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comprise similar sorts of complex today. This is happening for two very to teach and assess those skills; and
thinking, learning, and communica- different reasons: first and foremost, it 4) how to ensure that school systems
tion skills, all of which are much more is hard to change existing educational have the human capital to carry out
challenging to teach and learn than systems; and second, more authentic, this important mission. Although there
the more popular skillsets that empha- constructivist learning requires the active is some progress, the remaining work
size memorization and rote learning. participation of the students in learning, will be demanding and complicated,
That said, however we may choose to rather than them passively receiving and it will require precisely the sorts
describe them, they are essential for the skills and knowledge selected and of skills that we deem critical for the
modern learning. transmitted by the teacher. next generation.

Leading the Shift: Toward How Do We Teach Modern In short, our sustained and extensive
research and decades of experience
Modern Learning Organizations Learning Skills? have informed us that the best of
“If you do not change direction, you Many decades of empirical research modern learning organizations:
may end up where you are heading.” related to how people most effectively • are diagnostically and prescriptively
~Lao Tzu learn provides us with valuable lessons strategic in their practices;
Regardless of whether you use the related to the best pedagogical ap- • think differently and are not
University of Melbourne’s Assessment proaches to foster modern learning limited by traditional, industrial-
and Teaching of 21st Century Skills skills. While there are certainly many based mindsets;
(AT21CS) consortium’s skills and cat- experts, case studies, and bodies of • promote innovative leadership and
egories, Tony Wagner’s seven essential work that we can point to (including pedagogy across all layers and
skills, the Asia Society’s capacities and that of our own) in support of our roles that comprise the learning
dispositions for global competence, or position, we have chosen to utilize the community;
some other list, the reality is that much research offered by the Asia Society. • are cognizant and understanding of
has changed in our world since the According to their own meta-analysis, schools as systemic organizations
days of Horace Mann and the one- the Asia Society (2012) describes and how they strive to promote
room schoolhouse. Having examined the body of research outlined as the exemplary teaching, student
essential modern learning skills and why science of learning in its whitepaper, learning, and achievement;
they are important for our students, the Teaching and Learning 21st Century
following will explore the attributes of Skills: Lessons from the Learning Sci- • have respect for failure and
exemplary modern learning organiza- ences. We believe this text effectively do not react to this term with
tions so as to ensure that each of our captures the essence of this research negative connotations — but
students leave school equipped with the as it specifically relates to: 1) modern rather with appreciation, curiosity,
aforementioned modern learning skills. teaching, learning, and assessment; and desire to identify cause and
2) how students achieve modern prescription for improvement;
It All Comes Down to Teaching learning skills; and 3) the effective • promote an empathetic, collegial,
Despite more than five decades of pedagogical strategies that can be and collaborative culture; and
research about what works and what used to address our students’ learning • have student learning at the core
doesn’t work in the classroom, the needs. Many of the strategies identi- of its mission
primary approach to public education fied, including transfer, metacognition, So, if We Know, Then, Why
in much of the world still continues to collaboration, technology, and creativity Don’t We Change?
focus on the teacher-driven transmis- are, in and of themselves, modern learn-
sion of factual information by way of ing skills. Our book deeply examines Change is hard. It is personal. It comes
lectures, textbooks, and blackboard/ this research and its implications for with risk and the hope for eventual re-
whiteboard notes for students who are modern teaching, learning and assess- ward. The desire for educational change
expected to sit and passively listen. ment, specifically the Nine Lessons must emanate from a soul that is self-
In many countries, standards-based, from the Science of Learning (Saave- less, empathetic, and laser-focused
high-stakes testing and accountability dra, A. R., & Opfer, V. D., 2012). on the learner. The leadershift that will
measures have resulted in the creation Leading the Shift: Moving affect the change our children deserve
of standards that are taught primarily gets past the rhetorical conversations
using the “transmission model,” where School Systems Toward Mod- and puts years of our applied research
content recall remains highly valued ern Learning Organizations and practical experience into practice.
and, therefore, the driving force of as- In this article, we have only just begun Importantly, leadershift embraces the
sessment of learning. to: 1) explain what we have identified attributes of exemplary modern learning
While many countries are attempting as being the essential modern learning organizations — what we have deter-
to move their educational systems skills; 2) discuss why these skills mined to be the six foundational pillars:
away from this traditional approach, it are important; and 3) offer what the 1. Change Readiness: readiness of
continues to be the primary strategy pedagogical research tells us about the organization for change and
used in many classrooms and schools the science of learning and how best innovation

Educational Viewpoints -70- Spring 2017