well good afternoon everyone it’s good to see you all so there’s a question
to see you all so there’s a question
to see you all so there’s a question that many educators from around the
that many educators from around the
that many educators from around the world that are that are grappling with
world that are that are grappling with
world that are that are grappling with and that is how do we better prepare
and that is how do we better prepare
and that is how do we better prepare young people to respond productively to
young people to respond productively to
young people to respond productively to the uncertainties of a changing world
the uncertainties of a changing world
the uncertainties of a changing world what makes this question so challenging
what makes this question so challenging
what makes this question so challenging is that we don’t like uncertainty it’s
is that we don’t like uncertainty it’s
is that we don’t like uncertainty it’s an uncomfortable feeling we want to
an uncomfortable feeling we want to
an uncomfortable feeling we want to quickly get rid of it and in the context
quickly get rid of it and in the context
quickly get rid of it and in the context of schools and classrooms what we often
of schools and classrooms what we often
of schools and classrooms what we often do is we replace uncertainty with
do is we replace uncertainty with
do is we replace uncertainty with problems that have been selected by
problems that have been selected by
problems that have been selected by other people that are often already
other people that are often already
other people that are often already solved and predetermined methods right
solved and predetermined methods right
solved and predetermined methods right and what that tends to do is kind of
and what that tends to do is kind of
and what that tends to do is kind of over structure young people’s learning
over structure young people’s learning
over structure young people’s learning experiences the benefit of doing that
experiences the benefit of doing that
experiences the benefit of doing that however is you can still learn from
however is you can still learn from
however is you can still learn from worked examples but it kind of puts
worked examples but it kind of puts
worked examples but it kind of puts uncertainty off to some other day so I
uncertainty off to some other day so I
uncertainty off to some other day so I kind of want to spend just a few minutes
kind of want to spend just a few minutes
kind of want to spend just a few minutes we have together to kind of challenge
we have together to kind of challenge
we have together to kind of challenge this some day response to uncertainty
this some day response to uncertainty
this some day response to uncertainty and it’s a challenge my grandmother
and it’s a challenge my grandmother
and it’s a challenge my grandmother challenged me with some 20 plus years
challenged me with some 20 plus years
challenged me with some 20 plus years ago as I was heading off to graduate
ago as I was heading off to graduate
ago as I was heading off to graduate school and so I’m a first-generation
school and so I’m a first-generation
school and so I’m a first-generation college student both my grandparents are
college student both my grandparents are
college student both my grandparents are immigrants from Italy and Sicily and we
immigrants from Italy and Sicily and we
immigrants from Italy and Sicily and we gathered to kind of this sending away
gathered to kind of this sending away
gathered to kind of this sending away party where there’s a lot of food
party where there’s a lot of food
party where there’s a lot of food although my family didn’t need a reason
although my family didn’t need a reason
although my family didn’t need a reason to gather and eat but this happened to
to gather and eat but this happened to
to gather and eat but this happened to be the reason that day and as far as the
be the reason that day and as far as the
be the reason that day and as far as the end of the evening we’re all kind of
end of the evening we’re all kind of
end of the evening we’re all kind of circled around and my grandmother was
circled around and my grandmother was
circled around and my grandmother was sitting in the middle of the circle
sitting in the middle of the circle
sitting in the middle of the circle alphand Zena tag Laila Varde and she
alphand Zena tag Laila Varde and she
alphand Zena tag Laila Varde and she called me forward and I thought what she
called me forward and I thought what she
called me forward and I thought what she was going to say to me and she took my
was going to say to me and she took my
was going to say to me and she took my hand was Ronnie we’re so proud of you
hand was Ronnie we’re so proud of you
hand was Ronnie we’re so proud of you first-generation college student going
first-generation college student going
first-generation college student going on to graduate school that’s not what
on to graduate school that’s not what
on to graduate school that’s not what she said she said Ronnie you have such
she said she said Ronnie you have such
she said she said Ronnie you have such beautiful hands
beautiful hands
beautiful hands okay Bella Ronnie I was like well thank
okay Bella Ronnie I was like well thank
okay Bella Ronnie I was like well thank you nan I do use moisturizer if that’s
you nan I do use moisturizer if that’s
you nan I do use moisturizer if that’s what you’re talking about
what you’re talking about
what you’re talking about and she said feel my hands and I felt
and she said feel my hands and I felt
and she said feel my hands and I felt her hands and they were riddled with
her hands and they were riddled with
her hands and they were riddled with calluses and then she asked don’t you
calluses and then she asked don’t you
calluses and then she asked don’t you work Ronnie and I was kind of quick so I
work Ronnie and I was kind of quick so I
work Ronnie and I was kind of quick so I said yes of course I worked Nana I work
said yes of course I worked Nana I work
said yes of course I worked Nana I work in the workshop of the mind but I have
in the workshop of the mind but I have
in the workshop of the mind but I have calluses around my brain and she said I
calluses around my brain and she said I
calluses around my brain and she said I think you have calluses on your Kulu
think you have calluses on your Kulu
think you have calluses on your Kulu your bottom if you said when are you
your bottom if you said when are you
your bottom if you said when are you going to get off your bottom and put all
going to get off your bottom and put all
going to get off your bottom and put all this learning to work in the world when
this learning to work in the world when
this learning to work in the world when are you going to make a difference and
are you going to make a difference and
are you going to make a difference and the best response I could muster while
the best response I could muster while
the best response I could muster while us someday Nana and then she challenged
us someday Nana and then she challenged
us someday Nana and then she challenged me with why not now
me with why not now
me with why not now why not today something that’s kind of
why not today something that’s kind of
why not today something that’s kind of haunted me from that day and so if we
haunted me from that day and so if we
haunted me from that day and so if we kind of take my grandmother’s challenge
kind of take my grandmother’s challenge
kind of take my grandmother’s challenge and revisit that question that so many
and revisit that question that so many
and revisit that question that so many of us are wrestling with it turns into
of us are wrestling with it turns into
of us are wrestling with it turns into how can we expect young people to engage
how can we expect young people to engage
how can we expect young people to engage productively with uncertainty if they’re
productively with uncertainty if they’re
productively with uncertainty if they’re never given the opportunities to
never given the opportunities to
never given the opportunities to practice doing so as young people and so
practice doing so as young people and so
practice doing so as young people and so I think in order to kind of address that
I think in order to kind of address that
I think in order to kind of address that question we have to kind of revisit our
question we have to kind of revisit our
question we have to kind of revisit our relationship with uncertainty and yes
relationship with uncertainty and yes
relationship with uncertainty and yes uncertainty is uncomfortable and it does
uncertainty is uncomfortable and it does
uncertainty is uncomfortable and it does elicit fears but it’s also an
elicit fears but it’s also an
elicit fears but it’s also an opportunity it’s a signifier that new
opportunity it’s a signifier that new
opportunity it’s a signifier that new thought and new action is necessary and
thought and new action is necessary and
thought and new action is necessary and in this way it serves as a catalyst for
in this way it serves as a catalyst for
in this way it serves as a catalyst for a creative response rather than a
a creative response rather than a
a creative response rather than a someday response so in the remaining
someday response so in the remaining
someday response so in the remaining just moments I just want to go through
just moments I just want to go through
just moments I just want to go through the what when why and how of a creative
the what when why and how of a creative
the what when why and how of a creative response so we can understand what that
response so we can understand what that
response so we can understand what that kind of looks like so what is a creative
kind of looks like so what is a creative
kind of looks like so what is a creative response imagine a young kid in a class
response imagine a young kid in a class
response imagine a young kid in a class working on a math problem so it’s like
working on a math problem so it’s like
working on a math problem so it’s like an in-class quiz so it’s elementary
an in-class quiz so it’s elementary
an in-class quiz so it’s elementary school it’s a double column subtraction
school it’s a double column subtraction
school it’s a double column subtraction problem let’s say it’s 26 minus 17 okay
problem let’s say it’s 26 minus 17 okay
problem let’s say it’s 26 minus 17 okay and so in response this kid writes a
and so in response this kid writes a
and so in response this kid writes a little poem about how you can still get
little poem about how you can still get
little poem about how you can still get gained through loss house through
gained through loss house through
gained through loss house through subtraction you can still add Beauty and
subtraction you can still add Beauty and
subtraction you can still add Beauty and uses a metaphor of a bonsai tree as an
uses a metaphor of a bonsai tree as an
uses a metaphor of a bonsai tree as an example now do you think that’s a
example now do you think that’s a
example now do you think that’s a creative response I see some people
creative response I see some people
creative response I see some people shaking their head yes somewhere maybe I
shaking their head yes somewhere maybe I
shaking their head yes somewhere maybe I don’t know some or maybe no so maybe I
don’t know some or maybe no so maybe I
don’t know some or maybe no so maybe I don’t care I’m hungry what okay so what
don’t care I’m hungry what okay so what
don’t care I’m hungry what okay so what would creativity researchers say what we
would creativity researchers say what we
would creativity researchers say what we would say I would think the majorities
would say I would think the majorities
would say I would think the majorities would say that’s certainly an original
would say that’s certainly an original
would say that’s certainly an original response but it’s not creative
response but it’s not creative
response but it’s not creative creativity requires a blend of
creativity requires a blend of
creativity requires a blend of originality and meeting task constraints
originality and meeting task constraints
originality and meeting task constraints as defined within a particular context
as defined within a particular context
as defined within a particular context so well that kids response is original
so well that kids response is original
so well that kids response is original that kids not meeting the task
that kids not meeting the task
that kids not meeting the task constraints of solving that particular
constraints of solving that particular
constraints of solving that particular problem in that context so let’s
problem in that context so let’s
problem in that context so let’s consider another kid in that same
consider another kid in that same
consider another kid in that same classroom same problem 26 minus 17 and
classroom same problem 26 minus 17 and
classroom same problem 26 minus 17 and so this kid gets the correct answer 9
so this kid gets the correct answer 9
so this kid gets the correct answer 9 okay and so has any good teacher the
okay and so has any good teacher the
okay and so has any good teacher the teacher wants to know how the kid
teacher wants to know how the kid
teacher wants to know how the kid arrived at
arrived at
arrived at answer and so since how did you get that
answer and so since how did you get that
answer and so since how did you get that answer let’s say this kid says I added
answer let’s say this kid says I added
answer let’s say this kid says I added three back to six and got nine now
three back to six and got nine now
three back to six and got nine now that’s an unusual response is that
that’s an unusual response is that
that’s an unusual response is that creative what would creativity
creative what would creativity
creative what would creativity researchers say those of us that work in
researchers say those of us that work in
researchers say those of us that work in schools and classrooms would say well it
schools and classrooms would say well it
schools and classrooms would say well it depends oftentimes what an unusual
depends oftentimes what an unusual
depends oftentimes what an unusual response is could be a signifier of a
response is could be a signifier of a
response is could be a signifier of a creative response it could also be a
creative response it could also be a
creative response it could also be a signifier of confusion it could be a
signifier of confusion it could be a
signifier of confusion it could be a signifier of a kid wanting to willfully
signifier of a kid wanting to willfully
signifier of a kid wanting to willfully disrupt the lesson which is a different
disrupt the lesson which is a different
disrupt the lesson which is a different kind of creativity and sometimes
kind of creativity and sometimes
kind of creativity and sometimes necessary but we’ll talk about that
necessary but we’ll talk about that
necessary but we’ll talk about that later
later
later so as any good teacher the teacher wants
so as any good teacher the teacher wants
so as any good teacher the teacher wants to kind of explore this and resist the
to kind of explore this and resist the
to kind of explore this and resist the temptation which I’ve done as an
temptation which I’ve done as an
temptation which I’ve done as an educator myself and do something like
educator myself and do something like
educator myself and do something like this you know why don’t you think about
this you know why don’t you think about
this you know why don’t you think about that some more let’s call on somebody
that some more let’s call on somebody
that some more let’s call on somebody else I call that killing ideas softly
else I call that killing ideas softly
else I call that killing ideas softly right so this teacher doesn’t do that
right so this teacher doesn’t do that
right so this teacher doesn’t do that and draws this kids rationale out and
and draws this kids rationale out and
and draws this kids rationale out and this is based on an actual kid’s
this is based on an actual kid’s
this is based on an actual kid’s response so this kid says 26 – 17 I take
response so this kid says 26 – 17 I take
response so this kid says 26 – 17 I take the six and seven set them aside for a
the six and seven set them aside for a
the six and seven set them aside for a second now I have 20 minus 10 which is
second now I have 20 minus 10 which is
second now I have 20 minus 10 which is 10 I subtract seven from that 10 that
10 I subtract seven from that 10 that
10 I subtract seven from that 10 that gives me 3 add that 3 back to 6 and
gives me 3 add that 3 back to 6 and
gives me 3 add that 3 back to 6 and that’s 9 guess what folks that’s a
that’s 9 guess what folks that’s a
that’s 9 guess what folks that’s a creative response it’s unusual but it’s
creative response it’s unusual but it’s
creative response it’s unusual but it’s also mathematically accurate in the
also mathematically accurate in the
also mathematically accurate in the constraints of that okay so that’s the
constraints of that okay so that’s the
constraints of that okay so that’s the what a blend of originality meeting task
what a blend of originality meeting task
what a blend of originality meeting task constraints what about the when and what
constraints what about the when and what
constraints what about the when and what about this first kid this little
about this first kid this little
about this first kid this little aspiring poet do we just let this little
aspiring poet do we just let this little
aspiring poet do we just let this little aspiring poet will languish away with
aspiring poet will languish away with
aspiring poet will languish away with this little seedling of a poet wither
this little seedling of a poet wither
this little seedling of a poet wither and die now what we recognize as
and die now what we recognize as
and die now what we recognize as creativity researchers is that
creativity researchers is that
creativity researchers is that accomplished creators have developed the
accomplished creators have developed the
accomplished creators have developed the capacity to read the environment they
capacity to read the environment they
capacity to read the environment they understand that there is a time and a
understand that there is a time and a
understand that there is a time and a place for creativity they know when to
place for creativity they know when to
place for creativity they know when to be creative and when not to be creative
be creative and when not to be creative
be creative and when not to be creative what my colleague James Kaufman I call
what my colleague James Kaufman I call
what my colleague James Kaufman I call creative metacognition they’ve kind of
creative metacognition they’ve kind of
creative metacognition they’ve kind of developed that capacity and so sometimes
developed that capacity and so sometimes
developed that capacity and so sometimes it’s hard for advocates of creativity to
it’s hard for advocates of creativity to
it’s hard for advocates of creativity to hear that there’s a time and a place for
hear that there’s a time and a place for
hear that there’s a time and a place for creativity because we think it’s so
creativity because we think it’s so
creativity because we think it’s so positive and it’s always useful and so I
positive and it’s always useful and so I
positive and it’s always useful and so I have this little thought experiment that
have this little thought experiment that
have this little thought experiment that I use to remind myself and others that
I use to remind myself and others that
I use to remind myself and others that there is in fact a time in a place so
there is in fact a time in a place so
there is in fact a time in a place so imagine you’re on a routine flight and
imagine you’re on a routine flight and
imagine you’re on a routine flight and the captain comes on the plane and says
the captain comes on the plane and says
the captain comes on the plane and says something like oh yeah this is a routine
something like oh yeah this is a routine
something like oh yeah this is a routine flight we’re flying over this body of
flight we’re flying over this body of
flight we’re flying over this body of water I’ve been thinking about this
water I’ve been thinking about this
water I’ve been thinking about this creative water landing I’d like to break
creative water landing I’d like to break
creative water landing I’d like to break out right about now of course
out right about now of course
out right about now of course not no way but if the plane was in
not no way but if the plane was in
not no way but if the plane was in trouble then by all means use your
trouble then by all means use your
trouble then by all means use your creative water landing and so again this
creative water landing and so again this
creative water landing and so again this is an illustrates that there isn’t time
is an illustrates that there isn’t time
is an illustrates that there isn’t time in a place and I think one of the most
in a place and I think one of the most
in a place and I think one of the most beautiful quotes that I’ve heard that
beautiful quotes that I’ve heard that
beautiful quotes that I’ve heard that kind of illustrates this is attributed
kind of illustrates this is attributed
kind of illustrates this is attributed to Miles Davis the great American jazz
to Miles Davis the great American jazz
to Miles Davis the great American jazz musician and Miles Davis says there are
musician and Miles Davis says there are
musician and Miles Davis says there are no wrong notes in jazz just notes in the
no wrong notes in jazz just notes in the
no wrong notes in jazz just notes in the wrong places
wrong places
wrong places isn’t that beautiful and if you think
isn’t that beautiful and if you think
isn’t that beautiful and if you think about that as we think about that young
about that as we think about that young
about that as we think about that young kid that poet the little poem that he
kid that poet the little poem that he
kid that poet the little poem that he wrote it’s not that that poem is a wrong
wrote it’s not that that poem is a wrong
wrote it’s not that that poem is a wrong response right it’s just a response in
response right it’s just a response in
response right it’s just a response in the wrong place and so our
the wrong place and so our
the wrong place and so our responsibility would be to help that kid
responsibility would be to help that kid
responsibility would be to help that kid find the appropriate time in place to
find the appropriate time in place to
find the appropriate time in place to express that poetry so that’s the what
express that poetry so that’s the what
express that poetry so that’s the what and the when the why we’ve been talking
and the when the why we’ve been talking
and the when the why we’ve been talking about why do you want a creative
about why do you want a creative
about why do you want a creative response when you’re facing uncertainty
response when you’re facing uncertainty
response when you’re facing uncertainty in what’s worked in the past no longer
in what’s worked in the past no longer
in what’s worked in the past no longer works or you want to improve upon
works or you want to improve upon
works or you want to improve upon practices which leads us to the how so
practices which leads us to the how so
practices which leads us to the how so how do we do this I would argue that we
how do we do this I would argue that we
how do we do this I would argue that we need to present young people with
need to present young people with
need to present young people with semi-structured experiences so the key
semi-structured experiences so the key
semi-structured experiences so the key is semi-structured if you remove all
is semi-structured if you remove all
is semi-structured if you remove all structure you have chaos and creativity
structure you have chaos and creativity
structure you have chaos and creativity really doesn’t thrive in chaos it needs
really doesn’t thrive in chaos it needs
really doesn’t thrive in chaos it needs those kinds of constraints but we don’t
those kinds of constraints but we don’t
those kinds of constraints but we don’t want to over structure experiences like
want to over structure experiences like
want to over structure experiences like we typically do and so what does this
we typically do and so what does this
we typically do and so what does this semi structured experience look like
semi structured experience look like
semi structured experience look like I’ll give you some examples they can be
I’ll give you some examples they can be
I’ll give you some examples they can be very modest experiences with uncertainty
very modest experiences with uncertainty
very modest experiences with uncertainty all the way to much more ambitious ones
all the way to much more ambitious ones
all the way to much more ambitious ones so here’s a modest one so imagine you
so here’s a modest one so imagine you
so here’s a modest one so imagine you have some math story problems you ask
have some math story problems you ask
have some math story problems you ask the kids to solve the problem and then
the kids to solve the problem and then
the kids to solve the problem and then the way you introduce uncertainty is
the way you introduce uncertainty is
the way you introduce uncertainty is unstructured bit and say don’t just
unstructured bit and say don’t just
unstructured bit and say don’t just solve it in the one way that we’ve
solve it in the one way that we’ve
solve it in the one way that we’ve demonstrated solve it in as many ways as
demonstrated solve it in as many ways as
demonstrated solve it in as many ways as you possibly can that kind of thing can
you possibly can that kind of thing can
you possibly can that kind of thing can generate multiple solutions let’s say it
generate multiple solutions let’s say it
generate multiple solutions let’s say it generates 13 or more solutions in that
generates 13 or more solutions in that
generates 13 or more solutions in that classroom that are mathematically
classroom that are mathematically
classroom that are mathematically accurate and different now that raises a
accurate and different now that raises a
accurate and different now that raises a really important question for us are we
really important question for us are we
really important question for us are we going to learn more from learning how to
going to learn more from learning how to
going to learn more from learning how to solve one problem thirteen different
solve one problem thirteen different
solve one problem thirteen different ways or 13 different problems in one way
ways or 13 different problems in one way
ways or 13 different problems in one way which is way we typically assign
which is way we typically assign
which is way we typically assign practice and homework problems and the
practice and homework problems and the
practice and homework problems and the truth is probably a blend there’s some
truth is probably a blend there’s some
truth is probably a blend there’s some probably some sort of optimal blend of
probably some sort of optimal blend of
probably some sort of optimal blend of the two so that’s a modest example what
the two so that’s a modest example what
the two so that’s a modest example what about a more ambitious example a more
about a more ambitious example a more
about a more ambitious example a more ambitious example are
ambitious example are
ambitious example are what I call legacy projects so legacy
what I call legacy projects so legacy
what I call legacy projects so legacy projects are designed for students by
projects are designed for students by
projects are designed for students by students in order to make an impact in
students in order to make an impact in
students in order to make an impact in the world that makes a lasting
the world that makes a lasting
the world that makes a lasting difference and they’re used they just
difference and they’re used they just
difference and they’re used they just have four simple design questions what’s
have four simple design questions what’s
have four simple design questions what’s the problem why does it matter what are
the problem why does it matter what are
the problem why does it matter what are we going to do about it and what lasting
we going to do about it and what lasting
we going to do about it and what lasting impact are we going to make and so again
impact are we going to make and so again
impact are we going to make and so again the students work through these problems
the students work through these problems
the students work through these problems and I’ll give you an example an example
and I’ll give you an example an example
and I’ll give you an example an example would be a group of bilingual students
would be a group of bilingual students
would be a group of bilingual students who identify in their community there
who identify in their community there
who identify in their community there are families that are not receiving
are families that are not receiving
are families that are not receiving critically important health-related
critically important health-related
critically important health-related educationally related or community
educationally related or community
educationally related or community related information because it’s not
related information because it’s not
related information because it’s not being translated so they develop this
being translated so they develop this
being translated so they develop this translation service and they partner
translation service and they partner
translation service and they partner with community organizations and
with community organizations and
with community organizations and businesses to open up these lines of
businesses to open up these lines of
businesses to open up these lines of communication and then the legacy
communication and then the legacy
communication and then the legacy component of this is that they make sure
component of this is that they make sure
component of this is that they make sure that upcoming generations take over this
that upcoming generations take over this
that upcoming generations take over this work and so the work has its lasting
work and so the work has its lasting
work and so the work has its lasting legacy and impact in the community as
legacy and impact in the community as
legacy and impact in the community as they go on and graduate and in all cases
they go on and graduate and in all cases
they go on and graduate and in all cases even in the mass story problem all the
even in the mass story problem all the
even in the mass story problem all the way to legacy projects young people are
way to legacy projects young people are
way to legacy projects young people are able to engage with uncertainty to sit
able to engage with uncertainty to sit
able to engage with uncertainty to sit with it to learn how to sit with that
with it to learn how to sit with that
with it to learn how to sit with that difficulty to generate new possibilities
difficulty to generate new possibilities
difficulty to generate new possibilities to ask what if to move from what
to ask what if to move from what
to ask what if to move from what currently is to what could or should be
currently is to what could or should be
currently is to what could or should be to then evaluate those possibilities
to then evaluate those possibilities
to then evaluate those possibilities prune them down and most importantly to
prune them down and most importantly to
prune them down and most importantly to take action you could have the greatest
take action you could have the greatest
take action you could have the greatest idea in the world but if you can’t take
idea in the world but if you can’t take
idea in the world but if you can’t take action on it or are not willing to take
action on it or are not willing to take
action on it or are not willing to take action on it it’s meaningless and I
action on it it’s meaningless and I
action on it it’s meaningless and I think it’s through these kinds of
think it’s through these kinds of
think it’s through these kinds of experiences of meaningfully engaging
experiences of meaningfully engaging
experiences of meaningfully engaging with uncertainty and developing these
with uncertainty and developing these
with uncertainty and developing these productive lasted responses that young
productive lasted responses that young
productive lasted responses that young people already are and certainly can do
people already are and certainly can do
people already are and certainly can do more of developing the kinds of calluses
more of developing the kinds of calluses
more of developing the kinds of calluses my grandmother
my grandmother
my grandmother mentioned so many years ago thank
”
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