Learning in a changing world: Evidence, innovation and creative thinking in education

Event  Agenda 

Rapid advances in technology are transforming our lives and blurring the boundaries between humans and computers. At the same time, global issues like climate change, inequality and conflict are forcing us to confront a world of unprecedented complexity and uncertainty. The conference will explore how education systems can learn from evidence and think forward to resolve complex problems. Two key concepts underlie this exploration: developing creative thinking of students, teachers and policy makers; and effectively integrating research evidence in educational practice and policy making. Speakers and participants will look into how the two can be mutually reinforcing, rather than mutually exclusive.

Day

1 : June 18, 2024
07:00
07:00 - 07:30
Registration
07:30 - 07:45
Welcome remarks
• Andreas Schleicher, Director of OECD Education and Skills • Charles CHEN Yidan, Founder, Yidan Prize
07:45 - 08:30
Launch of PISA Creative thinking report
For the first time in its 2022 cycle, PISA assessed creative thinking. This innovative assessment measures students’ capacity to generate, evaluate and improve ideas in four different domain contexts (creative writing, visual expression, scientific problem solving and social problem solving). In this session the OECD will present how students in participating countries did on the assessment and how student and school characteristics are associated with creative thinking performance. Experts will then reflect on what the findings imply for educational policy and pedagogical practices. Presentation of results: • Mathias Cormann, Secretary General, OECD (Recorded intervention) • Andreas Schleicher, OECD
08:30
08:30 - 09:15
Expert panel: Reflection on the PISA Creative thinking report
Experts will reflect on what the findings imply for educational policy and pedagogical practices. Discussion questions: • What explains the large differences in performance between countries? • What are the implications of the observed differences by student gender and socioeconomic status? • What are the most important system-level changes that should be introduced to foster the creative potential of all students? • How should we rethink the focus of standardised assessments? • What is not working at level of the classroom, and what can teachers do differently? Moderator: Mario Piacentini, OECD • Bill Lucas • Todd Lubart
09:15
09:15 - 09:45
Coffee break
09:45 - 11:00
Developing creativity, critical thinking and student engagement
Engaging students’ creative potential during instruction leads to deeper, transferable learning. This is because students who are encouraged and supported to come up with their own solutions to problems connect more deeply with the subject, and are more likely to find purpose and satisfaction in their learning process. This session focuses on how to design and implement changes in teaching practices that give a more central role to students’ imagination, critical investigation of problems and iterative construction of solutions. Discussion questions: • Are the disappointing trends in PISA results related to a problem of increasing disengagement of students in the classroom? • How can teachers facilitate active processes where students learn by exploring the problem space and iterating on their own ideas? • To what extent are transitions toward more active and enquiry-based forms of learning are hindered by the way we currently assess students? Short Keynotes: • Carl Wieman (Laureate, 2020 Yidan Prize for Education Research) • Michelene (Micki) Chi (Laureate, 2023 Yidan Prize for Education Research) Small group discussion
11:00
11:00 - 12:30
Lunch break
12:30
12:30 - 13:45
Teacher learning for a creative and research-informed profession
Engaging with the robust evidence available on effective teacher learning is fundamental to think about the future of teaching and learning. There is also emerging evidence on how teacher education can enable teachers to use research to innovate teaching methods. Discussion questions: • What does evidence say about teacher professional learning? And about developing their own creativity? • What types of professional learning help teachers use evidence to develop innovative teaching methods? • Session Chair: Cassie Hague, OECD Short Keynotes: • Makito Yurita • Maria Hyler [TBC] Small group discussion
13:45
13:45 - 14:15
Coffee break
14:15
14:15 - 15:30
Research engagement in collaborative enquiry for innovation
Research evidence rarely translates into straightforward actions or recipes. Instead, teachers and school leaders critically engage with it, collectively deliberate meaning and integrate aspects of the evidence in teaching and learning processes. Discussion questions: • What does evidence-informed professional enquiry look like? • How can schools and systems support practitioners’ thoughtful engagement with research? • Session Chair: Lawrence Holdsworth, OECD Expert panel: • Mark Rickinson • Cindy Poortman [TBC] • Bénédicte Robert [TBC] • Jonathan Kay
15:45
15:45 - 18:00
Cocktail

Day

2 : June 19, 2024
07:00
07:00 - 08:30
Data and evidence-informed policy making
Building education policies on robust data and evidence is fundamental but challenging. Different sources of knowledge, political values and stakeholders’ interests inevitably interact in any policy decision. Nevertheless, certain structures and processes can foster thoughtful engagement with research evidence and ensure that it has a special place in policy making. • How do policy makers engage with data and evidence to solve complex policy problems? What are their challenges? • What structures and processes can support policy organisations to improve the quality of evidence use? • Session Chair: Nóra Révai, OECD Short keynotes: • Eric Hanushek (Laureate, 2021 Yidan Prize for Education Research) • Tracey Burns Expert panel: • Eric Hanushek • Macke Raymond • Rien Rouw • Javier González • Tracey Burns
08:30
08:30 - 09:00
Coffee break
09:00
09:00 - 10:30
Connecting research, policy and practice: Effective evidence brokering
Thoughtful engagement with evidence needs brokers and intermediary organisations that support the generation and mobilisation of evidence for policy makers and practitioners. There is a growing body of research on what effective brokage and knowledge mobilisation involves, but this knowledge is yet to be put into practice. • Session Chair: José Manuel Torres, OECD Discussion questions: • What is the role of intermediaries in supporting policy and practice to engage with research evidence? • How can intermediaries and brokers do their work effectively? • What can education systems do to support the intermediary ecosystem and improve the systematic use of evidence? Presentation • Nóra Révai, OECD Small group discussions in 2 rounds Expert facilitators: • Miquel Angel Alegre [TBC] • Tracey Burns • Maria Hyler [TBC] • Jonathan Kay • Elaine Munthe • Mark Rickinson • Rien Rouw • Jonathan Sharples • Annika Wilmers
10:30
10:30 - 11:00
Future of education: Next steps for evidence-informed, creative education systems
• Closing panel with selected speakers • Closing remarks: OECD TBC
11:00
11:00 - 12:00
Goodbye lunch and networking