Sunday, March 16, 2014

Tony Wagner gives a list of FIVE WAYS to produce innovative students

http://www.tonywagner.com/resources/calling-all-innovators-3


Wagner talks about five schools where "outliers" are the norm.  You can visit their websites in under five minutes.  Let's go...
[1]
Olin College of Engineering   
[2]
Click here to see Digital Portfolios
High Tech High schools in San Diego   

 See the Innovative Digital Portfolios at High Tech High
[3]
New Tech High in California
[4]
http://dschool.stanford.edu/
MIT Media Lab

[5] Institute of Design in Stanford 



Hit Twitter  https://twitter.com/stanforddschool


 Take the 90-minute CRASH COURSE in design



 http://newtechhigh.org/








MIT Design Lab
  1. media.mit.edu   Cached               WHAT A SLOGAN
    Broad range of human-machine research, focused on machines with common sense, viral communications, "smart" prostheses, advanced sensor networks, innovative interface ...

  2. MIT Media Lab - Wikipedia, the free encyclopedia

    en.wikipedia.org/wiki/MIT_Media_Lab   Cached
    The MIT Media Lab is an interdisciplinary research laboratory at the Massachusetts Institute of Technology devoted to projects at the convergence of technology ...
  3. www.media.mit.edu/about/about-the-lab   Cached
    A summary of Media Lab history, research consortia and programs, academics, intellectual property, and sponsorship.
  4. www.media.mit.edu/about   Cached
    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:
  1. Resilience instead of strength, which means you want to yield and allow failure and you bounce back instead of trying to resist failure.
  2. 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.
  3. You want to take risk instead of focusing on safety.
  4. You want to focus on the system instead of objects.
  5. You want to have good compasses not maps.
  6. 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.
  7. 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.
  8. It’s the crowd instead of experts.
  9. It’s a focus on learning instead of education.
We’re still working on it, but that is where our thinking is headed.

This article (below) might assist you in learning more...













http://www.tonywagner.com/resources/calling-all-innovators-3


In minutes 18 to 23 in this video, Wagner returns to the themes in the article (above)
YES it is worth your time to hear
Dr. Wagner's talk starting at Minute 18

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
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Projects can keep students on target and wanting to learn (with a link to Matt Blazek's list of projects)

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Saturday, March 15, 2014

Quotes from Tony Wagner's talk about Innovation, Play Passion, Purpose (the TEDx NYED talk)




http://www.youtube.com/watch?v=qkMjF6mkGIA



  • Play, passion, purpose: Tony Wagner at TEDxNYED mp3 indir ...
    www.mp3diyari.net/...tony-wagner-at-tedxnyed.../hvDjh4l-VHoPlay, passion, purpose: Tony Wagner at TEDxNYED dinle veya Play, passion, purpose:Tony Wagner at TEDxNYED mp3 indir. Play, passion, purpose: Tony Wagner atTEDxNYED ...

    • Perfect!   The segment that I wanted started around 9:25 and went for about 3 minutes.  
    http://www.vidqt.com/id/hvDjh4l-VHo?lang=en

    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! 
    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,                     CLICK HERE for more T. Wagner
    as mentors, and as employers.
    I 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.
    The students' job is to figure out what the teacher needs.
    Give the teacher whatever the teacher wants.
    Teacher's job is to avoid trouble.
    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.

    I 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.

    (5)  Last and most important,                                    CLICK HERE for more T. Wagner
    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.
    Source of transcript:  http://www.vidqt.com/id/hvDjh4l-VHo?lang=en

    Click here to listen

    http://www.youtube.com/watch?v=C26sm0vpLL4


      CLICK HERE for more T. Wagner (another article)

    http://www.youtube.com/watch?v=q7NSnsEB6-k







    Click here to hear at Minute 3
    "You need skill and will"

    The world no longer cares about how much you know.
    The world cares about what you can do with what you know.  
    Click here to LISTEN
    To do something with what you know, you need skill and will.
    -- Tony Wagner
    http://www.youtube.com/watch?v=ZayEHLLkZF8









    Minute 18:  What must we do differently to prepare our young people to be innovative?

    DEFINITION:  combine creativity with problem solving >>>  The Creative Problem Solver.

    See the FIVE ways that Innovative Schools create innovative students    LINK


      CLICK HERE for more T. Wagner
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    Labels: ,

    How to get TRANSCRIPTS of TEDx Talks (using Tony Wagner's TEDx NYED talk as an example)

    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


     Here is the result:


    1. www.vidqt.com/id/hvDjh4l-VHo
      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.
    2. www.vidqt.com/id/hvDjh4l-VHo?lang=en&kind=asr
      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
    3. www.youtube.com/watch?v=qkMjF6mkGIA
      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 ...
      .Play Video
    4. www.youtube.com/watch?v=O0D64MCRBDE   Cached
      The interactive transcript could not be loaded. ... 47:38 TonyWagner ... Tony Wagner at TEDxNYED by TEDxTalks 49,542 views;
      .Play Video
    5. www.mp3diyari.net/...tony-wagner-at-tedxnyed.../hvDjh4l-VHo
      Play, passion, purpose: Tony Wagner at TEDxNYED dinle veya Play, passion, purpose:Tony Wagner at TEDxNYED mp3 indir. Play, passion, purpose: Tony Wagner atTEDxNYED ...
    Perfect!   The segment that I wanted started around 9:25 and went for about 3 minutes.
    http://www.vidqt.com/id/hvDjh4l-VHo?lang=en

    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.



    ============

    Where did some of these transcripts come from?  Norman

    http://normantranscript.cnhi.newsmemory.com/?activate=1





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