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  • >>Female Presenter: It's my privilege today to introduce Tony Wagner. Who I consider to

  • be one of the most innovative and forward thinking thought leaders in education today.

  • I could read his long list of accomplishments. His work at Harvard. His work as a teacher.

  • And as as principal. But you could read that all on his website at Tony Wagner dot com

  • if you'd like to. And I just wanna basically let you know that this book that he's written

  • "Creating Innovators: The Making of Young People Who Will Change the World" is really

  • a fabulous read. We're gonna be selling it outside, right outside there. You can buy

  • a copy and have Tony sign it afterward and he's gonna be kind of giving an overview of

  • the work he's seen in this space. So please welcome Tony Wagner.

  • [applause]

  • >>Tony Wagner: Delighted. Good morning. Thank you, thank you. It's really a pleasure to

  • be here. A lot more fun than being at Microsoft, where I was three weeks ago. I have to tell

  • you.

  • [laughter]

  • But, that's not for attribution.

  • How many of you here are parents? Raise your hands.

  • How many of you here are educators? Raise your hands.

  • OK. I love to begin with a quote from Einstein. "The formulation of the problem is often more

  • essential than the solution." We talk a lot about problem solving. Problem identification

  • is arguably the most important skill of the 21st century. For 25 years we've been talking

  • about failing schools and the need to reform education. Part of the problem is it's a little

  • bit punitive language. Anybody wanna go to reform school? Raise your hands. It's very

  • punitive. [laughter]

  • But beyond that I think that problem is not the right problem. If we merely aspire to

  • bring our disadvantaged students up to the levels of achievement of our middle class

  • students, we will fail all of our students. And put our economy in even greater jeopardy.

  • So that's what I wanna talk about.

  • Fundamentally the problem is this. Our system of education is obsolete. And needs reinventing.

  • Not reforming. And that is a completely different education problem. And guess what? Google

  • is mostly to blame for that obsolescence. I'm about to explain why. Because of Google

  • and other events, what one knows today no longer matters? How much you know is not a

  • competitive advantage. Information has become commoditized. It's like air. It's like water.

  • It's on every internet connected device, growing exponentially.

  • How many of you had to memorize the periodic table in high school? Raise your hands. How

  • many elements were there?

  • [quiet audience response]

  • I'm sorry, I didn't hear that answer.

  • [audience members call out answers loudly] [laughter]

  • Whatever answer you gave was wrong, because two more were added last week. If you don't

  • believe me Google it.

  • [laughter]

  • Ah, how many of you had to memorize the state capitals? Raise your hands. OK. Let's have

  • a competition. How many of you would like to recite them from memory while I Google

  • them and let's see who's quicker?

  • [laughter]

  • Memory is not something we need to think about educating as we have in the past. The world

  • no longer cares how much you know. What the world cares about is what you can do with

  • what you know. And that is a completely different education problem. It's not about filling

  • people up with more knowledge. It's about skill and it's about will. So I'm gonna be

  • talking about skill and will in the context of education.

  • Back in 2005, I read "The World Is Flat" by Thomas Friedman. How many of you have read

  • that? Those of you who haven't I encourage you to. Most important book I've read in at

  • least a decade. Scared the heck out of me. Because as many of you know, Friedman describes

  • a world where increasingly any knowledge, I'm sorry, any work that can be routinized

  • is very rapidly be off shored or automated. And I talked with him recently. He said he

  • got one thing wrong in that book. I said "What?" He said, "The pace of change." It's happening

  • far, far more quickly than he ever imagined.

  • So I think the question becomes in a global knowledge economy, what skills will our young

  • people need? Will your children need? To succeed. So that was a burning question for me back

  • then. And I decided to interview a very wide range of leaders. Corporate leaders from Apple

  • to Unilever. Leaders in the military. Community leaders. College teachers. Asking all of them

  • "What are the skills that matter most? What are the gaps?" And I came to understand there's

  • a set of core competencies every single student must be well on the way to mastering before

  • he or she finishes high school.

  • Some of you may have read my book "The Global Achievement Gap" that describes this. Came

  • out about four years ago. Very briefly they are: Number one, critical thinking and problem

  • solving. And fascinatingly, executives describe critical thinking first and foremost as the

  • ability to ask really good questions. Try an interesting exercise. Do a learning walk.

  • Observe classrooms. And listen for who is asking what kinds of questions.

  • Collaboration across networks and leading by influence was number two. Agility and adaptability

  • was number three. Initiative and entrepreneurialism was number four. Number five was, effective

  • oral and written communication. And it is by the way the number one complaint of both

  • college teachers and employers. Number six was accessing and analyzing information. Number

  • seven was curiosity and imagination.

  • So that book came out about three and a half years ago. And it describes the new skills.

  • And the global achievement gap is the gap between the new skills all students will need.

  • Not just for a good career, but for continuous learning and active and informed citizenship.

  • Those skills versus what is taught and tested even in our very best schools. That's the

  • global achievement gap. That gap between the new skills all students need as well as how

  • they are motivated to learn. Versus what we're teaching and testing. So that's skill.

  • So two things happened when that book came out three and a half years ago. Number one,

  • I got a kind of affirmation frankly that stunned me. From literally from Taiwan to Singapore

  • to Helsinki to Bahrain to Thailand to Birmingham, England. Around the world, people saying "Yep,

  • these are exactly the right skills, would you come and talk to our audiences about them?"

  • From Wall Street to West Point, same message exactly. But then the other thing happened.

  • The global financial collapse. I saw students with a BA degree and about 30,000 dollars

  • of debt on average coming home to no job. Now they had seemingly mastered many of these

  • skills. But what was missing? Why weren't they able to find jobs? Or create jobs? Right

  • now today, the un- and under-employment rate among college graduates 2005 and more recent

  • is 44 percent.

  • [pause]

  • About 22 percent are completely unemployed. The other 22 percent have jobs that do not

  • require a college education. What's the problem? Well, as I came to try to understand it and

  • come to grips with the global economic collapse. And mind you, I'm a recovering high school

  • English teacher. So what I knew about economics four years ago you could put in a thimble.

  • But I really studied it and I came to understand a couple of things. Number one, our economy

  • has become a more and more and more dependent upon consumer spending as the engine of our

  • economy. Back at the end of World War II, nearly 50 percent of all jobs were manufacturing

  • related. Now we don't make so much as we do buy stuff other people have made. That's point

  • one.

  • Point two, that consumer economy has been fueled by debt. People putting money on their

  • credit cards as fast as they can. Pulling the money out of their houses as fast as they

  • could. The savings rate in 2007 was minus two percent. Leading me to conclude that perhaps

  • we've created an economy based on people frequently spending money they do not have, to buy things

  • they may not need, threatening the planet in the process. Now, the question becomes,

  • how do we become less reliant on consumer spending? Which is not sustainable economically,

  • environmentally, or spiritually in my opinion. How do we become less reliant on that? What's

  • gonna replace it? What's gonna be the engine of growth? What's gonna create jobs in the

  • future? So I read, over and over again, one word kept coming up. Innovation.

  • Now let me be clear, we're not just talking about breakthroughs in science technology,

  • engineering and math. Innovation as I'm using it is broadly defined. Becoming a country

  • that produces young people who have more better ideas to solve more different kinds of problems

  • than what we have today. Young people who are creative problem solvers. That's the simplest

  • definition of innovation. Someone who is a creative problem solver. First of all, a problem

  • identifier, and then a creative problem solver.

  • Now, we've always been known as a country that's been highly innovative. But is that

  • because of or in spite of our education system?

  • [audience chuckles]

  • [unintelligible] percent question for the day. Are you ready for this? I'm gonna say

  • it so fast you won't have time to Google it. What do Bill Gates, Edwin Land the inventor

  • of the Polaroid instant camera, Bonnie Raitt the folk singer, and Mark Zuckerberg all four

  • have in common?

  • They were not college drop outs, I'm sorry. They were Harvard college dropouts.

  • [laugher]

  • That's different. I mean, you know, Steve Jobs, he was just a college dropout. Michael

  • Dell, he was just a college dropout. These guys were Harvard college dropouts.

  • So I decided to take on a very different kind of research. I wanted to try to understand,

  • what must we do differently as parents? As teachers? As mentors? And as employers? To

  • develop the capacities of many, many, many, more young people to be creative problem solvers.

  • To be innovators. In whatever they do. Not just STEM fields. Social innovators and entrepreneurs.

  • Innovators in all domains. So I first interviewed a very wide variety of young people in their

  • twenties. Who were highly innovative. But again in a broad range of fields. Some were

  • artists, musicians, social entrepreneurs. Some were in STEM fields.

  • And then I studied their ecosystems. By that I mean I went and interviewed each one of

  • their parents. Trying to see if I could discern patterns of parenting that had made a difference.

  • I asked each one of them, "Was there a teacher or a mentor?" who had made a significant difference

  • in their lives? In their development as innovators. 30 percent could not name a single teacher.

  • Almost all of those young people were from disadvantaged backgrounds. Where their schools

  • and teachers were not what one finds here. The other 70 percent could name a teacher.

  • And you know the span of teachers was elementary to graduate school. Then I went and interviewed

  • each of those teachers and mentors. From these young innovators. Profiled.

  • Talked to them and came to understand something that I still to this day find shocking. In

  • every single case, these teachers from elementary to graduate school, were themselves outliers

  • in their educational settings. Their institutions. Teaching in ways that were very different

  • than their peers. But remarkably similar to one another. And further, when I went to those

  • few schools that we have identified as doing an outstanding job of educating people to

  • be innovators, talking about High Tech High. I'm talking about Olin College of Engineering.

  • I'm talking about The D School here at Stanford. I'm talking about the MIT Media Lab. When

  • I visited those places, the kinds of teaching I saw there was totally consistent across

  • those schools. And completely congruent with the ways in which these young, these outlier

  • teachers whom I had interviewed were teaching. And so I came to understand that the culture

  • of learning that produces innovators. The work culture which we've been talking about.

  • It develops the capacity to innovate. In a classroom or in a corporation indeed. Is radically

  • at odds with the culture of schooling in most classrooms. In five essential respects.

  • Number one. Culture of innovation is all about collaboration. Teamwork. Accountable teamwork.

  • All of these teachers built accountable teamwork into almost all of their assignments. Valued

  • teamwork as much as individual achievement. Number two, the culture of learning to become

  • an innovator is all about problem based learning using multiple disciplines. It's right here.

  • Judy Gilbert director of talent here at Google said to me: "If there's one thing academics

  • must understand is that problems can neither be identified, let alone solved, within the

  • bright lines of individual academic disciplines." The culture of schooling is all about becoming

  • a specialist. That's what we incent. That's what we reward. First we divide and conquer

  • the high school universe. With curriculum. Carnegie units. Which have not changed in

  • 125 years. Then when we go to college we're supposed to have a major. Oh and we want to

  • teach in college. We wanna have a, uh, doctorate. When I did my doctorate at Harvard, I was

  • told my first year that my dissertation would be a conversation between myself and one or

  • two other people in the world. Conversation with two people. For four years? I don't think

  • so.

  • [audience chuckles]

  • I chose a different path. Got through Harvard but by other means.

  • Number three. The world of innovation, learning to become an innovator is learning how to

  • make mistakes, reflect on them, and learn from them. Iterate. I was down here at IDO,

  • talked to folks there. They said "Our motto is 'Fail early and fail often.' There is no

  • innovation without trial and error."

  • A student at Olin said "You know, we don't even talk about failure here. We talk about

  • iteration." Very different world. The D School at Stanford they're sitting around the table

  • talking. "Actually, you know we were thinking, F is the new A."

  • [laughter]

  • Try that out on your parents.

  • [laughter]

  • Number four. The culture of learning to become an innovator is an active process. Where students

  • are creators. Where students are producing real products for real audiences. Solving

  • real problems. So often the culture of schooling is the absolute antithesis. It's about consuming,

  • not creating. Sit and "git". In fact, I wonder if that's where we learn to be such good little

  • consumers. We start out, that's how we get schooled 12, 16 years.

  • Number five and most important, I think. I discovered that every single one of these

  • young innovators whom I profiled from both advantaged and disadvantaged backgrounds was

  • intrinsically motivated. And then when I looked at what their parents and their teachers had

  • done they too were very focused on intrinsic motivation. Radically at odds with the culture

  • of schooling which is all about carrots and sticks. As and Fs and pizza on Fridays if

  • you get good test scores. So what do these parents do? What do these teachers do? There

  • was a pattern of play, to passion, to purpose. Parents encouraging much more exploratory,

  • discovery based play. Simple toys. Sand, blocks, clay, water, paint. Lego toys as they got

  • older. Toys without batteries. They limited screen time. They actively encouraged their

  • kids to find and pursue a passion. They gave them a rich buffet of things to try out. Making

  • sure though, that they didn't over schedule their kid's times. So the kids still had time

  • for more discovery based play. But they encouraged them to try instruments or Scouts or sports

  • or whatever. Not insisting that they put in 10,000 hours to become absolutely excellent

  • at it. But that they really give it a try and see if it's something they were interested

  • in. These parents as well as the teachers believed it was more important that these

  • kids find an pursue a passion than they simply achieve academically for its own sake.

  • Teachers building time into every single unit of study where students could investigate,

  • explore, create, invent, ask a question. And you know, the 20 percent time here at Google

  • comes immediately to mind, 'cause I think the best teachers build 20 percent time into

  • each one of their classes. To insure that students have that time to explore, invent,

  • and create. I wonder, what would happen if we said "Why shouldn't every teacher have

  • 20 percent time?"

  • [audience response "Mmmm." ]

  • To pursue his or passions in the context of teaching and learning.

  • As these young people continue to explore ideas and interests and their passions. Their

  • passions didn't stay the same. They morphed. They evolved. Tell a quick story. Kirk Phelps

  • grew up here in the Silicon Valley. Father worked at HP at the time. Passionate about

  • science. Really totally passionate about science. By the age of middle school he's sort of working

  • in labs in the summer, washing out beakers. Doesn't matter what he's doing. He's around

  • science and scientists. Parents say "Oh, wow, let's go find the best science school for

  • him 'cause that's what he's interested in now." Knowing that it may change. Got him

  • into Exeter Academy. Because it was reputed to have the best of the best science programs.

  • By the end of the 11th grade Kirk has done pretty much every science class there, and

  • he's kinda bored. The Harkness table, the famed idea of sitting around and having a

  • Socratic discussion. Well, it isn't quite like that. And Kirk says "I wanna leave. I

  • wanna drop out." What would you say as a parent to a kid who's about to drop out of the most

  • prestigious private school in the country. With no diploma.

  • Well, I can tell you what Exeter said. They said "Oh, well you'll never get into college."

  • Well, he did. He got into Stanford. For a combined BS/MS program. And he evolves. You

  • know, at first he thinks he wants to be a scientist. Then he thinks it's too lonely.

  • He's drawn to computer science. But then the idea of writing code all day that nobody would

  • see didn't quite grab him either. So then he takes this extraordinary class. Taught

  • by Ed Carryer right down the road here. In a smart product design lab. It's a combination

  • of electrical engineering, mechanical engineering, computer science. Where teams build things.

  • Using those disciplines. They solve problems. They build things. Ed Carryer by the way is

  • one of my outliers. He's taught at Stanford 20 years. Has a PhD from Stanford. Ten years

  • of industry experience. He is a professor of practice with an annual renewal contract.

  • And he has to scrounge money every single year for his smart product design lab. Kirk

  • said he was hands down the very best teacher he had ever had. Why does he not have tenure?

  • For the same reason the faculty whom I interviewed at Stanford, MIT, Harvard, Carnegie Mellon,

  • Tulane don't have tenure and will never get tenure. Because they don't do research. Their

  • focus is teaching. And teaching young people to be innovators. But that's not privileged

  • by the university.

  • So to finish the Kirk Phelps story. His passions have morphed. They've evolved. He now knows

  • that he loves the combination of electrical, mechanical scientific engineering. But what

  • he really loves is to manage complex projects. He become a teaching fellow for Ed Carryer.

  • Totally excited about this. So what happens next? Two courses shy of both degrees, which

  • were concurrent degrees, he drops out. Again. Now what do you say as a parent?

  • [audience chuckles and mutters]

  • Well, you might not worry too much when you hear that, in fact, he was recruited by Apple

  • to be the product manager for the very first iPhone. And today he is working at a startup

  • called Sun Run, which is developing a whole new model for installing solar panels on residences.

  • But I illustrate this story because it's a wonderful story of play to passion to purpose.

  • And purpose for young adults become an expression of passion. But one that goes deeper, 'cause

  • it's about making a difference. It's about having an impact. And at the same time, it

  • is a form of adult play. So I'm gonna stop at this point, 'cause I really wanna hear

  • your questions, your comments, your concerns. And we'll sort of take the conversation based

  • on where you want it to go. OK?

  • Questions. Comments. Actually, you know what I'm gonna do? I'm gonna break it up. I'm gonna

  • invite you for exactly two minutes to turn to your neighbor and talk about the conversation

  • we just had so far. What struck you, what you didn't like. Did like. Agreed with. Disagreed

  • with. Take two minutes, talk to each other. And generate some powerful questions.

  • [audience chattering and laughing]

  • OK, two minutes are up. We have two people with microphones. Invite you to raise your

  • hand. And the mic might mysteriously come to you. And first question is right here.

  • >>Female #1: Hi Tony. Thanks for coming. My name is Tara Canobbio and I work here at Google

  • in k12 education outreach. So much of what you said of course resonates for who we are

  • and we're actually quite proud to say that our team works in this space a lot. But the

  • majority of the work we do is in kinda after school programs. Experimental things we do

  • with partners in here. And I would ask of you, what are some effective methods to be

  • able to get in the traditional schooling system with these ideas that you talked about? For

  • example we're inviting administrators to come here and observe some programs that adhere

  • to the concepts and the principles that you talked about. But its' difficult for us to

  • say, we're Google we have these ideas, it's great, now you go back in your classrooms

  • and your school districts and you change. How do we bridge that gap?

  • >>Tony Wagner: I think it's an incredibly difficult challenge right now especially.

  • Because as you all know increasingly we have one curriculum in our schools. And it's test

  • prep. Public schools, independent schools, it doesn't matter, it's test prep. If it's

  • independent schools it's the advance placement curriculum. I'm speaking now especially at

  • the high school level. So if you can't offer something that's gonna improve test scores,

  • chances are you're not going to get the attention. So here's what I would recommend as a strategy

  • to consider. It's a language that I think we need to introduce into education.

  • You know Cisco's RND budget is 13 percent. Microsoft's is 17 percent. With your 20 percent

  • rule you've got a 20 percent plus RND budget. Ask the principal, ask that superintendent,

  • "What's your RND budget?" They don't have one. Doesn't exist. So I think the argument

  • is to go to leaders. Superintendents and school board members. And say "You want change. You

  • want improvement. You must invest in RND. There is no change or improvement without

  • RND." So a simple idea would be to create a little simple request for proposals from

  • teams of teachers to develop an interdisciplinary hands on curriculum. More ambitiously, I'd

  • like to see every large school district or consortia of smaller school districts start

  • a lab school. A charter-like school that would have some of the same autonomies as a charter

  • school but district and/or state sponsored. Where there are intentionally developing the

  • new methodologies for teaching, learning, and assessment in the 21st century.

  • I think those are a couple of the steps we need to take. But the whole idea is it's,

  • I think is to generate the understanding that we must have RND in education in order to

  • develop new and better models. Other questions? Yep?

  • >>Female #2: Hi, this is sort of a follow-up to the previous question.

  • >>Tony Wagner: Little closer please.

  • >>Female #2: Oh. OK. As government is a really big actor in this space, I'm curious what

  • you would do if you were Arne Duncan and are there any low-hanging fruit?

  • >>Tony Wagner: I think the first and most important problem we have is to understand

  • that what gets tested is what gets taught. Period. The end. In this country. And the

  • business folks will tell you having the wrong metric is worse than having none at all. Our

  • test results especially at the secondary level tell us absolutely nothing about college,

  • career, or citizenship readiness. There are much better tests out there. There are assessments

  • of critical thinking, analytical reasoning, problem solving, and writing. I have a chapter

  • on it in The Global Achievement Gap. But basically we're going to have to, I think, create accountability

  • two dot oh at a national level. And incent the creation of very different tests. Now

  • there is a new generation of tests coming down the pike. But I worry that they are still

  • too content driven and still too much multiple choice.

  • There's an international assessment called PISA. Program for International Student Assessment.

  • Three quarters of the PISA test is open ended constructed response questions. Only 25 percent

  • multiple choice. And it really is a test of your ability to apply what you've learned

  • not merely regurgitate what you've learned. Those point in the direction of the kinds

  • of assessments we need. The only way we're gonna be able to afford them is to stop this

  • crazy notion of testing every single kid, every single year, grades three through eight

  • and then grades ten. We can accomplish the same level of accountability by testing a

  • demographically representative percentage of kids every second year or even every third

  • year and let districts develop local assessments that are aligned with these better assessments.

  • So for the same money we can get dramatically better results. and we need an informed constituency

  • of concerned citizens and parents to advocate for accountability two dot oh. Along with

  • educators and business leader. Unless and until we have that advocacy, test the skills

  • that matter most. That's the bump, bumper sticker. Right? Unless and until we have that

  • advocacy, Arne Duncan and his successors are not gonna change at all. 'Cause they've invested

  • too much time and energy into accountability one dot oh, which is failing us totally.

  • >>Male #1: Hi, are you familiar? Right here.

  • >>Tony Wagner: Ah.

  • >>Male #1: Are you familiar with the Waldorf system. And if yes, what do you think about

  • it?

  • >>Tony Wagner: I don't know it well. But what I've read sounds absolutely intriguing. The

  • whole idea is a school that is really an attempt to create a curriculum around what we know

  • about childhood and adolescent development. I think it's' very intriguing.

  • Uh, what I know better is Montessori. And it's fascinating when I did research for this

  • new book I discovered things you may already know. But a huge number of the most successful

  • innovators and entrepreneurs in this area went to Montessori schools. Including the

  • co-founders of Google.

  • Yes. We got a guy here who doesn't have a mic.

  • >>Female Presenter: [inaudible]

  • >>Tony Wagner: Alright. Where's the mic?

  • >>Female Presenter: [inaudible]

  • >>Male #2: Hi. So I have one thing that frustrates me is people's lack of ability to take risk,

  • 'cause I think especially in older age. Because I think most young people do have the idea

  • and the ability. But they're held back by the money and the prestige and the security.

  • >>Tony Wagner: Right.

  • >>Male #2: And I think to me, a lot of that is due to the lack of choices for students.

  • Especially in their younger age. And also I think societal, like, societal pressure

  • to sort of follow one straight path. Do you kind of come across anything, any innovative

  • approaches that can kind of bypass that and just, give students more freedom? Or just

  • kind of preventing people from getting a degree in philosophy and then go into banking and

  • consulting afterwards?

  • >>Tony Wagner: Right. You know, it's, again it comes back to parents and teachers and

  • what messages they give kids. Right? So if you give the message "Look, pursue your passions.

  • No matter where they lead you."

  • I'll give another example. Another student. Young innovator whom I profiled. Passionate

  • about art from the age of seven. It's all she wanted to do was art. Now her parents

  • were in the medical field. What do they know? They couldn't draw stick figures. Let aloneóso

  • what do you say to a child who wants to do art? Right? That's all she cares about. Well,

  • what they thought is "Oh, God she'll never get a job." But they never said that. What

  • they did instead was turn a spare bedroom into an artist's studio for her. So I won't

  • tell you the whole long story, but the version is, she graduates from high school with a

  • wonderful portfolio of her artwork. Doesn't get into the school of her choice. Goes to

  • Carnegie Mellon, takes Randy Pausch's course on entertainment design. Catches on fire.

  • Long story short she starts her own startup called Wild Pockets. Designing a web interface

  • for 3D design. Struggles through the worst recession in our recent history. But manages

  • for five years to keep she and her 12 employees afloat until Auto Desk comes along. Buys her

  • company and employs all of her colleagues in their new wing. Their new business. So

  • here's now a kid who from the age of seven only wanted to be an artist. Whose parents

  • totally supported that. She's now, at the age of 29, a senior executive and very successful

  • at Auto Desk. And I think that would not have happened if her parents had said "Well you

  • know, really you're not gonna make a living at art. You should just quit that."

  • >>Male #3: Hi, I'm a ninth grade algebra teacher in the area. And I wanna ask a question about

  • the fifth factor that you mentioned earlier. The intrinsic motivation. Which you said might

  • be the most important one. With the end of the school year coming up I'm struggling to

  • get my ninth gradersó

  • Excuse me. To show a level of mastery to be able to be tenth graders. They're not motivated

  • by extrinsic factors like grades. But I also don't see the intrinsic motivation. So I'm

  • wondering from your experience as an English teacher do you have any words of wisdom? How

  • to develop that intrinsic motivation in our kids.

  • >>Tony Wagner: I do in English. I'm not so sure about math. [chuckles]

  • [quiet laughter from audience]

  • I think that the dilemma in math is, how do you make it real for kids when they take algebra?

  • How do you make something as abstract, something that they understand they can and want to

  • use every single day? I think that's the challenge in any kind of advanced math. Beyond that,

  • I think what kids really could be engaged with in math, and need are statistics, probability,

  • computation, and financial literacy. But we don't require any of those things in school.

  • Why?

  • So maybe an end of the year unit where you're thinking about a very applied way of using

  • algebra. As it relates to something that is immediate to them. I think that's the challenge.

  • How do you make it less abstract? More like a tool they want and need to use? I mean,

  • what I did in terms of English, was [clears throat]. First of all, every student had a

  • portfolio. And this was back before digital portfolios. And every week I'd assign a particular

  • genre of writing or type of writing. Like childhood memoir. Description. Dialog. And

  • every student brought one piece of writing in every single week to read aloud. They didn't

  • care what I thought. But they cared a lot about their peer views. And they learned an

  • enormous amount from everybody trying to tackle the same problem. There's 17 and 25 ways of

  • doing a childhood reminiscence. And then for me the grading became simpler. Because I graded

  • students on a body of work. And I said "Here's my standard for a B." which is what I consider

  • to be your standard of proficiency. And here is exemplars of B quality work. And now let's

  • talk about what an A is and what that should mean. But what I basically said is, I held

  • the standard constant and varied the time and support students needed to meet that standard.

  • So the B was, a B, I mean students work was considered incomplete until they met that

  • standard. And I don't care how long it took them. One student took an entire extra year.

  • Not to say that he repeated the course. But continued to work until he met that standard

  • and finally got the credit he wanted.

  • Yes?

  • >>Male #4: So. Um. Oh. Hi. [laughs] So I very much enjoyed your description of your methodology.

  • Speaking with young innovators and looking at that from a scientific perspective I couldn't

  • help but wonder ifóI mean I understand you can't do a randomized study and assign people

  • to different educational systems. But did you talk to people who were not innovators

  • and tried to find of those patterns were present or if they were not present? And sort of look

  • at the other side of the equation?

  • >>Tony Wagner: Well, sadly, people who are not innovators are pretty easy to find.

  • [laughter]

  • And you know what one finds is kind of something of the polar opposite of what I've just been

  • describing. Those kids frequently have "Tiger Moms" or "Helicopter Parents." Tiger moms

  • driving them to do something that they're not interested in. Or helicopter parents who

  • say "Look, you can't make a mistake. We're building the resume for Harvard now. You can't

  • take a risk." So they, I didn't do it in a scientific sense. But having spent many years

  • of teaching. I've spent 12 years in the classroom as a high school English teacher. I've seen

  • the alternative patterns and they're all too common sadly.

  • I did something else though that may relate to your question. I talked to Joel Podolny

  • who's vice president of Human Resources at Apple and head of Apple University. Now Joel's

  • previous job, he was Dean of the Yale School of Management. And he's taught in both Stanford

  • and Harvard's business schools. And he has a PhD from Stanford. I wanted to find out

  • what he saw as the best preparation for business schools for young people to be innovators.

  • And he said "Look, you have to understand. To get into Harvard or Stanford, you've learned

  • to play a game. And a very safe game. Because that's the only way you get into Harvard or

  • Stanford. You go work for a place like Goldman Sachs or whatever and then you go." And he

  • said "Problem one is, the kinds of people who get there are not risk-takers. They're

  • not innovators. They've had no experiences in innovation. Problem two is what they learn.

  • What they learned" in his words, "Is how to squeeze more juice out of the orange. Economies

  • of scale versus how to grow better oranges." Which is innovation.

  • Other questions?

  • >>Male #5: So what if schools can't be fixed? So, I'm basing this off of, there's another

  • set of researchers that came and talked to us last week that wrote a book called Race

  • Against The Machine. It's all based on the idea that Moore's Law is processing power

  • and things are doubling every few years. And the world's just changing really fast. What

  • if schools will never change fast enough? And teachers will never change fast enough

  • to keep up with this? How will you use technology, in your research, to fix this problem?

  • >>Tony Wagner: Yeah. Well I think that's a really, really interesting question. But first

  • of all I can take you right now to schools that are really doing an extraordinary job

  • of all the things I just described. So it's' not true that schools can't change. If we

  • think about startups. And schools that are startups. Then we see a completely different

  • landscape.

  • Now let me be clear, I'm not saying all charter schools are better. I wanna be really, really

  • clear about that. The research is quite clear that about 17 percent of charter schools outperform

  • comparable public schools. About 20 percent underperform comparable public schools and

  • the rest do no better. No different. So I think we need to incent more RND through lab

  • schools. But having said that I think the whole issue of technology is a fascinating

  • one.

  • Since information knowledge is now commoditized, we're seeing Coursera, Udacity, EdX all of

  • these online opportunities to acquire certification for taking courses. But that's content. What

  • about skills? So here's my idea that I'm, I would love to play with. What if you put

  • together a blended learning experience for the last two years of high school, first two

  • years of college? The blended learning would be a combination of taking some of these courses

  • for certification. From EdX or Coursera . it would include an, a face to face experience

  • with this brand new organization called Project Breaker. Where you work in a team to solve

  • a problem, create a product over a three month period. It would include taking the college

  • and work readiness assessment. One of these really good tests I describe. It would include

  • a number of challenges that you would undertake. All of which you would then put into your

  • digital portfolio. Pathbrite is my current favorite example of a really interesting web

  • model for digital portfolio. P-A-T-H-B-R-I-T-E. And then you would submit your digital portfolio

  • to a panel of reviewers. Who would use valid external criteria for determining whether

  • or not you should earn a certificate of initial mastery. Which would suddenly be worth more

  • than a highs school diploma. Because it's evidence of mastery. And so suddenly colleges

  • and employers were see a body of work. Not a piece of paper with some numbers on it.

  • It would have far more, I think, value in the real world. Than what we see now. Certificate

  • of advanced mastery would be equivalent of two years of college. I think we have to get

  • past the idea that every kid should or will or needs to go to a four year college. That's

  • lunacy.

  • Yes please. I'm sorry we're gonna do a, hands, and mics. Sorry.

  • >>Male #6: Hi, my wife is a cofounder of a charter school in Atlanta that serves underprivileged

  • kids. And they do project based learning. But their big innovation is six kids per classroom.

  • >>Tony Wagner: Yeah.

  • >>Male #6: And they're really focused on tutorial style teaching. I wanted to know if you have

  • any research or any insight into the optimal team size? Or tutorial style versus applied?

  • >>Tony Wagner: Well there's a lot of research about smaller classes. Smaller classes don't

  • necessarily improve learning and here's why. You can lecture 15 kids as easily as you can

  • lecture 150. The teaching style has to change. To take advantage of a smaller learning environment.

  • And I think the learning size can vary depending upon who the students are, what the task is,

  • but generally speaking, 15 to 20 is I think, close to optimum. And I spent a whole period

  • of time researching Finland's education system. And made a documentary film many of you might

  • find interesting. It's called "The Finland Phenomenon." You can get it on the web. They

  • have been at the business of systematically reinventing their entire education system

  • for the entire country. For over 40 years. And they've come down to this idea of about

  • 20 students per class. But they also have very, very highly trained teachers who know

  • how to use different groupings of students. And also a teacher who's a specialist in learning

  • difficulties. So if a student or if some students are shown at a very early age to have learning

  • difficulties, they're pulled out for that extra help.

  • Think I only have time for one or two more.

  • >>Female #3: Just one more question. It looks like most of us parents and educators seem

  • to want our students to succeed. But sometimes there's confusion about how we define success.

  • What you mentioned about this whole idea about a world where people are consuming for the

  • sake of consuming, and not because what the real and what was meaningful. I mean they're

  • all stuck with big mortgages and two car garages and thing that are not making us happy. So

  • then, I mean that's sort of forcing us to redefine success in a certain way. But where

  • do we begin on this, right? When I look at my own kids and wanting to see, I just want

  • them to be happy. I really don't want them to be powerful CEO. I mean it's OK if they

  • become. But if they don't it's OK. And I mean, but where does one start? And you know, have

  • you seen any trailblazers out there in terms of schooling where people are thinking philosophically

  • in a different way?

  • >>Tony Wagner: I think it's a wonderful question. And I suppose where one starts is by defining

  • happiness. When you say you want your child to be happy, how do you define happiness?

  • What does that mean? Some people might define it as having, owning a nice house. Living

  • in a great neighborhood. More and more young people saying "I don't know that I ever wanna

  • buy a house. I'm not even sure I need or want to own a car. I'll do zip car when I need

  • to 'cause I prefer to bike most places." So I think the definitions of happiness may be

  • evolving and changing. And I think that's the first place to start. Then the schools,

  • so often, a friend of mine said, "When you pick your school, you pick your complaint."

  • [laughter]

  • Unless you're fortunate enough to be in High Tech High or send your kids to Montessori

  • schools, I think there's no perfect school. So then you have to think about how do you

  • supplement what school is not offering by. And also how do you advocate within the school

  • for 20 percent time within the class.

  • >>Female #3: What do you think of homeschooling?

  • >>Tony Wagner: I think it's a valid option. I see more and more people doing it. I get

  • that question in almost every audience now.

  • Time for one more question.

  • >>Female #4: Hi, my name is Allie. I'm a resident sophomore in college. And I guess I'm kind

  • of the product of this assessment one point oh that you talk of. I did my STAR testing

  • in California schools. I did my AP testing. I got into Harvard. I'm now a Google intern.

  • And I guess it's a little selfish. But is there like something wrong with me?

  • [laughter]

  • I mean, you kind of keep hating on the system, but.

  • >>Tony Wagner: Um, we'll talk later.

  • [laughter]

  • No, come on. I mean there are people for whom that is not a crippling environment. There

  • are people who know how to thrive in that environment and can do well. You know, I don't

  • mean to sound critical. I'm simply suggesting that for many people, that is not a formula

  • that they can or need to or want to follow. If it worked for you that's fine. I have daughter

  • who went to Brown. She's OK by that. She's now a teacher by the way.

  • [laughter]

  • I think the issue is not what you went through, what hoops you jumped through. But where do

  • you wanna go? What do you wanna contribute? Paraphrasing Steve Jobs, you know "What's

  • the ding in the universe you wanna make?" So I'm gonna stop now. But lemme, I've got

  • a surprise for you. This new book, Creating Innovators, was a collaboration with Bob Compton

  • with whom I did the "Finland Phenomenon" documentary. Bob shot more than 60 videos to accompany

  • the book. He said to me "I couldn't just write a book about innovation. It has to be innovative."

  • So embedded throughout the book are series of codes which you scan with your Smartphone

  • with the right software. And you see all of these different videos. And what we did was

  • put together a nine minute compilation of the videos that you'll find throughout the

  • book.

  • Now, Maggie you may have to help me find, so I just go to QuickTime, right? Alright.

  • So we're set. So this is just a quickie to give you a sneak [inaudible]

  • >>Dean Kamen: Oxygen to life.

  • I mean I don't know any other way to define innovation other that it's what drives us

  • to the next level.

  • [quiet percussive music]

  • >>Amanda Alonzo: I think innovation is the ability to look at a problem or a question

  • in a new way. To have a passion for that question and make it meaningful.

  • [music continues]

  • >>Tom Friedman: CQ plus PQ is always greater than IQ. That is, you give me a young person

  • with a high curiosity quotient and a young person combines that with a high passion quotient

  • to pursue their curiosity. I'll always take that young person over someone with a high

  • IQ. Because when you get young people who are curious and then they have a passion to

  • pursue their curiosity, good things tend to happen.

  • [music continues]

  • >>Larry Rosenstock: The future lies for our country to become more productive. We need

  • people to innovate. We need people to create and you start with your young.

  • [sound of drill]

  • >>Annemarie Neal: Raising someone with that intention that they'll be an innovator is

  • actually different than raising a child that you want to behave all the time and be quite

  • compliant. How do I help create an environment for this child to be curious? I'm going to

  • ask a lot of questions and not be in any way inhibited by the answers that he comes up

  • with. He's in a school system that also provides that same type of an environment. So he gets

  • it in school. And then we continue to foster it at home. But the goal is to let him ask

  • as many questions as possible. And for us to always think in terms of, let's be curious

  • about what's in front of us.

  • [music continues]

  • >>David Kelley: Everybody is created naturally, look at what happens in kindergarten. I mean

  • you just go into a kindergarten class and walking the streets. Just totally coming up

  • with ideas that nobody, they'll interview a second grader. And they'll have all kinds

  • of ideas that you never thought of, right. Because their minds are free to do that. So

  • I think the school system kind of trains that out of a lot of us.

  • [dark percussive music]

  • >>Jennifer Winters: Our school really gives kids enough time for, to really get invested

  • in something. To really figure it out. It's not a quick study of something. If you're

  • interested in blocks, you can build with blocks. For a two hour period of time. And really

  • sort of experiment with materials. We talk about these basic open ended materials that

  • we have for children every single day. There's blocks. There's clay. There's easel painting.

  • There's sand and water.

  • [music continues]

  • >>Beth Wise: In that environment children have a way to work with each other. And it's

  • very collaborative.

  • [music continues]

  • >>Male Speaker #1: The philosophy of High Tech High is founded largely on the idea of

  • kids making, doing, building, shaping, and inventing stuff. Along with teachers. And

  • you can see when you're here that we're producing things because when you're producing things

  • you're also consuming those technologies. But when you're consuming those technologies

  • you're not necessarily producing [unintelligible] those technologies.

  • [music continues]

  • >>Richard Miller: The science part is simply the power tools behind you that make you do

  • it faster. And more efficiently. It's not in fact, what engineering is all about.

  • [music continues]

  • The curriculum at Olin requires that all students have a series of courses in design. And in

  • fact, the day they arrive they begin designing and building things. They haven't yet had

  • the calculus and the physics background material. But that's OK. Because design thinking doesn't

  • require science. Design thinking actually has a lot in common with art.

  • [slower music]

  • It's about asking the right questions. It's about having the right insights and perceptions.

  • Do whatever it takes to increase the level of student engagement so that they are intrinsically

  • motivated. They ask the right questions. They're empowered to use technology to find them.

  • And they're committed to making a positive difference in the world.

  • [synthesizer plays]

  • [machine whirs]

  • [synthesizer plays]

  • >>Semyon Dukach: I think that there's a class of young people that really wanna change the

  • world.

  • [music continues]

  • They come from countries like the US. And some have had pretty comfortable backgrounds

  • and others have had to work very hard. But they're really motivated to try to make a

  • difference. And there's a whole movement of organizations that are on the edge of non-profits

  • and for-profits. That really have a social mission. But also want to, they don't want

  • to just ask for donations. They want to run it as a business to keep themselves honest.

  • >>Amy Smith: It's really important for students to find out what is their passion. Right?

  • There's plenty of problems in the world. And we're, no one's gonna solve all of them. So

  • why not choose the one that means the most to you?

  • [music continues]

  • >>David Sengeh: We have lots of amputees in Sierra Leon. I do have a lot of amputee friends

  • from the war. Where couple thousand people were maimed. Allow the users to work in different

  • terrains. To work in a rainy season. To do things on ground that is not level. But also

  • have it be low cost. And have it be enabling. Have them to have another dimension to their

  • lives. They have to be able to do more than just walk. They have to be able to do their

  • basic general work.

  • [quiet music]

  • >>Shanna Tellerman: I've always really wanted to make a real impact in the world. That's

  • the biggest desire I've had. I want to feel like what I'm doing every day matters. And

  • it matters in a bigger way than myself. So when I was doing art, the biggest struggle

  • I had was that I felt like art has meaning to people but I wasn't really changing the

  • world with my art. And so the desire I started having in high school and even in college

  • was how can my art be more extended. How can creativity be more extended and have a bigger

  • impact?

  • [quiet slow music continues]

  • >>Laura White: I'm not afraid of poverty. I'm really not. I think that's really important.

  • I want to improve the society that I live in. and I believe that I can make it work

  • of it's doing the right thing.

  • [music continues]

  • >>Jamien Sills: I can't reinvent the foot. But I can reinvent the shoe or the way the

  • shoe is made. I always say, if I'm able to take an image from my mind and make something

  • out of it and then share that with the world, it means everything to me.

  • >>Jodie Wo: Everyone's here for a reason. And if you're here and you have a talent or

  • this ability to do something, if you're not gonna utilize it, you've basically like, are

  • taking away from the world. You're not giving it, you're not playing your role in this big

  • ecosystem of things. I have the capacity to do it. So I need to do it. If I'm not, then

  • I'm not only failing myself, but I'm failing the world.

  • [melodious music]

  • >>Tony Wagner: The one thing that cannot be commoditized is innovation. It is increasingly

  • clear to me that young people who are capable of innovating in whatever they do, not just

  • high tech stuff. But in any kind of job. Are really going to have richer, more satisfying

  • lives. And many better opportunities to earn a decent living. To have interesting and challenging

  • and rewarding work. So rather than all kids college ready, what I've come to see is that

  • we need to think about all students, all children, innovation ready. And that poses a profound

  • set of challenges for us. As parents. As teachers. As mentors. As employers. What must I do to

  • enable my child or my student to be innovation ready.

  • [rhythmic music swells]

  • Our success is measured more or less by the rate of innovation.

  • [music fades]

  • >>Female Presenter: Can you join me in thanking Tony?

  • [applause]

>>Female Presenter: It's my privilege today to introduce Tony Wagner. Who I consider to

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Authors@Google: Tony Wagner 'Change Leadership: Transforming Education for the 21st Century'

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    fisher 發佈於 2013 年 03 月 24 日
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