What Happens to Student Behavior When Schools Prioritize Art
How To Find A School Your Kids Will Love (And That You Will, Too)
Sir Ken Robinson: How to Create a Culture For Valuable Learning
Sir Ken Robinson: Creativity Is In Everything, Especially Teaching
Sir Ken Robinson: How to Escape Education's Death Valley
Sir Ken Robinson: Fostering Creativity in Education is Not an Option
Beyond Technology, How to Spark Kids' Passions
Sir Ken Robinson: Alternative Education is Good Education
Sir Ken Robinson Changes the Paradigm
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D and Lou Aronica, published on March 13, 2018 by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by Ken Robinson, 2018.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cb>Room to Maneuver\u003c/b>\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">There’s more \u003c/span>room to make changes within the current education system than many people think. Schools operate\u003cspan class=\"s1\"> as \u003c/span>they do \u003cspan class=\"s1\">not \u003c/span>because they have to\u003cspan class=\"s1\"> but \u003c/span>because they choose\u003cspan class=\"s1\"> to. \u003c/span>They\u003cspan class=\"s1\"> don’t \u003c/span>need to be that way; they\u003cspan class=\"s1\"> can \u003c/span>change and many\u003cspan class=\"s1\"> do. \u003c/span>Innovative schools everywhere are breaking the\u003cspan class=\"s1\"> mold \u003c/span>of\u003cspan class=\"s1\"> convention \u003c/span>to meet the best interests of their students, families, and communities. \u003cspan class=\"s1\">As \u003c/span>well\u003cspan class=\"s1\"> as \u003c/span>great teachers, what they have in common is visionary leadership. They have principals who are willing to make the changes that are needed to \u003cspan class=\"s1\">promote \u003c/span>the success of \u003cspan class=\"s1\">all \u003c/span>their students, whatever their circumstances and talents. A creative principal with the right powers of leadership\u003cspan class=\"s1\"> can \u003c/span>take a failing school and turn \u003cspan class=\"s1\">it \u003c/span>into a \u003cspan class=\"s1\">hot \u003c/span>spot of innovation and inclusion that benefits everyone \u003cspan class=\"s1\">it \u003c/span>touches.\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">Take \u003c/span>Orchard Gardens elementary school in Roxbury, Massachusetts.\u003cspan class=\"s1\"> Ten \u003c/span>years ago Orchard Gardens was in the doldrums. \u003cspan class=\"s1\">By \u003c/span>most measures,\u003cspan class=\"s1\"> it \u003c/span>was\u003cspan class=\"s1\"> one \u003c/span>of the most troubled schools in the state. The school had five principals in its first seven years. Each fall, half the teachers did\u003cspan class=\"s1\"> not \u003c/span>return.\u003cspan class=\"s1\"> Test \u003c/span>scores were in the\u003cspan class=\"s1\"> bottom \u003c/span>5 percent of \u003cspan class=\"s1\">all \u003c/span>Massachusetts schools. The students were disaffected and unruly and there was a constant threat of violence. Students\u003cspan class=\"s1\"> weren’t \u003c/span>allowed to\u003cspan class=\"s1\"> carry \u003c/span>backpacks to school for fear that they might use them to conceal weapons, and there was \u003cspan class=\"s1\">an \u003c/span>expensive staff of security guards, costing\u003cspan class=\"s1\"> more \u003c/span>than $250,000 a year, to make sure they\u003cspan class=\"s1\"> didn’t. Remember, \u003c/span>this was\u003cspan class=\"s1\"> an \u003c/span>\u003cspan class=\"s2\">\u003ci>elementary\u003c/i>\u003c/span>\u003ci> \u003c/i>school.\u003c/p>\n\u003cp class=\"p6\">Principal number six, Andrew Bott, arrived in \u003cspan class=\"s1\">2010. People \u003c/span>had \u003cspan class=\"s1\">told \u003c/span>him that becoming principal at Orchard Gardens would be a career killer. He knew its reputation \u003cspan class=\"s1\">as one \u003c/span>of the worst-performing schools in Massachusetts and admits that when he arrived \u003cspan class=\"s1\">it \u003c/span>did feel like a prison. \u003cspan class=\"s1\">He \u003c/span>had a radically different \u003cspan class=\"s1\">solution \u003c/span>to its problems, which shocked many observers. \u003cspan class=\"s1\">He \u003c/span>decided to eliminate the security staff altogether and invest the money in \u003cspan class=\"s1\">arts \u003c/span>programs instead.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p6\">\u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">\u003cimg class=\"alignleft wp-image-50875\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Cover-e1522442201577.jpg\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>The school was enlisted\u003cspan class=\"s1\"> as one \u003c/span>of eight pilot schools for a new plan created by \u003cspan class=\"s1\">President Obama’s \u003c/span>Committee on the \u003cspan class=\"s1\">Arts \u003c/span>and Humanities (PCAH). In the next two years, Bott replaced 80 percent of the teachers and recruited others with special \u003cspan class=\"s1\">exper\u003c/span>tise in the arts: teachers who believed in his new vision for the school. “This was a far better \u003cspan class=\"s1\">investment,” \u003c/span>said Bott, than “spending a quarter of a million dollars on six people to chase a few kids around who are misbehaving.” \u003cspan class=\"s1\">Together \u003c/span>they introduced strong systems to support students \u003cspan class=\"s1\">as \u003c/span>individuals. They lengthened the school day and started a data-driven approach to school \u003cspan class=\"s1\">improvement \u003c/span>from monitoring attendance to test scores. And they focused on reinvigorating the school culture \u003cspan class=\"s1\">as \u003c/span>a \u003cspan class=\"s1\">whole. \u003c/span>They bought instruments, invited artists to come into school to work with the children, and ran creative workshops for the teachers and parents. The\u003cspan class=\"s1\"> arts \u003c/span>classes gave the students fresh enthusiasm for learning, and the walls and corridors were soon covered with displays of their work, which itself created a \u003cspan class=\"s1\">more \u003c/span>stimulating environment and sense of ownership by the children. “Kids do \u003cspan class=\"s1\">well,” \u003c/span>Bott said, “when \u003cspan class=\"s1\">you \u003c/span>design and build a school that they want to be in. Having great \u003cspan class=\"s1\">arts \u003c/span>programs and athletics programs makes school \u003cspan class=\"s1\">an enjoyable \u003c/span>place to be and \u003cspan class=\"s1\">that’s \u003c/span>when \u003cspan class=\"s1\">you \u003c/span>see\u003cspan class=\"s1\"> success.”\u003c/span>\u003c/p>\n\u003cp class=\"p9\">The school had \u003cspan class=\"s1\">more \u003c/span>than eight hundred students, most of whom qualified for free or reduced lunches. Half the students were learning English\u003cspan class=\"s1\"> as \u003c/span>a second language, and\u003cspan class=\"s1\"> one \u003c/span>in five were on individual learning plans for special needs. The\u003cspan class=\"s1\"> school’s \u003c/span>problems were \u003cspan class=\"s1\">not \u003c/span>its students, Bott said. \u003cspan class=\"s1\">It \u003c/span>needed a new approach to education. Having a broader curriculum, rich in the arts, engaged the \u003cspan class=\"s1\">whole \u003c/span>student and \u003cspan class=\"s1\">promoted \u003c/span>higher levels of achieve\u003cspan class=\"s1\">ment \u003c/span>across the board.\u003c/p>\n\u003cp class=\"p9\">Students who were struggling in the \u003cspan class=\"s1\">old \u003c/span>system came alive and graduated with confidence to high school and beyond. \u003cspan class=\"s1\">For \u003c/span>some people, abandoning security in favor of \u003cspan class=\"s1\">arts \u003c/span>programs seemed like a crazy idea. Bott knew, and events proved, that \u003cspan class=\"s1\">it \u003c/span>was a bold innovation rooted in a sound understanding of what really motivates young people to learn. The transformation is not yet complete, but progress has been considerable. Bott has now moved on from Orchard Gardens, but the school continues to flourish under the leadership of the current principal, Megan Webb.\u003c/p>\n\u003cp class=\"p6\">The transformation of Orchard Gardens \u003cspan class=\"s1\">didn’t \u003c/span>depend on any new laws being passed. \u003cspan class=\"s1\">All it \u003c/span>took was a leader with the vi\u003cspan class=\"s1\">sion \u003c/span>to see beyond the conventional habits of schools to the opportunities to do education differently. The story of Orchard Gardens \u003cspan class=\"s1\">(and \u003c/span>others like \u003cspan class=\"s1\">it)\u003c/span>\u003cspan class=\"s4\"> \u003c/span>illustrates an essential truth in education. The \u003cspan class=\"s1\">problem \u003c/span>is \u003cspan class=\"s1\">not \u003c/span>usually the students; \u003cspan class=\"s1\">it \u003c/span>is the system. Change the system in the right ways and many of the \u003cspan class=\"s1\">problems \u003c/span>of poor \u003cspan class=\"s1\">behavior, \u003c/span>low motivation, and disengagement tend to disappear.\u003cspan class=\"s1\"> It can \u003c/span>be the system itself that creates the problems.\u003c/p>\n\u003cfigure id=\"attachment_50877\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50877 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png\" alt=\"\" width=\"160\" height=\"184\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-800x919.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-768x882.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1020x1172.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1180x1356.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-960x1103.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-240x276.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-375x431.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-520x597.png 520w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Sir Ken Robinson \u003ccite>(Todd Bigelow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Sir Ken Robinson\u003c/strong>, Ph.D., is an internationally recognized leader in the development of creativity, innovation, and human potential. For twelve years, he was professor of education at the University of Warwick in the UK and is now professor emeritus. He advises governments, corporations, education systems, and some of the world's leading cultural organizations. He is also the author of The Element (which has been translated into twenty-three languages), Finding Your Element, and Creative Schools. He lives in Los Angeles, CA.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003cem>\u003cstrong>Lou Aronica \u003c/strong>is the author of four novels and coauthor of several works of nonfiction, including the national bestseller The Culture Code (with Clotaire Rapaille) and The Element, Finding Your Element, and Creative Schools, all with Ken Robinson.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Sir Ken Robinson and Lou Aronica explain how a school redistributed funds to bring back arts education and saw student behavior improve dramatically. ","status":"publish","parent":0,"modified":1591563398,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1025},"headData":{"title":"What Happens to Student Behavior When Schools Prioritize Art - MindShift","description":"Sir Ken Robinson and Lou Aronica explain how a school redistributed funds to bring back arts education and saw student behavior improve dramatically. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50874 https://ww2.kqed.org/mindshift/?p=50874","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/09/what-happens-to-student-behavior-when-schools-prioritize-art/","disqusTitle":"What Happens to Student Behavior When Schools Prioritize Art","nprByline":"Sir Ken Robinson and Lou Aronica","path":"/mindshift/50874/what-happens-to-student-behavior-when-schools-prioritize-art","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p12\">\u003cem>Excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">You, Your Child, and School: Navigate Your Way to the Best Education\u003c/a> by Sir Ken Robinson, Ph. D and Lou Aronica, published on March 13, 2018 by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by Ken Robinson, 2018.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cb>Room to Maneuver\u003c/b>\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">There’s more \u003c/span>room to make changes within the current education system than many people think. Schools operate\u003cspan class=\"s1\"> as \u003c/span>they do \u003cspan class=\"s1\">not \u003c/span>because they have to\u003cspan class=\"s1\"> but \u003c/span>because they choose\u003cspan class=\"s1\"> to. \u003c/span>They\u003cspan class=\"s1\"> don’t \u003c/span>need to be that way; they\u003cspan class=\"s1\"> can \u003c/span>change and many\u003cspan class=\"s1\"> do. \u003c/span>Innovative schools everywhere are breaking the\u003cspan class=\"s1\"> mold \u003c/span>of\u003cspan class=\"s1\"> convention \u003c/span>to meet the best interests of their students, families, and communities. \u003cspan class=\"s1\">As \u003c/span>well\u003cspan class=\"s1\"> as \u003c/span>great teachers, what they have in common is visionary leadership. They have principals who are willing to make the changes that are needed to \u003cspan class=\"s1\">promote \u003c/span>the success of \u003cspan class=\"s1\">all \u003c/span>their students, whatever their circumstances and talents. A creative principal with the right powers of leadership\u003cspan class=\"s1\"> can \u003c/span>take a failing school and turn \u003cspan class=\"s1\">it \u003c/span>into a \u003cspan class=\"s1\">hot \u003c/span>spot of innovation and inclusion that benefits everyone \u003cspan class=\"s1\">it \u003c/span>touches.\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">Take \u003c/span>Orchard Gardens elementary school in Roxbury, Massachusetts.\u003cspan class=\"s1\"> Ten \u003c/span>years ago Orchard Gardens was in the doldrums. \u003cspan class=\"s1\">By \u003c/span>most measures,\u003cspan class=\"s1\"> it \u003c/span>was\u003cspan class=\"s1\"> one \u003c/span>of the most troubled schools in the state. The school had five principals in its first seven years. Each fall, half the teachers did\u003cspan class=\"s1\"> not \u003c/span>return.\u003cspan class=\"s1\"> Test \u003c/span>scores were in the\u003cspan class=\"s1\"> bottom \u003c/span>5 percent of \u003cspan class=\"s1\">all \u003c/span>Massachusetts schools. The students were disaffected and unruly and there was a constant threat of violence. Students\u003cspan class=\"s1\"> weren’t \u003c/span>allowed to\u003cspan class=\"s1\"> carry \u003c/span>backpacks to school for fear that they might use them to conceal weapons, and there was \u003cspan class=\"s1\">an \u003c/span>expensive staff of security guards, costing\u003cspan class=\"s1\"> more \u003c/span>than $250,000 a year, to make sure they\u003cspan class=\"s1\"> didn’t. Remember, \u003c/span>this was\u003cspan class=\"s1\"> an \u003c/span>\u003cspan class=\"s2\">\u003ci>elementary\u003c/i>\u003c/span>\u003ci> \u003c/i>school.\u003c/p>\n\u003cp class=\"p6\">Principal number six, Andrew Bott, arrived in \u003cspan class=\"s1\">2010. People \u003c/span>had \u003cspan class=\"s1\">told \u003c/span>him that becoming principal at Orchard Gardens would be a career killer. He knew its reputation \u003cspan class=\"s1\">as one \u003c/span>of the worst-performing schools in Massachusetts and admits that when he arrived \u003cspan class=\"s1\">it \u003c/span>did feel like a prison. \u003cspan class=\"s1\">He \u003c/span>had a radically different \u003cspan class=\"s1\">solution \u003c/span>to its problems, which shocked many observers. \u003cspan class=\"s1\">He \u003c/span>decided to eliminate the security staff altogether and invest the money in \u003cspan class=\"s1\">arts \u003c/span>programs instead.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p6\">\u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">\u003cimg class=\"alignleft wp-image-50875\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Cover-e1522442201577.jpg\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>The school was enlisted\u003cspan class=\"s1\"> as one \u003c/span>of eight pilot schools for a new plan created by \u003cspan class=\"s1\">President Obama’s \u003c/span>Committee on the \u003cspan class=\"s1\">Arts \u003c/span>and Humanities (PCAH). In the next two years, Bott replaced 80 percent of the teachers and recruited others with special \u003cspan class=\"s1\">exper\u003c/span>tise in the arts: teachers who believed in his new vision for the school. “This was a far better \u003cspan class=\"s1\">investment,” \u003c/span>said Bott, than “spending a quarter of a million dollars on six people to chase a few kids around who are misbehaving.” \u003cspan class=\"s1\">Together \u003c/span>they introduced strong systems to support students \u003cspan class=\"s1\">as \u003c/span>individuals. They lengthened the school day and started a data-driven approach to school \u003cspan class=\"s1\">improvement \u003c/span>from monitoring attendance to test scores. And they focused on reinvigorating the school culture \u003cspan class=\"s1\">as \u003c/span>a \u003cspan class=\"s1\">whole. \u003c/span>They bought instruments, invited artists to come into school to work with the children, and ran creative workshops for the teachers and parents. The\u003cspan class=\"s1\"> arts \u003c/span>classes gave the students fresh enthusiasm for learning, and the walls and corridors were soon covered with displays of their work, which itself created a \u003cspan class=\"s1\">more \u003c/span>stimulating environment and sense of ownership by the children. “Kids do \u003cspan class=\"s1\">well,” \u003c/span>Bott said, “when \u003cspan class=\"s1\">you \u003c/span>design and build a school that they want to be in. Having great \u003cspan class=\"s1\">arts \u003c/span>programs and athletics programs makes school \u003cspan class=\"s1\">an enjoyable \u003c/span>place to be and \u003cspan class=\"s1\">that’s \u003c/span>when \u003cspan class=\"s1\">you \u003c/span>see\u003cspan class=\"s1\"> success.”\u003c/span>\u003c/p>\n\u003cp class=\"p9\">The school had \u003cspan class=\"s1\">more \u003c/span>than eight hundred students, most of whom qualified for free or reduced lunches. Half the students were learning English\u003cspan class=\"s1\"> as \u003c/span>a second language, and\u003cspan class=\"s1\"> one \u003c/span>in five were on individual learning plans for special needs. The\u003cspan class=\"s1\"> school’s \u003c/span>problems were \u003cspan class=\"s1\">not \u003c/span>its students, Bott said. \u003cspan class=\"s1\">It \u003c/span>needed a new approach to education. Having a broader curriculum, rich in the arts, engaged the \u003cspan class=\"s1\">whole \u003c/span>student and \u003cspan class=\"s1\">promoted \u003c/span>higher levels of achieve\u003cspan class=\"s1\">ment \u003c/span>across the board.\u003c/p>\n\u003cp class=\"p9\">Students who were struggling in the \u003cspan class=\"s1\">old \u003c/span>system came alive and graduated with confidence to high school and beyond. \u003cspan class=\"s1\">For \u003c/span>some people, abandoning security in favor of \u003cspan class=\"s1\">arts \u003c/span>programs seemed like a crazy idea. Bott knew, and events proved, that \u003cspan class=\"s1\">it \u003c/span>was a bold innovation rooted in a sound understanding of what really motivates young people to learn. The transformation is not yet complete, but progress has been considerable. Bott has now moved on from Orchard Gardens, but the school continues to flourish under the leadership of the current principal, Megan Webb.\u003c/p>\n\u003cp class=\"p6\">The transformation of Orchard Gardens \u003cspan class=\"s1\">didn’t \u003c/span>depend on any new laws being passed. \u003cspan class=\"s1\">All it \u003c/span>took was a leader with the vi\u003cspan class=\"s1\">sion \u003c/span>to see beyond the conventional habits of schools to the opportunities to do education differently. The story of Orchard Gardens \u003cspan class=\"s1\">(and \u003c/span>others like \u003cspan class=\"s1\">it)\u003c/span>\u003cspan class=\"s4\"> \u003c/span>illustrates an essential truth in education. The \u003cspan class=\"s1\">problem \u003c/span>is \u003cspan class=\"s1\">not \u003c/span>usually the students; \u003cspan class=\"s1\">it \u003c/span>is the system. Change the system in the right ways and many of the \u003cspan class=\"s1\">problems \u003c/span>of poor \u003cspan class=\"s1\">behavior, \u003c/span>low motivation, and disengagement tend to disappear.\u003cspan class=\"s1\"> It can \u003c/span>be the system itself that creates the problems.\u003c/p>\n\u003cfigure id=\"attachment_50877\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50877 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png\" alt=\"\" width=\"160\" height=\"184\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-800x919.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-768x882.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1020x1172.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1180x1356.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-960x1103.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-240x276.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-375x431.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-520x597.png 520w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Sir Ken Robinson \u003ccite>(Todd Bigelow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Sir Ken Robinson\u003c/strong>, Ph.D., is an internationally recognized leader in the development of creativity, innovation, and human potential. For twelve years, he was professor of education at the University of Warwick in the UK and is now professor emeritus. He advises governments, corporations, education systems, and some of the world's leading cultural organizations. He is also the author of The Element (which has been translated into twenty-three languages), Finding Your Element, and Creative Schools. He lives in Los Angeles, CA.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003cem>\u003cstrong>Lou Aronica \u003c/strong>is the author of four novels and coauthor of several works of nonfiction, including the national bestseller The Culture Code (with Clotaire Rapaille) and The Element, Finding Your Element, and Creative Schools, all with Ken Robinson.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50874/what-happens-to-student-behavior-when-schools-prioritize-art","authors":["byline_mindshift_50874"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_20854","mindshift_21018","mindshift_862","mindshift_20784","mindshift_1040","mindshift_238","mindshift_20577"],"featImg":"mindshift_51005","label":"mindshift"},"mindshift_50777":{"type":"posts","id":"mindshift_50777","meta":{"index":"posts_1591205157","site":"mindshift","id":"50777","score":null,"sort":[1521091337000]},"guestAuthors":[],"slug":"how-to-find-a-school-your-kids-will-love-and-that-you-will-too","title":"How To Find A School Your Kids Will Love (And That You Will, Too)","publishDate":1521091337,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"Creativity now is as important in education as literacy, and we should treat it with the same status.\" That's one of the many quotes that has made Sir Ken Robinson's 2006 lecture on rethinking the nation's schools become one of the most popular TED talks — with more than 50 million views.\u003c/p>\n\u003cp>Over the past two decades, Robinson, an author, consultant and former education professor, has argued, among other things, that dance might be more important than math (though, he admits, both are important). And that our system of education is more like a fast food chain — robotic, formalized and industrial.\u003c/p>\n\u003cp>In his new book, \u003cem>You, Your Child, and School: Navigate Your Way to the Best Education,\u003c/em> Robinson takes his ideas about what a school should be and translates them into specific things parents can look for. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>It can be hard to connect these big ideas — like how schools should be more creative — to when you, as a parent, go on a school visit. What are a couple of the things parents should keep an eye out for when they are in a new school? \u003c/strong>\u003c/p>\n\u003cp>There's so much pressure for them to believe that a good school is defined by high test scores and high rates of entrance to college and university, but there's a lot more to education than that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/593291564/you-your-child-and-school-navigate-your-way-to-the-best-education\">\u003cimg class=\"alignright size-full wp-image-50791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Ken-Robinson-e1521091053125.jpg\" alt=\"\" width=\"250\" height=\"378\">\u003c/a>One of the things to look at is the balance of the curriculum — which in shorthand is what it is we want kids to learn, and learn from. You want to make sure that there is a real balance and dynamism in the school curriculum. Testing tends to focus schools, for understandable reasons, on the areas on which they themselves are going to be judged politically. So there's been a narrowing of the curriculum in many areas. We've seen a reduction in things like arts programs, in recess, in practical vocational programs, because they're not subject to these tests. The emphasis on STEM — science technology engineering and math — they're very important. But the arts, the humanities, physical education, are just as important. So that's the first thing. I always encourage parents to take a look at the curriculum.\u003c/p>\n\u003cp>Also look at the quality of teaching, that's the next thing. Assessment is important, it's a vital part of education and testing can have some constructive and important roles in it. It's about the balance. It's about asking what assessment's for, and it should ideally be there to support, encourage and inform children's development and achievement.\u003c/p>\n\u003cp>And then the other is the physical environment of the school. Look at what's on the walls. Is there kids' work on the walls? Exhibitions? That also taps into the overall culture — you know, what sort of values are school promoting and how closely does it work with parents and the broader community? I think these are all reasonable criteria for the health and vitality of a school.\u003c/p>\n\u003cp>\u003cstrong>When looking at a school culture, there are two themes that stick out in your talks and your books. 1: Not being afraid of mistakes. 2: Experimentation to find your passion, to play around and to try new things.\u003c/strong>\u003c/p>\n\u003cp>Trial and error, making mistakes, not getting it, is a natural part of learning and living. And it's a great tragedy I think that the pressure of testing and certain teaching patterns makes children afraid to make mistakes. They become embarrassed if they, say, make a mistake in front of their classmates or if they get a lower grade. They think that they're stupid or dumb for having done it. And it can be something that lives with you for a long time.\u003c/p>\n\u003cp>We're all of us a unique amalgam of our genetic inheritance and the experiences that we have along the way that our dispositions encourage us to have. And part of the role of parents is to understand and not be fearful of that diversity and to try and provide for it differently insofar as you can. And that's something I'm encouraging schools to do as well.\u003c/p>\n\u003cp>It seems to be such an obvious thing to do, that human life is as diverse and as marked by variety as the natural world around us. And if we try to homogenize our kids by offering them a single measured form of education, inevitably we're going to marginalize the talents of most of them.\u003c/p>\n\u003cp>\u003cstrong>The more you understand your own child, the more you can see what they need and then look for that in schools. \u003c/strong>\u003c/p>\n\u003cp>That's really what it is. And for parents, there's nothing more important than their relationship with their children and vice versa. School is a major influence that can enhance it or come between them. And I think if parents can be better informed, encouraged, be given a sense of their options and choices, and also understand more about what their kids are going through — both in school and on the way to it and on the way back from it and be encouraged to think differently about that, then hopefully they'll be able to come to a clearer understanding of the best way of handling it and in the case of their own family.\u003c/p>\n\u003cp>\u003cstrong>I read this book almost as a little bit of a love letter to public schools. Am I off there?\u003c/strong>\u003c/p>\n\u003cp>I think that we should be defending our public schools.\u003c/p>\n\u003cp>Public systems of education have been deeply influential and for many people liberating experiences. I owe everything I do to having gone through the public system of education in the U.K.\u003c/p>\n\u003cp>For the vast majority of kids — I mean the overwhelming majority of kids in Europe, the U.K., here — public education, as I say, isn't their best shot, it's their only shot. Many parents simply can't afford to go private and it's very unlikely anytime soon they would be able to. And there's no reason why a well-funded, well-supported, properly understood system of public education shouldn't meet all the needs that we have in mind.\u003c/p>\n\u003cp>There's an assumption out there that somehow charter schools are inherently better or independent schools are inherently better than well-supported public schools and they're not. I mean there are plenty of really wonderful public schools and plenty of really rather dreary charter schools and uninspiring independent schools too.\u003c/p>\n\u003cp>You know, there are better ways of encouraging, supporting and enabling a healthy system of public education than the ones we've had. All the money that gets spent on testing will be much better invested in the professional development of teachers. A lot of it would be much better invested in improving facilities at schools. A lot of it would be much better invested in creating partnerships with cultural and business organizations in local areas.\u003c/p>\n\u003cp>\u003cstrong>Do you think we've seen the error of our ways? Do you feel that there is some peel-back on testing?\u003c/strong>\u003c/p>\n\u003cp>I think yes, there are changes happening. One of the reasons that testing is being rolled back in some areas is partly because parents have organized and said that we've had this. And teachers, too. And that's also part of what I'm saying about schools, is that there is more room for change in the system than people realize. It isn't a question of lobbying Congress and not doing anything until they pass new legislation. There's an awful lot you can get on and be doing in the interstices of the current system. A lot of things that go on in schools are not a matter of a legal requirement, they're just habits that we fall into and they can be shifted. It's why there are so many good schools out there already doing it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As a parent, you have an interest, and you have a role, and you have some influence and power. And like all the influence and power you need to understand what is and to use it responsibly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Find+A+School+Your+Kids+Will+Love+%28And+That+You+Will%2C+Too%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"As a parent, how can you tell if a school is good? An education expert, known for his wildly popular TED talk, is out with a new book that helps parents navigate the choices.","status":"publish","parent":0,"modified":1521091337,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1397},"headData":{"title":"How To Find A School Your Kids Will Love (And That You Will, Too) | KQED","description":"As a parent, how can you tell if a school is good? An education expert, known for his wildly popular TED talk, is out with a new book that helps parents navigate the choices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50777 https://ww2.kqed.org/mindshift/?p=50777","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/14/how-to-find-a-school-your-kids-will-love-and-that-you-will-too/","disqusTitle":"How To Find A School Your Kids Will Love (And That You Will, Too)","nprImageCredit":"LA Johnson","nprByline":"Elissa Nadworny","nprImageAgency":"NPR","nprStoryId":"592860859","nprApiLink":"http://api.npr.org/query?id=592860859&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/03/14/592860859/how-to-find-a-school-your-kids-will-love-and-that-you-will-too?ft=nprml&f=592860859","nprRetrievedStory":"1","nprPubDate":"Wed, 14 Mar 2018 11:31:00 -0400","nprStoryDate":"Wed, 14 Mar 2018 06:02:12 -0400","nprLastModifiedDate":"Wed, 14 Mar 2018 11:31:53 -0400","path":"/mindshift/50777/how-to-find-a-school-your-kids-will-love-and-that-you-will-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Creativity now is as important in education as literacy, and we should treat it with the same status.\" That's one of the many quotes that has made Sir Ken Robinson's 2006 lecture on rethinking the nation's schools become one of the most popular TED talks — with more than 50 million views.\u003c/p>\n\u003cp>Over the past two decades, Robinson, an author, consultant and former education professor, has argued, among other things, that dance might be more important than math (though, he admits, both are important). And that our system of education is more like a fast food chain — robotic, formalized and industrial.\u003c/p>\n\u003cp>In his new book, \u003cem>You, Your Child, and School: Navigate Your Way to the Best Education,\u003c/em> Robinson takes his ideas about what a school should be and translates them into specific things parents can look for. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>It can be hard to connect these big ideas — like how schools should be more creative — to when you, as a parent, go on a school visit. What are a couple of the things parents should keep an eye out for when they are in a new school? \u003c/strong>\u003c/p>\n\u003cp>There's so much pressure for them to believe that a good school is defined by high test scores and high rates of entrance to college and university, but there's a lot more to education than that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/593291564/you-your-child-and-school-navigate-your-way-to-the-best-education\">\u003cimg class=\"alignright size-full wp-image-50791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Ken-Robinson-e1521091053125.jpg\" alt=\"\" width=\"250\" height=\"378\">\u003c/a>One of the things to look at is the balance of the curriculum — which in shorthand is what it is we want kids to learn, and learn from. You want to make sure that there is a real balance and dynamism in the school curriculum. Testing tends to focus schools, for understandable reasons, on the areas on which they themselves are going to be judged politically. So there's been a narrowing of the curriculum in many areas. We've seen a reduction in things like arts programs, in recess, in practical vocational programs, because they're not subject to these tests. The emphasis on STEM — science technology engineering and math — they're very important. But the arts, the humanities, physical education, are just as important. So that's the first thing. I always encourage parents to take a look at the curriculum.\u003c/p>\n\u003cp>Also look at the quality of teaching, that's the next thing. Assessment is important, it's a vital part of education and testing can have some constructive and important roles in it. It's about the balance. It's about asking what assessment's for, and it should ideally be there to support, encourage and inform children's development and achievement.\u003c/p>\n\u003cp>And then the other is the physical environment of the school. Look at what's on the walls. Is there kids' work on the walls? Exhibitions? That also taps into the overall culture — you know, what sort of values are school promoting and how closely does it work with parents and the broader community? I think these are all reasonable criteria for the health and vitality of a school.\u003c/p>\n\u003cp>\u003cstrong>When looking at a school culture, there are two themes that stick out in your talks and your books. 1: Not being afraid of mistakes. 2: Experimentation to find your passion, to play around and to try new things.\u003c/strong>\u003c/p>\n\u003cp>Trial and error, making mistakes, not getting it, is a natural part of learning and living. And it's a great tragedy I think that the pressure of testing and certain teaching patterns makes children afraid to make mistakes. They become embarrassed if they, say, make a mistake in front of their classmates or if they get a lower grade. They think that they're stupid or dumb for having done it. And it can be something that lives with you for a long time.\u003c/p>\n\u003cp>We're all of us a unique amalgam of our genetic inheritance and the experiences that we have along the way that our dispositions encourage us to have. And part of the role of parents is to understand and not be fearful of that diversity and to try and provide for it differently insofar as you can. And that's something I'm encouraging schools to do as well.\u003c/p>\n\u003cp>It seems to be such an obvious thing to do, that human life is as diverse and as marked by variety as the natural world around us. And if we try to homogenize our kids by offering them a single measured form of education, inevitably we're going to marginalize the talents of most of them.\u003c/p>\n\u003cp>\u003cstrong>The more you understand your own child, the more you can see what they need and then look for that in schools. \u003c/strong>\u003c/p>\n\u003cp>That's really what it is. And for parents, there's nothing more important than their relationship with their children and vice versa. School is a major influence that can enhance it or come between them. And I think if parents can be better informed, encouraged, be given a sense of their options and choices, and also understand more about what their kids are going through — both in school and on the way to it and on the way back from it and be encouraged to think differently about that, then hopefully they'll be able to come to a clearer understanding of the best way of handling it and in the case of their own family.\u003c/p>\n\u003cp>\u003cstrong>I read this book almost as a little bit of a love letter to public schools. Am I off there?\u003c/strong>\u003c/p>\n\u003cp>I think that we should be defending our public schools.\u003c/p>\n\u003cp>Public systems of education have been deeply influential and for many people liberating experiences. I owe everything I do to having gone through the public system of education in the U.K.\u003c/p>\n\u003cp>For the vast majority of kids — I mean the overwhelming majority of kids in Europe, the U.K., here — public education, as I say, isn't their best shot, it's their only shot. Many parents simply can't afford to go private and it's very unlikely anytime soon they would be able to. And there's no reason why a well-funded, well-supported, properly understood system of public education shouldn't meet all the needs that we have in mind.\u003c/p>\n\u003cp>There's an assumption out there that somehow charter schools are inherently better or independent schools are inherently better than well-supported public schools and they're not. I mean there are plenty of really wonderful public schools and plenty of really rather dreary charter schools and uninspiring independent schools too.\u003c/p>\n\u003cp>You know, there are better ways of encouraging, supporting and enabling a healthy system of public education than the ones we've had. All the money that gets spent on testing will be much better invested in the professional development of teachers. A lot of it would be much better invested in improving facilities at schools. A lot of it would be much better invested in creating partnerships with cultural and business organizations in local areas.\u003c/p>\n\u003cp>\u003cstrong>Do you think we've seen the error of our ways? Do you feel that there is some peel-back on testing?\u003c/strong>\u003c/p>\n\u003cp>I think yes, there are changes happening. One of the reasons that testing is being rolled back in some areas is partly because parents have organized and said that we've had this. And teachers, too. And that's also part of what I'm saying about schools, is that there is more room for change in the system than people realize. It isn't a question of lobbying Congress and not doing anything until they pass new legislation. There's an awful lot you can get on and be doing in the interstices of the current system. A lot of things that go on in schools are not a matter of a legal requirement, they're just habits that we fall into and they can be shifted. It's why there are so many good schools out there already doing it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As a parent, you have an interest, and you have a role, and you have some influence and power. And like all the influence and power you need to understand what is and to use it responsibly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Find+A+School+Your+Kids+Will+Love+%28And+That+You+Will%2C+Too%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50777/how-to-find-a-school-your-kids-will-love-and-that-you-will-too","authors":["byline_mindshift_50777"],"categories":["mindshift_192"],"tags":["mindshift_108","mindshift_862","mindshift_20784","mindshift_1040","mindshift_21049","mindshift_238","mindshift_883"],"featImg":"mindshift_50778","label":"mindshift"},"mindshift_46055":{"type":"posts","id":"mindshift_46055","meta":{"index":"posts_1591205157","site":"mindshift","id":"46055","score":null,"sort":[1471250434000]},"guestAuthors":[],"slug":"sir-ken-robinson-how-to-create-a-culture-for-valuable-learning","title":"Sir Ken Robinson: How to Create a Culture For Valuable Learning","publishDate":1471250434,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There are still many disagreements about how to improve the education system so that children graduate with the skills and dispositions they will need to succeed in life. Education reform discussions often center on how to tweak existing mechanisms, but what if \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/28/sir-ken-robinson-how-to-escape-educations-death-valley/\">the system itself is creating the problems \u003c/a>educators and policymakers are trying to solve? That’s the theory favored by author and \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en\">TED-talk sensation Sir Ken Robinson\u003c/a>.\u003c/p>\n\u003cp>“If you design a system to do something, don’t be surprised if it does it,” Robinson said at the annual Big Picture Learning conference called \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389381&type=d&pREC_ID=882383\">Big Bang\u003c/a>. He went on to describe the two pillars of the current system -- conformity and compliance -- which undermine the sincere efforts of educators and parents to equip children with the confidence to enter the world on their own terms.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.'\u003ccite>Sir Ken Robinson\u003c/cite>\u003c/aside>\n\u003cp>Education has become a strategic priority for countries competing for an edge in a globalized economy. Political leaders know future generations need to be ready to take on an ever-evolving economy and that a nation’s prosperity depends on a prepared workforce. These concerns have led to more comparisons across countries and attempts within various countries to standardize the education each child receives.\u003c/p>\n\u003cp>The problem with this conformist approach, Robinson said, is that “human life is like the rest of life on earth; it is characterized by diversity.” Parents with more than one child know all too well that each can be radically different in temperament, personality and in their strengths and weaknesses. The same rules and parenting approach may work with one, but not the others. And yet this fundamental diversity in the human population is not honored within education. Instead, the curriculum has narrowed and now prioritizes a\u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/11/rethinking-intelligence-how-does-imagination-measure-up/\"> type of intelligence\u003c/a> that favors academic work.\u003c/p>\n\u003cp>\"There’s much more to human intelligence than a certain sort of academic work,” Robinson said. And, “if you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.” Robinson points out that when the system narrowly defines success, it will exclude a huge portion of students who don’t happen to be good at those few valued skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zDZFcDGpL4U?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We marginalize other forms of intelligence; and it’s a big deal,” Robinson said. But if collectively those involved in the education system changed what it means to achieve in a way that honors the natural diversity of human life, many more people would see themselves as achievers and would push themselves beyond expectations set for them.\u003c/p>\n\u003cp>The other central tenet of today’s education system is compliance, which Robinson sees best reflected in the testing industry, a \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2015/03/30/report-big-education-firms-spend-millions-lobbying-for-pro-testing-policies/\">multibillion dollar business\u003c/a>. But tests only measure what test-makers put on them, and how can such a small group of people know what will truly be useful to a student in a quickly-changing future? Robinson is troubled by the trend of adults in the current moment trying to predict the specific-knowledge students will need. The current focus on science, technology, engineering and math (STEM) learning is a good example of adults looking at where jobs are right now and trying to make education fit. But who knows what other skills might be necessary 20 years from now?\u003c/p>\n\u003cp>“The real principle on which human life is based is organic growth and development,” Robinson said. It’s based on the need to invent your own life.” But the education system is not set up to allow for that kind of organic development, although Robinson acknowledges that many educators are doing their best to protect this form of learning. “They’re doing wonderful work because they believe in kids and the work, but they’re doing it against a headwind,” he said.\u003c/p>\n\u003cp>Part of the problem is the multitude of opinions and lack of clarity on exactly what it is an education should do. Debates about how to improve education will continue to rage because at a fundamental level participants don’t agree about why (or if) kids should go to school. Robinson firmly believes that\u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/22/sir-ken-robinson-creativity-is-in-everything-especially-teaching/\"> creativity is a central element \u003c/a>of what sets humans apart from other forms of life on earth and so educators’ mission should be to bring out the unique creative energy within each child.\u003c/p>\n\u003cp>Robinson believes education is “to enable students to understand the world around them, and the talents within them, so that they can become fulfilled individuals and active, compassionate citizens.” He doesn’t deny that learning information about the world is important, but he says it’s equally important for students to understand their own talents, motivations and passions if they are going to lead lives that satisfy them. The current system of conformity and compliance leaves no space for this type of self-exploration.\u003c/p>\n\u003cfigure id=\"attachment_46063\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46063 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png\" alt=\"Students from Big Picture Learning schools meet Sir Ken Robinson after his speech.\" width=\"640\" height=\"464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-400x290.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-800x581.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-768x558.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1180x857.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-960x697.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen.png 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students from Big Picture Learning schools meet Sir Ken Robinson after his speech. \u003ccite>(Courtesy Chris Jackson/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We spend more time talking about the outside world at school, but not enough time compelling the world within them,” Robinson said. But it’s the individual’s world view that ultimately determines whether that person stays in school, persists through challenges, feels motivated, interested, engaged and dedicated to work. And failing to focus on a sense of individual purpose could even be contributing to\u003ca href=\"http://www.everydayhealth.com/hs/major-depression/depression-statistics/\"> rising levels of depression\u003c/a> seen in the US.\u003c/p>\n\u003cp>Robinson doesn’t deny that education has an economic purpose, and that it’s important for young people to become economically independent and self-sufficient. But to do that, he argues, they shouldn’t all learn the same thing. Instead, they should be learning to be adaptable, to be innovative, to flow with change, to collaborate and other globalized skills that will apply to whatever area of work they are passionate about pursuing. An education can help expose students to different life paths and support them in finding their passions, while giving them the transferable skills to attack any problem.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING GROWTH\u003c/strong>\u003c/p>\n\u003cp>The education system is commonly compared to mechanization, a “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/14/why-the-school-as-factory-metaphor-still-pervades/\">factory-model\u003c/a>,” designed to push cookie-cutter children through in age-based batches. Robinson finds industrialized farming to be a better metaphor because it deals with living organisms. Farmers went from an organic model of farming that prioritized crop diversity, rotation and fertile soil to a system of monocrops that easily fall prey to pests, which in turn are killed with chemicals. The focus is on output and yield, which increased with chemical fertilizers. This system does what it was designed to do -- it produces a lot of food, but at the expense of the environment.\u003c/p>\n\u003cp>Similarly, the education system has focused on increasing the number of high school graduates, the output, with no concern for whether they become happy, fulfilled human beings.\u003c/p>\n\u003cp>“The way you increase the quality of our children’s experience, their life chances, it's not by focusing on yield, but on focusing on the culture of the school,” Robinson said. A healthy mix of mentorship, arts, physical education, academic subjects and more creates the “healthy soil” in this analogy, the environment in which kids can flourish. Author Paul Tough also talked about \u003ca href=\"http://ww2.kqed.org/mindshift/2016/06/09/why-character-cant-be-taught-like-the-pythagorean-theorem/\">strong learning environments\u003c/a> as the key element to success in his book \u003cem>Helping Children Succeed\u003c/em>.\u003c/p>\n\u003cp>Robinson said when schools get the culture part right they become an important asset for the community around them. “Great schools enrich the entire neighborhood, the entire ecosystem,” Robinson said. But “schools that don’t get their role in the community can drain the life force out of the community.” The best schools develop the human resources of the community to further more investment, pride and high expectations.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We spend so much time containing and constraining our teachers and students who have so much talent,” Robinson said. And while some parts of the conformist and compliance-based system are unavoidable, other parts are perpetuated by well-meaning educators simply because that’s the way things have always been done. Robinson is calling on all educators to look at the available resources differently, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\">more creatively\u003c/a>, and to use them to create learning environments that allow individual students to thrive and flourish.\u003c/p>\n\n","blocks":[],"excerpt":"Sir Ken Robinson said the current education system is designed to create conformist and compliant students, but this approach doesn't honor the diversity and creativity inherent in human life.","status":"publish","parent":0,"modified":1471250434,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/zDZFcDGpL4U"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1444},"headData":{"title":"Sir Ken Robinson: How to Create a Culture For Valuable Learning | KQED","description":"Sir Ken Robinson said the current education system is designed to create conformist and compliant students, but this approach doesn't honor the diversity and creativity inherent in human life.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46055 http://ww2.kqed.org/mindshift/?p=46055","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/15/sir-ken-robinson-how-to-create-a-culture-for-valuable-learning/","disqusTitle":"Sir Ken Robinson: How to Create a Culture For Valuable Learning","path":"/mindshift/46055/sir-ken-robinson-how-to-create-a-culture-for-valuable-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are still many disagreements about how to improve the education system so that children graduate with the skills and dispositions they will need to succeed in life. Education reform discussions often center on how to tweak existing mechanisms, but what if \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/28/sir-ken-robinson-how-to-escape-educations-death-valley/\">the system itself is creating the problems \u003c/a>educators and policymakers are trying to solve? That’s the theory favored by author and \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en\">TED-talk sensation Sir Ken Robinson\u003c/a>.\u003c/p>\n\u003cp>“If you design a system to do something, don’t be surprised if it does it,” Robinson said at the annual Big Picture Learning conference called \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389381&type=d&pREC_ID=882383\">Big Bang\u003c/a>. He went on to describe the two pillars of the current system -- conformity and compliance -- which undermine the sincere efforts of educators and parents to equip children with the confidence to enter the world on their own terms.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.'\u003ccite>Sir Ken Robinson\u003c/cite>\u003c/aside>\n\u003cp>Education has become a strategic priority for countries competing for an edge in a globalized economy. Political leaders know future generations need to be ready to take on an ever-evolving economy and that a nation’s prosperity depends on a prepared workforce. These concerns have led to more comparisons across countries and attempts within various countries to standardize the education each child receives.\u003c/p>\n\u003cp>The problem with this conformist approach, Robinson said, is that “human life is like the rest of life on earth; it is characterized by diversity.” Parents with more than one child know all too well that each can be radically different in temperament, personality and in their strengths and weaknesses. The same rules and parenting approach may work with one, but not the others. And yet this fundamental diversity in the human population is not honored within education. Instead, the curriculum has narrowed and now prioritizes a\u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/11/rethinking-intelligence-how-does-imagination-measure-up/\"> type of intelligence\u003c/a> that favors academic work.\u003c/p>\n\u003cp>\"There’s much more to human intelligence than a certain sort of academic work,” Robinson said. And, “if you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.” Robinson points out that when the system narrowly defines success, it will exclude a huge portion of students who don’t happen to be good at those few valued skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zDZFcDGpL4U?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We marginalize other forms of intelligence; and it’s a big deal,” Robinson said. But if collectively those involved in the education system changed what it means to achieve in a way that honors the natural diversity of human life, many more people would see themselves as achievers and would push themselves beyond expectations set for them.\u003c/p>\n\u003cp>The other central tenet of today’s education system is compliance, which Robinson sees best reflected in the testing industry, a \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2015/03/30/report-big-education-firms-spend-millions-lobbying-for-pro-testing-policies/\">multibillion dollar business\u003c/a>. But tests only measure what test-makers put on them, and how can such a small group of people know what will truly be useful to a student in a quickly-changing future? Robinson is troubled by the trend of adults in the current moment trying to predict the specific-knowledge students will need. The current focus on science, technology, engineering and math (STEM) learning is a good example of adults looking at where jobs are right now and trying to make education fit. But who knows what other skills might be necessary 20 years from now?\u003c/p>\n\u003cp>“The real principle on which human life is based is organic growth and development,” Robinson said. It’s based on the need to invent your own life.” But the education system is not set up to allow for that kind of organic development, although Robinson acknowledges that many educators are doing their best to protect this form of learning. “They’re doing wonderful work because they believe in kids and the work, but they’re doing it against a headwind,” he said.\u003c/p>\n\u003cp>Part of the problem is the multitude of opinions and lack of clarity on exactly what it is an education should do. Debates about how to improve education will continue to rage because at a fundamental level participants don’t agree about why (or if) kids should go to school. Robinson firmly believes that\u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/22/sir-ken-robinson-creativity-is-in-everything-especially-teaching/\"> creativity is a central element \u003c/a>of what sets humans apart from other forms of life on earth and so educators’ mission should be to bring out the unique creative energy within each child.\u003c/p>\n\u003cp>Robinson believes education is “to enable students to understand the world around them, and the talents within them, so that they can become fulfilled individuals and active, compassionate citizens.” He doesn’t deny that learning information about the world is important, but he says it’s equally important for students to understand their own talents, motivations and passions if they are going to lead lives that satisfy them. The current system of conformity and compliance leaves no space for this type of self-exploration.\u003c/p>\n\u003cfigure id=\"attachment_46063\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46063 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png\" alt=\"Students from Big Picture Learning schools meet Sir Ken Robinson after his speech.\" width=\"640\" height=\"464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-400x290.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-800x581.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-768x558.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1180x857.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-960x697.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen.png 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students from Big Picture Learning schools meet Sir Ken Robinson after his speech. \u003ccite>(Courtesy Chris Jackson/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We spend more time talking about the outside world at school, but not enough time compelling the world within them,” Robinson said. But it’s the individual’s world view that ultimately determines whether that person stays in school, persists through challenges, feels motivated, interested, engaged and dedicated to work. And failing to focus on a sense of individual purpose could even be contributing to\u003ca href=\"http://www.everydayhealth.com/hs/major-depression/depression-statistics/\"> rising levels of depression\u003c/a> seen in the US.\u003c/p>\n\u003cp>Robinson doesn’t deny that education has an economic purpose, and that it’s important for young people to become economically independent and self-sufficient. But to do that, he argues, they shouldn’t all learn the same thing. Instead, they should be learning to be adaptable, to be innovative, to flow with change, to collaborate and other globalized skills that will apply to whatever area of work they are passionate about pursuing. An education can help expose students to different life paths and support them in finding their passions, while giving them the transferable skills to attack any problem.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING GROWTH\u003c/strong>\u003c/p>\n\u003cp>The education system is commonly compared to mechanization, a “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/14/why-the-school-as-factory-metaphor-still-pervades/\">factory-model\u003c/a>,” designed to push cookie-cutter children through in age-based batches. Robinson finds industrialized farming to be a better metaphor because it deals with living organisms. Farmers went from an organic model of farming that prioritized crop diversity, rotation and fertile soil to a system of monocrops that easily fall prey to pests, which in turn are killed with chemicals. The focus is on output and yield, which increased with chemical fertilizers. This system does what it was designed to do -- it produces a lot of food, but at the expense of the environment.\u003c/p>\n\u003cp>Similarly, the education system has focused on increasing the number of high school graduates, the output, with no concern for whether they become happy, fulfilled human beings.\u003c/p>\n\u003cp>“The way you increase the quality of our children’s experience, their life chances, it's not by focusing on yield, but on focusing on the culture of the school,” Robinson said. A healthy mix of mentorship, arts, physical education, academic subjects and more creates the “healthy soil” in this analogy, the environment in which kids can flourish. Author Paul Tough also talked about \u003ca href=\"http://ww2.kqed.org/mindshift/2016/06/09/why-character-cant-be-taught-like-the-pythagorean-theorem/\">strong learning environments\u003c/a> as the key element to success in his book \u003cem>Helping Children Succeed\u003c/em>.\u003c/p>\n\u003cp>Robinson said when schools get the culture part right they become an important asset for the community around them. “Great schools enrich the entire neighborhood, the entire ecosystem,” Robinson said. But “schools that don’t get their role in the community can drain the life force out of the community.” The best schools develop the human resources of the community to further more investment, pride and high expectations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We spend so much time containing and constraining our teachers and students who have so much talent,” Robinson said. And while some parts of the conformist and compliance-based system are unavoidable, other parts are perpetuated by well-meaning educators simply because that’s the way things have always been done. Robinson is calling on all educators to look at the available resources differently, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\">more creatively\u003c/a>, and to use them to create learning environments that allow individual students to thrive and flourish.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46055/sir-ken-robinson-how-to-create-a-culture-for-valuable-learning","authors":["234"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_20891","mindshift_862","mindshift_20784","mindshift_1040","mindshift_238"],"featImg":"mindshift_46062","label":"mindshift"},"mindshift_40217":{"type":"posts","id":"mindshift_40217","meta":{"index":"posts_1591205157","site":"mindshift","id":"40217","score":null,"sort":[1429713825000]},"guestAuthors":[],"slug":"sir-ken-robinson-creativity-is-in-everything-especially-teaching","title":"Sir Ken Robinson: Creativity Is In Everything, Especially Teaching","publishDate":1429713825,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>From \u003ca href=\"http://www.amazon.com/Creative-Schools-Grassroots-Revolution-Transforming/dp/0670016713\">Creative Schools \u003c/a>by Ken Robinson and Lou Aronica, published April 21, 2015, by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by \u003ca href=\"http://sirkenrobinson.com/\">Ken Robinson\u003c/a>, 2015.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Creative Teaching\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Let me say a few words about creativity. I’ve written a lot about this theme in other publications. Rather than test your patience here with repetition of those ideas, let me refer you to them if you have a special interest. In \u003cem>Out of Our Minds: Learning to Be Creative\u003c/em>, I look in some detail at the nature of creativity and how it relates to the idea of intelligence in the arts, the sciences, and other areas of human achievement. In 1997, I was asked by the U.K. government to convene a national commission to advise on how creativity can be developed throughout the school system from ages five through eighteen. That group brought together scientists, artists, educators, and business leaders in a common mission to explain the nature and critical importance of creativity in education. Our report, \u003ca href=\"http://sirkenrobinson.com/pdf/allourfutures.pdf\">\u003cem>All Our Futures: Creativity, Culture and Education\u003c/em>\u003c/a>, set our detailed proposals for how to make this happen in practice and was addressed to people working at all levels of education, from schools to government.\u003c/p>\n\u003cp class=\"p2\">It’s sometimes said that creativity cannot be defined. I think it can. Here’s my definition, based on the work of the \u003cem>All Our Futures\u003c/em> group: \u003cem>Creativity is the process of having original ideas that have value.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">There are two other concepts to keep in mind: imagination and innovation. Imagination is the root of creativity. It is the ability to bring to mind things that aren’t present to our senses.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">[contextly_sidebar id=\"4jmuYGl432P3SyWO53YCjk9Dg7fgcP2P\"]\u003c/p>\n\u003cp class=\"p2\">Creativity is putting your imagination to work. It is applied imagination. Innovation is putting new ideas into practice. There are various myths about creativity. One is that only special people are creative, another is that creativity is only about the arts, a third is that creativity cannot be taught, and a fourth is that it’s all to do with uninhibited “self-expression.”\u003c/p>\n\u003cp class=\"p2\">None of these is true. Creativity draws from many powers that we all have by virtue of being human. Creativity is possible in all areas of human life, in science, the arts, mathematics, technology, cuisine, teaching, politics, business, you name it. And like many human capacities, our creative powers can be cultivated and refined. Doing that involves an increasing mastery of skills, knowledge, and ideas.\u003c/p>\n\u003cp class=\"p2\">Creativity is about fresh thinking. It doesn’t have to be new to the whole of humanity— though that’s always a bonus— but certainly to the person whose work it is. Creativity also involves making critical judgments about whether what you’re working on is any good, be it a theorem, a design, or a poem. Creative work often passes through typical phases. Sometimes what you end up with is not what you had in mind when you started. It’s a dynamic process that often involves making new connections, crossing disciplines, and using metaphors and analogies. Being creative is not just about having off-the-wall ideas and letting your imagination run free. It may involve all of that, but it also involves refining, testing, and focusing what you’re doing. It’s about original thinking on the part of the individual, and it’s also about judging critically whether the work in process is taking the right shape and is worthwhile, at least for the person producing it.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Ken-Robinson-Creative-schools-cover.png\">\u003cimg class=\"alignright size-full wp-image-40220\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Ken-Robinson-Creative-schools-cover.png\" alt=\"Ken Robinson Creative schools cover\" width=\"291\" height=\"441\">\u003c/a>\u003c/p>\n\u003cp class=\"p2\">Creativity is not the opposite of discipline and control. On the contrary, creativity in any field may involve deep factual knowledge and high levels of practical skill. Cultivating creativity is one of the most interesting challenges for any teacher. It involves understanding the real dynamics of creative work.\u003c/p>\n\u003cp class=\"p2\">Creativity is not a linear process, in which you have to learn all the necessary skills before you get started. It is true that creative work in any field involves a growing mastery of skills and concepts. It is not true that they have to be mastered before the creative work can begin. Focusing on skills in isolation can kill interest in any discipline. Many people have been put off by mathematics for life by endless rote tasks that did nothing to inspire them with the beauty of numbers. Many have spent years grudgingly practicing scales for music examinations only to abandon the instrument altogether once they’ve made the grade. The real driver of creativity is an appetite for discovery and a passion for the work itself. When students are motivated to learn, they naturally acquire the skills they need to get the work done. Their mastery of them grows as their creative ambitions expand. You’ll find evidence of this process in great teaching in every discipline from football to chemistry.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p2\">\n\u003c/p>\n","blocks":[],"excerpt":"Creativity can seem like an abstract concept, but having a definition can give a learner the power to practice it on a regular basis. ","status":"publish","parent":0,"modified":1429713825,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":893},"headData":{"title":"Sir Ken Robinson: Creativity Is In Everything, Especially Teaching | KQED","description":"Creativity can seem like an abstract concept, but having a definition can give a learner the power to practice it on a regular basis. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"40217 http://ww2.kqed.org/mindshift/?p=40217","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/22/sir-ken-robinson-creativity-is-in-everything-especially-teaching/","disqusTitle":"Sir Ken Robinson: Creativity Is In Everything, Especially Teaching","path":"/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>From \u003ca href=\"http://www.amazon.com/Creative-Schools-Grassroots-Revolution-Transforming/dp/0670016713\">Creative Schools \u003c/a>by Ken Robinson and Lou Aronica, published April 21, 2015, by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by \u003ca href=\"http://sirkenrobinson.com/\">Ken Robinson\u003c/a>, 2015.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Creative Teaching\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Let me say a few words about creativity. I’ve written a lot about this theme in other publications. Rather than test your patience here with repetition of those ideas, let me refer you to them if you have a special interest. In \u003cem>Out of Our Minds: Learning to Be Creative\u003c/em>, I look in some detail at the nature of creativity and how it relates to the idea of intelligence in the arts, the sciences, and other areas of human achievement. In 1997, I was asked by the U.K. government to convene a national commission to advise on how creativity can be developed throughout the school system from ages five through eighteen. That group brought together scientists, artists, educators, and business leaders in a common mission to explain the nature and critical importance of creativity in education. Our report, \u003ca href=\"http://sirkenrobinson.com/pdf/allourfutures.pdf\">\u003cem>All Our Futures: Creativity, Culture and Education\u003c/em>\u003c/a>, set our detailed proposals for how to make this happen in practice and was addressed to people working at all levels of education, from schools to government.\u003c/p>\n\u003cp class=\"p2\">It’s sometimes said that creativity cannot be defined. I think it can. Here’s my definition, based on the work of the \u003cem>All Our Futures\u003c/em> group: \u003cem>Creativity is the process of having original ideas that have value.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">There are two other concepts to keep in mind: imagination and innovation. Imagination is the root of creativity. It is the ability to bring to mind things that aren’t present to our senses.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"p2\">Creativity is putting your imagination to work. It is applied imagination. Innovation is putting new ideas into practice. There are various myths about creativity. One is that only special people are creative, another is that creativity is only about the arts, a third is that creativity cannot be taught, and a fourth is that it’s all to do with uninhibited “self-expression.”\u003c/p>\n\u003cp class=\"p2\">None of these is true. Creativity draws from many powers that we all have by virtue of being human. Creativity is possible in all areas of human life, in science, the arts, mathematics, technology, cuisine, teaching, politics, business, you name it. And like many human capacities, our creative powers can be cultivated and refined. Doing that involves an increasing mastery of skills, knowledge, and ideas.\u003c/p>\n\u003cp class=\"p2\">Creativity is about fresh thinking. It doesn’t have to be new to the whole of humanity— though that’s always a bonus— but certainly to the person whose work it is. Creativity also involves making critical judgments about whether what you’re working on is any good, be it a theorem, a design, or a poem. Creative work often passes through typical phases. Sometimes what you end up with is not what you had in mind when you started. It’s a dynamic process that often involves making new connections, crossing disciplines, and using metaphors and analogies. Being creative is not just about having off-the-wall ideas and letting your imagination run free. It may involve all of that, but it also involves refining, testing, and focusing what you’re doing. It’s about original thinking on the part of the individual, and it’s also about judging critically whether the work in process is taking the right shape and is worthwhile, at least for the person producing it.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Ken-Robinson-Creative-schools-cover.png\">\u003cimg class=\"alignright size-full wp-image-40220\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Ken-Robinson-Creative-schools-cover.png\" alt=\"Ken Robinson Creative schools cover\" width=\"291\" height=\"441\">\u003c/a>\u003c/p>\n\u003cp class=\"p2\">Creativity is not the opposite of discipline and control. On the contrary, creativity in any field may involve deep factual knowledge and high levels of practical skill. Cultivating creativity is one of the most interesting challenges for any teacher. It involves understanding the real dynamics of creative work.\u003c/p>\n\u003cp class=\"p2\">Creativity is not a linear process, in which you have to learn all the necessary skills before you get started. It is true that creative work in any field involves a growing mastery of skills and concepts. It is not true that they have to be mastered before the creative work can begin. Focusing on skills in isolation can kill interest in any discipline. Many people have been put off by mathematics for life by endless rote tasks that did nothing to inspire them with the beauty of numbers. Many have spent years grudgingly practicing scales for music examinations only to abandon the instrument altogether once they’ve made the grade. The real driver of creativity is an appetite for discovery and a passion for the work itself. When students are motivated to learn, they naturally acquire the skills they need to get the work done. Their mastery of them grows as their creative ambitions expand. You’ll find evidence of this process in great teaching in every discipline from football to chemistry.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p2\">\n\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching","authors":["4354"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_862","mindshift_20784","mindshift_1040","mindshift_238"],"featImg":"mindshift_40221","label":"mindshift"},"mindshift_28761":{"type":"posts","id":"mindshift_28761","meta":{"index":"posts_1591205157","site":"mindshift","id":"28761","score":null,"sort":[1369774305000]},"guestAuthors":[],"slug":"sir-ken-robinson-how-to-escape-educations-death-valley","title":"Sir Ken Robinson: How to Escape Education's Death Valley","publishDate":1369774305,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The ever eloquent \u003ca href=\"http://ww2.kqed.org/mindshift/tag/sir-ken-robinson/\">Sir Ken Robinson\u003c/a> contends in this \u003ca href=\"http://www.ted.com/talks\">TED Talk\u003c/a> that the culture of American education contradicts three principles that make human life thrive: diversity, curiosity and creativity. Humans naturally embody those qualities, but school has become a system based on conformity and testing, qualities that don't use the natural learning tendencies inherent within every child.\u003c/p>\n\u003cp>He makes an argument for individualizing learning, but also for valuing teachers and thinking of their professional development as an investment in children and the future.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed-ssl.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The ever eloquent Sir Ken Robinson contends in this TED Talk that the culture of American education contradicts three principles that make human life thrive: diversity, curiosity and creativity. ","status":"publish","parent":0,"modified":1470763923,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://embed-ssl.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.html"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":86},"headData":{"title":"Sir Ken Robinson: How to Escape Education's Death Valley | KQED","description":"The ever eloquent Sir Ken Robinson contends in this TED Talk that the culture of American education contradicts three principles that make human life thrive: diversity, curiosity and creativity. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28761 http://blogs.kqed.org/mindshift/?p=28761","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/28/sir-ken-robinson-how-to-escape-educations-death-valley/","disqusTitle":"Sir Ken Robinson: How to Escape Education's Death Valley","path":"/mindshift/28761/sir-ken-robinson-how-to-escape-educations-death-valley","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The ever eloquent \u003ca href=\"http://ww2.kqed.org/mindshift/tag/sir-ken-robinson/\">Sir Ken Robinson\u003c/a> contends in this \u003ca href=\"http://www.ted.com/talks\">TED Talk\u003c/a> that the culture of American education contradicts three principles that make human life thrive: diversity, curiosity and creativity. Humans naturally embody those qualities, but school has become a system based on conformity and testing, qualities that don't use the natural learning tendencies inherent within every child.\u003c/p>\n\u003cp>He makes an argument for individualizing learning, but also for valuing teachers and thinking of their professional development as an investment in children and the future.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed-ssl.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28761/sir-ken-robinson-how-to-escape-educations-death-valley","authors":["234"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_862","mindshift_238"],"featImg":"mindshift_28989","label":"mindshift"},"mindshift_26342":{"type":"posts","id":"mindshift_26342","meta":{"index":"posts_1591205157","site":"mindshift","id":"26342","score":null,"sort":[1357940899000]},"guestAuthors":[],"slug":"sir-ken-robinson-fostering-creativity-in-education-is-not-an-option","title":"Sir Ken Robinson: Fostering Creativity in Education is Not an Option","publishDate":1357940899,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://youtu.be/ywIhJ2goiGE\u003c/p>\n\u003cp>Esteemed education advocate \u003ca href=\"http://www.sirkenrobinson.com\">Sir Ken Robinson\u003c/a> explains in this short but compelling video why creativity is crucial for learning, and why it will require a transformation in the way schools work.\u003c/p>\n\u003cp>In his words, \"Creativity is not an option, it's an absolute necessity.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1380161795,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":50},"headData":{"title":"Sir Ken Robinson: Fostering Creativity in Education is Not an Option | KQED","description":"http://youtu.be/ywIhJ2goiGE Esteemed education advocate Sir Ken Robinson explains in this short but compelling video why creativity is crucial for learning, and why it will require a transformation in the way schools work. In his words, "Creativity is not an option, it's an absolute necessity."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"26342 http://blogs.kqed.org/mindshift/?p=26342","disqusUrl":"https://ww2.kqed.org/mindshift/2013/01/11/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/","disqusTitle":"Sir Ken Robinson: Fostering Creativity in Education is Not an Option","path":"/mindshift/26342/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ywIhJ2goiGE'\n title='//www.youtube.com/embed/ywIhJ2goiGE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Esteemed education advocate \u003ca href=\"http://www.sirkenrobinson.com\">Sir Ken Robinson\u003c/a> explains in this short but compelling video why creativity is crucial for learning, and why it will require a transformation in the way schools work.\u003c/p>\n\u003cp>In his words, \"Creativity is not an option, it's an absolute necessity.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26342/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_862","mindshift_1040","mindshift_992","mindshift_238"],"featImg":"mindshift_30851","label":"mindshift"},"mindshift_22412":{"type":"posts","id":"mindshift_22412","meta":{"index":"posts_1591205157","site":"mindshift","id":"22412","score":null,"sort":[1340905127000]},"guestAuthors":[],"slug":"beyond-technology-how-to-spark-kids-passions","title":"Beyond Technology, How to Spark Kids' Passions","publishDate":1340905127,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_22479\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 591px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22479\" title=\"7171535345_65369bbb0b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg\" alt=\"\" width=\"591\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg 591w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-400x284.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-320x227.jpg 320w\" sizes=\"(max-width: 591px) 100vw, 591px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:ScratchPost\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Amidst a sea of tech devices, and at a gathering of more than 18,000 educators interested in technology, a surprisingly human message rose above the noise at this week's \u003ca href=\"https://www.isteconference.org/2012/\">International Society for Technology in Education\u003c/a>.\u003c/p>\n\u003cp>Kicking off the big event, where crowds overflowed from one packed room to another, \u003ca href=\"http://sirkenrobinson.com/skr/\">Sir Ken Robinson\u003c/a>, renowned author and international education adviser, proposed the idea that technology is not the only driver for learning.\u003c/p>\n\u003cp>\"The problem now is resisting the notion that technology is the answer to everything -- it's clearly not,\" Robinson said. \"But what part of the equation does technology best speak to?\"\u003c/p>\n\u003cp>Robinson, who's been outspoken about the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/sir-ken-robinson-changes-the-paradigm/\">need to change the education paradigm\u003c/a>, emphasized that educators shouldn't be pushing (or be pushed toward) the gratuitous use of technology. He posed thought-provoking questions that got to the heart of what every stakeholder in education wants: what does it take to engage students -- not just within a standardized curriculum, but in their own learning? What are the roles of technology in doing this? And what are the implications when it comes to implementing practices and policies?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We should get rid of the words 'curriculum delivery.' It's an \u003cem>art\u003c/em> form to teach.\"\u003c/p>\n\u003c/aside>\n\u003cp>In the hunt to find the next Holy Grail in education technology, Robinson said we may be losing sight of what teachers are best at.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We should get rid of the words 'curriculum delivery,'\" he said, referring to the multitudes of tech platforms. \"It's an \u003cem>art\u003c/em> form to teach, the judgement of what might work today may not work tomorrow.\"\u003c/p>\n\u003cp>Teachers are the connective tissue in helping kids find not just subjects at which they test well, but what they're passionate about, he said. \"You often don't know what you're passionate about because you haven't been introduced to it in the right way,\" he said. \"Teachers provide that stewardship we need,\" he said.\u003c/p>\n\u003cp>For teachers, helping kids find their passion outside the confines of standardized curriculum and testing can be a messy endeavor, but worth the challenge. Marc Prensky, author of the book \u003c!--more-->\u003cem>BRAIN GAIN: Technology and the Quest for Digital Wisdom, \u003c/em>added that, rather than finding different ways for everyone to do the same curriculum, we need to find a way to allow individual students to create their own pathways to learning.\u003c/p>\n\u003cp>Though technology could help in this realm, the value that great teachers bring to the equation is immeasurable against what software can do, Prensky said: providing empathy and helping students find their passion by providing a wider place to look.\u003c/p>\n\u003cp>\"Helping students find their passion will lead them to achievement,\" he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ever the pithy presenter, Prensky proposed to the audience four ways teachers can do this.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>LISTEN.\u003c/strong> It's impossible to encourage students when we don't know what their passions are, so above all, teachers must listen to their students. \"Or else what we get is 'cellophane kids,' when a teacher looks right through them to the curriculum and test scores and kids become invisible,\" he said.\u003c/li>\n\u003cli>\u003cstrong>RESPECT.\u003c/strong> Adults and kids don't respect each other as much as they should, Prensky said. \"The war between digital natives and immigrants is over, and the natives have won! So let's move forward to mutual respect and wisdom,\" he said. We need both technology and strong pedagogy, but we need to include kids' voices in how we make decisions about learning. \"All education decisions come top down right now,\" he said. \"The next century is about changing that.\"\u003c/li>\n\u003cli>\u003cstrong>OVER-EXPECT FROM STUDENTS.\u003c/strong> Today's kids have far greater capabilities than ever been before, not less. \"What's making them better is connecting their brains to technology wisely,\" he said. Let's step up our expectations of them in that regard.\u003c/li>\n\u003cli>\u003cstrong>DO WHAT YOU KNOW IS RIGHT.\u003c/strong> \"Teachers know what kids need, but someone has convinced them to just cover the curriculum,\" he said. A teacher's job is to help equip kids with skills to function and thrive in the digital future, and though that could be challenging because of conflicting policies in place, that's the definition of courage.\u003c/li>\n\u003c/ol>\n\n","blocks":[],"excerpt":"Amidst a sea of available technology, what does it take to engage students, not just within a standardized curriculum, but in their own learning? What’s technology’s role, and what are policy implications?","status":"publish","parent":0,"modified":1341618817,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":699},"headData":{"title":"Beyond Technology, How to Spark Kids' Passions | KQED","description":"Amidst a sea of available technology, what does it take to engage students, not just within a standardized curriculum, but in their own learning? What’s technology’s role, and what are policy implications?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"22412 http://blogs.kqed.org/mindshift/?p=22412","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/28/beyond-technology-how-to-spark-kids-passions/","disqusTitle":"Beyond Technology, How to Spark Kids' Passions","path":"/mindshift/22412/beyond-technology-how-to-spark-kids-passions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22479\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 591px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22479\" title=\"7171535345_65369bbb0b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg\" alt=\"\" width=\"591\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg 591w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-400x284.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-320x227.jpg 320w\" sizes=\"(max-width: 591px) 100vw, 591px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:ScratchPost\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Amidst a sea of tech devices, and at a gathering of more than 18,000 educators interested in technology, a surprisingly human message rose above the noise at this week's \u003ca href=\"https://www.isteconference.org/2012/\">International Society for Technology in Education\u003c/a>.\u003c/p>\n\u003cp>Kicking off the big event, where crowds overflowed from one packed room to another, \u003ca href=\"http://sirkenrobinson.com/skr/\">Sir Ken Robinson\u003c/a>, renowned author and international education adviser, proposed the idea that technology is not the only driver for learning.\u003c/p>\n\u003cp>\"The problem now is resisting the notion that technology is the answer to everything -- it's clearly not,\" Robinson said. \"But what part of the equation does technology best speak to?\"\u003c/p>\n\u003cp>Robinson, who's been outspoken about the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/sir-ken-robinson-changes-the-paradigm/\">need to change the education paradigm\u003c/a>, emphasized that educators shouldn't be pushing (or be pushed toward) the gratuitous use of technology. He posed thought-provoking questions that got to the heart of what every stakeholder in education wants: what does it take to engage students -- not just within a standardized curriculum, but in their own learning? What are the roles of technology in doing this? And what are the implications when it comes to implementing practices and policies?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We should get rid of the words 'curriculum delivery.' It's an \u003cem>art\u003c/em> form to teach.\"\u003c/p>\n\u003c/aside>\n\u003cp>In the hunt to find the next Holy Grail in education technology, Robinson said we may be losing sight of what teachers are best at.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We should get rid of the words 'curriculum delivery,'\" he said, referring to the multitudes of tech platforms. \"It's an \u003cem>art\u003c/em> form to teach, the judgement of what might work today may not work tomorrow.\"\u003c/p>\n\u003cp>Teachers are the connective tissue in helping kids find not just subjects at which they test well, but what they're passionate about, he said. \"You often don't know what you're passionate about because you haven't been introduced to it in the right way,\" he said. \"Teachers provide that stewardship we need,\" he said.\u003c/p>\n\u003cp>For teachers, helping kids find their passion outside the confines of standardized curriculum and testing can be a messy endeavor, but worth the challenge. Marc Prensky, author of the book \u003c!--more-->\u003cem>BRAIN GAIN: Technology and the Quest for Digital Wisdom, \u003c/em>added that, rather than finding different ways for everyone to do the same curriculum, we need to find a way to allow individual students to create their own pathways to learning.\u003c/p>\n\u003cp>Though technology could help in this realm, the value that great teachers bring to the equation is immeasurable against what software can do, Prensky said: providing empathy and helping students find their passion by providing a wider place to look.\u003c/p>\n\u003cp>\"Helping students find their passion will lead them to achievement,\" he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ever the pithy presenter, Prensky proposed to the audience four ways teachers can do this.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>LISTEN.\u003c/strong> It's impossible to encourage students when we don't know what their passions are, so above all, teachers must listen to their students. \"Or else what we get is 'cellophane kids,' when a teacher looks right through them to the curriculum and test scores and kids become invisible,\" he said.\u003c/li>\n\u003cli>\u003cstrong>RESPECT.\u003c/strong> Adults and kids don't respect each other as much as they should, Prensky said. \"The war between digital natives and immigrants is over, and the natives have won! So let's move forward to mutual respect and wisdom,\" he said. We need both technology and strong pedagogy, but we need to include kids' voices in how we make decisions about learning. \"All education decisions come top down right now,\" he said. \"The next century is about changing that.\"\u003c/li>\n\u003cli>\u003cstrong>OVER-EXPECT FROM STUDENTS.\u003c/strong> Today's kids have far greater capabilities than ever been before, not less. \"What's making them better is connecting their brains to technology wisely,\" he said. Let's step up our expectations of them in that regard.\u003c/li>\n\u003cli>\u003cstrong>DO WHAT YOU KNOW IS RIGHT.\u003c/strong> \"Teachers know what kids need, but someone has convinced them to just cover the curriculum,\" he said. A teacher's job is to help equip kids with skills to function and thrive in the digital future, and though that could be challenging because of conflicting policies in place, that's the definition of courage.\u003c/li>\n\u003c/ol>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22412/beyond-technology-how-to-spark-kids-passions","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_797","mindshift_897","mindshift_896","mindshift_623","mindshift_238"],"featImg":"mindshift_22479","label":"mindshift"},"mindshift_17804":{"type":"posts","id":"mindshift_17804","meta":{"index":"posts_1591205157","site":"mindshift","id":"17804","score":null,"sort":[1325529930000]},"guestAuthors":[],"slug":"sir-ken-robinson-alternative-education-is-good-education","title":"Sir Ken Robinson: Alternative Education is Good Education","publishDate":1325529930,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://www.youtube.com/watch?feature=player_embedded&v=GnvkitAFwlM\u003c/p>\n\u003cp>In 2006, Sir Ken Robinson presented a TED talk about the importance of nurturing creativity in education. That\u003ca> video\u003c/a> has been viewed more than eight million times.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/sir-ken-robinson-alternative-education-is-good-education/screen-shot-2012-01-02-at-10-44-38-am/\" rel=\"attachment wp-att-17824\">\u003cimg class=\"alignright size-thumbnail wp-image-17824\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-02-at-10.44.38-AM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Just a few weeks ago, Robinson presented a video \u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=GnvkitAFwlM\">TEDx talk in London\u003c/a>, addressing how population growth and technology are fueling huge changes in education, and the imperative to make \u003cem>all\u003c/em> schools progressive. He argues that the principles of what's considered \"alternative\" education are those that should be applied to mainstream education.\u003c/p>\n\u003cp>It's hard to argue with these ideas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1325529932,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":100},"headData":{"title":"Sir Ken Robinson: Alternative Education is Good Education | KQED","description":"http://www.youtube.com/watch?feature=player_embedded&v=GnvkitAFwlM In 2006, Sir Ken Robinson presented a TED talk about the importance of nurturing creativity in education. That video has been viewed more than eight million times. Just a few weeks ago, Robinson presented a video TEDx talk in London, addressing how population growth and technology are fueling huge changes in education, and the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"17804 http://blogs.kqed.org/mindshift/?p=17804","disqusUrl":"https://ww2.kqed.org/mindshift/2012/01/02/sir-ken-robinson-alternative-education-is-good-education/","disqusTitle":"Sir Ken Robinson: Alternative Education is Good Education","path":"/mindshift/17804/sir-ken-robinson-alternative-education-is-good-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/GnvkitAFwlM'\n title='//www.youtube.com/embed/GnvkitAFwlM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>In 2006, Sir Ken Robinson presented a TED talk about the importance of nurturing creativity in education. That\u003ca> video\u003c/a> has been viewed more than eight million times.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/sir-ken-robinson-alternative-education-is-good-education/screen-shot-2012-01-02-at-10-44-38-am/\" rel=\"attachment wp-att-17824\">\u003cimg class=\"alignright size-thumbnail wp-image-17824\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-02-at-10.44.38-AM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Just a few weeks ago, Robinson presented a video \u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=GnvkitAFwlM\">TEDx talk in London\u003c/a>, addressing how population growth and technology are fueling huge changes in education, and the imperative to make \u003cem>all\u003c/em> schools progressive. He argues that the principles of what's considered \"alternative\" education are those that should be applied to mainstream education.\u003c/p>\n\u003cp>It's hard to argue with these ideas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/17804/sir-ken-robinson-alternative-education-is-good-education","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_238","mindshift_135"],"featImg":"mindshift_17824","label":"mindshift"},"mindshift_5765":{"type":"posts","id":"mindshift_5765","meta":{"index":"posts_1591205157","site":"mindshift","id":"5765","score":null,"sort":[1293469221000]},"guestAuthors":[],"slug":"sir-ken-robinson-changes-the-paradigm","title":"Sir Ken Robinson Changes the Paradigm","publishDate":1293469221,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-large wp-image-5767\" title=\"Screen shot 2010-12-23 at 12.42.17 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/Screen-shot-2010-12-23-at-12.42.17-PM-620x341.png\" alt=\"\" width=\"620\" height=\"341\">Sir Ken Robinson's \u003ca href=\"http://www.thersa.org/events/vision/archive/sir-ken-robinson\">inspirational talk \u003c/a>at the RSA Conference called \"Changing Paradigms\" has made its way around the education circles through different media.\u003c/p>\n\u003cp>This \u003ca href=\"http://www.youtube.com/watch?v=zDZFcDGpL4U\">animated version\u003c/a> of the speech, taking us through the speaker's colorful prose with illustrations, has made even more of an impact.\u003c/p>\n\u003cp>If you haven't seen it yet, it's worth watching from beginning to end. Thanks to my daughter's teacher, Ms. K., for passing it on.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=zDZFcDGpL4U\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1293137110,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":83},"headData":{"title":"Sir Ken Robinson Changes the Paradigm | KQED","description":"Sir Ken Robinson's inspirational talk at the RSA Conference called "Changing Paradigms" has made its way around the education circles through different media. This animated version of the speech, taking us through the speaker's colorful prose with illustrations, has made even more of an impact. If you haven't seen it yet, it's worth watching from","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"5765 http://blogs.kqed.org/mindshift/?p=5765","disqusUrl":"https://ww2.kqed.org/mindshift/2010/12/27/sir-ken-robinson-changes-the-paradigm/","disqusTitle":"Sir Ken Robinson Changes the Paradigm","path":"/mindshift/5765/sir-ken-robinson-changes-the-paradigm","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-large wp-image-5767\" title=\"Screen shot 2010-12-23 at 12.42.17 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/Screen-shot-2010-12-23-at-12.42.17-PM-620x341.png\" alt=\"\" width=\"620\" height=\"341\">Sir Ken Robinson's \u003ca href=\"http://www.thersa.org/events/vision/archive/sir-ken-robinson\">inspirational talk \u003c/a>at the RSA Conference called \"Changing Paradigms\" has made its way around the education circles through different media.\u003c/p>\n\u003cp>This \u003ca href=\"http://www.youtube.com/watch?v=zDZFcDGpL4U\">animated version\u003c/a> of the speech, taking us through the speaker's colorful prose with illustrations, has made even more of an impact.\u003c/p>\n\u003cp>If you haven't seen it yet, it's worth watching from beginning to end. Thanks to my daughter's teacher, Ms. K., for passing it on.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/zDZFcDGpL4U'\n title='//www.youtube.com/embed/zDZFcDGpL4U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/5765/sir-ken-robinson-changes-the-paradigm","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_238"],"featImg":"mindshift_5767","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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