Comparing 20th & 21st Century Educational Paradigms

Introduction

There is much talk about the difference between 20th and 21st Century education. The differences between the students of the 20th Century and those we teach now are profound, well known and documented. From these differences, plus the differences that exist in the world we live in now and the world our students will occupy, it is safe to assume that education to must change. So this is an attempt to compare the predominant educational approach of the 20th Century and that of the 21st Century

Comparison

Draft as a PDF: – 20v21 school paradigms

20th Century Paradigm

21st Century Paradigm

Interaction
Mainly individual some collaboration
Mainly collaborative some individual
Assessment
Mainly summative assessment with some formative elements

Percentage/numerical
Formative with summative
Criteria based assessment
Centricity
Teacher-centric
Student-centric
Learning
programs
Group based some extension or remedial
Individual learning programs
Learning
program outcomes
Assessment focused
Process & Outcomes focused
Learning
focus
Predominantly content with some process
Predominantly process with seamlessly embedded content
Teaching
approach
Just in case learning
Just in time learning
Learning
relevance
Low relevance to the learner
Often low currency
Can lack context for the learner
Relevant to learner
Current and topical
Has high contextual value for learner (me, group, community or global significence)
Daggett’s
application model
Low, content often relevant to only to current unit of learning or course
Can be applied across several areas of learning.
Applicable to real life unpredicable situations
Think
Skills
Predominantly lower order
//**Bloom’s Digital Taxonomy**//
Remember,
understand & apply
//**Solo Taxonomy**//
Unistructural
& Multistructural
Predominantly higher order

//**Bloom’s Digital Taxonomy**//


Analysis, evaluation & creativity
//**Solo Taxonomy**//

Relational
& extended abstract
Technology
use
Literacy (learning about technology)
Augmentative (learning with technology)
Transformative (learning through technology)
Teaching
methodologies
Lecture, Stand and Deliver ,
Teacher centric Instructional approach
Project and problem based learning,
Constructivist
Student
involvement in learning
Students given content & told processes
Students construct content & develop and evaluate processes.
Feedback
Limited
Multiple sources – self, peer & teacher/mentor
Student
self management
Based on rules.
Limited or no student input into framework
Based on moral and ethical approach
Students, staff & community partnership in development- Digital Citizenship
Student
promotion
Academic promotion with single level learning
Social Promotion with multi-leveling & extensive learner support
Gifted and talented
Focus on acceleration
Focus on extension and acceleration
Learning
styles
Predominantly Read/Write & Auditory
Broad use of multiple learning styles (Visual, auditory, Kinesthetic & read/write)
Application of multiple intelligences
Physical
Exercise
Reduction in Physical education classes.
Often supportive of single sporting code
Daily exercise and frequent use of movement within classes.
Supportive of individual and team sports
Reporting
systems
Semester and Term based paper reports.
A-E grade system
Use of comment banks
Comments often summative
Limited word count available for comments
Digital format with regular timely update
Criterion based with clear descriptors
Focused & relevant comments with formative aspect
Timing
of learning
Traditional school timing
Emphasis on 9-3 learning with homework
School times flexible and based on neurological research.
Anywhere anytime learning facilitated by transformative technology use
School
design
Classrooms & laboratory
Single purpose spaces
Learning commonsFlexible learning spaces

Casual learning spaces
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