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Learning to Leapfrog: Innovative Pedagogies to Transform Education Summary Findings LEARNING to LEAPFROG: INNOVATIVE PEDAGOGIES to TRANSFORM EDUCATION

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Learning to Leapfrog: Innovative Pedagogies to Transform Education Summary Findings LEARNING to LEAPFROG: INNOVATIVE PEDAGOGIES to TRANSFORM EDUCATION Policy Brief September 2019 Learning to Leapfrog: Innovative Pedagogies to Transform Education Summary Findings LEARNING TO LEAPFROG: INNOVATIVE PEDAGOGIES TO TRANSFORM EDUCATION This policy brief summarizes the findings ofLearning to Leapfrog: Innovative Pedagogies to Transform Education, a report written by David Istance and Alejandro Paniagua. Authors David Istance is a nonresident senior fellow at the Brookings Institution and former senior analyst at the Centre for Educational Research and Innovation of the Organisation for Economic Co-operation and Development (OECD). Alejandro Paniagua is a former elementary school teacher, teacher educator, and associate professor at the University of Barcelona and, until recently, a consultant to the OECD. Rebecca Winthrop is a senior fellow and co-director of the Center for Universal Education at the Brookings Institution. Lauren Ziegler is a project director at the Center for Universal Education at the Brookings Institution. Acknowledgments We are grateful to the many people who have provided valuable insights and feedback during the research process and writing of the report and this accompanying policy brief, including the following: John Bangs, Francisco Benavides, Rachel Brisson, Foluyinka Fakoya, Rhea Handa, Elizabeth King, Ju-Ho Lee, Katherine Portnoy, Jenny Perlman Robinson, Urvashi Sahni, Emiliana Vegas, and Nicolas Zerbino. The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, drawing on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s), and they do not reflect the views of the Institution, its management, or its other scholars. Brookings gratefully acknowledges the support provided by the BHP Foundation and the LEGO Foundation. Brookings recognizes that the value it provides is in its commitment to quality, independence, and impact. Activities supported by its donors reflect this commitment. POLICY BRIEF TABLE OF CONTENTS The Leapfrog Imperative: There Is an Urgent Need for Future-Ready Teaching and Learning 3 The Leapfrog Imperative 3 The Methodology 4 Innovative Pedagogies Are Essential for Leapfrogging 5 Cluster 1: Blended Learning 6 Cluster 2: Computational Thinking 7 Cluster 3: Experiential Learning 7 Cluster 4: Embodied Learning 8 Cluster 5: Multiliteracies 8 Cluster 6: Gamification 9 Moving Beyond Classroom Walls 9 Three Structural Changes Are Needed for Innovative Pedagogies to Flourish 10 Investing in Foundations for Quality Teaching 10 Widening the Profile of Educators 12 Supporting Hybrid Learning Environments 13 Scaling Deep Change Is Required to Transform Teaching and Learning 16 Scaling Deep Change 16 Leveraging Networks and the Missing Middle 17 Conclusion 18 Notes 19 1 LEARNING TO LEAPFROG: INNOVATIVE PEDAGOGIES TO TRANSFORM EDUCATION 2 POLICY BRIEF The Leapfrog Imperative: There Is an Urgent Need for Future-Ready Teaching and Learning The Leapfrog Imperative of world regions at both the primary and second- ary levels, and this drop is especially pronounced in Countries around the world have increased access sub-Saharan Africa, where just 64 percent of primary to schooling in the past few decades; however, that school teachers and 50 percent of secondary school progress has not led to universal high-quality and teachers have received appropriate training.6 future-ready education. The world today faces a global learning crisis,1 with the 2030 Sustainable Develop- Addressing education’s challenges and shortcom- ment Goals for education far from reach. Though many ings will require not tinkering around the margins but of the world’s children are in school today, 263 million rapid, nonlinear progress, which is what the Center for children remain without access.2 For the children and Universal Education (CUE) at the Brookings Institution young people that are in school, they are often not calls leapfrogging. Making a serious dent on improv- learning. Poor-quality schooling is an issue in all coun- ing inequality while educating all students for the 21st tries but is most pronounced in developing countries century calls for widespread educational innovation.7 and for the most marginalized children. For example, a shocking 86 percent of primary school students in This policy brief provides a synthesis of the report low-income countries are not proficient in mathemat- titled Learning to Leapfrog: Innovative Pedagogies to ics.3 Education, even in high-income countries, is not Transform Education that was written by David Istance succeeding in embedding the knowledge, skills, and and Alejandro Paniagua. The report builds on CUE’s dispositions that societies and economies demand. 2018 book titled Leapfrogging Inequality: Remaking What is more, the current pace of change is far too Education to Help Young People Thrive, which ar- slow. In many countries, it will take approximately gued for the importance of educational leapfrogging, 100 years for those furthest behind to catch up to the thereby creating transformative shifts rather than learning levels of today’s highest achievers.4 incremental evolution as educators harness the power of innovation. The report has also drawn extensively One factor for the global learning crisis—though cer- on existing literature, especially related to pedago- tainly not the only factor—is that many countries have gies, teaching, and learning. It uses the foundational not invested sufficiently in teachers for their expand- analysis of pedagogy established through the authors’ ing school systems.5 Surprisingly, there have been earlier Organisation for Economic Co-operation and dropping proportions of trained teachers in a number Development (OECD) work, Teachers as Designers of 3 LEARNING TO LEAPFROG: INNOVATIVE PEDAGOGIES TO TRANSFORM EDUCATION Learning Environments, including the six clusters of implementation of innovative pedagogy, and it focuses innovative pedagogical approaches.8 on the support and empowerment of teachers, as well as on structural changes in the design of the educa- The Leapfrogging Inequality book put forth a Leap- tion workforce and of schools to include hybrid formal frog Pathway that outlines a continuum of actions that and nonformal models. should be considered so education can provide all students with the full breadth of skills they need to Finally, the report concludes by reflecting on the depth thrive and become successful life-long learners. The of transformation that this vision implies for education pathway presents essential shifts in two domains: systems and on how to think about fruitful near-term first, transforming teaching and learning experiences scaling approaches for those innovative pedagogies to make room for playful learning and, second, trans- through harnessing the power of networks. forming the ways in which learning is assessed and recognized. The pathway also presents shifts that will The Methodology be important to transform teaching and learning in many contexts although not all; those shifts diversify A major resource for the report has been CUE’s Global the people and places where learning takes place and Catalog of Education Innovations.9 That catalog brings smartly harness technology and data. together nearly 3,000 cases from around the world, and we have also reviewed cases in the broader This Learning to Leapfrog report takes an in-depth literature, including respondents to a 2019 PlayFutures look at what types of approaches are needed to begin survey. We narrowed down the cases by searching for to implement the teaching and learning shifts recom- those in teaching, learning, and pedagogy (specifical- mended in the Leapfrog Pathway and to embrace the ly, those using playful learning approaches) and with recommendation that playful learning—which means at least basic evaluative evidence of a positive effect. learning experiences that allow for active student engagement, experimentation and iteration, social in- Many of the avenues proposed in this report lack wa- teraction, curiosity and joy, and meaningful connection ter-tight supporting evidence; system transformation to students’ lives—can be an integral part of students’ by design cannot have a highly developed evidence educational experiences. base. Yet, given our focus on the emergent phenome- non of innovation and on real-world approaches that The report argues that innovative pedagogies must be comprise combinations (rather than pure treatments) central to any system transformation if leapfrogging is in richly divergent contexts and cultures, there will to be achieved; the report also identifies six clusters always be limits to robust proof. Building up educa- of such pedagogies and some associated teaching tional research systems is a very long-term enterprise. practices that, alone or in combination, will underpin Yet, so urgent is the learning crisis and so clear is such transformation. Those clusters and related teach- the innovation imperative that if we justify inaction ing practices are described in section 2 of the report. because of an imperfect evidence base, we do so at We have used the shorthand “innovative pedagogies” the cost of continuing to fail millions of young people. because we have found it to be a helpful term to frame Hence, we argue that the burden of proof about trying discussions with the education decisionmakers whom new approaches
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