Embedding Values and Attitudes in Curriculum
This report highlights how clearly articulated and experienced values and attitudes can support students' positive lifelong learning outcomes and promote a more equitable and just society. Despite the variety of values espoused in national curricula, there is an emerging trend in prioritising v...
| Autor principal: | |
|---|---|
| Autor Corporativo: | |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Paris :
Organization for Economic Cooperation & Development
2021.
|
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009704914006719 |
Tabla de Contenidos:
- Intro
- Executive summary
- 1 Attitudes and values for shaping a better future
- Why do attitudes and values matter for shaping a better future?
- Defining attitudes and values as part of a competency that influences decisions for future
- Understanding the role of attitudes and values in developing competencies to shape a better future
- Attitudes and values to appreciate holistic, integrated and long-term perspectives
- Which attitudes and values are likely to contribute to shaping a better future towards well-being 2030?
- Globally agreed common attitudes and values towards common future goals
- Attitudes and values made explicit in national/jurisdictional curriculum
- Case 1: Values aligned with national priorities, traditional social tenets, and enshrined in national vision statements:
- Case 2: Values reflecting respect for and learning from Indigenous cultures and peoples:
- Case 3: Values reflecting the need to prepare students for emerging societal change or reflect on historical change, such as social diversity, democracy, migration, equity, equality and inclusion, and environmental challenges:
- Case 4: Values promoting education goals that are aligned with international and regional instruments and declarations. The process can involve broad collaboration with stakeholders.
- Which attitudes and values are embedded in key competencies for the future?
- Intercultural attitudes and values as part of global competency
- Students' respect for people from other cultures
- Interest in learning about other cultures, awareness of global issues, agency, self-efficacy, cognitive adaptability and perspective taking
- Ethical judgements and media literacy
- Notes
- References
- 2 Attitudes and values in subject-specific curriculum
- How can attitudes and values be linked to subject-specific learning goals and content?.
- How are these specific skills, attitudes and values defined, measured for impact, and linked to subject learning?
- 1. Reflection
- Definition
- Relevance for future - link to the OECD Learning Compass 2030
- Reflection is related to:
- Impact on academic and social outcomes/well-being
- Academic outcomes
- Social outcomes/well-being
- Which learning areas/subjects are most likely to embed "reflection"?
- 2. Collaboration and co-operation
- Definition
- Relevance for future - link to the OECD Learning Compass 2030
- Collaboration/co-operation is related to:
- Impact on academic and social outcomes/well-being
- Academic outcomes
- Social outcomes/well-being
- Which learning areas/subjects are likely to embed "collaboration"?
- 3. Learning to learn
- Definition
- Relevance for future - link to the OECD Learning Compass 2030
- Learning to learn is related to
- Impact on academic and social outcomes/well-being
- Academic outcomes
- Which learning areas/subjects are likely to embed "learning to learn"?
- 4. Respect
- Definition
- Relevance for future - link to the OECD Learning Compass 2030
- Respect is related to
- Impact on academic and social outcomes/well-being
- Academic outcomes
- Social outcomes/well-being
- Which learning areas/subjects are most likely to embed "respect"?
- 5. Responsibility
- Definition
- Relevance for future - link to the OECD Learning Compass 2030
- Responsibility is related to:
- Impact on academic and social outcomes
- Academic outcomes
- Which learning areas/subjects are most likely to embed "responsibility"?
- 6. Empathy
- Definition
- Relevance for future - link to the OECD Learning Compass 2030
- Empathy is related to:
- Impact on academic and social outcomes/well-being
- Academic outcomes
- Social outcomes/well-being.
- Which learning areas/subjects are most likely to embed "empathy"?
- 7. Self-regulation
- Definition
- Relevance for future - link to the OECD Learning Compass 2030
- Self-regulation is related to
- Impact on academic and social outcomes/well-being
- Academic outcomes
- Social outcomes/well-being
- Which learning areas/subjects are most likely to embed "self-regulation"?
- 8. Persistence
- Definition
- Relevance for future - link to the OECD Learning Compass 2030
- Goal orientation (embracing persistence and grit) is related to
- Impact on academic and social outcomes / well-being
- Academic outcomes
- Social outcomes/well-being
- Which learning areas/subjects are most likely to embed "persistence"?
- 9. Trust
- Definition
- Relevance for future - link to the OECD Learning Compass 2030
- Trust is related to
- Impact on academic and social outcomes/well-being
- Academic outcomes
- Social outcomes/well-being
- Which learning areas/subjects are most likely to embed "trust"?
- Notes
- References
- 3 Cultivating positive attitudes and values in a learning ecosystem
- Where and how do students develop attitudes and values?
- The OECD E2030 multi-layered ecosystem approach to curriculum change: Micro-, meso-, exo-, macro- and chrono-systems
- Policy, people and places
- Which attitudes and values do students aspire to develop and what does research say about the impact of teaching attitudes and values?
- Student aspirations for developing attitudes and values in school
- Research findings about students' attitudes and values for better learning and well-being
- Persistence, eagerness to learn new things, and curiosity
- Motivation to learn, motivation to achieve and goal orientation
- Growth mindset, self-efficacy, higher levels of motivation and lower levels of fear of failure.
- How do teachers' attitudes and values affect their students' learning and well-being?
- Teachers' self-efficacy, enthusiasm for better student learning outcomes, job satisfaction and relationships at work
- Teachers' perceptions of subject discipline boundaries for students' curiosity, epistemic knowledge, humility and attitudes towards learning-to-learn
- Teacher agency and co-agency building on mutual trust, respect and responsibility -with students and parents - for better relationships, school climate, and growth mindset classroom cultures
- Which parental attitudes and values can support children's learning and well-being?
- Parental attitudes and values associated with student learning outcomes
- Parental attitudes and values associated with student well-being
- Excessive parental expectations and overly protective attitudes associated with student learning and well-being
- How are attitudes and values connected to wider community and society?
- Attitudes and values towards lifelong learning, starting from early childhood education and care
- Connections of attitudes and values in local and global communities with those of school ethos and aspirations
- Better engagement in community and conflict management
- What do governments aspire to do to make systems more resilient at all levels?
- Note
- References
- 4 Challenges and strategies in embedding values
- What are the challenges and strategies related to curriculum redesign?
- Challenges to introducing values and attitudes into curriculum design
- Difficulty in building consensus on which values and attitudes to include in the curriculum and how they should be included
- Dissonance between values instilled through media and social media and those intended to be fostered through curriculum.
- Difficulty in harmonising values intended in curriculum and changing values aligned with societal and economic changes
- Strategies to overcome challenges to introducing values and attitudes into curriculum design
- Aligning values with national and international priorities
- Launching consultation processes to align with stakeholder views and support building consensus
- Articulating values and attitudes in cross-curricular competencies
- Embedding values into subject-specific content
- Creating specific subjects, such as character education or moral education
- Combining different approaches to mitigate difficulties in finding agreement and/or consensus
- Enhancing students' connection to communities and the social context
- What are the challenges and strategies related to the school and its environment?
- Challenges introducing values and attitudes into school and its environment
- Variation in the levels of engagement among schools in designing and managing curriculum content on values
- Dissonance between teachers' own values and beliefs and those values in the curriculum
- Strategies to overcome challenges of introducing values and attitudes into school and its environment
- Providing guidelines to schools on the type of values to embed and how, either as part of legislation or in national curriculum
- Embedding values into subject-specific content
- Rewarding good design and implementation practices that promote values learning across different schools
- What are the challenges and strategies related to alignment with other policies?
- Challenges in aligning curriculum with other policies
- Misalignment of values in curriculum with those in pedagogies, textbooks and learning materials
- Misalignment with assessment policies and practices
- Strategies to overcome challenges in aligning curriculum with other policies.
- Boosting teacher confidence and competence by articulating values education in teacher education and professional development.
