In the few short years I have been an educator, I have found myself (at first, unwittingly) tilting toward reform. The needs of my students and challenges of teaching have circulated in my mind to form distilled practices and theories of learning. These methods have allowed me to see success beyond my years of experience, as confirmed by evaluations, comments from mentors and a quick ascent into ed leadership. I was fortunate to have been equipped with sufficient background knowledge and schema paved by my teacher prep program and early teaching experiences to sort, evaluate and study the successes and failures of my students, interactions with parents and other staff. I have filled shelves and purses and beach bags and suitcases with educational research and professional texts, spent hundreds of my own dollars to attend conferences and pushed through crowds to connect with other successful, thinking educators.
And every text read, every dismissal bell rung, every conference closed and staff meeting adjourned I have asked myself: What can I do? Students needs are not being met. Teachers are not being adequately supported to facilitate change. What can I do?
As I transitioned from the classroom to coaching and administrating, my library of best practices got lent to teachers, and my iPad began to fill with works by Linda Darling-Hammond, Bob Marzano, Thomas Friedman and Tony Wagner. In the next several posts, I will grapple with the widening gap in education, both socioeconomically and globally speaking. My summaries and considerations are my own and are offered only as a form of self-reflection and a means of soliciting feedback from others asking themselves the same question: What can I do? I’ll be attending the Next New World Forum next month in San Fransisco, primarily to hear Wagner speak (Eeee!!!), but also to connect and network with other reflective, progressive practitioners.
This summary of Wagner’s MassCue Conference ’13, where he discusses his book A Global Achievement Gap, highlights my key take-aways from the works mentioned above. Wagner, more so than others, responds to our shared desire to make change happen.
Three Considerations of the Current Educational Landscape
1. Knowledge is a commodity. “What the world cares about today is not what you know, but what you can DO with what you know.”
2. Careers are changing at an exponential rate. “Students today will need to find or create their own opportunities in the world.”
3. Student motivation is at an all time low. “The internet is the preferred learning provider” since it never dampens students’ innate curiosity and provides a means for them to create, connect, collaborate and create – which students do not find in the classroom.
A Summary of Wagner’s 21st Century Learning Skills
1. Critical Thinking and Problem Solving. Critical thinking as defined by business executives is all about “asking the right questions. Having the right answer is no longer relevant, since the right answer will only be right for a nanosecond.”
2. Collaboration Across Networks and Leading by Influence. “As we know today virtually all work is being done collaboratively, except in education.” It requires a deep appreciation of differences and are lead by peers through influence.
3. Agility and Adaptability. “The pace of change and complexity of problems favors those who are agile and adaptable.”
4. Initiative and Entrepreneurism. Those who take risks, stretch themselves and create opportunities for themselves are the only ones who will succeed. Those who are average, those whose greatest strength is following directions correctly and in a timely manner will not experience success in this “new world.”
5. Effective oral and written communication. “The number one complaint of both college teachers and employers.” “They cannot write because they don’t know how to think – how to reason.” (Dell CEO)
6. Accessing and Analyzing Information. This is the information age – are we equipping them to live in it?
7. Curiosity and Imagination. “The right brain skills will be at least as important as left brain skills.” (Daniel Pink)
Wagner goes on to discuss the need for our country to become a nation of creative problem solvers in order to restore and grow our economy. His work in Creating Innovators explores the patterns and experiences shared by creative and innovative young people. The practices used by the educators that influenced these young people were often the same practices that made them outliers in their field. The practices used by most educators today are “radically at odds with a culture of learning that supports creative problem solving.”
5 Contradictions in the Culture of Schooling
1. The culture of schooling is all about measuring and rewarding individual achievement. Whereas, innovation is a team sport.
2. Culture of schooling is all about compartmentalizing knowledge. Whereas, innovation happens at the boundaries of academic disciplines, not within them.
3. The culture of schooling is a passive, consuming, initializing experience. Whereas, innovation is all about empowering students through effective coaching.
4. Failure is the worse thing that can happen to you in school. Whereas, innovation demands that you take risks, make mistakes and fail.
How many of you have learned more from your mistakes than your successes? Why do we penalize that in school? How can we create a culture where not only is it okay to make mistakes, but that you understand that mistakes are the only way to learn. Where there is no such thing as failure, so long as you have reflected on your mistakes and apply what you learn to your next attempt. – Tony Wagner
5. We rely far too much on extrinsic incentives to motivate learners in our school. Whereas, innovators are far more intrinsically motivated. They do their work not because of a carrot or a stick, but because they want to make a difference.
Play. Passion. Purpose. The three factors that were reinforced by both parents and teachers of the young innovators in this text.
It’s in pursuit of a passion that we best learn the thing we now call grit: perseverance, focus, self-discipline, self-regulation.- Tony Wagner
“Teachers build time into the curriculum where students could ask their own questions, pursue their own interest, understanding that the passion to learn, the curiosity had to be nurtured with opportunities on a regular basis.”
Similarly, the adults in their lives impressed upon them that they have a purpose on this earth and a responsibility to give back.
I encourage you to watch this keynote, read other titles on ed reform and begin to do the messy work of asking difficult questions about the students that we are not yet reaching, and re-examining the desired outcomes for our students as as whole.