Educating for Innovation: the essential elements

The panel of experts we assembled in April from RPI, SUNY College of Engineering, Regeneron, Ohio State and Tech Valley High agreed on certain elements of education that promote innovation.  See what you think!   https://haikudeck.com/p/cQ6T0IwPud

Teaching for creativity

Wharton professor Adam Grant talks and writes about creativity and how to nurture it.  In the short video at the end of this post he talks specifically about how to nurture creativity in students.

His three main points are that values should take president over rules; that character is more important than behavior; and that giving kids examples from the books they read  - of kids doing creative things that haven't been done before, are ways to develop creativity.

This is interesting to me.  It speaks to the way we construct the school experience for our students and what we intend for them to gain from it.  It is a question the Parker faculty is always trying to get to the root of - How do we develop creativity, empathy, and purpose in our students - skills that will serve them well for their entire lives?

We strive to inspire curiosity by posing interesting questions and by giving students the ways and means to explore the world around them and topics they become interested in.  We set high expectations and let the children help develop rules, giving them the real responsibility (with adult support) to construct a kind and supportive community.  We set up many experiences where learning has a purpose beyond the immediate classroom, by doing projects that have an impact on others: citizen science, teaching others, coming up with solutions to real world problems, community service.  And everyone is immersed in the arts -  music, dance, instruments, painting, dramatics, public speaking, design and many, many other creative practices.

We also give them time to play and to contemplate.

I like Grant's ideas and hope to expand even further on the question of developing creativity and innovators.  On the evening of April 5 we are having a panel discussion, open to the public, about just this topic.  We have some amazing thinkers lined up - Stay tuned - more information is coming!

The sound of gravitational waves

I am so excited!!!!  The report today in the New York Times of scientists hearing the sound of two black holes colliding a billion light-years away, that proves Einstein's theory of gravitational waves, is just phenomenal!

It took one hundred years, including 40 years of scientific exploration and $1.1 billion investment by the National Science Foundation, to test and prove what Einstein predicted in 1915.

Using two 2.5 mile long "antennas" ending with mirrors hung with glass threads, the LIGO team of physicists detected changes smaller than one ten-thousandth of the diameter of a proton.  And they recorded it.  So you can hear it.  That. is. amazing.

The questioning, striving and passion to continue this work over time; the dedication to an idea and the curiosity and determination to follow through; the serendipity, cooperation, invention and creativity of a team of physicists working together - it is the perfect example of what we are teaching our students to do and be.  Our school's mission  - our equation for education - is to inspire curiosity and a passion to achieve and to cultivate purposeful action. This equation has lead to exciting and wonderful achievements by so many of our graduates.

I love this phenomenal example of the quest to answer questions about the nature of the universe.  I hope you will be as inspired by it as I am!

Let 'em play

Play is the joyful focus of childhood - and the kind of imaginative play children do is something that fades as they move into adulthood. Can you picture a cocktail gathering of grown-ups who begin spontaneously racing all over the place chasing each other, clambering up a play structure and down the slide (over and over), and then deciding to take on roles of say, doctors with sticks as medical tools, while digging a hole in the dirt for their dead bug patients?  I love this image!

The natural developmental impulse of children to play is something that we tamper with at our own risk.  Taking it away is like taking away their tools for genius.  This recent article in the Straits Times, Let Kids Play to Help Them Succeed in Life, tells about five distinct types of play, (some of which adults still like to do): physical play, play with objects, symbolic play, pretense play, and games with rules.

The author tells about the creativity researcher George Lands who called children "genius-level divergent thinkers" who are naturals at coming up with multiple responses to problems, solutions that are highly imaginative and unrestrained.

Cultivating this natural genius seems like a good idea for educators to embrace.  For sure, giving children time for exploratory play is key.  At Parker, with a mission of inspiring curiosity and nurturing confidence, giving time and importance to play is one of the most important parts of our curriculum.

Play and passion develop purpose

In Most Likely to Succeed, Preparing Our Kids for the Innovation Era Harvard education expert Tony Wagner with Tony Dintersmith contend that there are seven essential skills for kids to develop for future success:

1. Formulate good questions
2. Communicate in groups and lead by influence
3. Be agile and adaptable
4. Take initiative and be entrepreneurial
5. Effective written and oral communication skills
6. Know how to access and analyze information
7. Be creative and imaginative

And I might add another. # 8. Do good in the world

These skills are another way of talking about what educators call the Four C's of 21st Century skills:  collaboration, creativity, critical thinking, and communication.

I would add: # 5. compassion.

These are great goals to strive for in educating students in and out of the classroom.  The trick in school is designing learning activities explicitly around these goals.

Presenting scenarios for humanitarian use of fuel cells (6-7's); preparing for a Show of Work on Hinduism (2-3's); coordinating a hunger awareness event (8th grade); running a "health clinic" for parents and buddies (Pre K 3) - these are examples of activities that build the kind of skills we seek.

The unspoken message is that teachers must possess all of these skills to model and prepare a nuanced and effective program.  There is no better way to say it: When Educators Make Space for Play and Passion, Students Develop Purpose.

Work worth doing

At the recent Next World Conference, Thomas Freidman hosted a panel on challenges in education.  Tony Wagner from Harvard's Innovation Lab said, "Content knowledge has to be engaging to kids.  If kids aren’t motivated, you can pour content knowledge in their heads and it comes right out the other ear."  Richard Miller, president and professor at Olin College said he hoped that "...students will leave school thinking about how they can change the world, not about what job they will get."

STEM projects are inherently motivating to most kids and there is a move in education circles to emphasize them as vehicles for igniting imagination, cooperation and innovation. We have certainly seen this to be true at Parker.  From the middle school's Engine Project, Rube Goldberg Challenge, STEM week and First LEGO League competition to designing water wheels in second and third grade, students love these projects.

There are also many projects beyond STEM that engage students.  It seems to be immersion and choice within a topic that are the most motivating factors.  Students, when given agency within a framework, gleefully embrace the biggest and most complex - or even small or tedious - challenges.

Witness the recent areas of study across the grades at Parker.  Students worked in and out of school, in their spare time, feverishly near the end, to build models of historic regional landscapes (2-3) or displays of historic change-makers (4-5).  Kindergarteners carefully researched, drew, wrote, and invited peers and parents to an exhibition about communities.  8th graders honed speeches and coordinated photographs, made soup and researched world hunger to mount their complex and compelling Empty Bowls event. 

Basic skills like reading, writing, and problem solving were practiced.  The content knowledge gained was topic-specific and rich in detail and nuance.  Students also learned those larger lessons that are embedded in the school's mission: passion, curiosity and confidence.  And they practiced values like responsibility and ethics.

In a curriculum designed around projects of all types, students get to do work worth doing.  What a difference it can make!

Getting to a Deeper Level of Learning

Creating rich learning experiences that move young minds beyond factual memory - experiences that require them to dig deep for understanding - is a goal here at Parker.  On a walk through classrooms on Friday here are a few of the activities I saw that engendered deeper thinking:

4-5 students had divided into to teams to write several bills for the state legislature. They were deciding which bills were worthy of taking all the way through the legislative process in a mock session.  Bills and laws sponsored by Parker assembly members and senators that were deemed worthy: Recess Law, Medication Bill and Apple Pie Bill (new state dessert).

6th graders were launching toy cars around the room, making them crash.  They were testing Newton's laws of force and motion by sending one car faster than the one it hit, or at the same speed, and investigating and interpreting the results.  Next up: teams began brainstorming and drawing designs for Rube-Goldberg contraptions that would demonstrate five types of energy transfer.

Pre K students were baking pumpkin bread. "Cooking calls for identifying, sorting, ordering, measuring, counting, timing and observing, while at the same time providing exercise of small motor skills," teacher JoAnn Bennett says.  To find out about more the learning that happens while cooking together, scroll down in JoAnn's Pre K blog to the Looking Deeper section. 

Katarina Schwatrz in her article Beyond Knowing Facts: How Do We Create Rich Learning Experiences for All Students describes the competencies that define deeper learning:  mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.

Deeper learning is a crucial component for developing curiosity, passion and confidence.  Plus, it's just so fun!

The curious brain

"Curiosity really is one of the very intense and very basic impulses in humans. We should base education on this behavior."  Mananvi Singh, NPR

The questioning brain - wondering, asking, seeking - is the brain that remembers things.   When curiosity is piqued, the brain's pleasure centers light up and memory is heightened.  What's Going on Inside the Brain of a Curious Child, an article in MindShift, is an interesting read that has implications inside and outside of classroom.  It appears that sparking curiosity in children actually gives their brains a shot of dopamine.  All the more reason to make school a place that invokes questioning and engages children's curiosity. No wonder Parker kids love to come to school every day! 

Show what you know

The school year culminated with many different products of children's learning, from a rocket launch to thesis presentations, essays about Hindu deities, and a Mexican hat dance.  There were videos for marketing space tourism companies and Spanish cooking shows, animated autobiographies and an online newspaper, to name just a few.

Here are links to some of the creative ways that Parker kids showed what they know.

Two seventh graders' Spanish Cooking Video: https://docs.google.com/file/d/0B3ZHSv9J8VsjNmloRWxnTUN5NlU/edit

6-7's Marketing videos to promote space tourism (part of STEM week):  https://sites.google.com/site/mathwithshelli/home/stem-week-at-parker  (I love the edginess of Sky High and Cloud Space!)

6-7's on-line news: http://parkerpurples.wordpress.com/
and   http://parkergreens.wordpress.com/

8th grade thesis presentations: http://www.ustream.tv/channel/parkerschool  password: rcp123 

Can you teach creativity?

Racing to my office to show me a finished book or a robotic claw, smelling the spring flowers, building a rocket or a wind turbine, or enjoying dinner on the 8th grade Philadelphia trip, Parker students are always up to something interesting!

Can creativity be taught and assessed?  According to Grant Wiggins and Andrew Miller, it can!  Here's how... On Assessing Creativity  and  Yes, You Can.