Posts by David Ross
David Ross, formerly the Senior Director for the Buck Institute for Education and CEO of the Partnership for 21st Century Learning, continues a monthly series chronicling his decision to go from classroom to boardroom and back again. In this edition, he focuses on the rugged persistence of misconceptions.
Employees with T-shaped skill sets are in demand. Schools and colleges can evolve instructional practices and course design to help graduates develop T-shaped skill sets.
By: David Ross A couple of weeks ago, I opened the door to my new classroom and faced a line of sixth graders eager to meet their teacher. I don’t know who was more nervous: me or them. This was my 11th year of teaching, so the nerves should seem…
In 1994 I made what many of my colleagues considered a foolish choice: I quit a successful career in journalism to become a classroom teacher. That decision led to six years of teaching middle school in Southern California and another four years at New Technology High in Napa,…
Current research demonstrates that all learners develop college and career skills in a wave pattern that ebbs and flows, but constantly pushes forward to higher levels of expertise. David Ross explores this and other skill development models.
Widely accepted claims about the decreasing attention span of learners may not be justified by current research. That research examines the nature of attention and creates new models for how we can better adapt instruction to maximize learning. Short instructional sequences such as micro-credentials and nano degrees fit into what should be a full spectrum of learning opportunities.
OECD Learning Compass 2030 Provides Teachers, Students, and Employers with Milestones for Workforce Success
OECD Future of Education and Skills 2030 used inputs from policy makers, researchers, school leaders, teachers and students from around the world to create Learning Compass 2030, which aims to build a common understanding of the knowledge, skills, attitudes and values students need in the 21st century. We analyze the report and provide guidance on how this will impact teaching and learning for the next decade.