A few of the highlights for me occur as Robinson detailed:
conformity vs. diversity
compliance vs. creativity
organized vs. organic
how creative are you? vs. how are you creative?
how intelligent are you? vs. how are you intelligent?
We must all work together to ensure that education – and “education” is much more all-encompassing than just formalized school – is consistently moving further to the right column.
Robinson concluded with this quote from H.G. Wells:
Civilization is a race between education and catastrophe.
Tony Wagner from the Harvard Graduate School of Education interviewed over 600 CEOs, asking them the same essential question: “Which qualities will our graduates need in the 21st century for success in college, careers, and citizenship?”
Wagner’s list of Seven Survival Skills is a distillation of the outcomes of these hundreds of interviews and adds validity to the case we are making. They are:
Critical Thinking and Problem-solving
Collaboration Across Networks and Leading By Influence
Agility and Adaptability
Initiative and Entrepreneurship
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination
The World Has Changed
In The Global Achievement Gap: Why Even Our Best Schools Don’t Teach The New Survival Skills Our Children Need – and What We Can Do About It, Tony Wagner argues that “in today’s competitive global ‘knowledge economy,’ all students need new skills for college, careers, and citizenship. The failure to give all students these new skills leaves today’s youth – and our country – at an alarming competitive disadvantage. Schools haven’t changed; the world has. And so our schools are not failing. Rather, they are obsolete – even the ones that score best on standardized tests. This is a very different problem requiring an altogether different solution.”
[from NAIS COA “A Guide to Becoming a School of the Future”]
6. Changing what we get, because we’ve changed what we need
If school’s function is to create the workers we need to fuel our economy, we need to change school, because the workers we need have changed as well.
The mission used to be to create homogenized, obedient, satisfied workers and pliant, eager consumers.
No longer.
Changing school doesn’t involve sharpening the pencil we’ve already got. School reform cannot succeed if it focuses on getting schools to do a better job of what we previously asked them to do. We don’t need more of what schools produce when they’re working as designed. The challenge, then, is to change the very output of the school before we start spending even more time and money improving the performance of the school.
NOTE: I highly recommend studying all three of these resources in great depth. Of course, there are countless related resources, as well. ANd there are more pieces to the “why,” such as brain research, technology advancements, world conditions, etc. But if a faculty would commit to studying these three resources as a think tank of sorts, I believe that a group of committed thinkers and doers could reveal and experiment with many of the “whats” and “hows” to make this transformation in education.
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Works Cited:
Godin, Seth. “Stop Stealing Dreams: (what is school for?).” http://www.sethgodin.com/sg/docs/StopStealingDreamsSCREEN.pdf.
Witt, Robert and Jean Orvis. “A Guide to Becoming a School of the Future.” National Association of Independent Schools. 2010. http://www.nais.org/files/PDFs/NAISCOASchools.pdf.
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[“A piece of ‘why,'” A piece of ‘what,'” and A piece of ‘how'” are strands of a series on why school needs to change, what about school needs to change, and how schools might navigate the change.]
[Disclaimer: This post may not make any sense to anyone but me. I am researching 21st C education trends, project-based learning, social and civic responsibility, school transformation, and Common Core State Standards. All through the lens of strategic re-design of school of the future. What follows below is some of the thought-board I am developing, and I felt compelled to share at least some of what I am discovering and thinking about…]
Today, during a Skype conversation with a trusted and highly respected educational colleague, I heard a couple of interesting threads of commentary that have led me on a fascinating research exploration for much of the day.
One of the folks here says PBL is dead. I don’t agree, but there is some strong movement against it.
We call him Pele because he knows where the ball is going, and the ball is currently going to the Common Core State Standards.
You breathe rarified air, and there are tremendous hurdles to implementing PBL in an environment overrun with standardized testing and the Common Core.
While I think that significant, meaningful PBL (capital P) has been largely non-existent in the heavily industrial-age influenced school system of the 20th century, I think PBL has thrived as a human learning paradigm for millennia, and I think PBL is alive and well as a learning methodology. In fact, I think PBL dominates learning before formal schooling, and I believe that PBL dominates the workplace of almost all jobs (if not, ALL jobs). I believe that school transformation and enhancement will necessarily include and integrate PBL. Furthermore, I think the Common Core State Standards not only support PBL, but I believe they demand it! [And I continue to mean capital-P PBL!]
Intriguing videos from Hunt Institute YouTube channel regarding the CCSS:
The English Language Arts Standards: Key Changes and their Evidence
At the end of the video, David Coleman speaks of “reading like a detective and writing like an investigative journalist.” From my own studying and implementation of capital-P project-based learning, I can think of few other methodologies that create the space and opportunity for student learners to be detectives and investigative journalists who are wrestling with real-life issues that need addressing and innovating.
Literary Non-Fiction in the Classroom: Opening New Worlds for Students
Watching this piece was fascinating! I was both inspired and frightened stiff. On the frightening end, I pictured teachers who take David Coleman’s analysis literally as the recommended pedagogy for deconstructing Martin Luther King, Jr.’s Birmingham letter and removing many possibilities for self-motivated discovery and heart-touching. At the inspiring end, I was moved by MLK’s language and by thinking about a group of students searching for this letter after engaging with a community issue about fairness, justice, equality, and rights. I imagined this letter as a digestible resource for students who created a need-to-know about the letter because of the context with which they approached the letter. [Interestingly, I never experienced this letter as part of my formal, school-based education. In fact, I am embarrassed to admit that this video viewing may have been the first time I read the entire letter. The content reminded me of many of the reasons that I am working for school reform and transformational enhancement.]
Quotes from the CCSS website that point to PBL:
Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.
– Writing: http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts
An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.
– Speaking and Listening: http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts
The standards help prepare students for real life experience at college and in 21st century careers.
– Language: http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts
The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels – rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.
– Math: http://www.corestandards.org/about-the-standards/key-points-in-mathematics
The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.
The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.
The high school standards emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions. For example, the draft standards state: “Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.”
– Math: http://www.corestandards.org/about-the-standards/key-points-in-mathematics
Literacy equals mastery across academic disciplines.
– Callout in Hunt Institute video about CCSS
At the intersection and confluence of 21st century education and project-based learning, we would have:
