I had a great experience working with a group of teachers and leaders in Scottsbluff, Nebraska, a couple weeks ago. While I like to kid about them being a “tough crowd,” the truth is that they were an open-minded group who asked great questions.

One of the participants (I can’t recall her name – sorry!) challenged me during my session to identify the Top Ten Things Every Graduating High School Student Know or Understand. Since I enjoy a challenge, I told her I’d work on it and post a response here. I’m not sure it’s what she had in mind, but it’s the best I can think of.

• Know what is valuable. The value of factual information is either at or quickly approaching zero. What you need are skills. Skills that will allow you to learn and re-learn will be more important than factual knowledge. Now, don’t read this to say that factual knowledge is never valuable or that it shouldn’t be taught — all things in moderation will create balance — but if all you take away from science class is that you memorized the Periodic Table, then we may have a disconnect between what we do in school and what you’ll do when you’re done in school.
• Learn how to learn. In our information-rich, always-on, instant-access world, the winner isn’t the one who knows the most, rather it’s the one who can do the most. So how do you learn? Do you read a book or watch a video? Do you find a mentor or expert tutor? Do you throw your search at Google and click “I’m Feeling Lucky”?
• Tackle interesting problems, and be OK with messy solutions. Find an interesting problem and solve it in a unique way. But know that the answer will rarely be found in the form of a 5-paragraph essay or a nice, round integer.
• Be a connoisseur of information. Anyone with a computer or cellphone can do a Google search. But you need the information literacy to make sense of the results. The trade-off of having all this information a click away is that you’ll need to be able to read and assess it for possible reliability and validity issues.
• Be conscious of your digital footprint. It’s never too early to start being aware of your online presence. You will be Google-able and you will be Googled. I suggest that you be certain that you’re in control of what people find when they Google you.
• Give back. Share. Contribute. Help out. It doesn’t have to be monetary.
• People are more important than technology. Technology is awesome because it gives us the ability to break down barriers. We can share and collaborate in ways that, even as recently as 5 years ago, seemed like the exclusive domain of the crew of the Enterprise. So use the technology to build and strengthen connections, but always remember that technology is only one tool in relationship-building.
• Find something you’re passionate about. Life is really going to stink if you can’t find something you love to do.
• Be nice. One effect of all this technology is that everyone who’s anyone has a blog or a Twitter account or a Facebook account. That’s swell. But what I don’t particularly care for are those who use these platforms as a soapbox to pop off about anything and everything simply because now they can. And because there are no short-term consequences, people uncork with things they’d never say in front of actual people for fear of getting punched.
• Play. It’s not just for kids anymore. Play is an important part of learning. It helps us think.

So that’s pretty much it. I’m not sure if it’s what she expected, but that’s that I think our kids need to know when they leave high school. I sure hope you weren’t expecting me to say they needed to understand the electoral college or how to change the amplitude of a sine wave. They can look that stuff up when they need it.

When I first saw the video of Ken Robinson talking about creativity, I sat and nodded my head in agreement. Most of the people I show it to do the same thing. But then most of us go back to business as usual.

Is our current educational system even capable of addressing an idea as nebulous as “creativity?”

Do we employ creative teachers? Creative leaders? Is it even a trait that we value when we interview prospective teachers or administrators?

Do we have students who think of themselves as being creative?

I’ve said out loud before, ‘You know – I’m just not a very ‘creative’ person.” It’s taken me a long time to realize that what I really meant to say was, “I’m not really good at drawing things.” Because when we talk about creativity, that’s the first place a lot of our minds go: the fine arts. Sometimes we extend that into writing classes, but we rarely envision students being creative in Physics or Calculus.

Fortunately for us, though, Albert Einstein didn’t view math and science as a series of chapters in a textbook. He didn’t think that doing math meant doing “1-35 odd.” He didn’t have “science time” during which he thought about the Theory of Relativity followed by “math time” when he calculated how many dimes and nickels he had if he had 13 coins and 95 cents. His most important discoveries and theories came from having time to just sit and think and play with the interactions of multiple disciplines.

And Einstein knew how to have an idea and take action to push it forward; to focus on moving from vision to reality.

I like Ken Robinson’s definition:

Creativity means having original ideas that have value.

I would also add that it’s about knowing where to go from there. It’s about ignoring — just for a moment — the impulse to tell yourself, “That’s stupid.” Of course, not every idea deserves all that attention, but for those that do we need to know what to do next.

from "Indexed" by Jessica Hagy

So I’m wondering a lot lately about how we can provide time for educators and students to just sit and wonder. Or play.

I know, I know. We would allow kids more time to be creative if it weren’t for [standardized tests, behavior, curriculum, attendance]. I know the barriers because I live within them, too.

But given all that, how we can support teachers, leaders, and kids learning how to make their ideas happen?

from "Indexed" by Jessica Hagy

[I posted this on LeaderTalk earlier today.]

I had a whole post ready for my “official” LeaderTalk day last Friday but in the end I just couldn’t bring myself to click “Publish.” I was a little frustrated when I wrote it and I think it needs to simmer for a bit before it’s ready for prime time.

Fast-forward to this morning and a great keynote from Karl Fisch about literacy in the 21st century. Karl said a lot of great things and challenged the thinking of a lot of people in the room. This led to some great conversations throughout the morning and throughout the day.

But Karl’s talk got me thinking about my “unpublished” post. I’ve been spinning a lot of half-formed thoughts around in my head all morning and this is my attempt at putting them together in some quasi-cohesive form.

Most of us reading LeaderTalk and publishing our blogs are basically in agreement that school, in its current iteration, leaves something to be desired in terms of its ability to meet the individual needs of students in a way that doesn’t look like an assembly line. Though the methods proposed to address this deficiency vary from blog to blog and person to person, there isn’t a lot of disagreement that something needs to change.

The question I’m left with, then, is that with all of this ideology around how things should look, and all these great conversations “out there,” how do we carry these conversations back to our schools? If we (the schools) are supposed to “be the change [we] want to see in the world,” then how do we start talking about this change at the micro level in one school?

More pointedly, how do we have a real discussion about these real ideas that doesn’t somehow degenerate into (a) “If the school/district would buy me a projector/computer/document camera, then I could do this stuff,” or (b) “Let’s talk about tardy policies and consequences for cell phone use…”?

Is this the majority of teachers? Probably not. Are these equipment and policy issues important? Sure. Are they the most important? Not to me.

Nonetheless, I would love to get beyond them in a way that doesn’t sound like I’m minimizing the concerns of the teachers for whom these are the Big Issues Of The School.

My struggle right now is trying to frame these big ideas in a simple, straightforward way that is accessible to everyone and doesn’t alienate any particular group of teachers. On the other hand, part of me feels like waiting around for buy-in from everyone means we’re wasting a lot of time when we could be moving ahead.

I guess don’t have a lot of answers, but I sure have a lot of questions.

Here are the links I know you’ve been dying to have for this Saturday’s Learning 2.0: A Colorado Conversation.

• Links to all Elluminate Sessions
• Direct link to the room for my session (My talk begins on Saturday, February 21, 2009, at 9:30 AM MST / 1630 GMT)
  
• Link to the (still in progress) wiki for my talk

I look forward to seeing you there (in-person or virtually!).

I had the good fortune of listening to one of my favorite educators talk to a group of pre-service teachers about discipline and classroom management. I asked her to give this talk because she deals with some of our most challenging students, yet has very few attendance problems and almost never has a discipline issue.

I don’t even think she realized the power of what she said this morning because she kind of glossed right over it, but she told the soon-to-be teachers that as soon she sees a possible attendance issue emerging with a student, she will pull him or her aside and say (in her best tough-love delivery):

You know if you get to six absences, you and I are going to have a talk.

Consider just for a minute the difference between a statement like that and:

You know if you get to six absences, I’m going to send you to your administrator.

The difference is subtle, but it’s there. If you’re a student, one of those says, “We are going to work this out,” and the other one says, “I’m going to make you someone else’s problem.”

Guess how many of her kids get to six absences.