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The BIG-KNOW HOW cannot operate in a vacuum. It needs to be infused seamlessly into T & L.

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Time and attention remains a challenge. How about scalability?

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Think of how they can be infused with T and L. Use frameworks with dispositions/attitudes/mindsets. Sometimes tacit knowledge works better.

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1. Digital Competence - With the advent of AI, it is important for students to be equipped with digital skills so that they will be able to cope with the demands of future jobs confidently.
2. Collaboration- Students need to work in teams and communicate with others effectively.
3. Empathy- helps students to understand why they feel a certain way so that they understand others better. EQ is as important or more important than IQ.

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The 21st century skills mentioned earlier + values

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Time

Our own knowledge/ skills/ confidence

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Scenarios relevant to students
Authentic case-studies
Interdisciplinary tasks done in groups
Teacher or student-modelling

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1. Deep understanding of 'Big Know How' skills so that we ourselves are clear about them
2. How to making these skills visible for students so that we can help them to develop the skills

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Both focus on students' personal skills and how students relate to others e.g. society, environment etc.

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1. Critical thinking skills: explosion of readily available information entails that students need to be discerning.
2. Collaborative skills: ability to work in teams. As the nature of work/problems becomes more complex, a synergy of ideas/ strengths is necessary.
3. Digital skills: many processes, communication channels etc are online. Students must not only know how navigate and leverage these online tools but must also be responsible while doing so.

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World Economic Forum cites the top skills for one to thrive and this would include analytical thinking, resilience, flexibility critical thinking skills, creativity, inventive thinking , digital and technological literacy, collaboration and communication skills to name some of them.

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Competencies, skills, value and attributes that are significant especially in the globalised VUCA world.

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Personally, I start my understanding the profile of my learners. Where they are at. Usually, I will explain to them the purpose of the task or assignment. And its relevance. Thus I would also design meaningful, authentic lessons and endeavour to link what they are learning to real life contexts from the macro view i.e. global view first. I think the students understand this better.

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1. Skills which are relevant and helpful to their life when they leave school
2. Knowledge which satisfies or piques curiosity and interests

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1. Students' knowledge base
2. Students' ability to identify with the big know-how - this affects their ability to see the relevance of what is being discussed and how much they want to give their attention to it

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1. Hands-on activities which students can meaningfully engage in
2. Use of IT tools or platforms which allows collaboration and participation
3. Bringing in real-life contexts which require the application of the big know-how

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1. An understanding of what the big know-how is
2. An understanding of our students
3. Different ways to contextualise the big know-how so that students can understand its relevance and importance

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They both point to skills and attributes crucial for the individual and society to thrive.

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1. Thinking skills - they need to be able to navigate information from all perspectives before making decisions
2. Ability to understand different perspectives - inability to do so is the cause of conflicts in the world today
3. Communication skills - interaction is key to all aspects of their life

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They both emphasize on the core skills that are deemed important and revolve around the concept of the whole child through holistic education.

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In a rapidly evolving society, being lifeready necessitates the acquisition of skills that go beyond traditional subject areas. Information literacy and digital skills are essential in today's digital age, where the ability to find, evaluate and utilize information from various sources is crucial. Equipping students with these skills empowers them to navigate the vast amount of information available, critically analyze it and make informed decisions.

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Time constraint is always a limiting factor in our job as teachers. Implementing the Big Know-How requires time for in-depth exploration. However, in a traditional educational setting with limited class time and curriculum constraints, it can be challenging to allocate sufficient time for these activities. Teachers may need to strike a balance between covering essential content and providing opportunities for Big Know-How learning experiences.

Also, in our role as teacher leaders, we need to be equipped with the knowledge, skills and resources to effectively implement the Big Know-How. This may require ongoing professional development and support to ensure that teachers have a deep understanding of the framework and are able to design and facilitate learning experiences that promote the desired outcomes. Adequate time and resources for teacher preparation and professional development are essential.

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Teaching the Big Know-How in the context of English Language skills involves integrating the core principles of the Big Know-How framework into the teaching and learning of language proficiency.

Here's how it might look:
Rather than simply focusing on grammar and vocabulary in isolation, the teaching of English Language skills would involve helping students develop a broader understanding of the language domain. This includes exploring the interconnections between reading, writing, speaking and listening. Teachers would provide opportunities for students to analyse and discuss authentic texts, engage in meaningful writing tasks, participate in oral presentations or debates and develop their comprehension and interpretation skills.

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The Big Know-How goes beyond specific skills and focuses on developing a broader understanding of domains. As a teacher, you would need to have a deep knowledge of the subject areas you're teaching and be able to convey the interconnectedness of concepts within those domains. This requires a strong grasp of the underlying principles and the ability to make connections across different areas of knowledge.

Teaching the Big Know-How requires adaptability and flexibility on the part of the teacher. You would need to be open to new ideas and willing to experiment with different instructional strategies. This might involve adjusting your teaching methods, providing differentiated instruction and creating a supportive and inclusive learning environment.

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1. Critical Thinking and Problem Solving: Critical thinking involves analyzing information, evaluating arguments and making reasoned decisions. Students need to be able to navigate through complex problems and find innovative solutions. This skill is essential for adapting to new situations, identifying opportunities and addressing challenges effectively.

2. Information Literacy and Digital Skills: As technology continues to advance, it's important for students to develop strong information literacy and digital skills. They should learn how to find, evaluate and use information from various sources, including online platforms and especially so with the advent of AI Tools. Students should also understand concepts like digital citizenship, privacy, and online safety.

3. Collaboration and Communication: The ability to collaborate and communicate effectively is becoming increasingly important in our interconnected world. Students should learn how to work well with others, contribute to diverse teams and effectively communicate their ideas and perspectives. Collaboration fosters creativity, enhances problem-solving skills and promotes cultural understanding. These skills are essential for success in the workplace and for building positive relationships in all aspects of life.

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“What is worth learning in school?”

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“Are there any limitations to implementing the Big Know-How in this manner?”

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“How does teaching Big Know-How actually look like?”

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“What are some of the things that we would need to equip ourselves with when teaching the Big Know-How?”

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To what extent are these two swiss-roll images similar?

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Important Knowledge and Skills for the Future

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Important Knowledge and Skills for the Future

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What do you believe are some of the most important knowledge and skills for students to learn towards our complex future?” (Choose at least three and explain why)