Learn about readings by Neil Postman, Lois Hetland, Howard Gardner, Dennis Yuzenas, Abe Fischler, Dan Pink, Thomas Friedman, John Corlette, Will Sutherland, Tom vander Ark, Marshall Thurber and other innovative educators.
Quotes from the video start watching at 44 minutes. There is a short film embedded in the video. fascinating. "What am I doing to prepare my child to innovate?" Children should be ready to innovate, ..... not everyone needs to be ready for college."
"Everyone is here for a reason. If you don't use your talent, you are taking away from the world. You need to play your part in the ecosystem." Minute 51:49 Jodie Wu
"Design thinking is about asking the right questions, more about Art than about Science." President of Olin College of Engineering Take time to hear Tony Wagner's point... Thomas Friedman is in the short video, too, talking about CQ + PQ > IQ Curiosity and Passion are more important than Intelligence.
Broad range of human-machine research, focused on machines with common sense, viral communications, "smart" prostheses, advanced sensor networks, innovative interface ...
The MIT Media Lab is an interdisciplinary research laboratory at the Massachusetts Institute of Technology devoted to projects at the convergence of technology ...
Year founded: 1985; Graduate concentration: Media Arts and Sciences; Number of graduate students (2013-2014): 146 (80 master's, 66 PhD)
Ito: There are nine or so principles to work in a world like this:
Resilience instead of strength, which means you want to yield and allow failure and you bounce back instead of trying to resist failure.
You pull instead of push. That means you pull the resources from the network as you need them, as opposed to centrally stocking them and controlling them.
You want to take risk instead of focusing on safety.
You want to focus on the system instead of objects.
You want to have good compasses not maps.
You want to work on practice instead of theory. Because sometimes you don’t why it works, but what is important is that it is working, not that you have some theory around it.
It disobedience instead of compliance. You don’t get a Nobel Prize for doing what you are told. Too much of school is about obedience, we should really be celebrating disobedience.
It’s the crowd instead of experts.
It’s a focus on learning instead of education.
We’re still working on it, but that is where our thinking is headed.
Innovators can make small changes. Incremental improvement as well as the breakthrough innovations. We are born curious The typical 4-year-old asks 100 questions a day. By the time the child is 8 or 10, children have learned that it's more important to have the right answers than to ask a lot of questions. What are the patterns of parenting that encourage innovative thinking in students? What kind of teachers encouraged innovation? Wagner found that there was usually a teacher who was an outlier in the educational setting. Teaching in a way that was different form their peers -- at odds with the teaching methods of their peers. Get the POSTER
Some of us have discovered that the TED talks have TRANSCRIPTS and translations of the transcripts.
But what happens when a TEDx talk is given? Where is the transcript for those talks? Somewhere on the Internet, someone has generated the transcript. So I searched: text transcript tony wagner tedxNYED
So how many of you are educators, past, present, or future? Raise your hands. Good. I'm in the right place. I'm a recovering high school English teacher.
to have reviewer educators past present future a chance good grief I'm in the right place I'm a recovering high school English teacher (...) young people thank you
Connect with Friends and the World For More Information Please Visit http://www.elggs.com/ For More Free Movies, Videos, Software and Other's Please Visit ...
What do Bill Gates, Edwin Land, the inventor of Polaroid instant camera, Mark Zuckerburg a Facebook fame, and Bonnie Raitt, the folk singer, all four have in common? (Audience) College dropouts.
Sorry, they were not dropouts, they were Harvard College dropouts! That's different! Thank you very much.
You know Steve Jobs is a dropout, Michael Dell is a dropout.
These guys were Harvard dropouts.
So I decided to take a different tactic.
Trying to understand what must we do differently to develop the capacities of many more of our young people to be innovators.
What must we do as parents, as teachers, as mentors, and as employers.
Started interviewing a wide range of innovators in their 20s.
Extraordinary young people.
Range some from privileged, some from poverty.
Wide range. All over the country.
Some in STEM fields, some in arts, some were social innovators and entrepreneurs.
Then I interviewed each one of their parents.
Trying to understand if there were patterns of parenting that I might observe.
Then I asked each one of them, "Is there a teacher or a mentor who's made a significant difference in your life?" One third of them, one third, could not name a single teacher.
Of the two thirds who could, they could name at least one teacher.
The third that couldn't name a teacher could always name a mentor by the way.
Very important.
We underestimate the importance of mentoring.
So I went and interviewed each one of those teachers and mentors.
And I made, what was for me, a shocking discovery.
In every single case, the teachers whom I interviewed -- and I interviewed teachers from elementary school to graduate school.
The full spectrum.
In every case, every one of those teachers was an outlier in his or her school setting.
In fact, I went to five colleges.
Harvard, MIT, Stanford, Carnegie Mellon, Tulane.
All five of those college teachers having produced brilliant innovators and continued to do so, none of them had tenure nor were they ever going to get tenure.
What's the problem here? Well, what I came to learn is that the culture of schooling, as we have grown up with it, is radically at odds with the culture of learning that produces innovators in five central respects.
No. 1, we celebrate and award individual achievement, and sure there's an important place for that, but, as you well know, innovation is a team sport.
And all of these teachers built real, accountable teamwork and collaboration in all of their assignments.
No. 2, we are all about specialization in American education.
High school, universities are divided and conquered by something we call Carnegie units, which are 115 years old.
Chemistry this, biology that, and so on.
The world of innovation is interdisciplinary.
And problem-based learning.
Judy Gilbert at Google, she said to me, if there's one thing educators must understand, is that problems can no longer be solved nor even understood within the bright lines of academic disciplines.
No. 3, the culture of schooling is all about risk aversion and penalizing failure.
Students' job is to figure out what the teacher needs.
Give the teacher whatever the teacher wants.
Teacher's job is to avoid trouble, you know.
We are not encouraged to take risks as educators, right? The world of innovation, as you will know, is all about taking risks, making mistakes, and learning from them.
I went to IDEO, the most innovative design company in the world, they said to me, "Our motto is, 'Fail early and fail often.'" That's because there is no innovation without trial and error.
I went to the D School started by David Kelley from IDEO, an amazing interdisciplinary program at Stanford.
They were talking around a table together saying, "You know we are actually thinking F is the new A." Try selling that report card back at your schools.
I talked to a student at Owen College.
Owen is by the way, probably the best college in the country right now today.
Every course, interdisciplinary, team based, project based -- extraordinary place.
Talked to a student at Owen, he said, "You know, we don't even talk about failure much here.
We talk about iteration." Heck, I don't think I knew what the word meant five years ago.
But it's become something so important as a concept to me.
In learning, there are no mistakes, there are iterations.
Although I have to ask you, how many of you learn more from your mistakes than your successes.
Raise your hands.
Yeah, me too. God, that hurt sometimes.
That's painful.
But the point is, we protect children in school, we protect children at home, the helicopter parents hover.
They don't want their children to make mistakes lest their perfect record become blemished in some way.
But that's the only source of real self-confidence.
That you can learn that you can recover from a mistake.
And you don't wanna learn that when you're 35, because it hurts a lot more then.
The fourth one. You know, the culture of learning is so much about passive consumption.
In fact I think that's where we all learn to be good little consumers, in school.
Because we sit and get all day long.
The classrooms of innovators are all about creating.
Creating real products for real audiences.
Lastly and most important, we rely on extrinsic incentives for learning.
Carrots and sticks. Money for good grades.
The world of innovation, these young innovators, every one of them whom I've interviewed, was far more intrinsically motivated.
They want to make a difference in the world.
And so then when I look back at what these parents had done and what these teachers had done to encourage this intrinsic motivation, I found another pattern.
Play to passion to purpose.
Parents and teachers alike encouraging more exploratory play, fewer toys, toys without batteries, less screen time, more time that was unstructured. Get out, and play.
Parents who encouraged students to find and pursue a passion, who knew that was more important than mere academic achievement.
Teachers who encourage students, made time in every class for students to do projects, to do research, to do experimentation, to find and pursue an intellectual or artistic passion.
And every case as these kids have developed passions, they morphed, they changed, they evolved into a deeper sense of purpose.
Because parents and teachers alike said one thing: "Give back. Make a difference." And all of them have that value, want, in some way, to make a difference.
So what does this mean for our work? Well, we can have a lot of long conversations about how the system needs reinventing.
I've written some things about that.
But, you know, I come back to what each one of us can do.
And I come back to the idea that, first of all, we have to be innovators in our teaching, and in our mentoring. We have to model the values, the behaviors of innovation.
We have to, in our teaching, be willing to take risks.
Be willing to learn from mistakes.
Work more collaboratively with our colleagues.
But I think above all, maybe what's most important for me is that I, as a teacher and a mentor, now think much more about where and how am I encouraging the play, the passion, and the purpose in everything that I do with the young people.
Thank you very much.
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Where did some of these transcripts come from? Norman
An interview with a remarkable principal. She is off screen. Grondin deSebastian Lloyd Lott Crawford-Rodriguez Lopez and K. Doody ... and this principal.
Why am I the source of the information? I'm just the quarterback.
The students are reporters and the teacher is the editor.
Teaching is listening
Learning is talking
The principal recommended that I speak with the superintendent... oh, well.
A second Interview (for a middle school Language Arts position):
I will pass on comments to Lutz if you want to contact him. He really knows Windows. If you are committed to a PC, then you should know what Lutz has in his head. And he enjoys sharing his insights. (But he rightly protects his privacy...so send me a message and I'll pass on your questions to Lutz...)
Interview with the principal
Barbara Cavanaugh "Conversations that matter" (focus on what moves the learning ahead)
YOUTUBE http://www.youtube.com/watch?v=awvwqcM_mbc
Look for the six key posters on the
walls of the teacher's room (which is the principal's office, meeting room and
general work space for administrators.
One big room, no closed 4-wall offices.
I was introduced to Grace Stone by Robin Mycock, a resident
of Sydney. Grace gave me a tour of the
school, which includes the rooftop play area.
See the website http://www.sacs.nsw.edu.au/
The school is pushed together in a five story office
building in the downtown area. Brilliant
idea: immersed in the work
environment.
"People are willing to be supportive," says one of
the teens in the video at 2:45
Visit with Dr. Clark
about two key issues in education, University of Southern California
TWO BOOKS: Science of Learning and Art of Teaching
by Jerome Feldman "A teacher's nuts and bolts, like a car manual, you need
it, you can look things up." --
Dennis Yuzenas recommends these two books
Littky's book THE BIG PICTURE was used in training teachers
at a school in West Palm Beach (but the effort was later abandoned).
Advisories section (pages 61-66) in Dennis Littky's book was used to train
teachers about advisories.
Visit to a school in Los Angeles, Highland Park High School
http://www.youtube.com/watch?v=C2Zvk67t0JM a class where students in groups look for
youtube videos that would tie to the chapters to develop a library, page by
page, chapter by chapter.
music by ModernMelodies@gmail.com the half-tube of clear plastic puts the
ocean around the visitor, who is conveyed on a belt like a suitcase at the
airport. The 2 minute video edits out
the supporting ribs to give the illusion of drifting underwater.
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Also recommended… a walking tour of Obispo Street in Havana
Vieja
I am a taxpayer and I believe that teachers, students, principals and parents need descriptions of a new way of teaching. I wake up every morning with Dr. Fischler's question in my head: "How do you become a visible change agent in this environment?" and "Time is a variable" and "The Student is the Class." The words of Daniel H. Pink, Will Sutherland, John Corlette, Eliot Levine, Elliot Washor, Charles Mojkowski and Dennis Littky inform my daily work.
