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Drive to Work - The Goal Has Changed, the Curriculum Hasn't
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Drive to Work - The Goal Has Changed, the Curriculum Hasn't
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Most lesson plans are built around what students should know. The question they almost never ask is what students should be able to do when there's no rubric, no right answer yet, and that gap is showing up everywhere AI is accelerating change. This episode is about the one layer every lesson plan is missing: the muscle of learning how to learn, and the question that builds it.
This episode draws in part on research in:
- Metacognition and self-monitoring in learning: Flavell, J.H. (1979)
- Self-regulated learning as a transferable skill: Zimmerman, B.J. (2002)
- How transfer of learning works across contexts: Bransford, J.D., Brown, A.L. & Cocking, R.R. (2000)
- High-effect metacognitive strategies in classroom settings: Hattie, J. (2009)
- Automation and the shifting value of occupational skills: Autor, D.H. (2015)
- Susceptibility of jobs to computerisation: Frey, C.B. & Osborne, M.A. (2013)
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