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Day 05/02/2014

Ben Casnocha on The Disconnect Between School As An Individual Game & Life As A Team Game …*

Ben Casnocha on The Disconnect Between School As An Individual Game & Life As A Team Game ...*

Couldn’t agree more with Ben Casnocha’s dead on insight about one of the biggest disconnects between “school-life” and “real” life and the negative impact it creates. How might we rethink * the “framework of how to be successful” that we teach in schools?

“When I meet with really successful professionals, they frequently reflect on this disconnect: in school they thought it was an individual game, in life they realize it’s a team game, and team games require skills they never developed in school.

[ … ] 

And it turns out, memorizing organic chemistry formulas was a whole lot easier than learning to read a room, interpreting human motivations, and building teams who will follow you.

When reflecting on how the education system does or does not prepare students, we should pay special attention not just to areas where school under-prepares students for the real world (more statistics! more engineering!), but where school actively misprepares. Where an entire framework of “how to be successful” has to be unlearned and replaced by something else. These are the most consequential breakage points in formal schooling.” – Ben Casnocha

Source: Loners Can Win At School. They Can’t In The Real World. via LinkedIn, published February 4, 2014

{ Rethinking the Nature of Learning, Conclusion } From MFA to K-12

meaning-karinstormwoodFor this thesis project, I surprinted and bound
50 pages of messy but enthusiastic grad school notes (left) and
500 pages of impeccably neat high school notes (right).

{ Previously: IntroductionPart IPart II, Part III, and Part IV }

I’ll conclude the narrative of how design school led me to rethink the nature of learning by recapping some key perspectives I’ve developed along the way. I’ll also note how I hope to apply them K-12 education here at rethinked…*

1 — There are two paradoxical truths about learning that must be kept in equilibrium:

Learning often involves a degree of anxiety because there is something at stake. However, learning cannot thrive sustainably if that anxiety isn’t mitigated.

Does this construct accurately capture the experiences of K12 learners? If not, how might we develop a more accurate construct for understanding the emotional and learning experiences of our students?

2 — Learners deserve help in developing mindsets and strategies designed to overcome or sidestep anxieties associated with learning

Metacognitive strategies taught in study-skills classes address this. How can such strategies be mainstreamed across the curriculum more effectively? How might the need for such mainstreaming be most effectively communicated to educators and parents?

3 — Learning has more to do with having and asking questions than having and giving answers. In this respect it’s important to consider the distinction between learning and schooling.

How can this message — not to mention inquiry-based learning itself — coexist meaningfully with schools’ need for assessment? How might student inquiry — curiosity, risk-taking, and innovation — be empirically assessed?

4 — Winning formulas for success in the (mostly) predictable academic challenges of school do not always reflect winning formulas for success in the unpredictable environment of life.  

A key mission of character education is to prepare students for success in the broadest sense. To what extent do students at schools committed to character education believe in the importance of character? To what extent do such students believe in the importance of character? Are such students motivated to meet character expectations? In what ways does motivation differ from students’ motivation to meet academic expectations?

I invite you to share your perspectives in the comments.

{ Creativity: Music To My Ears } Free New Online Course by Tina Seelig To Explore Factors That Stimulate Creativity

“Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to everything.” – Plato

Calling all knowmads — here’s an exciting learning opportunity for creativity and music enthusiasts: a six week, free, online course —Creativity: Music To My Ears–taught by the splendid Tina Seelig, Executive Director of Stanford Technology Ventures Program and creativity expert.

With the power to cross borders and languages, music serves as a compelling tool for unlocking creative potential.

Creativity: Music to My Ears is a six week course designed to explore several factors that stimulate creativity in individuals, teams, and organizations. In each session we will focus on a different variable related to creativity, such as reframing problems, connecting and combining ideas, and challenging assumptions. All of the projects in this experiential course will deal with some aspect of music, including listening, creating, and sharing. No musical talent is required – just an interest in exploring the role that music plays in our lives.

To deepen your understanding of music, throughout the course we will include video clips from experts in the music industry, including world-renowned Warner Music recording artists, Stanford music scholars, and industry executives who work to bring new and innovative musical expression to a global audience.

The course begins April 2 and runs to May 7, 2014. Enroll today!

Creativity: Music to My Ears from Stanford Tech Ventures Program on Vimeo.

Learn & rethink …*

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