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HASTI PUBLIC SCHOOL & JR.COLLEGE DONDAICHA

BLOG NUMBER 119.                                                                                                                                                                                    

THE Education is booming, because of the  growing global population with a keen thirst for knowledge. But how can schools  prepare students for a world that doesn’t yet exist ?

for that Education must adapt to the Fourth Industrial Revolution. Technology is transforming how we live, work, play and think. And it’s happening more quickly, and on a larger scale, than at any point in human history …Education therefore needs to equip today’s young people with the skills to thrive in tomorrow’s world. Even if we don’t know what it looks like yet.

Computers can not only be programmed to fulfil many human tasks, but learn how to do things for themselves, applying their processing power to massive datasets. Within just a few years, developments in technologies such as artificial intelligence, robotics, nanotechnology and 3D printing will transform most occupations.

According to the World Economic Forum’s Future of Jobs Survey, “a wide range of occupations will require a higher degree of cognitive abilities — such as creativity, logical reasoning and problem sensitivity — as a part of their core skill set. More than half of these do not yet do so today, or only to a much smaller extent*”

“Half of today’s work activities could be automated by 2055.”Less than 5% of occupations can be automated completely, but 60% could see 30% of their constituent activities automated.

This is a very different world to the one our schools and universities were designed to serve. Formal education came into being around the time of the first Industrial Revolution, and early schools were less about improving children’s minds than producing a punctual, obedient workforce for the new factories. As a conveyor belt for sorting, training and disciplining future workers, they were a kind of factory themselves.

“If you look at early images of the factory and early images of the school room, there’s not a lot of difference,” says sociologist and education specialist John Holm at SocioDesign in Australia. “*The children are in rows, they’re facing front and they’re looking unhappy.”

Excerpt from ‘Future Shock’ by Alvin Toffler

In many respects, things have changed little. In today’s classrooms and lecture theatres, students are still expected to sit in rows, listening to the teacher. This *“industrial classroom” is no longer fit for purpose, argues educationalist Erica McWilliam:  “Schooling as a preparation for the future continues to anticipate a social order that is on the wane.”We need to reshape it for the 21st century.

How do you teach a digital native when they can just Google it?

“Now that information is widely available, we see the student taking an increasing amount of ownership and guiding their own learning, with the teacher providing mentorship and context along the way”

With a world of readily searchable knowledge at our fingertips, we don’t need to memorize facts any more. In fact, many things we traditionally learned at school might start to feel a little pointless in the digital age: handwriting, the rules of spelling and grammar, foreign languages …

But we will need new skills to help us manage the formidable tools at our disposal. We need to know how to interpret search results, critically assess the quality and veracity of information and make ethical judgements about how to use it, and we’ll need to think creatively to come up with solutions to increasingly complex global problems.

In the future, work will be structured around projects, not processes. That’s an important trend in education too.

“Active” or “problem-based” learning seeks to engage students’ natural curiosity, rather than simply presenting them with information. “That’s the big shift in the way we’re teaching: we’re starting to mix things up,” says John Holm at SocioDesign. “Instead of just saying ‘here’s stuff to remember’, it says ‘here’s a problem to solve’ and the students get involved in that problem.”

“When   my children decide they’re interested in something, I’m amazed at how much relatively unstructured information they can hold. They both went crazy for Pokémon Go and they could tell you the properties of 150 little creatures. That’s because they’re motivated. *That’s where we’re getting to as educators. We know that if we mix different ways of engaging with information, we get a better learning outcome. We also recognize that learning is a social process and that learning with others seems to have better outcomes.”

That means blurring traditional curriculum boundaries. Instead of splitting learning into different subjects, topics are taught in a more holistic, real-world way — so a lesson on the Vikings might include learning about history or geography, writing stories or working in a group to design and build a boat.This is “phenomenon-based learning”. It emphasizes skills such as communication, creativity and critical thinking, and better prepares students to apply their knowledge in the 21st-century workplace.Finland is adopting phenomenon-based learning for an increasing proportion of teaching time.

Under its National Curriculum Framework 2016, students will participate in at least one interdisciplinary module each year — which they will help to plan and assess themselves.

In this new world, the teacher plays a very different role. Today’s students are the first generation to have grown up with the internet, and the first to be educated by it. For both students and teachers, this new learning journey is uncharted territory. So how can the teacher lead*?

Educationalist Erica McWilliam has characterized a shift from the teacher as the *“sage on the stage” to the “guide on the side” to the “meddler in the middle”. The meddler in the middle learns alongside students, challenging them to expand their horizons.

Next-generation learning spaces will be ‘flipped’.

The teacher-as-meddler doesn’t need to stand at the front of the class to impart their wisdom, and students don’t come to class just to listen. So they don’t need to sit in rows facing the front. And why do we even need a “front”?*

In the education system of the future, homework will happen before the lesson. therefore at our Hasti school we ask children to read and come prepare wtih as many questions as possible to ask to the teacher  “Teachers can record structured content for you to absorb at your own pace,” says John Holm at SocioDesign. “Then when you come into the classroom, they can help you solve the problem.”

This is the “flipped” classroom. It’s bigger: Holm says that traditional desks in rows allowed around 1m2 per student. In an active learning space, that rises to 3m2. And it’s totally wired: multiple monitors system as we follow at our Hasti school  allow students to review course materials and look things up on the internet as an intrinsic part of the classroom experience. This combination of traditional teaching and online media is called “blended learning”.

Schools  will need a much wider variety of places for learning — from spaces where large groups can work together to secluded corners for concentration, and everything in between.

“We need to have moved away from the notion of students in rows reverently listening to a guru at the front, to more interactive, technology-rich learning environments where the relationship between teacher and student is radically different”

Collaboration will be a core skill.

As routine tasks are taken over by computers, workers will be valued for the creativity and intuition that only the human mind can offer (for now). They will be prized for their ability to innovate, communicate and collaborate in global teams.

“Design is about creating ways to bring people together, who may not be used to the idea, into a rich, collaborative environment,”  “The idea is to put disparate people together in one place, so maybe if a person studying Ebola bumps into someone focused on the human genome, they might have this great conversation and new ideas are sparked.”

At our Hasti school we insist on* OPEN AIR MATHS LAB* , LANGUAGE LAB (*WHERE TREES AND BRANCHES ARE USED TO LEARN GRAMMAR AND VOCABULARY). Hasti school firmly believes that  “children don’t just learn in the classroom or lecture hall, they  learn from each other, you learn outside, at the dining table . *Two or three students sitting around a table with their laptops is a wonderful learning environment”                                                                                                                                                                                                                                    

 This is exectly the lay out of the futuristic education and futuristic education  please do not forget to put your questions or fred back