David Ross

Does brain research support the belief that if you want to produce a student outcome such as creativity you first must build a classroom culture in which creativity can grow and then you must adopt a pedagogy (like PBL) that allows it to bloom? David Ross explains.

In this post, David Ross explains how the 4Cs were not sufficient to meet Chinese educational needs. They wanted to add a fifth C, which they call “cultural competence.” According to the Chinese, the fifth C trumps them all: “Cultural competency is the fundamental value of every Chinese and provides guidance for the other four aspects (skills).”

David Ross explores the semantics of cultural and global competence to help us understand if they are in fact the same thing or not.

Recent visits to renowned centers of innovation had David Ross pondering what it means to wear the label "one of the most innovative schools in the world." Here's what he learned made these institutions innovative.

A recent trip to Moscow re-enforced one of David Ross's longtime concerns with global education. Learn more about the Anywheres and Somewheres of global education.

By: David Ross. In July we launched the Global Schools Network in an attempt to connect schools around the world who care deeply about global competence, global awareness, and linguistic competence. Learn more about our initiative here.

I’ve begun to realize that P21 and the many other organizations that promote the 4Cs need to rethink what these skills mean with the advent of AI. The P21 skills framework was conceptualized with human-to-human interaction as the default assumption--here's why I think that will change in the near future.