencies are: a) create new value; b) reconciling tensions & dilemmas and c) taking responsibility.

At a glance, the competencies aligned themselves closely with the 4 E21CC:
Creating new value: Inventive Thinking
Reconciling tensions & dilemmas: Communications & Adaptive Thinking
Taking responsibility: Civic Literacy

As the article has summarised the dispositions our students need, they need the platforms and opportunities to learn, re-learn & reinforce their learning, eventually leading to be proficient or even attaining mastery at the identified knowledge and skills we would like them to learn.

In my opinion, all 4 E21CC will be in our suite of learning experiences for our students. After the identification of a couple of E21CCs our school would like to deepen, we may need to pan out the entire learning experiences to better inform how these (KSV) competencies are taught, reinforced and mastered. With this information, as a school, we would be able to form a coherent curriculum to the eventual actualisation of the identified dispositions we would like to see in our future-ready PCPS students.

With the help of the TLs and selected staff, the content and the use of appropriate strategies could be used to better shape the design of the programmes and platforms for the teaching and application of the learning as we dived deeper into the overall plan. At this point, it may be prudent to keep in mind suitable signature programmes and/or platforms, such as VIA; ALP/LLP and other school-based initiatives, to allow our students to apply their learning in real-life situations. Hence, IPW, and inter-disciplinary learning/projects may become a norm in the future.

As a KP and an educator, I have to embrace a change in mindset too. Work cannot be in silo, if we want to build these competencies in our PCPS Future-ready students. It is heartening that 'collaboration' is already in the 'PCPS DNA'. Perhaps, we would need to embrace MORE of such collaborations in the future. Thus, it is crucial to understand the overarching intention and the eventual goal(s) so that work plan(s) can be planned out to achieving the identified goal(s). It would also be wise to keep in mind the partners that I need to collaborate, as multipliers, to achieve these goals while making major and minor shifts in work processes and products to acclimatise various stakeholders to all the aforementioned shifts.

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The article talks about 3 transformative competencies – creating new value, reconciling tensions and dilemmas, and taking responsibility. It is my opinion that the central concerns to these three competencies are the individual’s ability to make informed and responsible decisions and the ability to consider the moral and ethical implications of his actions or decisions in responding to the environment / situations. These competencies can be taught and learnt in school, provided educators make a concerted effort to plan and provide learning experiences for students, and can be acquired at home and in the community during interactions with others. CCE lessons can provide opportunities for students to acquire these competencies. An interdisciplinary approach is also a way to help students acquire the competencies to provide richer learning experiences, holistically. What does this mean for educators? We need to create opportunities for our students to acquire the 3 transformative competencies as they would need them to navigate, contribute and thrive in their future world.

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Creating new value to develop a sense of resilience, tolerance for complexity and ambiguity, and a sense of responsibility towards others

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Creating new value to develop a sense of resilience, tolerance for complexity and ambiguity, and a sense of responsibility towards others

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To develop PCPS future-ready students, we will need to be intentional to integrate creative and critical thinking in our curriculum design and the daily learning experiences, so that students are able to collaborate with a sense of purpose, inquire to generate ideas and manage perspectives with agility.

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The three transformative competencies in the article connect closely with the enhanced framework for 21st CC and our PCPS school values:

- Creating new value

(Critical, Adaptive and Inventive Thinking)

School value: Mindfulness

-  Reconciling tensions and dilemmas

(Adaptive Thinking and Communication)

School values: Mindfulness and Empathy

- Taking Responsibility

(Civic Literacy)

School values: Empathy and Care

I believe that the future-ready PCPS student has to be a reflective learner who learns quickly from the iterative feedback process. One of the key dispositions to nurture would be a growth mindset to receive, act on feedback and make reflection an integral part of one’s learning to feed forward into the learning. The growth mindset would also help learners to embrace challenges as learning opportunities and develop one’s grit to persist in the face of obstacles.

The second disposition would be to continue developing the social emotional competencies for effective collaboration. This would help the future-ready PCPS student to develop a good self-awareness and self-concept (identity), develop communication skills, and build positive relationships with others.

I agree with Fatimah that the dispositions that we hope to develop have to go hand-in-hand with a good grounding of sound moral values (Character and Citizenship Education) for the learner to navigate the complexities and ambiguities in changing situations.

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https://docs.google.com/presentation/d/1NpWgpKhxpFDTLY8VgcBvmYrLnz0CfdbJ/edit#slide=id.p42