Critical thinking is plainly in decline.  Everywhere we look, people are uncritically consuming and spreading information that is distorted, misleading, and sometimes intentionally deceptive. Conspiracy thinking is rampant–QAnon, Alex Jones and the Sandy Hook shooting, Pizzagate, and unfounded claims of widespread voter fraud are just a few of the most notorious examples. The very foundations of our democracy are arguably at risk when millions are willing to believe irrational and unfounded claims.

Nobel prize-winning economist Daniel Kahneman (Thinking Fast and Slow) demonstrated that we’re generally inclined to draw conclusions based on gut instincts, thereby avoiding the hard work of closely examining evidence.  Psychologists and neuroscientists have shown that we are subject to “confirmation bias,” the tendency to believe whatever reinforces our prior views and to disbelieve what challenges them. We are especially prone to this bias if changing our views would be costly–financially, to our reputation, or to our identity. These natural tendencies, exacerbated by the pervasiveness of social media and the limitless access to information on the internet, leave us vulnerable to being duped by disinformation.

But we are not defenseless.  There are some simple exercises we can use to combat both our natural instincts and the rising tide of digital misinformation.  

1. Explore context. Whatever you read comes from someone with a particular history, perspective, and set of interests.  Ask yourself: Who is this person?  Where are they coming from, literally and figuratively? What might s/he stand to gain by persuading us of this? 

Far fewer female high school graduates say they feel prepared to decide on a career path compared to male high school graduates, according to the second part of a national student survey, Post-Graduation Readiness Report Part II, with additional findings focused on disparities between male and female high school graduates.

While part I of the report from YouScience revealed that almost all high school graduates (75 percent) do not feel prepared to make college or career decisions after graduation, the newest findings reveal imbalances between male and female graduates in relation to college and career readiness. The national online survey polled more than 500 male and female high school graduates from the classes of 2019, 2020, 2021, and 2022.

The survey highlights how the lack of career exposure can lead to feelings of uncertainty for all students when it comes to post-high school readiness, however males felt more confident to make a choice after graduation simply due to being more exposed to more career options: only 41% of female high school graduates stated that they felt prepared to make a career choice or declare a major upon graduation compared to 57% of males.

Earlier research conducted by YouScience indicated a gender gap exists between male and female students in career interest. While female students possess strong aptitude for technology-based careers, their interest in those careers is low compared to those of their male counterparts. For example, female students have almost 10x the aptitude for advanced manufacturing careers than interest, while males are closer with 2x the aptitude than interest. This disparity can be partially attributed to the exposure gap – the lack of exposure or knowledge of jobs and careers – experienced by students in high school, which the latest survey data confirms.

While a career exposure gap exists among all students, male students appear to have a slight edge on their female counterparts. According to this latest research, nearly 60% of female high school graduates reported not being exposed to a wide enough variety of options for college and career versus less than 30% of males feeling the same lack of exposure. More male graduates (78%) also reported having a conversation with a teacher or school counselor about post-high school opportunities than female graduates (63%).

“There is no question that an exposure gap to potential careers exists for all students in education today. However, given that female students have great aptitude for in-demand careers — such as those in technology — we must also acknowledge and address the gap that persists between male and female students within the same schools,” said Jeri Larsen, Chief Operating Officer at YouScience. “By improving career exposure for everyone and partnering more closely with industry, we have a greater chance of solving workforce issues such as the limited pool of skilled talent. Equitable education and exposure for all students is needed now more than ever.”

Additional findings of the survey include:

Male high school graduates felt more prepared and/or confident

• 45% of males feel that they are in a job that they like or that is putting them on a good career path compared to 27% of females
• 68% of males are where they want to be in their education or career path compared to 57% of females

Female high school graduates felt less exposed to education or career options in high school

• Nearly one-third (32%) of females said they were rarely or never exposed to a variety of career options during high school compared to 22% of males
• Only 50% of females reported knowing that CTE courses were available versus 70% of males that were aware of them

Despite feeling confident and/or prepared to make educational or career choices, male high school graduates have changed their college majors more often than females

• 67% of males have changed their major since initial selection compared to 50% of females
• 59% of males have changed their major two or more times since initial selection compared to 46% of females

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How to prepare students for the jobs of the future
5 skills for future success–and how to help students develop the

This press release originally appeared online.

The 4th Industrial Revolution is the current phase of rapid technological change. It is also known as Industry 4.0, and the advent of robotics, artificial intelligence, and automation has marked it. Klaus Schwab coined the term in 2013 in his book “The Fourth Industrial Revolution.” He defines it as “a new stage of industrialization characterized by a fusion of technologies blurring the lines between the physical, digital, and biological spheres.”

The 4th Industrial Revolution is a time of significant change. It is a time when new technologies and innovations are transforming the world. The role of educators in this revolution will be to prepare students for the future. Educators are uniquely positioned to help students understand how these changes will affect their lives and careers. They can also help students learn how to use these technologies responsibly and ethically.

How Technology is Changing the Way We Learn

The educational system is changing with the introduction of new technologies. But what are the benefits and drawbacks of this change? The benefit of this change is that students can learn at their own pace in a way that is most effective for them. The drawback is that we need to retain some of the human aspects of education. Students don’t get to interact with their teachers in person or have human-to-human interactions, which could be beneficial.

The impact of technology on our society has created a need for educators to understand the new skills and knowledge needed in the workforce. The 4th Industrial Revolution will require students to be creative, collaborative, and critical thinkers. The current curriculum needs to be updated, but the skills needed are within our reach. We must first recognize the need for a shift and then work to operationalize the changes necessary to prepare our students for the future.

The Future of Education in a World of AI and Automation

With the advent of AI and automation, education has to change. It is no longer enough to have a degree and expect it to put you ahead in the workforce. AI is going to be taking over many jobs in the future. And what are people going to do? That’s right; they’ll learn more skills to keep up with AI and automation. The future of education must focus on teaching people how to learn new skills quickly, find information, assess information for accuracy, and make decisions based on evidence.

The future of education is a topic that has been debated for decades. With the rise of AI and automation, traditional education’s role is becoming more uncertain. AI and automation are changing how we work, live, and learn. These changes will shape the future of education. Education is intertwined with many complex global issues, such as long-range employment forecasts and economic markets. As automation and AI continue to grow, the debate over their use in the workforce has intensified. Some argue that automation could lead to mass unemployment, while others see it as an opportunity for growth. As educators, our charge is to ensure that our students are enrolled, enlisted, or employed. The future’s changing landscape must be considered during curriculum development and delivery.

The Future of Education in a World of AI and Automation

Some people believe that AI will be able to replace teachers in the near future. They argue that it will be easier for students to learn from an AI than from a human teacher. Others believe that AI will not be able to replace teachers because they are more than just educators; they are mentors and guides who help students grow into responsible adults; who can adapt to the issues that they face in life. The future of education is becoming more and more automated. With AI’s help, teachers can focus on what they do best: teaching.

The balance of AI and high-quality teaching should be the target of our instructional programs in school. The 4th Industrial Revolution has already begun; it’s time for educators to join the revolution and partner with businesses and industry to continue to educate our students for the world of tomorrow.

Related:
How to educate in the 4th industrial revolution

When I ask educators if they have heard of the term “growth mindset,” many will raise their hands or nod they have. However, when I ask educators to define what it means to have a growth mindset, I often get blank stares or they struggle with putting it into words. 

This is one of the issues educators might be struggling with – well-researched concepts like growth mindset sound familiar, but there is little guidance on putting these concepts into practice.

If we are to truly close educational gaps, educators must believe in and must be empowered to make a difference and put a plan in place to support student success.

Focus on Collective Teacher Efficacy

Professor John Hattie defines “collective teacher efficacy” as “the collective self-perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities.” 

In this video, Hattie discusses collective teacher efficacy in greater depth. He shares how educators need to start taking credit for the learning happening in their classrooms by believing they are the ones causing that learning. This is an important first step.

Understanding learning does not just happen by chance is foundational for success. Educators who believe in student growth and achievement are the reason students grow. This is because these educators know how to plan for success and, in turn, set up the right environments to foster learning.

Understand Learning Beliefs

To develop collective teacher efficacy, it’s important for educators to take time to dig into their own learning beliefs by answering questions such as:

• What are your beliefs about learning?
• What are the steps you take to learn something new?
• How do you learn best?

For maximum impact, educators can do this activity in PLCs. Administrators or coaches can pose the questions and have everyone do a five-minute quick write to collect their thoughts. Then these thoughts can be shared – and discussed – with the group. Educators can even create posters with these learning beliefs that can be hung in the teacher lounge or classrooms. This can also be done online using Padlet, for example.

Once educators understand their own learning beliefs, it’s important to understand what it means to have high expectations for all students. The best way is to do this is by asking additional questions such as:

• What are your non-negotiables for classrooms?
• What does an inclusive and productive learning community look and feel like at your school for all students? Teachers?
• What are your expectations for your educators and students when it comes to data-driven instruction?

For higher impact, educators can repeat the same discussion and collaboration activities completed for the collective teacher efficacy questions with these questions about learning beliefs. Taking this extra time to clarify expectations and learning beliefs sets the foundation for proactive planning for student success.

Develop a Plan for Success

Next, it is important to set aside TIME to plan. In planning, it’s essential for educators to devise instructional strategies for whole group, small group, and independent instruction for all students, keeping grade-level standards and outcomes in mind.  There are online resources available, such as this step-by-step guide, to help with this planning.  

During the planning phase, educators should consider focusing on building can-do cultures, providing scaffold and support for grade-level success, promoting student self-efficacy, involving families, and thinking differently about structures and schedules. Collectively, these different areas will help accelerate student learning for grade-level success and ensure equitable outcomes and growth for all students.

When thinking about closing gaps and planning for success for all students, educators need time, resources, and support to plan. Equally important, they need to understand their key role in student success – they are, after all, the ones driving student learning and achievement!

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Are you tackling the durable skills challenge?
5 skills for future success–and how to help students develop them

Just for a moment, think about your physical environment. Perhaps you’re taking your lunch break in your car that has satellite radio and reading this article on a mobile device. Maybe you’re at home on your computer where you’ve got another browser tab open, creating a meeting agenda in Google Drive to share with your colleagues. 

Evidence that we’re in the middle of the 4th Industrial Revolution (4IR) is all around us. From the mobile device that can connect you via FaceTime or Slack with co-workers worldwide to cloud computing, we operate in a time and space marked by its reliance on artificial intelligence, blockchain, big data, the Internet of Things, and automation.

As individuals interested in empowering the next generation of young people to succeed, it is time to ensure that the field of education is appropriately responding to the 4IR, which has impacted nearly every industry in recent years. The question, then, is how can we ensure that we educate students to succeed in a world dominated by the 4IR?

Education Lags Behind Industry

Industry reacts to the market’s wants and needs as soon as an opportunity to make a profit presents itself. It adopts lightning-speed technologies and uses them in new ways every day. Industry is structured to pivot at a moment’s notice and to innovate rapidly. However, the same cannot be said for the field of education.

Although education is intended to prepare students to live and work successfully in the world as adults, it is currently not prepared to help them do so in the world of the 4IR. This is mainly because education is not as responsive to the needs of industry that lives and breathes the 4IR. Young learners finish school without the mindset and skills necessary to thrive in this environment.

What We Can Do About It

1. Change How We Think.

Partnerships between educational institutions and industry have increased over the decades to help ensure that students graduate with needed skills. However, they have resulted in education that supports learners being able to do a particular job instead of any kind of work, which is necessary for working in the 4IR.

2. Teach the Right Skills.

Students must learn technical skills to navigate life and work in the 4IR successfully. They need to know how to film, make podcasts, blog, and build wikis, for example. Additionally, they need to become adept at different skills, like creativity, working in teams, innovation, time management, communication, and critical thinking. A 2020 World Economic Forum report states that “critical thinking and analysis as well as problem-solving, and skills in self-management such as active learning, resilience, stress tolerance and flexibility” are critical to business leaders.

 A new effort to evaluate the “durable” skills that lead to success and achievement in the 21^st century workforce was launched this spring by nonprofit organizations America Succeeds and CompTIA.

America Succeeds and CompTIA are collaborating on ways to integrate durable skills into education pathways – in the classroom for future workers and in employee training for individuals already in the workforce – to prepare them for success in their careers and communities.

“Durable skills are the skills that last a lifetime, the skills that you use to demonstrate what you know and the skills that employers are looking for,” said Tim Taylor, co-founder and president of America Succeeds, a national nonprofit that is committed to engaging business leaders in accelerating equity, access, and opportunity in education.

“We believe helping students better develop their innate durable skills at an early age will help them compete, contribute, and thrive in their careers,” said Todd Thibodeaux president and CEO of CompTIA, the nonprofit association for the information technology (IT) industry and workforce.

Durable skills, also referred to as soft skills, human skills or 21^st century skills, can be difficult to define or quantify. Generally, they fall under ten major themes or competencies:
1. Leadership
2. Collaboration
3. Creativity
4. Metacognition
5. Growth mindset
6. Character
7. Communication
8. Critical thinking
9. Mindfulness
10. Fortitude

The price of a college degree continues to creep higher across the country. But has the value of that degree kept pace? Students expect their investment in college to pay off in the form of meaningful employment. However, according to new data, both recent grads and HR managers believe that the absence of durable skills–including people skills–training in higher education offers an opportunity for colleges and universities to partner with students and employers in closing a critical skills gap. 

A new report from Mursion, From Skill to Instinct: How Higher Education Can Bridge the Gap Between Classroom and Career, found that while the hard, technical skills ingrained throughout traditional academia are critical to career success, these skills may not be enough to stand out in a highly competitive job market.

In fact, the data revealed that 44 percent of HR professionals would hire an applicant with strong durable skills, such as superior people skills, over an applicant with superior hard skills.

From the classroom to the district director level, and eventually my own desk in the principal’s office, I have served in many different roles in K-12 education.

However, in the midst of my career, I left public education to spend 2 years in corporate America.  That experience, working in what some call the “real world,” has given me a somewhat different perspective from many of my peers.  By working the corporate world, I’ve seen the connections between what is taught in the classroom and how that knowledge is applied in the workplace. 

Perhaps more importantly, I believe I have pinpointed five abilities all students need to develop before leaving K-12 schooling behind and moving into the world we call adulthood. 

Among those abilities are:

1. Critical thinking: Many folks go through the motions in their working lives–following directions, meeting quotas, and, simply put, people pleasing! However, those individuals who question everything, refute the status quo, and take risks are often rewarded for their initiative. As a middle and high school teacher these days, I help students become thinkers first and foremost. Yes, I am a STEM teacher, but not one of the fields that make up STEM can be explored with any level of success without independent thinking.

One resource I use to teach students how to think is Teach Different. Students paraphrase a simple quote, then look at the statement from an opposing lens, and eventually answer an essential question that makes each child truly take a side in the argument this process has created.

“We are currently preparing students for jobs that don’t yet exist … using technologies that haven’t been invented … in order to solve problems we don’t even know are problems yet.”—Richard Riley, former Secretary of Education 

Less than twenty years ago, a student saying that they wanted to be a data scientist, digital artist, app developer, virtual assistant or blogger would’ve been met with confused faces and the standard “what’s that?” question from parents and educators.  

You can’t blame them, most of those jobs (if they even existed yet) were just fringe roles on the outside of tech spaces. And at the time, education and job prep were still based on careers that had been solidified. But, the students of the time filled those new roles, many of them having to teach themselves how to effectively do the functions of each job.  

Today, many now wonder if the same thing will happen again with our current students and will there be a skills gap between graduates and careers? Well, it will. A 2018 report by the Institute for the Future (IFTF) said that 85 percent of the jobs that today’s students will do in 2030 don’t exist yet. So, how are we supposed to again prepare students for the jobs of the future, such as a self-driving car mechanic, telesurgeon, or whatever else we see appear?

We asked this question to some of our Connections Academy teachers. Being experienced educators in online learning (another field that didn’t exist 20 years ago), they’ve seen firsthand how the world has changed and how we can better prepare our students with the future job skills for it. Here is what they recommend:  

Teach students these three essential skills

Traditionally, you choose a field that interests you, decide on it as your major/career path and then follow the educational paths that have been laid out to prepare you for that role. But, with the future of work, that’s an outdated recipe. 

Fact: Every job in every sector will require soft skills. These soft skills include what many call durable skills—professional and personal competencies that span a person’s career—and they are requested in job postings much more frequently than hard skills.

A new report from student success nonprofit America Succeeds leverages data from 82 million employer job postings and reveals the critical importance of durable skills training for long-term success in the workforce.

These “soft” skills were requested in more than 50 million job ads–almost two-thirds of those studied. One-third of jobs (29 million) requested at least 3 durable skills, and of the 10 most in-demand skills across all postings, 7 were durable skills. The top 5 durable skills were requested almost 4 times more than the top 5 other skills.

These are some of the unique data points presented in The High Demand for Durable Skills. As defined in the new report, durable skills are the soft skills that comprise important professional capabilities (leadership, critical thinking, communication, etc.) and personal qualities (creativity, mindfulness, fortitude, etc.) that last throughout an entire career.

In an ever-changing global workforce, today’s students are developing skills to make them productive members of tomorrow’s workforce. Perhaps one of the most important skills they’ll learn is lifelong learning.

A new report highlights lifelong learning’s prominent part in higher ed and the workforce, but the report’s recommendations are also important for K-12 educators and learners.

Related content: 5 strategies to navigate the future of learning

Future of Lifelong Learning: Designing for a Learning-Integrated Life, a new whitepaper from D2L released during the 2020 Education World Forum, focuses on the future of work and learning. The paper describes how these forces and the interactions between them are permeating all aspects of our society, driving an increasing need for lifelong learning.

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