Knowledge - relevance required: Stu

Knowledge - relevance required: Students’ lack of motivation, and often disengagement, reflects the inability of education systems to connect content to real-world experience. This is also critically important to economic and social needs, not only students’ wishes. There is a profound need to rethink the significance and applicability of what is taught, and to strike a far better balance between the conceptual and the practical. Questions that should be answered include: Should engineering become a standard part of the curriculum? Should trigonometry be replaced by more statistics? Is long division by hand necessary? What is significant and relevant in history? Should personal finance, journalism, robotics, and other new disciplines be taught to everyone - and starting in which grade? Should entrepreneurship be mandatory? Should ethics be re-valued? What is the role of the arts – and can they be used to foster creativity in all disciplines?

Skills – necessity for education outcomes: Higher-order skills (“21st Century Skills”), such as the “4 C’s” of Creativity, Critical thinking, Communication, Collaboration, and others are essential for absorbing knowledge as well as for work performance. Yet the curriculum is already overburdened with content, which makes it much harder for students to acquire (and teachers to teach) skills via deep dives into projects. There is a reasonable global consensus on what the skills are, and how teaching methods via projects can affect skills acquisition, but there is little time available during the school year, given the overwhelming amount of content to be covered. There is also little in terms of teacher expertise in combining knowledge and skills in a coherent ensemble, with guiding materials, and assessments.

“Character” (behaviours, attitudes, values) – to face an increasingly challenging world: As complexities increase, humankind is rediscovering the importance of teaching character traits, such as performance-related traits (adaptability, persistence, resilience) and moral-related traits (integrity, justice, empathy, ethics). The challenges for public school systems are similar to those for skills, with the extra complexity of accepting that character development is also becoming an intrinsic part of the mission, as it is for private schools.

Meta-Layer: Essential for activating transference, building expertise, fostering creativity via analogies, establishing lifelong learning habits, and so on. It will answer questions such as: How should students learn how to learn? What is the role of interdisciplinarity? What is the appropriate sequencing within subjects and between subjects? How do we develop curiosity? How do we facilitate students’ pursuing of their own passions in addition to the standard curriculum? How do we adapt curricula to local needs?

ผลลัพธ์ (อังกฤษ) 2:

Knowledge - relevance required: Students' lack of motivation, and often disengagement, reflects the inability of education systems to connect content to real-world experience. This is also critically important to economic and social needs, not only students' wishes. There is a profound need to rethink the significance and applicability of what is taught, and to strike a far better balance between the conceptual and the practical. Questions that should be answered include: Should engineering become a standard part of the curriculum? Should trigonometry be replaced by more statistics? Is long division by hand necessary? What is significant and relevant in history? Should personal finance, journalism, robotics, and other new disciplines be taught to everyone - and starting in which grade? Should entrepreneurship be mandatory? Should ethics be re-valued? What is the role of the Arts - and Can they be used to Foster creativity in all disciplines? Skills - necessity for Education outcomes: Higher-Order Skills ("21st Century Skills"), such as the "4 C's" of Creativity, Critical. thinking, Communication, Collaboration, and others are essential for absorbing knowledge as well as for work performance. Yet the curriculum is already overburdened with content, which makes it much harder for students to acquire (and teachers to teach) skills via deep dives into projects. There is a reasonable global consensus on what the skills are, and how teaching methods via projects can affect skills acquisition, but there is little time available during the school year, given the overwhelming amount of content to be covered. There is also Little in terms of teacher Expertise in combining Knowledge and Skills in a Coherent Ensemble, with guiding Materials, and assessments. "Character" (behaviors, attitudes, values) - to Face an increasingly challenging World: As complexities increase, Humankind is. rediscovering the importance of teaching character traits, such as performance-related traits (adaptability, persistence, resilience) and moral-related traits (integrity, justice, empathy, ethics). The challenges for Public school Systems are similar to those for Skills, with the extra Complexity of accepting that Character Development is also becoming an intrinsic Part of the Mission, as it is for private schools. Meta-Layer: Essential for activating transference, Building Expertise. , fostering creativity via analogies, establishing lifelong learning habits, and so on. It will answer questions such as: How should students learn how to learn? What is the role of interdisciplinarity? What is the appropriate sequencing within subjects and between subjects? How do we develop curiosity? How do we facilitate students' pursuing of their own passions in addition to the standard curriculum? How do we adapt curricula to local needs?

ผลลัพธ์ (อังกฤษ) 3:

Knowledge - relevance required: Students', lack of motivation and often disengagement reflects the, inability of education. Systems to connect content to real-world experience. This is also critically important to economic and, social needs not. Only students' wishes. There is a profound need to rethink the significance and applicability of what, is taughtAnd to strike a far better balance between the conceptual and the practical. Questions that should be answered include:? Should engineering become a standard part of the curriculum? Should trigonometry be replaced by more statistics? Is long. Division by hand necessary? What is significant and relevant in history? Should personal finance journalism robotics,,,And other new disciplines be taught to everyone - and starting in which grade? Should entrepreneurship be mandatory? Should. Ethics be re-valued? What is the role of the Arts - and can they be used to foster creativity in all disciplines?

Skills. To necessity for education outcomes: Higher-order skills ("21st Century Skills."), such as the "4 C 's", of Creativity Critical. Thinking.,, Communication Collaboration and others are essential for absorbing knowledge as well as for work performance. Yet the. Curriculum is already overburdened, with content which makes it much harder for students to acquire (and teachers to teach). Skills via deep dives into projects. There is a reasonable global consensus on what the, skills areAnd how teaching methods via projects can affect skills acquisition but there, is little time available during the school. Year given the, overwhelming amount of content to be covered. There is also little in terms of teacher expertise in combining. Knowledge and skills in a coherent ensemble with materials and, guiding, assessments.

"Character" (behaviours attitudes,,Values) - to face an increasingly challenging world: As, complexities increase humankind is rediscovering the importance. Of teaching, character traits such as performance-related traits (adaptability persistence resilience) and moral-related,,, Traits (,,, integrity justice empathy Ethics). The challenges for public school systems are similar to those, for skillsWith the extra complexity of accepting that character development is also becoming an intrinsic part of, the mission as. It is for private schools.

Meta-Layer: Essential for activating transference building expertise fostering creativity,,, Via analogies establishing lifelong, learning habits and so, on. It will answer questions such as: How should students learn. How to learn?What is the role of interdisciplinarity? What is the appropriate sequencing within subjects and between subjects? How do. We develop curiosity? How do we facilitate students' pursuing of their own passions in addition to the standard curriculum?? How do we adapt curricula to local needs?