Creating Innovators: a lecture by Tony Wagner

00:52:12
https://www.youtube.com/watch?v=jYTwLysgx5w

Resumo

TLDRThe guest speaker event at PT International School showcased Dr. Tony Wagner, who discussed the need for educational reforms to prepare students for the challenges of the 21st century. He highlighted the importance of fostering skills like critical thinking, adaptability, and creativity, rather than focusing solely on test scores or traditional ways of learning. Emphasizing the concept of 'innovation ready,' Dr. Wagner challenged educators to create environments where collaboration and risk-taking are encouraged, suggesting that failure is a vital component of the learning process. The discussions underscored the significance of strong relationships between students and teachers, as well as the evolving role of technology in education. Overall, the event aimed to inspire parents and educators to embrace change for a better educational experience for students.

Conclusões

  • 🌍 Importance of Global Citizenship in Education
  • 🎓 Focus on Innovation Ready Students
  • 🔍 Critical Thinking as a Key Skill
  • 🤝 Collaboration Over Individual Achievement
  • ⏳ Emphasizing the Role of Failure
  • 📚 Shift from Textbook Learning
  • 🌐 Technology's Dual Role in Learning
  • 💬 Need for Strong Teacher-Student Relationships
  • ✅ Preparing for Real-World Challenges
  • 🧩 Encouraging Curiosity and Creativity

Linha do tempo

  • 00:00:00 - 00:05:00

    Maxi Driscoll, head of PT Prem Tinion International School, welcomes guests to the speaker series, highlighting the importance of community in learning and extending a special welcome to Think Global School representatives and Dr. Tony Wagner.

  • 00:05:00 - 00:10:00

    Dr. Wagner discusses how modern education must address the information overload of the 21st century, emphasizing critical thinking and problem-solving as essential skills for students in today's world.

  • 00:10:00 - 00:15:00

    The session focuses on the changing nature of knowledge and how students, as digital natives, learn differently than previous generations, which necessitates a shift in educational focus.

  • 00:15:00 - 00:20:00

    Dr. Wagner outlines the need for educational systems to emphasize collaboration, flexibility, and a culture of innovation, moving away from traditional methods that stress rote learning.

  • 00:20:00 - 00:25:00

    Reflecting on his research, Dr. Wagner identifies seven survival skills necessary for students to thrive in both careers and citizenship, highlighting the importance of encouraging curiosity and adaptability.

  • 00:25:00 - 00:30:00

    He presents the concept that innovation readiness is more crucial than just being college-ready, advocating for an education that fosters creativity and practical application of knowledge.

  • 00:30:00 - 00:35:00

    Dr. Wagner warns against the pitfalls of a test-centric educational model, emphasizing the importance of intrinsic motivation and the need for students to engage deeply with material to develop real-world skills.

  • 00:35:00 - 00:40:00

    Innovators in education must balance traditional knowledge with modern technology and learning methods, ensuring students are creators, not just consumers, of information.

  • 00:40:00 - 00:45:00

    The dialogue addresses the evolving role of educational institutions and challenges in integration, especially concerning standardized testing and university admissions criteria.

  • 00:45:00 - 00:52:12

    Joanne McPike of Think Global School closes the session by emphasizing the importance of courage and curiosity in education, thanking Dr. Wagner for inspiring change and pushing educators to embrace a more innovative approach.

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Vídeo de perguntas e respostas

  • Who is Dr. Tony Wagner?

    Dr. Tony Wagner is an internationally renowned educational consultant, Harvard professor, and speaker focused on innovative learning practices for the 21st century.

  • What is the main topic of Dr. Wagner's presentation?

    The main topic is 'Creating Innovators: The Making of Young People Who Will Change the World,' emphasizing the need for education to foster innovation.

  • What are some of the skills necessary for the 21st century, according to Dr. Wagner?

    Skills include critical thinking, collaboration, adaptability, initiative, effective communication, accessing information, curiosity, and imagination.

  • What does Dr. Wagner say about the impact of technology on education?

    He mentions that while technology offers great opportunities for learning, it can also lead to dependency and a lack of focus if overused.

  • How important is failure in the learning process, according to Dr. Wagner?

    Failure is crucial for learning resilience and self-confidence; it should be viewed as part of the innovation process.

  • What does the term 'innovation ready' mean?

    Being innovation ready means having the skills and mindset necessary to create new solutions, rather than just being prepared for college.

  • How does Dr. Wagner propose education should change?

    He advocates for a shift from textbook-centered learning to innovation-focused education that emphasizes creating rather than just consuming knowledge.

  • What was a significant observation made about students and failures?

    Students often learn more from their mistakes than their successes, yet many educational environments still avoid risk and fear failure.

  • What role do relationships play in education, based on the discussion?

    Strong relationships between students and teachers are key to fostering an environment of learning and innovation.

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Rolagem automática:
  • 00:00:04
    [Music]
  • 00:00:10
    my name is Maxi Driscoll I am the head
  • 00:00:13
    of PT Prem tinon international school
  • 00:00:17
    and it is my pleasure to welcome you all
  • 00:00:19
    to our guest speaker
  • 00:00:23
    series it's just fabulous to
  • 00:00:26
    see students parents grandp parents
  • 00:00:30
    board members
  • 00:00:32
    Founders visiting schools schools from
  • 00:00:35
    the uh other international schools in
  • 00:00:38
    changai so many people here wanting to
  • 00:00:41
    be Learners thank you for being here I
  • 00:00:45
    would like to make a special welcome to
  • 00:00:47
    the think Global schools the think
  • 00:00:50
    Global School uh founder and Visionary
  • 00:00:53
    Joanne mcpike uh Dr Robert Spelman the
  • 00:00:56
    head of school Dr Sally Booth the
  • 00:00:59
    director of Cur culum and all of the
  • 00:01:01
    teachers and students at tgis think
  • 00:01:04
    Global
  • 00:01:05
    school I'm also very honored to have our
  • 00:01:08
    founder mom laong tree here uh as also a
  • 00:01:12
    Visionary and a kind
  • 00:01:14
    [Music]
  • 00:01:16
    man we're really thrilled to have think
  • 00:01:20
    Global school at ptis and tr. three
  • 00:01:24
    generation Community for learning they
  • 00:01:26
    are the first International traveling
  • 00:01:29
    boarding school School in the world and
  • 00:01:31
    they're currently studying in their
  • 00:01:33
    second trimester for the Academic Year
  • 00:01:36
    of 2011
  • 00:01:38
    2012 they've previously had trimesters
  • 00:01:41
    in Sydney Australia Beijing China quena
  • 00:01:45
    in Ecuador here in changai Thailand and
  • 00:01:49
    when they finished here they're heading
  • 00:01:51
    off to Berlin in Germany what an amazing
  • 00:01:54
    experience those students are having
  • 00:01:57
    we're very proud to be hosting think
  • 00:01:59
    glob Global school at ptis and triot 3
  • 00:02:03
    generation Community for learning TGs
  • 00:02:06
    are sponsoring Dr Tony Wagner so we are
  • 00:02:09
    all so fortunate to have him come to
  • 00:02:12
    speak to us I therefore extend a sincere
  • 00:02:15
    thank you to think Global School
  • 00:02:18
    founder Joanne mcpike for making this
  • 00:02:22
    possible for the changai learning
  • 00:02:25
    community and I'd like to introduce uh
  • 00:02:28
    Dr Robert Spelman who goes on under the
  • 00:02:30
    name of Bob he's going to come and speak
  • 00:02:32
    to
  • 00:02:35
    us I'd like to thank everyone for coming
  • 00:02:37
    today and especially Dr Wagner for the
  • 00:02:40
    presentation he's going to give since
  • 00:02:42
    we've been here head of school Driscoll
  • 00:02:44
    and I have had only one argument uh
  • 00:02:46
    We've argued over who has the best job
  • 00:02:48
    in the world so i' like to thank the
  • 00:02:51
    founders for giving us such a unique
  • 00:02:54
    discussion to continue while we're
  • 00:02:57
    here I'd also like to thank the m
  • 00:02:59
    members of ptis for the welcoming we
  • 00:03:03
    have received it has been marvelous and
  • 00:03:05
    there is no comparison to it I get to
  • 00:03:08
    travel the world with 25 fantastic
  • 00:03:11
    students two of which who are from
  • 00:03:13
    Thailand and one even from changm I also
  • 00:03:16
    get the opportunity to travel with a
  • 00:03:18
    talented staff who've left their homes
  • 00:03:20
    to go on an educational Adventure I'd
  • 00:03:23
    ask that we remember that besides the
  • 00:03:25
    staff you see here we have an incredible
  • 00:03:27
    group of people around the world who
  • 00:03:29
    support us in our
  • 00:03:34
    mission ptis is an educational gem not
  • 00:03:38
    just for changai and for Thailand but
  • 00:03:41
    presents a worldclass education that
  • 00:03:43
    we've been honored to be a part of and
  • 00:03:46
    we thank you for what you've done for us
  • 00:03:48
    and I turn the floor back over to head
  • 00:03:50
    of school Driscoll to introduce Dr
  • 00:03:58
    Wagner
  • 00:04:00
    many of you know that Dr Tony Wagner is
  • 00:04:02
    an internationally renowned educational
  • 00:04:05
    consultant Harvard professor and speaker
  • 00:04:08
    Dr Wagner has spent his career
  • 00:04:10
    researching the most effective
  • 00:04:12
    educational practices for learning in
  • 00:04:14
    the 21st century and he's the author of
  • 00:04:17
    several books we're not going to go on
  • 00:04:19
    with his bio because he's so humble he
  • 00:04:22
    wants to get out here and start speaking
  • 00:04:23
    to you and you don't hear all of the
  • 00:04:25
    wonderful things about him we're going
  • 00:04:27
    to hear the wonderful things that he
  • 00:04:29
    knows today's presentation is entitled
  • 00:04:32
    creating innovators the making of young
  • 00:04:35
    people who will change the world and
  • 00:04:37
    that is the same title of his newest
  • 00:04:40
    book which is going to be released in
  • 00:04:41
    April so keep your eyes out for that I'm
  • 00:04:45
    so excited to see teachers parents
  • 00:04:48
    students grandparents coming together to
  • 00:04:51
    learn how we can develop creative
  • 00:04:53
    innovators for the future please join me
  • 00:04:55
    in welcoming Dr Tony
  • 00:04:58
    Wagner
  • 00:05:06
    once again good afternoon and thank you
  • 00:05:08
    very very much for coming it's been a
  • 00:05:10
    wonderful time here in Thailand in this
  • 00:05:13
    community and I am greatly looking
  • 00:05:15
    forward to this as a conversation not
  • 00:05:17
    just as a presentation so in light of
  • 00:05:19
    that what I'm going to try to do is
  • 00:05:21
    limit my initial remarks to perhaps 35
  • 00:05:24
    or 40 minutes then I'm going to give you
  • 00:05:26
    a couple of minutes to talk to each
  • 00:05:27
    other uh at your
  • 00:05:30
    and generate questions and comments for
  • 00:05:32
    discussion that will be the focus of the
  • 00:05:34
    remainder of the afternoon because that
  • 00:05:36
    is what I will learn the most from your
  • 00:05:38
    questions your concerns your interests
  • 00:05:41
    I'd like to start with this quote from
  • 00:05:42
    Einstein the formulation of the problem
  • 00:05:45
    is often more important than the
  • 00:05:48
    solution too often in education we have
  • 00:05:51
    an Affliction I call answer itis we
  • 00:05:54
    start with solutions to problems that
  • 00:05:56
    are not well understood answers to
  • 00:05:58
    questions that have have not been
  • 00:05:59
    adequately explored so from my point of
  • 00:06:02
    view this is the essential question we
  • 00:06:05
    need to be understanding as we move
  • 00:06:08
    forward as parents teachers mentors and
  • 00:06:12
    employers what is the impact of this
  • 00:06:15
    changing World on education in the 21st
  • 00:06:18
    century now if I gave us time I'm sure
  • 00:06:21
    you could come up with many kinds of
  • 00:06:23
    impacts but I want to focus on just a
  • 00:06:25
    couple for this afternoon number
  • 00:06:28
    one
  • 00:06:30
    in the 21st century knowledge has become
  • 00:06:33
    a free commodity like air like water and
  • 00:06:38
    if you think of this vast sweep of
  • 00:06:40
    History how we've gone from just a
  • 00:06:41
    couple of people holding Scrolls or clay
  • 00:06:45
    tablets to then the invention of the
  • 00:06:46
    printing press where suddenly people who
  • 00:06:48
    had money could buy books not just have
  • 00:06:51
    clay tablets to then Andrew Carnegie
  • 00:06:53
    creating free libraries in the United
  • 00:06:55
    States other people doing the same
  • 00:06:57
    elsewhere to now suddenly everyone has
  • 00:07:01
    access to all of the information in the
  • 00:07:04
    world at their
  • 00:07:06
    fingertips secondly knowledge is
  • 00:07:08
    constantly changing it's not just that
  • 00:07:11
    it's growing exponentially what we
  • 00:07:13
    thought we knew 5 years ago May no
  • 00:07:16
    longer be true how many planets are
  • 00:07:18
    there today are we up one or down one I
  • 00:07:20
    haven't checked my internet feed is
  • 00:07:22
    Pluto in the club or out of the club I'm
  • 00:07:24
    not sure oh and by the way that periodic
  • 00:07:26
    table how many of you memorize the
  • 00:07:28
    periodic table for chemist history raise
  • 00:07:29
    your hands whatever number you thought
  • 00:07:32
    there was two were added last
  • 00:07:34
    week knowledge is constantly changing
  • 00:07:38
    the Third change or impact that I want
  • 00:07:41
    to briefly touch on this afternoon is
  • 00:07:43
    the fact that the students today are
  • 00:07:46
    digital natives they've grown up on the
  • 00:07:50
    internet as opposed to most of us who
  • 00:07:52
    are digital immigrants they are learning
  • 00:07:55
    things in very different ways they are
  • 00:07:58
    differently motiv motivated to
  • 00:08:00
    learn so what does that mean quite
  • 00:08:04
    simply so what now what in the 21st
  • 00:08:07
    century the world no longer cares what
  • 00:08:11
    your graduates from your respective
  • 00:08:13
    schools know they don't
  • 00:08:15
    care that is no value
  • 00:08:19
    added capability anymore because that
  • 00:08:22
    knowledge is free it's on the internet
  • 00:08:23
    the entire MIT curriculum on the
  • 00:08:25
    internet there is no advantage to
  • 00:08:27
    knowing more than the person next to you
  • 00:08:29
    you you know if you want to have a
  • 00:08:31
    little quick contest see which one of
  • 00:08:33
    you could recite the 50 capitals of the
  • 00:08:36
    United States from memory while I Google
  • 00:08:38
    that fact let's see who's quicker
  • 00:08:41
    there's no value added to knowing more
  • 00:08:43
    what the world cares about is what you
  • 00:08:46
    can do with what you know can you create
  • 00:08:49
    new knowledge can you solve new problems
  • 00:08:52
    can you innovate and that is a matter of
  • 00:08:56
    skill and will which demands a very
  • 00:09:01
    different kind of focus in education for
  • 00:09:03
    the 21st
  • 00:09:05
    century so now let me give you a kind of
  • 00:09:08
    a story of of my intellectual journey of
  • 00:09:11
    the last seven years to try to better
  • 00:09:13
    understand these problems and what we
  • 00:09:15
    must
  • 00:09:17
    do I decided uh for my fourth book some
  • 00:09:21
    six years ago that I would do a very
  • 00:09:23
    different kind of research I would start
  • 00:09:25
    talking to senior Executives given this
  • 00:09:27
    changing World given the flat world what
  • 00:09:30
    are the most important skills young
  • 00:09:33
    people need to succeed today in your
  • 00:09:36
    business in your community in your
  • 00:09:38
    nonprofit organization in college what
  • 00:09:41
    are the skills that matter most so I
  • 00:09:43
    took a very wide range of senior
  • 00:09:44
    Executives literally from Apple to
  • 00:09:47
    Unilever to the military I talk to
  • 00:09:49
    college teachers I talk to community
  • 00:09:51
    leaders I talk to recent graduates
  • 00:09:54
    themselves asking them in what ways they
  • 00:09:56
    felt most and least well prepared and
  • 00:09:59
    what stunned me is that in addition to
  • 00:10:02
    what I would call the habits of the
  • 00:10:04
    heart qualities that make us human our
  • 00:10:07
    capacity for compassion moral courage
  • 00:10:11
    Integrity strong work ethic in addition
  • 00:10:13
    to those Universal human traits there's
  • 00:10:16
    a set of new or quite changed skills
  • 00:10:19
    around which there was enormous
  • 00:10:21
    agreement substantial agreement I call
  • 00:10:24
    them the seven survival skills for
  • 00:10:27
    careers College and
  • 00:10:30
    citizenship I'll briefly describe them
  • 00:10:32
    to you and sort of along the way suggest
  • 00:10:35
    some of the educational challenges these
  • 00:10:37
    represent for us number one over and
  • 00:10:39
    over again I heard employers and
  • 00:10:41
    Executives talk about the importance of
  • 00:10:44
    every single employee being able to
  • 00:10:46
    think critically and solve problems the
  • 00:10:49
    companies or nonprofits that are the
  • 00:10:51
    leaders in their sector in their
  • 00:10:52
    industry in the world are those that
  • 00:10:55
    actively Engage The intellectual talents
  • 00:10:58
    of all of their
  • 00:11:01
    employees but it became a little
  • 00:11:03
    problematic when I asked them what in
  • 00:11:06
    fact is critical thinking what does it
  • 00:11:07
    mean because you know for us it's a
  • 00:11:09
    buzzword you know you ask an educator
  • 00:11:12
    like me what's critical thinking mean we
  • 00:11:14
    we tend to be a little vague we might
  • 00:11:15
    say well critical thinking means
  • 00:11:17
    thinking critically it's kind of a
  • 00:11:18
    circular thing we're we're not
  • 00:11:20
    accountable for that so we haven't
  • 00:11:22
    pushed ourselves to Define it but when I
  • 00:11:25
    talked to Executives and leaders they
  • 00:11:27
    were very clear first and foremost
  • 00:11:30
    critical thinking is the ability to ask
  • 00:11:32
    really good questions to ask the right
  • 00:11:36
    questions to formulate the problem in
  • 00:11:38
    Einstein's terms whereas as we know
  • 00:11:41
    education is much too much about getting
  • 00:11:43
    the right answers and the student who
  • 00:11:45
    has more right answers is considered a
  • 00:11:48
    better student than one who may have
  • 00:11:49
    more
  • 00:11:51
    questions collaboration across networks
  • 00:11:53
    and leading by influence is the second
  • 00:11:55
    skill as we all know increasingly all
  • 00:11:58
    work is done in teams and more and more
  • 00:12:00
    those teams meet and work virtually
  • 00:12:03
    across the internet Folks at IBM
  • 00:12:05
    explained to me that when they have a
  • 00:12:06
    new customer need or new problem to
  • 00:12:08
    solve they pull together teams from all
  • 00:12:11
    of their different centers around the
  • 00:12:12
    world so that they can create solutions
  • 00:12:15
    that are culturally sensitive and
  • 00:12:17
    specific but the ways in which those
  • 00:12:19
    teams are LED is profoundly different
  • 00:12:23
    than it was two decades ago they're not
  • 00:12:25
    led by supervisors with positional
  • 00:12:27
    Authority they're led by peers through
  • 00:12:31
    influence two little problems here
  • 00:12:34
    number one education is arguably the
  • 00:12:36
    most isolated profession in modern work
  • 00:12:39
    life most of us as Educators even
  • 00:12:41
    administrators work alone all day every
  • 00:12:44
    day for most of our
  • 00:12:47
    careers how do we working alone so much
  • 00:12:50
    of the time having so rarely experienced
  • 00:12:53
    real teamwork how do we teach all young
  • 00:12:57
    people to be excellent collaborators how
  • 00:13:01
    do we model that behavior and how do we
  • 00:13:03
    ensure that every student not just those
  • 00:13:05
    who've risen to the top of co-curricular
  • 00:13:08
    activities but every student learns how
  • 00:13:10
    to lead peers through
  • 00:13:13
    influence agility and adaptability the
  • 00:13:15
    pace of change the demands for
  • 00:13:17
    Innovation and problem solving
  • 00:13:19
    absolutely require that employers today
  • 00:13:23
    that want people to to be agile to be
  • 00:13:27
    adaptable to be able to resp respond
  • 00:13:29
    quickly pick up a problem answer a
  • 00:13:31
    question in a in a in a thoughtful way
  • 00:13:33
    so here's a little another little
  • 00:13:35
    problem you contrast the agility and
  • 00:13:38
    adaptability needed in the Modern Life
  • 00:13:41
    with what I would call the regularities
  • 00:13:44
    of
  • 00:13:44
    school except for think Global perhaps
  • 00:13:48
    where this week looked a lot like last
  • 00:13:50
    week which looks a lot like last year
  • 00:13:53
    and a decade
  • 00:13:55
    ago not demanding of students that they
  • 00:13:58
    be agile and adaptable quite the
  • 00:14:01
    contrary initiative in
  • 00:14:03
    entrepreneurialism Mark Chandler vice
  • 00:14:05
    president and general counsel of that
  • 00:14:07
    multinational corporation Cisco Systems
  • 00:14:10
    talked to me about how senior Executives
  • 00:14:12
    lay awake at night in large companies
  • 00:14:14
    worrying about how to keep that
  • 00:14:15
    entrepreneurial spirit and that sense of
  • 00:14:18
    initiative alive he said if I have an
  • 00:14:21
    employee who sets and meets five goals
  • 00:14:25
    100% that's no longer good enough he if
  • 00:14:29
    on the other hand I have an employee who
  • 00:14:30
    sets 10 stretch goals and perhaps only
  • 00:14:34
    succeeds at seven or eight here or she
  • 00:14:37
    is a hero but what would that person be
  • 00:14:39
    in our schools well if they had failed
  • 00:14:43
    to answer two or three out of 10 they'd
  • 00:14:45
    be a c or a B student wouldn't they I'm
  • 00:14:47
    going to come back to this theme of
  • 00:14:49
    failure in a
  • 00:14:51
    moment effective all andw written
  • 00:14:53
    communication is the number one
  • 00:14:54
    complaint of both college teachers and
  • 00:14:56
    employers all over the world with whom
  • 00:14:58
    I've spoken
  • 00:14:59
    senior executive Adele said to me the
  • 00:15:01
    reason many of these kids cannot write
  • 00:15:04
    is because they don't know how to think
  • 00:15:05
    they don't know how to reason they don't
  • 00:15:07
    know how to analyze they don't know how
  • 00:15:09
    to develop a coherent argument they
  • 00:15:10
    don't know how to use evidence and he
  • 00:15:12
    said that's only half the problem the
  • 00:15:15
    other half of the problem in his words
  • 00:15:17
    were they don't know how to write with
  • 00:15:19
    voice meaning they don't know how to put
  • 00:15:21
    their own passion and perspective into
  • 00:15:24
    their Communications so as to be truly
  • 00:15:27
    persuasive accessing and analyzing
  • 00:15:30
    information we all know and I've just
  • 00:15:32
    talked about the fact that information
  • 00:15:33
    is growing exponentially it's on every
  • 00:15:36
    Internet connected device it's changing
  • 00:15:38
    constantly but are we really teaching
  • 00:15:41
    the skills that students need to give up
  • 00:15:44
    textbooks are we encouraging teachers to
  • 00:15:47
    give up textbooks and really teach
  • 00:15:49
    students in classrooms how to do an
  • 00:15:51
    effective internet search for
  • 00:15:54
    example curiosity and Imagination over
  • 00:15:57
    and over again I heard Executives and
  • 00:15:59
    leaders talk about the importance of
  • 00:16:01
    being a lifelong learner learning how to
  • 00:16:04
    learn being curious being inquisitive
  • 00:16:07
    but I have to tell you
  • 00:16:10
    that a senior ahead of one of the most
  • 00:16:14
    prestigious private schools in the world
  • 00:16:17
    turned to me once and said you know I
  • 00:16:19
    worry I worry our kids the longer our
  • 00:16:23
    kids are in this excellent K12 school
  • 00:16:26
    the less curious they become
  • 00:16:29
    I'll talk a little more about this in a
  • 00:16:32
    moment so I put all of this work in my
  • 00:16:35
    last book the global achievement Gap
  • 00:16:37
    came out in 2008 and as you know that
  • 00:16:40
    was also the time in which we began to
  • 00:16:42
    experience a universal economic
  • 00:16:46
    meltdown and that set me on a new course
  • 00:16:49
    trying to understand more about
  • 00:16:51
    economics I didn't know anything about
  • 00:16:53
    economics I am by the way a recovering
  • 00:16:55
    high school English teacher I knew
  • 00:16:57
    nothing about economics
  • 00:16:59
    trying to understand were these skills
  • 00:17:02
    enough and I came to understand that
  • 00:17:05
    increasingly in this new
  • 00:17:08
    world the capability that matters even
  • 00:17:11
    more than these skills is the capacity
  • 00:17:15
    to innovate to create something new to
  • 00:17:18
    bring that something extra that spark of
  • 00:17:20
    something extra to whatever it is you're
  • 00:17:23
    doing young people who can innovate are
  • 00:17:26
    going to have a rich and satisfying life
  • 00:17:28
    and interesting and rewarding work
  • 00:17:31
    people young people who cannot innovate
  • 00:17:33
    may be Desperately Seeking jobs for much
  • 00:17:36
    of their lives so I embarked on a new
  • 00:17:39
    kind of inquiry if you will trying to
  • 00:17:42
    understand what in fact creates a young
  • 00:17:46
    innovator so in this case what I did was
  • 00:17:48
    start by inter interviewing young people
  • 00:17:52
    in their 20s who were highly Innovative
  • 00:17:54
    in a variety of ways and in very
  • 00:17:56
    different kinds of disciplines then I
  • 00:17:58
    went and interviewed their parents
  • 00:18:01
    trying to discern if there were any
  • 00:18:02
    patterns of parenting that seemed to
  • 00:18:04
    create more Innovative young people then
  • 00:18:07
    I asked each young person whom I
  • 00:18:09
    interviewed name a teacher or Mentor
  • 00:18:12
    who's really made the greatest
  • 00:18:13
    difference for you in your work and
  • 00:18:16
    every one of them could name at least
  • 00:18:18
    somebody not always a teacher sometimes
  • 00:18:19
    a mentor out of school but then I went
  • 00:18:22
    and interviewed those teachers and
  • 00:18:25
    mentors so there's a lot I could share
  • 00:18:27
    about the book and we don't have time
  • 00:18:29
    for all of that but let me share one
  • 00:18:31
    finding that was perhaps one of the most
  • 00:18:33
    startling for me when I interviewed
  • 00:18:36
    these teachers and mentors I discovered
  • 00:18:39
    that in every single case each one of
  • 00:18:42
    them was an outlier in his or her
  • 00:18:46
    educational setting an
  • 00:18:48
    outlier never had tenure taught in ways
  • 00:18:52
    that were very different than his or her
  • 00:18:54
    peers and then when I looked at what
  • 00:18:56
    made them outliers I came to understand
  • 00:19:00
    that in fact they shared a a common view
  • 00:19:04
    of what was their most important work as
  • 00:19:08
    a teacher and and more importantly what
  • 00:19:10
    was the kind of culture they were trying
  • 00:19:12
    to create in their classrooms or work
  • 00:19:15
    settings that they had an enormous
  • 00:19:17
    amount in common and I came to
  • 00:19:20
    understand that the culture of schooling
  • 00:19:23
    as we find it almost universally around
  • 00:19:26
    the world is radically at odds with the
  • 00:19:29
    culture of learning that develops the
  • 00:19:32
    capacity to innovate in five essential
  • 00:19:36
    respects number one we celebrate and
  • 00:19:39
    reward individual achievement and of
  • 00:19:41
    course that's important but I have to
  • 00:19:42
    tell you in the classrooms that develop
  • 00:19:45
    young innovators there is much more
  • 00:19:47
    emphasis put on collaboration and
  • 00:19:49
    teamwork more most of assignments are
  • 00:19:52
    done
  • 00:19:54
    collaboratively number two we celebrate
  • 00:19:56
    and reward specialization the higher up
  • 00:19:59
    you go in the academic ladder the more
  • 00:20:01
    specialized you're supposed to come
  • 00:20:03
    become how do you get tenure by being
  • 00:20:05
    very specialized how do you publish by
  • 00:20:07
    being very specialized we divide and
  • 00:20:10
    conquer the learning Universe into
  • 00:20:12
    specialized categories called chemistry
  • 00:20:14
    or physics or history but not true in
  • 00:20:19
    the culture that produces innovators in
  • 00:20:21
    the culture that produces
  • 00:20:24
    innovators the learning is problem
  • 00:20:26
    centered not subject centered
  • 00:20:29
    and young people are pushed across
  • 00:20:31
    disciplinary boundaries to solve
  • 00:20:34
    problems was a director of talent at
  • 00:20:36
    Google who said to me you know if
  • 00:20:37
    there's one thing Educators could do
  • 00:20:39
    that would make the greatest difference
  • 00:20:40
    to prepare young people for workplaces
  • 00:20:42
    like Google she told me is to teach them
  • 00:20:45
    that problems do not happen within the
  • 00:20:48
    context of a narrow walls of an academic
  • 00:20:50
    discipline and they can't be solved
  • 00:20:52
    within those walls either think um
  • 00:20:55
    sustainability as an example
  • 00:21:00
    the learning culture the schooling
  • 00:21:02
    culture as we see it in most places is
  • 00:21:05
    all about risk avoidance what's the one
  • 00:21:09
    thing you don't want as a student well
  • 00:21:11
    an F you don't want to fail do a lot to
  • 00:21:14
    fail to not fail and so part of what you
  • 00:21:17
    try to do is you figure out what what
  • 00:21:18
    does the teacher want from me in order
  • 00:21:20
    for me to get the grade that I want
  • 00:21:22
    teachers by but historically our
  • 00:21:24
    profession has been pretty much risk
  • 00:21:27
    avoidant we're not exactly encouraged to
  • 00:21:29
    do educational research and development
  • 00:21:31
    to try out new
  • 00:21:33
    things the world that produces
  • 00:21:36
    innovators is radically different at Ido
  • 00:21:40
    one of the most Innovative companies in
  • 00:21:41
    the world they have a motto they say
  • 00:21:44
    fail early and fail often that is the
  • 00:21:47
    company's motto why because there is no
  • 00:21:51
    such thing as innovation without trial
  • 00:21:53
    and error and trial and error is just
  • 00:21:56
    another set of words for research SE
  • 00:21:58
    Arch and
  • 00:21:59
    development it's all about making
  • 00:22:01
    mistakes and learning from mistakes one
  • 00:22:04
    of the highly Innovative colleges I went
  • 00:22:05
    to was Oberland College of Engineering I
  • 00:22:07
    talked to a student who said you know we
  • 00:22:09
    don't even talk about failure here we
  • 00:22:12
    talk about
  • 00:22:14
    iteration what would that be like as an
  • 00:22:16
    idea in our schools so while we let me
  • 00:22:21
    just try this idea how many of you
  • 00:22:22
    believe you have learned more from your
  • 00:22:24
    mistakes than your successes in your
  • 00:22:26
    lives raise your hands
  • 00:22:30
    how many of you are completely
  • 00:22:31
    comfortable with students making big
  • 00:22:33
    mistakes and failing raise your
  • 00:22:35
    hands it's a little bit of a
  • 00:22:37
    contradiction in our world here we try
  • 00:22:39
    to protect kids from failure we try
  • 00:22:41
    to have them avoid risks and of course
  • 00:22:44
    there are lots of risks we do want them
  • 00:22:46
    to avoid but how do we teach them to be
  • 00:22:49
    responsible Risk Takers and to learn
  • 00:22:52
    through trial and
  • 00:22:54
    error that's the only way I've come to
  • 00:22:56
    conclude that students learn
  • 00:22:59
    resilience and learn self-confidence it
  • 00:23:02
    doesn't come those qualities don't come
  • 00:23:04
    from risk avoidance they learn because
  • 00:23:07
    they come from learning that I can fail
  • 00:23:09
    and pick myself up and do it again and
  • 00:23:12
    learn from my mistakes how do we build
  • 00:23:15
    that into our education
  • 00:23:17
    systems fundamentally the learning that
  • 00:23:20
    I see going on in most classrooms once
  • 00:23:22
    you get past the Elementary grades is
  • 00:23:24
    all about consuming my job as a student
  • 00:23:27
    is to consume the information the
  • 00:23:30
    teacher has given me but the classrooms
  • 00:23:33
    that produce innovators are all about
  • 00:23:36
    creating in the best schools that I've
  • 00:23:38
    been in in every single class students
  • 00:23:41
    have to produce real products for a real
  • 00:23:46
    audience finally and perhaps most
  • 00:23:48
    importantly and strikingly is in my
  • 00:23:50
    findings you know we rely very
  • 00:23:53
    extensively on extrinsic motivation for
  • 00:23:56
    learning carrots and sticks A's and Fs
  • 00:24:00
    but the world of these young innovators
  • 00:24:03
    is highly intrinsically driven
  • 00:24:07
    intrinsically motivated and then when I
  • 00:24:09
    went and looked at the patterns of
  • 00:24:10
    parenting and teaching that developed
  • 00:24:13
    and reinforced intrinsic motivations I
  • 00:24:16
    saw another pattern again completely
  • 00:24:19
    taking me by surprise the best parents
  • 00:24:23
    of these young innovators actively
  • 00:24:25
    encouraged more exploratory form of play
  • 00:24:29
    and they valued their students finding
  • 00:24:31
    and their children finding and pursuing
  • 00:24:33
    a passion more than simply getting an
  • 00:24:36
    academic credential or even getting the
  • 00:24:38
    highest grades they understood that once
  • 00:24:41
    a young person has discovered a passion
  • 00:24:44
    they have a reason that to persist to
  • 00:24:46
    work hard to persevere and then what
  • 00:24:49
    happens is I watch these young people in
  • 00:24:51
    classrooms where their teachers were
  • 00:24:53
    also constantly saying what what are you
  • 00:24:54
    passionate about what do you care about
  • 00:24:55
    what do you want to learn and as these
  • 00:24:57
    young people pursued their passions they
  • 00:24:59
    morphed they changed they evolved into a
  • 00:25:02
    sense of purpose that was more
  • 00:25:05
    Transcendent wanting to put a ding in
  • 00:25:07
    the universe is the way Steve Jobs puts
  • 00:25:09
    it or put it wanting to make a
  • 00:25:11
    difference in the
  • 00:25:13
    world so fundamentally then what I have
  • 00:25:16
    come to understand is that there is a
  • 00:25:18
    global achievement Gap and basically
  • 00:25:21
    that is the gap between what many of our
  • 00:25:23
    very best schools are teaching and
  • 00:25:26
    testing versus the new skills all
  • 00:25:29
    students need for the 21st
  • 00:25:32
    century so much more briefly now I want
  • 00:25:35
    to touch on the second point that I
  • 00:25:37
    mentioned to you at the very beginning
  • 00:25:39
    what in fact motivates what are the
  • 00:25:42
    intrinsic drives and motivations of our
  • 00:25:44
    digital natives well first and foremost
  • 00:25:46
    as you well know they're Tethered to the
  • 00:25:48
    internet
  • 00:25:49
    24/7 they're always
  • 00:25:51
    connected but it's what they're doing on
  • 00:25:54
    the internet that is so different that
  • 00:25:56
    we need to understand if we had time we
  • 00:25:58
    should ask the young people here but
  • 00:25:59
    what I've seen is that they are
  • 00:26:01
    constantly using the internet to create
  • 00:26:04
    to connect to collaborate for many of us
  • 00:26:07
    it's an information tool for many young
  • 00:26:09
    people it's a tool for Learning and
  • 00:26:11
    self-expression there are multitasking
  • 00:26:14
    in a multimedia Universe almost
  • 00:26:16
    everywhere except in school you know
  • 00:26:19
    kids Google stuff for for fun sometimes
  • 00:26:22
    in American classrooms when I go and
  • 00:26:24
    observe I I rarely see disrupted
  • 00:26:26
    Behavior but increasingly now I'm see a
  • 00:26:28
    couple of students sitting in the back
  • 00:26:30
    row on their Compu phones their
  • 00:26:32
    smartphones Googling what the teacher is
  • 00:26:34
    talking about to see if it's still
  • 00:26:37
    true number of planets again remember
  • 00:26:40
    that periodic
  • 00:26:42
    table so let me before I go to this
  • 00:26:46
    point here let me make another point
  • 00:26:48
    which is that I am not suggesting that
  • 00:26:50
    technology is a
  • 00:26:52
    Panacea for the ills of Education in
  • 00:26:55
    fact I think it represents a
  • 00:26:56
    double-edged Challenge on the one hand
  • 00:26:59
    we have to bring the best of the new
  • 00:27:01
    technologies into the classroom every
  • 00:27:03
    student should be taught how to use the
  • 00:27:04
    internet for Effective searches every
  • 00:27:06
    student should be taught how to share
  • 00:27:08
    work and work collaboratively using
  • 00:27:10
    these internet tools but on the other
  • 00:27:13
    hand in America today kids between the
  • 00:27:16
    ages of 8 and 18 are spending an average
  • 00:27:20
    of 7 hours and 38 minutes on their
  • 00:27:23
    electronic devices after they've done
  • 00:27:26
    homework
  • 00:27:28
    I worry that we have a generation that
  • 00:27:30
    does not yet fully know how to not
  • 00:27:33
    multitask how to go without their
  • 00:27:35
    electronic
  • 00:27:36
    devices and I deeply believe that we as
  • 00:27:39
    teachers mentors and parents are going
  • 00:27:41
    to have to help them develop the muscles
  • 00:27:43
    of concentration sustained Focus that
  • 00:27:47
    are absolutely essential for any kind of
  • 00:27:49
    serious or creative work just very
  • 00:27:52
    briefly then this is a generation that
  • 00:27:54
    on the one hand has less fear and
  • 00:27:56
    respect for authority but on the other
  • 00:27:58
    hand really seeks more authentic
  • 00:28:00
    relationships with adults mentors and
  • 00:28:03
    coaches who can relate in more authentic
  • 00:28:06
    ways but not talk down to them or talk
  • 00:28:08
    at them finally as I explained this is a
  • 00:28:10
    generation that really wants and needs
  • 00:28:13
    to make a difference in the world far
  • 00:28:15
    more than they want to make money far
  • 00:28:17
    more than they want to be famous they
  • 00:28:19
    want to make a difference in the
  • 00:28:22
    world so let me suggest a few um
  • 00:28:25
    implications and then give you some time
  • 00:28:27
    to talk to one another we talk about
  • 00:28:29
    graduating students from our secondary
  • 00:28:31
    schools College ready that's become the
  • 00:28:33
    new mantra in the United States and many
  • 00:28:35
    other places the Assumption being if
  • 00:28:37
    only students go to college everything
  • 00:28:39
    will be fine and preferably a name brand
  • 00:28:43
    College everything will be more fine if
  • 00:28:45
    they go to a name brand College well
  • 00:28:47
    what I've come to understand is that's
  • 00:28:48
    simply not true that the real issue is
  • 00:28:51
    not whether or not our students leave
  • 00:28:52
    our secondary schools College ready but
  • 00:28:55
    rather Innovation ready
  • 00:28:58
    and that is a very different learning
  • 00:29:00
    Challenge and the kids who are college
  • 00:29:02
    ready are not necessarily in any way
  • 00:29:05
    Innovation ready Having learned to be
  • 00:29:07
    risk averse for example having not
  • 00:29:09
    learned to collaborate for
  • 00:29:12
    example so what does it mean we're
  • 00:29:14
    fundamentally talking about changing the
  • 00:29:17
    very nature of the education experience
  • 00:29:21
    for so many centuries the education
  • 00:29:24
    experience has been about knowledge
  • 00:29:26
    scarcity
  • 00:29:28
    how do I as a teacher impart the
  • 00:29:30
    knowledge my students will need because
  • 00:29:32
    it scares I have it they don't I've got
  • 00:29:34
    the books they
  • 00:29:36
    don't and it's it's it's a kind of focus
  • 00:29:39
    on passing on the academic content that
  • 00:29:42
    has stood the test of time now let me be
  • 00:29:46
    very clear I believe in academic content
  • 00:29:47
    you can't teach skills like critical
  • 00:29:49
    thinking in a vacuum content matters as
  • 00:29:52
    a means to the end of teaching skills
  • 00:29:54
    content matters in and of and for itself
  • 00:29:57
    Cultural Literacy as an example but I
  • 00:30:00
    fundamentally believe we have to change
  • 00:30:02
    our Notions of a knowledge scarcity
  • 00:30:05
    delivery system to a knowledge glut
  • 00:30:08
    delivery system where the real
  • 00:30:11
    competitive Advantage the real challenge
  • 00:30:13
    is how do we teach students to just in
  • 00:30:16
    time learning taking a brand new problem
  • 00:30:18
    a new piece of information new knowledge
  • 00:30:20
    and turning it into a new question or a
  • 00:30:22
    new insight and that is a very different
  • 00:30:26
    kind of learning experience where the
  • 00:30:29
    fundamentally students are creators not
  • 00:30:34
    consumers when it comes down to the
  • 00:30:36
    classroom one of the things I like to do
  • 00:30:38
    is what I call learning walks I go and
  • 00:30:39
    observe classes I've spent two days here
  • 00:30:41
    Delightful Days observing classes at TD
  • 00:30:45
    TGs one thing I frequently like to do is
  • 00:30:48
    listen for who's asking what kinds of
  • 00:30:52
    questions very often not necessarily
  • 00:30:54
    here but in many places What I Hear are
  • 00:30:57
    gu guess what's on the teacher's Mind
  • 00:30:59
    questions right questions with a right
  • 00:31:02
    and a wrong answer and questions where
  • 00:31:05
    as soon as one student usually sitting
  • 00:31:07
    in the front row has the answer it's on
  • 00:31:09
    to the next guess what's on my mind
  • 00:31:11
    question whereas in the very best
  • 00:31:13
    schools what you what you hear are very
  • 00:31:16
    different kinds of questions I like this
  • 00:31:18
    and this is not my work it's the work of
  • 00:31:20
    Deborah Meyer she talks about the
  • 00:31:22
    importance of developing habits of mind
  • 00:31:25
    as the new definition of rigor in the
  • 00:31:27
    21st century and habits of mind are
  • 00:31:30
    really no more than habits of question
  • 00:31:33
    asking
  • 00:31:35
    evidence what's true what's not what's
  • 00:31:37
    the evidence is it persuasive how do we
  • 00:31:39
    know viewpoints whose Viewpoint are we
  • 00:31:41
    hearing here what alternative viewpoints
  • 00:31:43
    might there be thinking about
  • 00:31:45
    Connections cause and effect is there a
  • 00:31:47
    pattern are things connected speculating
  • 00:31:50
    on possibilities conjecture what if and
  • 00:31:53
    finally assessing value why does this
  • 00:31:55
    matter so what why is this
  • 00:31:58
    important this goes right back to what
  • 00:32:00
    those Executives told me in those
  • 00:32:02
    interviews 5 years ago asking the right
  • 00:32:06
    question is the single most important
  • 00:32:08
    skill they look for in new employees
  • 00:32:11
    today increasingly they also say also
  • 00:32:14
    the ability to
  • 00:32:16
    collaborate so I'm going to conclude
  • 00:32:19
    with a couple of slides with questions
  • 00:32:21
    for you appropo of the importance of
  • 00:32:24
    questions first of all questions some
  • 00:32:26
    parents might ask
  • 00:32:27
    to your child what's your passion what
  • 00:32:29
    are you curious about what do you want
  • 00:32:31
    to learn what do you want to know what
  • 00:32:32
    do you want to get better at to your
  • 00:32:34
    child's teachers what skills are you
  • 00:32:35
    teaching how are you assessing them are
  • 00:32:37
    students creators or consumers in your
  • 00:32:40
    classroom to the school what are you
  • 00:32:42
    doing to improve instruction
  • 00:32:44
    continuously and how do you know it's
  • 00:32:46
    working how well are your graduates
  • 00:32:49
    prepared really prepared not just for
  • 00:32:51
    college in the specific sense but also
  • 00:32:54
    for careers and citizenship in the 21st
  • 00:32:57
    first
  • 00:32:58
    century so some questions for some
  • 00:33:01
    Educators I believe in the importance of
  • 00:33:04
    evidence driven continuous Improvement
  • 00:33:07
    and in light of that the skills I would
  • 00:33:08
    the first question I would ask many of
  • 00:33:10
    us as Educators is what skills are we
  • 00:33:11
    teaching how are we assessing them how
  • 00:33:14
    much time do our students spend
  • 00:33:16
    memorizing versus applying and creating
  • 00:33:19
    in our
  • 00:33:20
    classrooms are am I a better teacher
  • 00:33:23
    than I was 2 years ago what's the
  • 00:33:26
    evidence how do I
  • 00:33:28
    know what is the school doing to help me
  • 00:33:31
    cons systematically improve my
  • 00:33:33
    capabilities as a teacher finally to the
  • 00:33:36
    school how well are your students
  • 00:33:38
    prepared and how do you know you know in
  • 00:33:41
    so many of these wonderful Independent
  • 00:33:44
    Schools students come in smart and they
  • 00:33:47
    leave smart the question is what is the
  • 00:33:50
    value we are
  • 00:33:53
    adding I'm going to skip these slides
  • 00:33:55
    for now if we can get more into them if
  • 00:33:56
    you want but what I'd like to do is stop
  • 00:33:58
    for this moment and give you a chance
  • 00:34:00
    three or four minutes to talk to one
  • 00:34:02
    another react disagree just but just
  • 00:34:04
    talk about your reactions to the
  • 00:34:06
    presentation thus far and generate some
  • 00:34:08
    good discussion questions for the
  • 00:34:10
    remainder of the evening so take a
  • 00:34:11
    couple of minutes and talk to each other
  • 00:34:13
    thank
  • 00:34:15
    you I'm going to take a point of
  • 00:34:17
    privilege here I'm going to invite the
  • 00:34:19
    students in the audience to ask the
  • 00:34:21
    first two or three questions cuz we
  • 00:34:23
    don't often get a chance to hear their
  • 00:34:25
    questions presentation you're mentioning
  • 00:34:28
    like the schools who
  • 00:34:29
    have and
  • 00:34:31
    ask access
  • 00:34:34
    techology other schools who don't have
  • 00:34:37
    like access to
  • 00:34:39
    Internet that's a wonderful question I'm
  • 00:34:41
    going to repeat it briefly for some of
  • 00:34:42
    you may not have heard it she was saying
  • 00:34:44
    I think quite correctly that I was
  • 00:34:46
    talking about uh the schools who have
  • 00:34:49
    access to the internet and technology
  • 00:34:51
    and she was asking what about the
  • 00:34:52
    schools and students that don't have
  • 00:34:54
    that the so-called digital divide and
  • 00:34:56
    makes an incredibly important Point
  • 00:34:58
    there's a world of halves and Have Nots
  • 00:35:00
    when it comes to technology but I also
  • 00:35:03
    think that divide is closing more
  • 00:35:06
    quickly than we might
  • 00:35:07
    imagine cell phones in Africa are uh and
  • 00:35:13
    not just Africa and India and elsewhere
  • 00:35:16
    uh the growth of cell phone use is
  • 00:35:19
    exponential and it's giving young people
  • 00:35:22
    and adults access to knowledge and
  • 00:35:25
    information that would otherwise be
  • 00:35:27
    impossible and we're going to see I
  • 00:35:28
    think in 5 years a a time in which the
  • 00:35:32
    majority of people on the planet will
  • 00:35:34
    have access to Internet and and
  • 00:35:36
    information in some way shape or form
  • 00:35:39
    but I think you you're raising an
  • 00:35:40
    implicit question is what is our
  • 00:35:42
    responsibility in the meantime to share
  • 00:35:45
    and to provide thank you for that great
  • 00:35:48
    question I thought it was really
  • 00:35:50
    interesting when you're talking about
  • 00:35:52
    how students these days want close
  • 00:35:55
    connections with their educators cuz
  • 00:35:57
    that way I personally think you learn a
  • 00:35:59
    lot more and you want to learn a lot
  • 00:36:00
    more but imagine if you didn't go to a
  • 00:36:03
    school where the classes were smaller
  • 00:36:05
    and you could make that connection with
  • 00:36:08
    the teacher even with a small classroom
  • 00:36:11
    it's it's difficult to make connections
  • 00:36:12
    with teachers because maybe your
  • 00:36:14
    personality doesn't match up with them I
  • 00:36:16
    don't have an answer for you I think
  • 00:36:18
    that's a really important question I do
  • 00:36:20
    know that relationships matter in the
  • 00:36:22
    classroom enormously I do know that's a
  • 00:36:24
    huge strength of think global and the
  • 00:36:27
    connections between students and
  • 00:36:28
    teachers both adults and students have
  • 00:36:30
    told me that I talk I spend a great deal
  • 00:36:33
    of time talking to Educators in the US
  • 00:36:35
    and elsewhere about breaking down the
  • 00:36:37
    anonymity of high schools I think there
  • 00:36:40
    are ways of ensuring that every single
  • 00:36:43
    student has at least one adult who knows
  • 00:36:46
    that student well and who is an advocate
  • 00:36:48
    for that student even in the largest
  • 00:36:50
    schools so thank you for that excellent
  • 00:36:52
    comment are you suggesting that all
  • 00:36:54
    schools should go to a culture of
  • 00:37:00
    said something then a
  • 00:37:03
    leure she said should all schools go
  • 00:37:06
    from a from a culture of consuming to a
  • 00:37:09
    culture of of innovation and oh and by
  • 00:37:12
    the way she reminds me in fact I'm
  • 00:37:14
    giving a lecture and you all are
  • 00:37:16
    consuming it right absolutely there is a
  • 00:37:19
    time and a place for
  • 00:37:22
    consumption acquiring the information
  • 00:37:24
    you need to be able to do something
  • 00:37:26
    something with it I watched a Model
  • 00:37:28
    United Nations yesterday the teacher
  • 00:37:30
    who's here uh had to help students
  • 00:37:33
    understand what is a resolution what is
  • 00:37:35
    a point of order what is a point of
  • 00:37:36
    personal privilege all information they
  • 00:37:39
    had to have in order to then engage as
  • 00:37:42
    good model un participants he had to
  • 00:37:45
    give a mini lecture so I believe there's
  • 00:37:48
    a time and a place for that I don't mean
  • 00:37:49
    to say it's all one or the other however
  • 00:37:53
    and this is a very important however the
  • 00:37:56
    only only information that is really
  • 00:37:57
    retained and the only information that
  • 00:37:59
    really matters is what you can do with
  • 00:38:02
    it if he had given that lecture on point
  • 00:38:04
    of order point of privilege and what is
  • 00:38:06
    a resolution and then kids went out the
  • 00:38:09
    door and didn't do anything with it I
  • 00:38:12
    will promise you the retention rate
  • 00:38:14
    would be 10 10% at best and that's too
  • 00:38:18
    often what we're doing in our classes I
  • 00:38:20
    have deliberately set aside time in my
  • 00:38:23
    presentations in every single
  • 00:38:24
    presentation I give for two things
  • 00:38:26
    number one for you to talk to each other
  • 00:38:28
    I'm trying to model good learning so
  • 00:38:30
    it's not all consumption you're creating
  • 00:38:33
    and number two for your
  • 00:38:35
    questions that for me is an effort
  • 00:38:37
    because when you ask a question or when
  • 00:38:38
    you share a comment with a neighbor
  • 00:38:40
    you're creating you're creating your own
  • 00:38:42
    thoughts your own insights so thank you
  • 00:38:45
    at schools just international schools
  • 00:38:47
    and certainly IB schools you're
  • 00:38:48
    preaching to the choir um teachers
  • 00:38:51
    certainly the pyp and myp were're not
  • 00:38:55
    using tests and we're using VAR
  • 00:38:56
    assessment and we're using all the best
  • 00:38:58
    teaching practices um when we come up
  • 00:39:00
    into the DP program however we're
  • 00:39:03
    required to teach that big test and why
  • 00:39:06
    do we have to do that is because that's
  • 00:39:08
    what gets the kids into universities so
  • 00:39:10
    what I'm asking you is have you done
  • 00:39:13
    this talk with many universities we feel
  • 00:39:15
    that that's we're heading our head
  • 00:39:17
    against that law that we can be using
  • 00:39:19
    all the best practices trying to create
  • 00:39:21
    the Innovation but if it's not going to
  • 00:39:23
    get into the kids into the universities
  • 00:39:25
    because universities are not seeing that
  • 00:39:28
    are not using those methods um how can
  • 00:39:31
    this how can we have that Innovation
  • 00:39:33
    continue into the higher education then
  • 00:39:35
    get into the um the workplace um I've
  • 00:39:38
    got kids that are creating collaborative
  • 00:39:41
    documents that are live documents that
  • 00:39:43
    are dealing with content and I have them
  • 00:39:46
    making notes digitally on their
  • 00:39:49
    computers but when it comes to the
  • 00:39:52
    diploma exam at the end of the year I
  • 00:39:54
    have students who are physically
  • 00:39:55
    cramping up in their hands because they
  • 00:39:58
    no longer have the skills to physically
  • 00:40:01
    write with a pen on paper and so what
  • 00:40:04
    I'm finding is I'm also having having to
  • 00:40:07
    train my students in an archaic form and
  • 00:40:11
    I might as well be using clay tablets in
  • 00:40:13
    a
  • 00:40:14
    stylus in an age where they're accessing
  • 00:40:17
    electronic digital information and
  • 00:40:19
    creating collaborative information the
  • 00:40:21
    first was to the effect of we appreciate
  • 00:40:25
    a lot of what I said I Tony said but the
  • 00:40:28
    problem is what about colleges what are
  • 00:40:30
    they expecting how are they doing
  • 00:40:32
    Admissions and the second comment was a
  • 00:40:34
    follow on to that you know we're using
  • 00:40:36
    digital Technologies here but in fact
  • 00:40:38
    when students take the IB exams they
  • 00:40:40
    have to go back to pencil and paper and
  • 00:40:42
    they literally their hands cramp up
  • 00:40:45
    because they're not accustomed to that
  • 00:40:46
    form of test taking I think both of
  • 00:40:49
    those questions point to some of the
  • 00:40:51
    most significant challenges in
  • 00:40:53
    Reinventing education for the 21st
  • 00:40:56
    Century but there's some good news here
  • 00:40:59
    uh Bill Fitz Simmons dean of admissions
  • 00:41:01
    at Harvard chaired a commission two
  • 00:41:04
    years ago looking at college entrance
  • 00:41:07
    requirements the commission came out
  • 00:41:10
    strongly urging colleges to radically
  • 00:41:13
    deemphasize all uh standardized test
  • 00:41:17
    scores in Admissions and in fact right
  • 00:41:20
    now today in the United States alone you
  • 00:41:22
    can find more than 750 colleges and
  • 00:41:25
    universities cities that don't require
  • 00:41:28
    any form of standardized testing for
  • 00:41:30
    admissions purposes 750 including
  • 00:41:34
    selective schools so there is the
  • 00:41:36
    beginning of a trend will it have change
  • 00:41:38
    overnight no because it involves money
  • 00:41:41
    when we start requiring as I think we
  • 00:41:43
    must that all students have digital
  • 00:41:45
    portfolios that follow them through
  • 00:41:47
    school and that College admissions and
  • 00:41:49
    then employers look at digital
  • 00:41:51
    portfolios as much better evidence of
  • 00:41:54
    real proficiency and we continue to
  • 00:41:57
    advocate for that I think colleges are
  • 00:41:59
    going to begin to change I'm already
  • 00:42:01
    talking to some colleges about that I
  • 00:42:03
    have to tell you that one of the biggest
  • 00:42:06
    surprises in the research I did for my
  • 00:42:08
    newest book creating innovators I
  • 00:42:11
    started the book with the assumption
  • 00:42:13
    that many of our most widely regarded
  • 00:42:15
    colleges and universities in the world
  • 00:42:17
    are in fact hot beds of innovation and
  • 00:42:19
    what I came to discover is that in their
  • 00:42:22
    admissions policies in the kinds of
  • 00:42:24
    teaching they do they are actually
  • 00:42:26
    competing Innovation that's why so many
  • 00:42:28
    of the most gifted innovators are in
  • 00:42:31
    fact dropouts Bill Gates Michael Dell
  • 00:42:34
    Steve Jobs the list goes on we are going
  • 00:42:38
    to have to as professionals enter into a
  • 00:42:41
    very different dialogue about what is
  • 00:42:45
    college for what is what is a better
  • 00:42:48
    form of college admissions and it's
  • 00:42:49
    beginning to happen tus University
  • 00:42:51
    highly regarded American University last
  • 00:42:53
    year invited students to submit YouTube
  • 00:42:56
    videos as a part of their application
  • 00:42:59
    and they were stunned at the Quality and
  • 00:43:03
    what they learned from those videos and
  • 00:43:05
    that it was in fact the most informative
  • 00:43:08
    thing in any student's record to the
  • 00:43:10
    second point about forms of testing it's
  • 00:43:12
    not just IB it's so many of these tests
  • 00:43:15
    they're Obsolete and but the good news
  • 00:43:17
    again is that IB leadership is engaged
  • 00:43:20
    in that conversation I was invited to
  • 00:43:22
    the IB headquarters in Washington to
  • 00:43:23
    give a presentation in December I've
  • 00:43:26
    been asked to Keynote the IB America's
  • 00:43:29
    conference in Cancun Mexico in July so I
  • 00:43:33
    think IB understands the need to to
  • 00:43:37
    begin to make some of these changes but
  • 00:43:38
    the need to hear from us as
  • 00:43:41
    professionals we need to advocate for
  • 00:43:44
    the kinds of changes that we believe to
  • 00:43:46
    be important and not simply be victims
  • 00:43:50
    of bad forms of testing we're talking
  • 00:43:52
    about Innovation but can you see any pul
  • 00:43:55
    negative effect of changing schools from
  • 00:43:57
    being primarily textbook based to being
  • 00:44:00
    primarily Innovation based I wouldn't
  • 00:44:03
    say Innovation so much as I'd say
  • 00:44:04
    technology the danger is we become too
  • 00:44:07
    reliant on technology in our learning in
  • 00:44:09
    our classrooms in our lives right we may
  • 00:44:13
    lose the the appreciation of text not
  • 00:44:16
    text books I've never met a textbook I
  • 00:44:18
    liked I never used one as a teacher but
  • 00:44:21
    I love text I love to be able to look at
  • 00:44:24
    text I love to be able I have a mind you
  • 00:44:26
    you know but I love to be able to look
  • 00:44:29
    at text share text and appreciate a book
  • 00:44:32
    in my hands I worry finally as I
  • 00:44:35
    mentioned earlier in my presentation
  • 00:44:37
    that we many of us are becoming
  • 00:44:39
    habituated if not addicted to these new
  • 00:44:42
    technologies what happens when we hear
  • 00:44:44
    the Ping You've Got Mail right oh oh boy
  • 00:44:48
    I just heard from somebody maybe it's
  • 00:44:50
    something interesting maybe it's
  • 00:44:51
    somebody who wants to say something nice
  • 00:44:53
    to me it's almost an adrenaline kind of
  • 00:44:56
    response in fact psychologists tell us
  • 00:44:58
    it is so I do worry about the impact of
  • 00:45:01
    all of these things there's an important
  • 00:45:02
    book called last child in the woods are
  • 00:45:06
    we raising a generation that doesn't not
  • 00:45:08
    how to be alone with themselves doesn't
  • 00:45:12
    have experience with a close connection
  • 00:45:14
    with nature wonderful question Alex
  • 00:45:17
    these are the things I worry about oh
  • 00:45:19
    I'm very much inspired by your talk and
  • 00:45:22
    I think you should have a global
  • 00:45:23
    platform so are there any plans to get
  • 00:45:26
    yourself invited onto the t.com
  • 00:45:30
    stage um I think your talk could you
  • 00:45:33
    know stand up there with the one that
  • 00:45:35
    was given by Sir Ken Robinson on how
  • 00:45:37
    schools kill creativity thank you that
  • 00:45:40
    was a very kind comment thank you very
  • 00:45:43
    much um we'll see what happens with the
  • 00:45:45
    new book there's a lot of interest in it
  • 00:45:47
    by the way I have to tell you this
  • 00:45:48
    because I'm so excited about this this
  • 00:45:50
    new book called creating innovators well
  • 00:45:52
    back up a half a step uh a friend of
  • 00:45:54
    mine and I uh a guy who's a filmmaker
  • 00:45:57
    made a u documentary with me about
  • 00:45:59
    finland's education system which is by
  • 00:46:01
    the way the best in the world and which
  • 00:46:03
    by the way does not give any of the
  • 00:46:05
    kinds of tests we've been talking about
  • 00:46:07
    they have a high school matriculation
  • 00:46:09
    exam it's the only exam students take in
  • 00:46:11
    their entire career and it is all essay
  • 00:46:14
    based and students can choose when they
  • 00:46:16
    take it and they can retake it if
  • 00:46:18
    they're not happy with the results and
  • 00:46:19
    they can even choose the subjects that
  • 00:46:21
    they take it in highest performing
  • 00:46:23
    education system in the world and by the
  • 00:46:25
    way way half the students in Upper
  • 00:46:27
    secondary 45% of the students choose a
  • 00:46:30
    career Vocational Technical education
  • 00:46:33
    Track by choice which leads to good jobs
  • 00:46:37
    and also forms of postsecondary learning
  • 00:46:40
    this idea that that one size fits all
  • 00:46:42
    that everybody ought to have a universal
  • 00:46:44
    College Prep curriculum is bellied by
  • 00:46:46
    the examples of the best education
  • 00:46:49
    system in the world but that's an aside
  • 00:46:52
    the story is my friend Bob Compton who's
  • 00:46:54
    a filmmaker said to me Tony you can't
  • 00:46:56
    just write a book about Innovation it
  • 00:46:58
    has to be Innovative I said what do you
  • 00:47:00
    mean how many of you have heard of QR
  • 00:47:02
    codes or tags you've seen this little
  • 00:47:03
    boxes okay he said what about embedding
  • 00:47:06
    these codes all over your book and I'll
  • 00:47:09
    make videos about different parts of
  • 00:47:11
    your book interviews with young
  • 00:47:13
    innovators uh interviews with their
  • 00:47:15
    mentors and parents so the book which
  • 00:47:17
    comes out in April has more than 60 QR
  • 00:47:20
    codes embedded throughout the book which
  • 00:47:23
    when you scan with your smartphone will
  • 00:47:26
    take you straight to a video that Bob
  • 00:47:27
    Compton has made folks you've been a
  • 00:47:31
    wonderful audience you've asked terrific
  • 00:47:32
    questions I want to First myself applaud
  • 00:47:35
    the students for asking great questions
  • 00:47:37
    and for
  • 00:47:40
    coming and I I finally want to thank our
  • 00:47:43
    our
  • 00:47:44
    co-hosts uh for this delightful
  • 00:47:47
    opportunity to share with you this
  • 00:47:49
    afternoon thank you very
  • 00:47:54
    much
  • 00:47:59
    [Applause]
  • 00:48:02
    hi uh my name is Joanne mcpike and I'm
  • 00:48:05
    the founder of think Global
  • 00:48:07
    school um I'd like to thank you Tony for
  • 00:48:12
    taking the time to come and speak to us
  • 00:48:15
    you've given not only your knowledge but
  • 00:48:17
    you've given your heart and you know how
  • 00:48:20
    much that means to me uh you know me so
  • 00:48:23
    well by now and that you know my heart
  • 00:48:26
    rules my head so thank you for being
  • 00:48:29
    such a good friend and helping me engage
  • 00:48:31
    my head to make my heart um what what my
  • 00:48:35
    heart wants come come true that's very
  • 00:48:38
    important thank you for caring about our
  • 00:48:40
    children for pushing us forward as
  • 00:48:43
    Educators and parents to embrace
  • 00:48:46
    change change is scary stepping uh out
  • 00:48:50
    of the box is scary the box is very very
  • 00:48:53
    safe status quo is very very safe so
  • 00:48:56
    thank you for opening that box up so we
  • 00:48:59
    can look outside and realize that change
  • 00:49:01
    is not just scary but very necessary for
  • 00:49:04
    our children we as adults we we sit
  • 00:49:07
    inside our safe little
  • 00:49:09
    boxes um because it's comfortable for us
  • 00:49:12
    but it's not the best thing for our
  • 00:49:17
    children thank you for being the brave
  • 00:49:19
    one for raising your voice and for
  • 00:49:22
    taking on the
  • 00:49:23
    establishment what we're trying to
  • 00:49:25
    produce here at TGs a young people who
  • 00:49:28
    have the courage to take on the
  • 00:49:30
    establishment to make change but only to
  • 00:49:33
    have the confidence to speak up but
  • 00:49:36
    learn how to do it most effectively
  • 00:49:38
    learn how to ask the right
  • 00:49:41
    questions one thing we're also doing at
  • 00:49:43
    TGs is creating friendships and we're
  • 00:49:46
    creating memories and we're creating
  • 00:49:50
    connections to me a global citizen is
  • 00:49:53
    someone who's able to comfortably
  • 00:49:55
    connect connect with other people from
  • 00:49:57
    all around the world they're open-minded
  • 00:50:00
    and they're
  • 00:50:02
    curious so I'd like to thank PT
  • 00:50:06
    for hosting us for opening up their not
  • 00:50:11
    just their home but also their hearts
  • 00:50:14
    for my students and my
  • 00:50:18
    teachers I'd like to thank mom tree who
  • 00:50:20
    just had to step out
  • 00:50:22
    quickly um from Maxine Michael and Linda
  • 00:50:25
    for everything that you have done to all
  • 00:50:28
    of the students at PT and all of the
  • 00:50:31
    parents as
  • 00:50:34
    well your
  • 00:50:36
    generosity is beyond words and I only
  • 00:50:40
    hope that we can give back to you by our
  • 00:50:43
    presence here what you have given to
  • 00:50:46
    us um a quick thank you to Bob and Sally
  • 00:50:49
    and Ashley for helping to organize our
  • 00:50:52
    stay here um to my teachers and to my
  • 00:50:56
    res life staff I know how hard it is we
  • 00:50:58
    spoke about that this
  • 00:51:01
    afternoon and thank you to my kids my
  • 00:51:04
    amazing students who have left home and
  • 00:51:06
    are traveling the world learning as they
  • 00:51:10
    go thank you to anat Benny Carris and
  • 00:51:13
    Alex for your questions that's exactly
  • 00:51:16
    what we want you to do we want you to
  • 00:51:19
    challenge us I want you to challenge
  • 00:51:23
    Tony never stop asking why it doesn't
  • 00:51:25
    matter what anybody tells you always ask
  • 00:51:29
    why because we're not always right even
  • 00:51:32
    though we're adults we think we're right
  • 00:51:34
    we're not always right and you guys come
  • 00:51:35
    up with some of the best
  • 00:51:37
    solutions to some of the questions that
  • 00:51:40
    we're afraid to
  • 00:51:43
    ask uh thank you very much for those
  • 00:51:46
    amazing questions about the University's
  • 00:51:49
    uh not accepting or changing their
  • 00:51:51
    standards uh that's one of my next
  • 00:51:53
    missions so stay tuned that that's my
  • 00:51:56
    next Crusade thank you all very much for
  • 00:51:58
    coming this
  • 00:52:10
    evening
Etiquetas
  • Education
  • Innovation
  • 21st Century Skills
  • Dr. Tony Wagner
  • Student Engagement
  • Critical Thinking
  • Collaboration
  • Failure
  • Technology in Education
  • Learning Process