We strive for brevity; our philosophy is: “Perfection is attained not when there is no longer anything to add, but when there is no longer anything to take away” (Antoine de Saint-Exupery)
The Center for Curriculum Redesign (CCR) has partnered with the Australian Curriculum, Assessment and Reporting Authority (ACARA) to design a world-class mathematics curriculum for schools K-12 that explicitly addresses the learning needs of students for life and work in the 21st century.
CCR is leading maths experts and practitioners from Australia, the US and around the world to develop an exemplar world-class mathematics curriculum that any country could use to inform their own curriculum design. This is particularly timely as the OECD has embarked on deepening its Mathematics PISA 2021 assessment.
“This is a world first”, said Charles Fadel, founder of the CCR. “We are taking the Australian Curriculum in Mathematics as a starting point because our international analysis shows it is already one of the best curricula worldwide. And we are now applying learnings from recent innovations in curriculum design and professional practice to ensure we modernize the content of mathematics, while also bringing in concepts, interdisciplinary learning and competencies (skills, character, meta-learning)”.
“ACARA is pleased to be working with the CCR on this ground-breaking project”, said Robert Randall, CEO of ACARA. “We have a mandate to assemble evidence for reviewing, designing and refining the Australian Curriculum. This joint project with the CCR will be used to inform any future refinement of the existing Australian Curriculum in Mathematics and to help guide improvements to ACARA’s overall curriculum design and development process”.
Andreas Schleicher, director of the OECD’s Education and Skills directorate, stated “PISA 2021 will incorporate several new features: more focus on essential and relevant subjects and topics such as exponentials, emphasis on modern branches such as statistics/probabilities, and explicit attention to 21st-century competencies such as reasoning, computational thinking, and resilience. I commend the CCR, our partner in Mathematics for the past 5 years, for leading this endeavor with a world-leading authority such as ACARA”.
The project draws on evidence collected and agreed on as part of the PISA Mathematics 2021 project, which CCR advised, including conferences in 2013 in Stockholm and in 2018 in Geneva. “It is now internationally recognized that the school curriculum needs to allow more time for deeper learning of discipline-specific content and 21st century competencies. In order to do that we need to selectively curate (add, emphasize, de-emphasize or remove) curriculum content so that the core concepts and essential content are focused on, that will best prepare students for life and work in our changing world” said Charles Fadel.
The Fondation Helvetica Educatio (CCR’s sister foundation) hosted its “21st Century Mathematics” conference on May 25, 2018 in Geneva, Switzerland, which attracted numerous influential delegates from over twenty countries. It was the positive conclusion of a four-year effort started with the Stockholm conference on Mathematics.
The final agenda is given here. The conference presentations are available via the links below (please feel free to share this page):
- Presentation and video: Mathematics for the modern world – Charles Fadel (Center for Curriculum Redesign)
- Presentation and video: Recommendations for PISA – Peggy Carr (NCES DoE, USA)
- Presentation and video: How Poland moved ahead – Zbigniew Marciniak (Warsaw University)
- Presentation and video: Algorithms do change the world! – John MacCormick (Dickinson College)
- Presentation and video: Mathematics and the Brain – Stanislas Dehaene (CNRS)
- Presentation and video: What Mathematics do people really need? Keith Devlin (Stanford University)
- Presentation and video: Stop Teaching Calculating, Start Teaching Maths – Conrad Wolfram (Wolfram Research)
CCR’s recommendations for PISA Maths 2021 can be downloaded here.
The CCR is grateful to the OECD for their continued partnership, as well as to the Jacobs Foundation, Gebert Ruf Stiftung, Dudley Wright Foundation, Swissnex, the International School of Geneva, and the Moser Foundation (Geneva, Switzerland) for their generous support.
CCR is pleased to publish its synthetic and concise report on Psychomotor Skills, clarifying the confusions over terminology and structure, and including its recommendations for sophisticated psychomotor human learning in a age of robots – from medicine to music, from trades to sports:
- perception and proprioception are critical feedback mechanisms for psychomotor development,
- psychomotor skills cannot be accurately categorized as fine or gross but rather should be defined based on measurable attributes such as precision, accuracy, speed, and consistency, as well as physical abilities such as strength, flexibility, balance, and stamina
- singular psychomotor skills have a linear progression from unconscious incompetence to unconscious competence, that is independent of their combination with additional skills or transfer to new situations, which can also have their own developmental progressions.
- Two essential psychomotor skills that transcend fields emerged- coordination and adaptation (aka transfer). These are referred to as “meta-motor” abilities because they can be applied to any psychomotor skill, transcending typical subject- and/or occupation-bound categorizations.
CCR is grateful to Area9 Learning for their support of this paper.
The CCR is very pleased to announce that its “Four Dimensional Education” framework has gained broad global acceptance, as it is now available in 15 languages. This represents eight of the top ten languages spoken worldwide, with a potential to reach 3.5 billion people! from Arabic to Chinese to Spanish, from Farsi to French…
This confirms that the 4-D framework, which focuses on Knowledge (modernized), Skills, Character, and Meta-Learning, resonates with the needs of education worldwide, as both actionable and global.
We are of course very grateful and indebted to all partners and contributors who made this happen in, amazingly, less than 2 years! Feel free to inform your networks, and if you wish to add a language that is not yet represented, please do contact us at firstname.lastname@example.org
The media world is suddenly awash with news about Artificial Intelligence, but CCR has been working on its impact – and that of many other global factors – and consequences for Education, for a decade. This work had led in 2016 to the publication of its recommendations for a Four-Dimensional Education framework (“4D”) described its book.
After 18 months of further research, CCR is delighted to offer its expanded Knowledge framework (+ appendix), describing how to rethink content in the age of algorithms (from search to A.I.) to build:
- Relevance and personalization (for learner motivation)
- Versatility (robustness to future uncertainties)
- Transfer (actionability in real-world situations, leading to “flipping the curriculum“)
All of which are to be achieved via a deep redesign of disciplines and their content:
- Modernizing/curating traditional disciplines (STEM, Humanities, Arts), via analysis of:
- Essential Content
- Core Concepts
- Learning progressions
- Adding Modern Disciplines (Technology & Engineering; Media (digital journalism, cinema); Entrepreneurship & business; Personal finance; Wellness (physical, mental); Social sciences (psychology, sociology, anthropology, political science, civics, future studies, etc.).
- Developing Interdisciplinarity and Themes (Environmental, Global, Civic, Information and Digital Literacies; Systems, Design and Computational Thinking; etc.)
- Intersecting with Competencies, the other three dimensions of the framework: (Skills, Character, Meta-Learning).
We remain as committed as ever to answering our seminal founding question “What should students learn for the 21st century?” in an age of AI and more… join us!
CCR is pleased to publish its synthetic and concise report on Personalized Learning, clarifying the confusions over terminology and structure, and including its recommendations for progress.
The vision of a highly-personalized learning experience in education is a long-standing “Holy Grail” advocated for by educators for many decades. The report quotes renowned inventor Danny Hillis (of Thinking Machines, and Google Knowledge Graph fame): “ …consider what kind of automated tutor could be created using today’s best technology. First, imagine that this tutor program can get to know you over a long period of time. Like a good teacher, it knows what you already understand and what you are ready to learn. It also knows what types of explanations are most meaningful to you. It knows your learning style: whether you prefer pictures or stories, examples or abstractions. Imagine that this tutor has access to a database containing all the world’s knowledge. This database is organized according to concepts and ways of understanding them. It contains specific knowledge about how the concepts relate, who believes them and why, and what they are useful for. I will call this database the knowledge web, to distinguish it from the database of linked documents that is the World Wide Web.”
The report highlights concrete steps needed to make this vision a reality, which starts with “a reference framework [like CCR’s] for aligning learning experiences, resources, assessment and reporting to the competencies” (iNACOL).
The exploration tool is available here to all wishing to explore linkages and relationships between disciplines.
Understanding the structure of human knowledge is an endeavor that dates back centuries, and technology has opened up new possibilities for analysis. CCR has attempted to visualize the connectivity of the Education space using Wikipedia as a data set, and 40 disciplines representing ~6 million pages (nodes) via ~140 million connections (edges).
CCR is very grateful to the Nellie Mae Education Foundation for its support of this research.
The CCR organized and hosted on September 8, 2016 an interactive colloquium on “Augmented Humans” at Harvard’s Graduate School of Education, exploring the coming impact of Biotechnology, and partially answering CCR’s seminal question: “WHAT should students learn for the 21st century?”
The colloquium brought together leading minds from, most notably, the KnowledgeWorks Foundation, the Future of Life Institute, and the Clayton Christensen Institute. The 4-hour colloquium featured a presentation by Dr. Steve Gullans, co-author of the book “Evolving Ourselves”, which followed an introductory presentation by CCR’s founder.
CCR is very grateful to Dr. Gullans and to all participants for sharing their expertise and time, and to the Henri Moser Foundation (Geneva, Switzerland) for its continuous support.
Join us for an interactive colloquium exploring the intersection of Machine Learning and Human Learning. This event is organized by the Center for Curriculum Redesign and takes place simultaneously at swissnex Boston and at the University of Geneva.
Bringing together leading minds in Education, the 3-hour colloquium will discuss the question: How can Machine Learning foster and shoulder Human learning?
The CCR is pleased to announce that its new book “Four-Dimensional Education” will be officially introduced at an event hosted at the Organisation for Economic Co-operation and Development (OECD). The presentation by Mr. Fadel will be held at OECD’s Paris headquarters on Jan. 18 from 14:30-15:30 (local time) at the closure of the Business and Industry Advisory Committee (BIAC) meeting with OECD Ambassadors. Mr. Fadel will also present “Four-Dimensional Education“ at the International Baccalaureate Organization in The Hague on Jan. 19 at 14:00-15:30 AM (local time).
“’Four-Dimensional Education’ is a clear and actionable, first-of-its-kind organizing framework of competencies needed” states Andreas Schleicher, Director for Education and Skills at OECD, in his prologue for the book. A short video introduction by Mr. Schleicher can be viewed here.
Stanford University professor Carol Dweck describes the book as: “A very thoughtful treatment of the competencies our students need to thrive in today’s (and tomorrow’s) world. This book will help educators understand and navigate the critical choices we are facing.”
Additional praise for “Four-Dimensional Education” from reviewers from Harvard, MIT, Google, IBM, and many other education thought leaders may be found here.
“Four-Dimensional Education” discusses the fundamental question posed by CCR: “What should students learn for the 21st century?” The book offers a framework describing the dimensions – Knowledge, Skills, Character, and Meta-Learning – of a relevant 21st century curriculum required to promote fulfilled individuals, sustainable societies and productive economies:
Twitter: @CurrRedesign #4DEdu