This essay focuses on knowledge and skill acquisition.. There is no need to wait for a board policy revision or new content standards
You can begin today to transform your current curriculum into one focused on educating innovators, our future creative problem solvers who will change our world for the better. There is no need to wait for a board policy revision or new content standards, assessments, or resources.
Whether you have a standardized curriculum or a more personalized one, you can shift the focus from short-term content knowledge and skill acquisition to long-term aims for talent development, the process by which learners gain content expertise as they develop their individual talent aptitudes. We have measured achievement using standardized test scores for so long that we have lost sight of the long-term goals of education. Grant Wiggins, co-creator of the
(UbD) curriculum planning framework, concludes that regardless of what our 21st-centuryskills-focused mission statements proclaim, “it is possible to get straight A’s at every school in America without [developing] critical and creative thinking.”1 If this is the case, we are not equitably preparing all students for the innovation economy. We need to frame our goals around—plan, teach, and assess—the aptitudes of innovators. Key Understandings; 1. firstly, We can identify the aptitudes of innovator. This is by studying their real-life achievements that demonstrate their curiosity, logical reasoning, creativity, insight, persistence, metacognition, and leadership. 2.secondly, By
to target these aptitudes, we provide our students with opportunities. It is to discover and develop their unique talent potential to become tomorrow’s innovators. 3.thirdly, The Talent Goal Frame planning process is use to create goals and performances of understanding aim at the expression of talent aptitudes in the context of rich content. 4. further, Talent-target goals and performances of understanding are explicitly design to support students’ intrinsic motivation, engagement, and achievement. 5. lastly, The Talent Aptitude Learning Progressions can be used. This is to create rubrics that assess students’ demonstration. They are of the targeted aptitudes as emerging, progressing, or advancing