good evening we had the good fortune this past summer to travel to Greece to
this past summer to travel to Greece to
this past summer to travel to Greece to attend our nephews wedding and of course
attend our nephews wedding and of course
attend our nephews wedding and of course while we were there we visited the
while we were there we visited the
while we were there we visited the Parthenon and the Acropolis and my
Parthenon and the Acropolis and my
Parthenon and the Acropolis and my sister when we met her at the wedding I
sister when we met her at the wedding I
sister when we met her at the wedding I said so what’d you think of the
said so what’d you think of the
said so what’d you think of the Acropolis what’d you think of the part
Acropolis what’d you think of the part
Acropolis what’d you think of the part on you there and she said yeah it’s just
on you there and she said yeah it’s just
on you there and she said yeah it’s just a bunch of rocks what do I care and I
a bunch of rocks what do I care and I
a bunch of rocks what do I care and I thought it’s just a pile of rocks by the
thought it’s just a pile of rocks by the
thought it’s just a pile of rocks by the way my backgrounds history this broke my
way my backgrounds history this broke my
way my backgrounds history this broke my heart but more importantly it struck me
heart but more importantly it struck me
heart but more importantly it struck me that somewhere along the way school had
that somewhere along the way school had
that somewhere along the way school had failed her and failed to ignite wonder
failed her and failed to ignite wonder
failed her and failed to ignite wonder ignite a questioning about these things
ignite a questioning about these things
ignite a questioning about these things she said were just rocks because when I
she said were just rocks because when I
she said were just rocks because when I is there I saw a civilization I saw the
is there I saw a civilization I saw the
is there I saw a civilization I saw the birthplace of democracy where where
birthplace of democracy where where
birthplace of democracy where where Socrates you know just down the hill had
Socrates you know just down the hill had
Socrates you know just down the hill had been put to death for his views she saw
been put to death for his views she saw
been put to death for his views she saw a pile of rocks and it struck me you
a pile of rocks and it struck me you
a pile of rocks and it struck me you know what do we need to do in schools to
know what do we need to do in schools to
know what do we need to do in schools to inspire wonder and I want to suggest you
inspire wonder and I want to suggest you
inspire wonder and I want to suggest you this evening that schools are at a
this evening that schools are at a
this evening that schools are at a crossroads in a digital world where kids
crossroads in a digital world where kids
crossroads in a digital world where kids carry in their pocket all the
carry in their pocket all the
carry in their pocket all the information they could possibly want
information they could possibly want
information they could possibly want schools could no longer be a place where
schools could no longer be a place where
schools could no longer be a place where we we simply pumpkin Toto to kids
we we simply pumpkin Toto to kids
we we simply pumpkin Toto to kids because we’re gonna be quickly become
because we’re gonna be quickly become
because we’re gonna be quickly become you’re relevant but I’d also suggest if
you’re relevant but I’d also suggest if
you’re relevant but I’d also suggest if schools are simply a place where kids
schools are simply a place where kids
schools are simply a place where kids come so they can explore whatever they
come so they can explore whatever they
come so they can explore whatever they want I’m not sure there’s relevance in
want I’m not sure there’s relevance in
want I’m not sure there’s relevance in that so how do we find the place of
that so how do we find the place of
that so how do we find the place of schools and educators in this digital
schools and educators in this digital
schools and educators in this digital space and and I want to suggest you it’s
space and and I want to suggest you it’s
space and and I want to suggest you it’s central to what I want to speak tonight
central to what I want to speak tonight
central to what I want to speak tonight school should be a place where kids
school should be a place where kids
school should be a place where kids experience things beyond what their
experience things beyond what their
experience things beyond what their daily experiences are where they are
daily experiences are where they are
daily experiences are where they are excited by great literature and great
excited by great literature and great
excited by great literature and great works of Arts and an ancient
works of Arts and an ancient
works of Arts and an ancient civilizations or ideas and math and
civilizations or ideas and math and
civilizations or ideas and math and science that but school is a place to to
science that but school is a place to to
science that but school is a place to to excite kids and and I want to suggest it
excite kids and and I want to suggest it
excite kids and and I want to suggest it in in this vein that in a digital world
in in this vein that in a digital world
in in this vein that in a digital world two things need to be happening wonder
two things need to be happening wonder
two things need to be happening wonder needs to be the driver for learning we
needs to be the driver for learning we
needs to be the driver for learning we need to inspire kids to one
need to inspire kids to one
need to inspire kids to one to want to know more about but we also
to want to know more about but we also
to want to know more about but we also have to put thinking at the core of
have to put thinking at the core of
have to put thinking at the core of learning in an age of fake news kids
learning in an age of fake news kids
learning in an age of fake news kids need to be thoughtful about what they’re
need to be thoughtful about what they’re
need to be thoughtful about what they’re learning about and be able to think
learning about and be able to think
learning about and be able to think deeply about these issues so I have to
deeply about these issues so I have to
deeply about these issues so I have to pause at this point and say you know
pause at this point and say you know
pause at this point and say you know given what I just told you I don’t think
given what I just told you I don’t think
given what I just told you I don’t think it’s a Turing I think there’s lots of
it’s a Turing I think there’s lots of
it’s a Turing I think there’s lots of conversations not just across this
conversations not just across this
conversations not just across this country but internationally on on
country but internationally on on
country but internationally on on putting thinking creativity
putting thinking creativity
putting thinking creativity collaboration
collaboration
collaboration these are buzz words happening all
these are buzz words happening all
these are buzz words happening all around the world so it almost seems
around the world so it almost seems
around the world so it almost seems self-evident and yet how are we going to
self-evident and yet how are we going to
self-evident and yet how are we going to get there and I want to suggest that we
get there and I want to suggest that we
get there and I want to suggest that we have some work to do this Gallup poll
have some work to do this Gallup poll
have some work to do this Gallup poll this is 2015 so just two years ago found
this is 2015 so just two years ago found
this is 2015 so just two years ago found the longer kids stay in school the less
the longer kids stay in school the less
the longer kids stay in school the less they want to be there now this is an
they want to be there now this is an
they want to be there now this is an American study but in grade 3 76% of
American study but in grade 3 76% of
American study but in grade 3 76% of students were excitedly engaged in their
students were excitedly engaged in their
students were excitedly engaged in their learning and by grade 10 we’re down to
learning and by grade 10 we’re down to
learning and by grade 10 we’re down to 44 percent that the longer kids are in
44 percent that the longer kids are in
44 percent that the longer kids are in school the less they want to be there so
school the less they want to be there so
school the less they want to be there so we have some work to do to make sure
we have some work to do to make sure
we have some work to do to make sure that schools remain a place of wonder
that schools remain a place of wonder
that schools remain a place of wonder for kids a place of excitement and I
for kids a place of excitement and I
for kids a place of excitement and I want a suggestion we have competing
want a suggestion we have competing
want a suggestion we have competing visions in education all I have to do is
visions in education all I have to do is
visions in education all I have to do is pick up a newspaper early September and
pick up a newspaper early September and
pick up a newspaper early September and you’re going to see the same kind of
you’re going to see the same kind of
you’re going to see the same kind of stories and they tend to be driven by
stories and they tend to be driven by
stories and they tend to be driven by this notion of you know do we have a
this notion of you know do we have a
this notion of you know do we have a basics or an inquiry approach and many
basics or an inquiry approach and many
basics or an inquiry approach and many school boards been embracing an inquiry
school boards been embracing an inquiry
school boards been embracing an inquiry approach and now we’re certainly see
approach and now we’re certainly see
approach and now we’re certainly see some backlash while kids don’t have
some backlash while kids don’t have
some backlash while kids don’t have basic numeracy or they’re they’re
basic numeracy or they’re they’re
basic numeracy or they’re they’re missing basic literacy that they’re not
missing basic literacy that they’re not
missing basic literacy that they’re not learning the basics and notice what
learning the basics and notice what
learning the basics and notice what we’ve done is we set up a false
we’ve done is we set up a false
we’ve done is we set up a false dichotomy we’ve set up something that is
dichotomy we’ve set up something that is
dichotomy we’ve set up something that is simply unhelpful in education if we
simply unhelpful in education if we
simply unhelpful in education if we really want to help schools we need to
really want to help schools we need to
really want to help schools we need to stop the pendulum from swinging back and
stop the pendulum from swinging back and
stop the pendulum from swinging back and forth people have been in education for
forth people have been in education for
forth people have been in education for a while we see the pendulum swing back
a while we see the pendulum swing back
a while we see the pendulum swing back and forth
and forth
and forth let’s stop swinging the pendulum and
let’s stop swinging the pendulum and
let’s stop swinging the pendulum and realize there’s you can reconcile Basics
realize there’s you can reconcile Basics
realize there’s you can reconcile Basics in inquiry there’s no reason I can’t
in inquiry there’s no reason I can’t
in inquiry there’s no reason I can’t build numeracy literacy basic
build numeracy literacy basic
build numeracy literacy basic understandings through an engaging
understandings through an engaging
understandings through an engaging inquiry approach we do not have to
inquiry approach we do not have to
inquiry approach we do not have to choose one or the other and let me show
choose one or the other and let me show
choose one or the other and let me show you why I think there’s a danger in this
you why I think there’s a danger in this
you why I think there’s a danger in this an inquiry approach without some basics
an inquiry approach without some basics
an inquiry approach without some basics you know free to say to children we’ll
you know free to say to children we’ll
you know free to say to children we’ll come to school and explore what you want
come to school and explore what you want
come to school and explore what you want to discover it’s kind of like having
to discover it’s kind of like having
to discover it’s kind of like having blinders on because I want to explore
blinders on because I want to explore
blinders on because I want to explore what I think I already know but nobody
what I think I already know but nobody
what I think I already know but nobody opened that my ice of the world beyond
opened that my ice of the world beyond
opened that my ice of the world beyond school needs to be a place that takes
school needs to be a place that takes
school needs to be a place that takes the blinders off and opens the world to
the blinders off and opens the world to
the blinders off and opens the world to kids to explore so in the one hand we
kids to explore so in the one hand we
kids to explore so in the one hand we want to open that up on the other hand I
want to open that up on the other hand I
want to open that up on the other hand I want to suggest you can’t think in a
want to suggest you can’t think in a
want to suggest you can’t think in a vacuum you don’t think about nothing
vacuum you don’t think about nothing
vacuum you don’t think about nothing schools have an obligation to make sure
schools have an obligation to make sure
schools have an obligation to make sure kids are learning the content the
kids are learning the content the
kids are learning the content the concepts that they need to explore ideas
concepts that they need to explore ideas
concepts that they need to explore ideas to solve meaningful problems we need to
to solve meaningful problems we need to
to solve meaningful problems we need to invite kids into the space to explore
invite kids into the space to explore
invite kids into the space to explore meaningful authentic problems and build
meaningful authentic problems and build
meaningful authentic problems and build their understanding to be able to engage
their understanding to be able to engage
their understanding to be able to engage in those problems so what I want to
in those problems so what I want to
in those problems so what I want to suggest you instead of a swinging
suggest you instead of a swinging
suggest you instead of a swinging pendulum how about we find the balance
pendulum how about we find the balance
pendulum how about we find the balance between building content knowledge and
between building content knowledge and
between building content knowledge and nurturing the key competencies that kids
nurturing the key competencies that kids
nurturing the key competencies that kids need to succeed in an increase in the
need to succeed in an increase in the
need to succeed in an increase in the complex world so how are we going to get
complex world so how are we going to get
complex world so how are we going to get there I want to offer a few thoughts
there I want to offer a few thoughts
there I want to offer a few thoughts tonight on on how we you know move from
tonight on on how we you know move from
tonight on on how we you know move from this kind of rhetoric that sounds good
this kind of rhetoric that sounds good
this kind of rhetoric that sounds good but yeah but was it look like and part
but yeah but was it look like and part
but yeah but was it look like and part of my inspiration has been video games
of my inspiration has been video games
of my inspiration has been video games and the success of video games that wire
and the success of video games that wire
and the success of video games that wire video games so successful for those of
video games so successful for those of
video games so successful for those of you who have played Angry Birds you’re a
you who have played Angry Birds you’re a
you who have played Angry Birds you’re a part of 200 million hours a year of
part of 200 million hours a year of
part of 200 million hours a year of people launching birds and green pigs
people launching birds and green pigs
people launching birds and green pigs 200 million hours why what is it about
200 million hours why what is it about
200 million hours why what is it about video games and I would suggest three
video games and I would suggest three
video games and I would suggest three things there are clear objectives you
things there are clear objectives you
things there are clear objectives you know what you’re trying to do you engage
know what you’re trying to do you engage
know what you’re trying to do you engage with the problem you don’t have to read
with the problem you don’t have to read
with the problem you don’t have to read the manual first you don’t have to sit
the manual first you don’t have to sit
the manual first you don’t have to sit through tutorials first you launch the
through tutorials first you launch the
through tutorials first you launch the learning by engaging with the game and
learning by engaging with the game and
learning by engaging with the game and you have opportunities to learn through
you have opportunities to learn through
you have opportunities to learn through failure you have an opportunity to say
failure you have an opportunity to say
failure you have an opportunity to say well that didn’t work hit the reset
well that didn’t work hit the reset
well that didn’t work hit the reset button and try it again we need to find
button and try it again we need to find
button and try it again we need to find that reset button in education that kids
that reset button in education that kids
that reset button in education that kids try it out come on back what you learn
try it out come on back what you learn
try it out come on back what you learn from that let’s try that again so what
from that let’s try that again so what
from that let’s try that again so what does that look like how do we make
does that look like how do we make
does that look like how do we make classrooms wonder driven starting with
classrooms wonder driven starting with
classrooms wonder driven starting with my first point how do we how do we make
my first point how do we how do we make
my first point how do we how do we make that classroom space wonder driven for
that classroom space wonder driven for
that classroom space wonder driven for kids and I’m going to start by saying me
kids and I’m going to start by saying me
kids and I’m going to start by saying me come up with assessments that actually
come up with assessments that actually
come up with assessments that actually psych kids I think far too often
psych kids I think far too often
psych kids I think far too often assessments for children are seen to be
assessments for children are seen to be
assessments for children are seen to be that nasty thing we do at the end of a
that nasty thing we do at the end of a
that nasty thing we do at the end of a body of learning I think assessment
body of learning I think assessment
body of learning I think assessment should excite kids they should they
should excite kids they should they
should excite kids they should they should want to engage with them the
should want to engage with them the
should want to engage with them the images you see here this is the last
images you see here this is the last
images you see here this is the last field trip I took kids on before I left
field trip I took kids on before I left
field trip I took kids on before I left my high school classroom I was teaching
my high school classroom I was teaching
my high school classroom I was teaching an ancient hiss
an ancient hiss
an ancient hiss free class and I told my students the
free class and I told my students the
free class and I told my students the first week a month from now we’re going
first week a month from now we’re going
first week a month from now we’re going to the beach to build sandcastles your
to the beach to build sandcastles your
to the beach to build sandcastles your challenge is to pick the most impressive
challenge is to pick the most impressive
challenge is to pick the most impressive sight from an ancient civilization that
sight from an ancient civilization that
sight from an ancient civilization that you can justify as an important site and
you can justify as an important site and
you can justify as an important site and a month from now we’re going to the
a month from now we’re going to the
a month from now we’re going to the beach we got there at 10 o’clock they
beach we got there at 10 o’clock they
beach we got there at 10 o’clock they had four hours from 10:00 to 2:00 to
had four hours from 10:00 to 2:00 to
had four hours from 10:00 to 2:00 to build the most impressive reproduction
build the most impressive reproduction
build the most impressive reproduction in sand that they could by the end of
in sand that they could by the end of
in sand that they could by the end of that four hours we had an area double
that four hours we had an area double
that four hours we had an area double the size of the stage covered in sand
the size of the stage covered in sand
the size of the stage covered in sand sculptures we had Epidaurus the Greek
sculptures we had Epidaurus the Greek
sculptures we had Epidaurus the Greek Theatre we had a Roman Baths complex you
Theatre we had a Roman Baths complex you
Theatre we had a Roman Baths complex you can see on the bottom we had the Great
can see on the bottom we had the Great
can see on the bottom we had the Great Sphinx at 2 o’clock local newspapers see
Sphinx at 2 o’clock local newspapers see
Sphinx at 2 o’clock local newspapers see TV showed up media was there and I need
TV showed up media was there and I need
TV showed up media was there and I need you to understand I don’t care if kids
you to understand I don’t care if kids
you to understand I don’t care if kids are good sand sculptors that’s not my
are good sand sculptors that’s not my
are good sand sculptors that’s not my curriculum goal what I cared about is
curriculum goal what I cared about is
curriculum goal what I cared about is that they could ask good questions that
that they could ask good questions that
that they could ask good questions that they could find reliable resources that
they could find reliable resources that
they could find reliable resources that they could work together in collaborate
they could work together in collaborate
they could work together in collaborate to pull off something truly amazing I
to pull off something truly amazing I
to pull off something truly amazing I was building the competencies they would
was building the competencies they would
was building the competencies they would need to work well in my history courses
need to work well in my history courses
need to work well in my history courses me for the sand sculpting was to excite
me for the sand sculpting was to excite
me for the sand sculpting was to excite them to get them to care about the
them to get them to care about the
them to get them to care about the learning they were going to engage in
learning they were going to engage in
learning they were going to engage in and we need to make learning relevant we
and we need to make learning relevant we
and we need to make learning relevant we need to help kids see that what they’re
need to help kids see that what they’re
need to help kids see that what they’re learning has value has meaning sadly you
learning has value has meaning sadly you
learning has value has meaning sadly you know civics for a number of years has
know civics for a number of years has
know civics for a number of years has been one of the top failed courses in
been one of the top failed courses in
been one of the top failed courses in the province kids are not connecting
the province kids are not connecting
the province kids are not connecting with civics they’re 15 16 years old
with civics they’re 15 16 years old
with civics they’re 15 16 years old they’re not seeing the connection
they’re not seeing the connection
they’re not seeing the connection well what if we got them to think about
well what if we got them to think about
well what if we got them to think about you know Elon Musk needs some help
you know Elon Musk needs some help
you know Elon Musk needs some help he plans to establish a colony on Mars
he plans to establish a colony on Mars
he plans to establish a colony on Mars and most the conversations I see are
and most the conversations I see are
and most the conversations I see are about the science that will allow us to
about the science that will allow us to
about the science that will allow us to eventually colonize Mars well how about
eventually colonize Mars well how about
eventually colonize Mars well how about the governance what if we made a civics
the governance what if we made a civics
the governance what if we made a civics course about helping Neela on must think
course about helping Neela on must think
course about helping Neela on must think about how you’re going to create the
about how you’re going to create the
about how you’re going to create the governing structure for a new colony on
governing structure for a new colony on
governing structure for a new colony on Mars and what if we looked at Canadian
Mars and what if we looked at Canadian
Mars and what if we looked at Canadian government through the lens of what are
government through the lens of what are
government through the lens of what are we getting right and what are we getting
we getting right and what are we getting
we getting right and what are we getting wrong if you could advise Elon Musk on
wrong if you could advise Elon Musk on
wrong if you could advise Elon Musk on what we should do when we establish this
what we should do when we establish this
what we should do when we establish this new colony what can we learn from
new colony what can we learn from
new colony what can we learn from Canada’s example connect it to something
Canada’s example connect it to something
Canada’s example connect it to something that might excite kids give them that
that might excite kids give them that
that might excite kids give them that opportunity and I want to suggest that
opportunity and I want to suggest that
opportunity and I want to suggest that we make learning what I call real real
we make learning what I call real real
we make learning what I call real real so I’ve created this you know there are
so I’ve created this you know there are
so I’ve created this you know there are two dimensions and always I’ll called it
two dimensions and always I’ll called it
two dimensions and always I’ll called it real real not just real because one
real real not just real because one
real real not just real because one dimension is what’s the product or
dimension is what’s the product or
dimension is what’s the product or performance what do we
performance what do we
performance what do we having kids do I would argue tests for
having kids do I would argue tests for
having kids do I would argue tests for kids or fake fake okay that for kids
kids or fake fake okay that for kids
kids or fake fake okay that for kids tests are what school makes you do it’s
tests are what school makes you do it’s
tests are what school makes you do it’s not what life has you do it’s what you
not what life has you do it’s what you
not what life has you do it’s what you do in school but when you get out of
do in school but when you get out of
do in school but when you get out of school I have to take those skills and
school I have to take those skills and
school I have to take those skills and do something more authentic so so how do
do something more authentic so so how do
do something more authentic so so how do we engage kids in creating performances
we engage kids in creating performances
we engage kids in creating performances or tasks that are authentic in nature
or tasks that are authentic in nature
or tasks that are authentic in nature but my second dimension who’s the
but my second dimension who’s the
but my second dimension who’s the audience what’s the purpose of the
audience what’s the purpose of the
audience what’s the purpose of the audience for that task let me share with
audience for that task let me share with
audience for that task let me share with you a quick example grade five teacher
you a quick example grade five teacher
you a quick example grade five teacher teaching 3d shapes show kids a variety
teaching 3d shapes show kids a variety
teaching 3d shapes show kids a variety of chocolate bars and she said what do
of chocolate bars and she said what do
of chocolate bars and she said what do you notice about the shape of most
you notice about the shape of most
you notice about the shape of most chocolate bars in their packaging and
chocolate bars in their packaging and
chocolate bars in their packaging and the kids said well they’re all
the kids said well they’re all
the kids said well they’re all rectangular prisms except which one
rectangular prisms except which one
rectangular prisms except which one anyone can think of a chocolate bar that
anyone can think of a chocolate bar that
anyone can think of a chocolate bar that is not a rectangular prism how many of
is not a rectangular prism how many of
is not a rectangular prism how many of you are thinking Toblerone right by the
you are thinking Toblerone right by the
you are thinking Toblerone right by the way part of its brilliant marketing is
way part of its brilliant marketing is
way part of its brilliant marketing is it’s triangular shape you see that you
it’s triangular shape you see that you
it’s triangular shape you see that you know Toblerone part of their marketing
know Toblerone part of their marketing
know Toblerone part of their marketing campaign so then she showed them cereal
campaign so then she showed them cereal
campaign so then she showed them cereal boxes she said I want you to imagine
boxes she said I want you to imagine
boxes she said I want you to imagine that a new cereal is being launched they
that a new cereal is being launched they
that a new cereal is being launched they need to get space on crowded shelves we
need to get space on crowded shelves we
need to get space on crowded shelves we needed to stand out their challenge was
needed to stand out their challenge was
needed to stand out their challenge was to design a new cereal box that would
to design a new cereal box that would
to design a new cereal box that would get your cereal to stand out but it had
get your cereal to stand out but it had
get your cereal to stand out but it had to meet these three criteria it had to
to meet these three criteria it had to
to meet these three criteria it had to ship easily it had a stock easily on
ship easily it had a stock easily on
ship easily it had a stock easily on shelves and then you had a bill to pour
shelves and then you had a bill to pour
shelves and then you had a bill to pour it easily and so kids engaged with
it easily and so kids engaged with
it easily and so kids engaged with learning about 3d shapes I’m working
learning about 3d shapes I’m working
learning about 3d shapes I’m working with nets and oh you know learning their
with nets and oh you know learning their
with nets and oh you know learning their math through a challenge that they saw
math through a challenge that they saw
math through a challenge that they saw as a Fendi can real now I’m going to
as a Fendi can real now I’m going to
as a Fendi can real now I’m going to tell you if you can remember the the the
tell you if you can remember the the the
tell you if you can remember the the the grid that I had up there that had fake I
grid that I had up there that had fake I
grid that I had up there that had fake I would argue this is a fake real task the
would argue this is a fake real task the
would argue this is a fake real task the task is real the problem was when the
task is real the problem was when the
task is real the problem was when the designs were done they were brought and
designs were done they were brought and
designs were done they were brought and they sat in the classroom the teacher
they sat in the classroom the teacher
they sat in the classroom the teacher marked them and sent them home I think
marked them and sent them home I think
marked them and sent them home I think of the opportunities have we brought in
of the opportunities have we brought in
of the opportunities have we brought in some outside guests to look at those to
some outside guests to look at those to
some outside guests to look at those to give feedback or sent them out to a
give feedback or sent them out to a
give feedback or sent them out to a marketing company that we create a real
marketing company that we create a real
marketing company that we create a real audience and a real product the power
audience and a real product the power
audience and a real product the power for learning when kids are creating
for learning when kids are creating
for learning when kids are creating authentic tasks and presenting them to a
authentic tasks and presenting them to a
authentic tasks and presenting them to a real audience and we want to use
real audience and we want to use
real audience and we want to use provocative launches and I’m using the
provocative launches and I’m using the
provocative launches and I’m using the term launch to say don’t make the
term launch to say don’t make the
term launch to say don’t make the interesting task the end of
interesting task the end of
interesting task the end of the unit the end of the learning used
the unit the end of the learning used
the unit the end of the learning used the provocation as a way to hook kids
the provocation as a way to hook kids
the provocation as a way to hook kids last year is asked to teach a lesson to
last year is asked to teach a lesson to
last year is asked to teach a lesson to grade two students in British Columbia
grade two students in British Columbia
grade two students in British Columbia on the water cycle now I don’t know if
on the water cycle now I don’t know if
on the water cycle now I don’t know if anyone in here’s taught that but that
anyone in here’s taught that but that
anyone in here’s taught that but that can be a boring kids label a water cycle
can be a boring kids label a water cycle
can be a boring kids label a water cycle that’s not the most riveting and I had
that’s not the most riveting and I had
that’s not the most riveting and I had to think about what am I gonna do to get
to think about what am I gonna do to get
to think about what am I gonna do to get kids excited about learning about the
kids excited about learning about the
kids excited about learning about the water cycle so here’s the question I
water cycle so here’s the question I
water cycle so here’s the question I asked them I asked them how likely is it
asked them I asked them how likely is it
asked them I asked them how likely is it that we drink the same water the
that we drink the same water the
that we drink the same water the dinosaurs drank and I can tell you those
dinosaurs drank and I can tell you those
dinosaurs drank and I can tell you those grade twos immediately came to life they
grade twos immediately came to life they
grade twos immediately came to life they were thinking about dinosaurs
were thinking about dinosaurs
were thinking about dinosaurs drinking water we don’t drink the same
drinking water we don’t drink the same
drinking water we don’t drink the same water in fact I gave them a dashboard
water in fact I gave them a dashboard
water in fact I gave them a dashboard and I said where would you be from no
and I said where would you be from no
and I said where would you be from no way we don’t drink the same water okay
way we don’t drink the same water okay
way we don’t drink the same water okay maybe it’s likely and I can tell you in
maybe it’s likely and I can tell you in
maybe it’s likely and I can tell you in the first 10 minutes of my lesson with
the first 10 minutes of my lesson with
the first 10 minutes of my lesson with the provocation posed the vast majority
the provocation posed the vast majority
the provocation posed the vast majority of the kids were saying no way we don’t
of the kids were saying no way we don’t
of the kids were saying no way we don’t drink the same water as dinosaurs well
drink the same water as dinosaurs well
drink the same water as dinosaurs well over the next 45 minutes they learned
over the next 45 minutes they learned
over the next 45 minutes they learned about precipitation and condensation and
about precipitation and condensation and
about precipitation and condensation and evaporation they started to think about
evaporation they started to think about
evaporation they started to think about that and they started thinking about
that and they started thinking about
that and they started thinking about that as a cycle and within 45 minutes
that as a cycle and within 45 minutes
that as a cycle and within 45 minutes they change their minds and now they’re
they change their minds and now they’re
they change their minds and now they’re saying well actually maybe we do and the
saying well actually maybe we do and the
saying well actually maybe we do and the beauty was we said well that we
beauty was we said well that we
beauty was we said well that we introduced a number line to them and
introduced a number line to them and
introduced a number line to them and said well so if you’re drinking the same
said well so if you’re drinking the same
said well so if you’re drinking the same water as dinosaurs then how likely is it
water as dinosaurs then how likely is it
water as dinosaurs then how likely is it that your ancestor seven generations ago
that your ancestor seven generations ago
that your ancestor seven generations ago we’re drinking the same water that
we’re drinking the same water that
we’re drinking the same water that you’re drinking well that made sense
you’re drinking well that made sense
you’re drinking well that made sense because I could see it on a number line
because I could see it on a number line
because I could see it on a number line so seven generations forward will they
so seven generations forward will they
so seven generations forward will they be drinking the same water well yeah and
be drinking the same water well yeah and
be drinking the same water well yeah and it launched them into an inquiry on what
it launched them into an inquiry on what
it launched them into an inquiry on what we can do to protect our water supply
we can do to protect our water supply
we can do to protect our water supply because they have an obligation for
because they have an obligation for
because they have an obligation for future generations but notice this
future generations but notice this
future generations but notice this provocation we had them hooked from the
provocation we had them hooked from the
provocation we had them hooked from the from the very beginning of this lesson
from the very beginning of this lesson
from the very beginning of this lesson and how do we put thinking at the core
and how do we put thinking at the core
and how do we put thinking at the core so my first business how do we get
so my first business how do we get
so my first business how do we get wonder into learning and how do we make
wonder into learning and how do we make
wonder into learning and how do we make sure that we’re engaging kids in deep
sure that we’re engaging kids in deep
sure that we’re engaging kids in deep thinking and I’m gonna start by seeing
thinking and I’m gonna start by seeing
thinking and I’m gonna start by seeing problematize everything everything I do
problematize everything everything I do
problematize everything everything I do in my class should be an invitation to
in my class should be an invitation to
in my class should be an invitation to think everything is a problem to think
think everything is a problem to think
think everything is a problem to think about or to engage with and when I say
about or to engage with and when I say
about or to engage with and when I say everything I mean teaching content just
everything I mean teaching content just
everything I mean teaching content just teaching straight-up content is still a
teaching straight-up content is still a
teaching straight-up content is still a problem to solve let me give you an
problem to solve let me give you an
problem to solve let me give you an example imagine that some of us in the
example imagine that some of us in the
example imagine that some of us in the room are considering a new car and we’re
room are considering a new car and we’re
room are considering a new car and we’re thinking about the new Tesla Model 3
thinking about the new Tesla Model 3
thinking about the new Tesla Model 3 and you have to decide whom is this the
and you have to decide whom is this the
and you have to decide whom is this the right car for me here are six facts
right car for me here are six facts
right car for me here are six facts about the model 3 Tesla if you get to
about the model 3 Tesla if you get to
about the model 3 Tesla if you get to keep four of those facts – you have to
keep four of those facts – you have to
keep four of those facts – you have to cross out which two are least helpful in
cross out which two are least helpful in
cross out which two are least helpful in helping you make your decision now I can
helping you make your decision now I can
helping you make your decision now I can tell you when I’ve asked this question
tell you when I’ve asked this question
tell you when I’ve asked this question with many others the one the first ones
with many others the one the first ones
with many others the one the first ones that get crossed off the color I don’t
that get crossed off the color I don’t
that get crossed off the color I don’t care what color not that important to me
care what color not that important to me
care what color not that important to me another common one stroke that people’s
another common one stroke that people’s
another common one stroke that people’s throat and strike off I don’t care that
throat and strike off I don’t care that
throat and strike off I don’t care that it goes from zero to 106 seconds I’m not
it goes from zero to 106 seconds I’m not
it goes from zero to 106 seconds I’m not buying a sports car and buying it for it
buying a sports car and buying it for it
buying a sports car and buying it for it right so then I’ll flip it I’ll say well
right so then I’ll flip it I’ll say well
right so then I’ll flip it I’ll say well tell me one that’s really important to
tell me one that’s really important to
tell me one that’s really important to you the range I need to know the car
you the range I need to know the car
you the range I need to know the car will get me a far enough distance or the
will get me a far enough distance or the
will get me a far enough distance or the rebate while I didn’t know about that
rebate while I didn’t know about that
rebate while I didn’t know about that rebate by the way I just problematize
rebate by the way I just problematize
rebate by the way I just problematize note taking one of the most basic things
note taking one of the most basic things
note taking one of the most basic things we do in schools kids is have them take
we do in schools kids is have them take
we do in schools kids is have them take notes learn content but as soon as I
notes learn content but as soon as I
notes learn content but as soon as I said the children you only get to keep
said the children you only get to keep
said the children you only get to keep four of these facts you have to cross
four of these facts you have to cross
four of these facts you have to cross out – I turned into thinking exercise
out – I turned into thinking exercise
out – I turned into thinking exercise that’s why I’m saying to you everything
that’s why I’m saying to you everything
that’s why I’m saying to you everything we do in school can be an invitation to
we do in school can be an invitation to
we do in school can be an invitation to think we need to problematize learning
think we need to problematize learning
think we need to problematize learning so thinking is at the core its routine
so thinking is at the core its routine
so thinking is at the core its routine and what children do and we need to get
and what children do and we need to get
and what children do and we need to get beyond notions of correctness but
beyond notions of correctness but
beyond notions of correctness but correctness matters and you know I often
correctness matters and you know I often
correctness matters and you know I often say to people I don’t really want to
say to people I don’t really want to
say to people I don’t really want to drive across a bridge where the engineer
drive across a bridge where the engineer
drive across a bridge where the engineer wasn’t worried about whether they got
wasn’t worried about whether they got
wasn’t worried about whether they got their calculations correct and not sure
their calculations correct and not sure
their calculations correct and not sure I want to go to the doctor who’s you
I want to go to the doctor who’s you
I want to go to the doctor who’s you know guessing on my pursuant of my
know guessing on my pursuant of my
know guessing on my pursuant of my medication and I’m estimating it’s close
medication and I’m estimating it’s close
medication and I’m estimating it’s close enough
enough
enough of course correctness matters but as
of course correctness matters but as
of course correctness matters but as educators what should matter most is
educators what should matter most is
educators what should matter most is what we would call provably correct
what we would call provably correct
what we would call provably correct there’s two different types there’s
there’s two different types there’s
there’s two different types there’s obviously correct and there’s provably
obviously correct and there’s provably
obviously correct and there’s provably correct by the way to a four-year-old
correct by the way to a four-year-old
correct by the way to a four-year-old two plus two equals four is provably
two plus two equals four is provably
two plus two equals four is provably correct if I’m four years old if I’m in
correct if I’m four years old if I’m in
correct if I’m four years old if I’m in grade 9 four times four is sixteen
grade 9 four times four is sixteen
grade 9 four times four is sixteen should be obviously correct our focus
should be obviously correct our focus
should be obviously correct our focus and math classroom should be the
and math classroom should be the
and math classroom should be the justifications how do you know your
justifications how do you know your
justifications how do you know your answer sound that we get me on simply
answer sound that we get me on simply
answer sound that we get me on simply well I plugged it into a formula I think
well I plugged it into a formula I think
well I plugged it into a formula I think I have the correct answer can you
I have the correct answer can you
I have the correct answer can you justify that answer and we need to help
justify that answer and we need to help
justify that answer and we need to help students build the intellectual toolkit
students build the intellectual toolkit
students build the intellectual toolkit they need that will help them be
they need that will help them be
they need that will help them be successful and by that
successful and by that
successful and by that these three pieces building their
these three pieces building their
these three pieces building their background knowledge I said earlier you
background knowledge I said earlier you
background knowledge I said earlier you know we don’t want the swinging pendulum
know we don’t want the swinging pendulum
know we don’t want the swinging pendulum we need to build content knowledge
we need to build content knowledge
we need to build content knowledge because we need to build students
because we need to build students
because we need to build students background so they can make informed
background so they can make informed
background so they can make informed thoughtful decisions at the core of all
thoughtful decisions at the core of all
thoughtful decisions at the core of all critical thinking is applying criteria
critical thinking is applying criteria
critical thinking is applying criteria to help you make thoughtful decisions
to help you make thoughtful decisions
to help you make thoughtful decisions and teaching kids structures organizers
and teaching kids structures organizers
and teaching kids structures organizers that can help them make sense of
that can help them make sense of
that can help them make sense of information helps them see patterns help
information helps them see patterns help
information helps them see patterns help them make connections help them make
them make connections help them make
them make connections help them make thoughtful decisions and finally I want
thoughtful decisions and finally I want
thoughtful decisions and finally I want to suggest we need an iterative approach
to suggest we need an iterative approach
to suggest we need an iterative approach to learning that embraces what I call
to learning that embraces what I call
to learning that embraces what I call productive failure we need to launch
productive failure we need to launch
productive failure we need to launch with the problem and let kids
with the problem and let kids
with the problem and let kids continually loop back and try things
continually loop back and try things
continually loop back and try things again as they’re learning unfolds as an
again as they’re learning unfolds as an
again as they’re learning unfolds as an example I I was working with a group in
example I I was working with a group in
example I I was working with a group in Alberta grade 10 science class they were
Alberta grade 10 science class they were
Alberta grade 10 science class they were doing an energy unit put up this picture
doing an energy unit put up this picture
doing an energy unit put up this picture we asked the kids which is these two
we asked the kids which is these two
we asked the kids which is these two sides because your job is going to be to
sides because your job is going to be to
sides because your job is going to be to design the most exciting giant slide you
design the most exciting giant slide you
design the most exciting giant slide you can and you’re gonna make a pitch to
can and you’re gonna make a pitch to
can and you’re gonna make a pitch to your local Town Council to try to
your local Town Council to try to
your local Town Council to try to convince them to build it which one of
convince them to build it which one of
convince them to build it which one of these would go the fastest and I can
these would go the fastest and I can
these would go the fastest and I can tell you the majority of kids thought
tell you the majority of kids thought
tell you the majority of kids thought the ones on the right the dot slide
the ones on the right the dot slide
the ones on the right the dot slide would be faster we took out a ball
would be faster we took out a ball
would be faster we took out a ball bearing and we dropped it down a curved
bearing and we dropped it down a curved
bearing and we dropped it down a curved piece of metal and a straight piece of
piece of metal and a straight piece of
piece of metal and a straight piece of metal and the curved one beat it by a
metal and the curved one beat it by a
metal and the curved one beat it by a longshot and the kids jaws dropped they
longshot and the kids jaws dropped they
longshot and the kids jaws dropped they said really because every drop is an
said really because every drop is an
said really because every drop is an energy conversion it’s picking up speed
energy conversion it’s picking up speed
energy conversion it’s picking up speed they’re going oh my god well we invite
they’re going oh my god well we invite
they’re going oh my god well we invite kids if you were to draw design your
kids if you were to draw design your
kids if you were to draw design your perfect slide sketch it out now every
perfect slide sketch it out now every
perfect slide sketch it out now every day they learned a lesson and in science
day they learned a lesson and in science
day they learned a lesson and in science they would go back to the original
they would go back to the original
they would go back to the original drawing and they’d say hey I’m on the
drawing and they’d say hey I’m on the
drawing and they’d say hey I’m on the right track oh I know a modification I
right track oh I know a modification I
right track oh I know a modification I should make nobody’s instead of the more
should make nobody’s instead of the more
should make nobody’s instead of the more traditional we teach all the science and
traditional we teach all the science and
traditional we teach all the science and then we say now that you’ve learned all
then we say now that you’ve learned all
then we say now that you’ve learned all your science build a bridge we launched
your science build a bridge we launched
your science build a bridge we launched with the invitation to create a bridge
with the invitation to create a bridge
with the invitation to create a bridge and every day you learn you will make
and every day you learn you will make
and every day you learn you will make revisions refinements you’ll think
revisions refinements you’ll think
revisions refinements you’ll think differently about that as it unfolds and
differently about that as it unfolds and
differently about that as it unfolds and let me just finish with this thought
let me just finish with this thought
let me just finish with this thought I love these quotes from John Cleese
I love these quotes from John Cleese
I love these quotes from John Cleese first of all who said you know if I’m
first of all who said you know if I’m
first of all who said you know if I’m Monty Python he said one of my
Monty Python he said one of my
Monty Python he said one of my colleagues in Monty Python it was a far
colleagues in Monty Python it was a far
colleagues in Monty Python it was a far more talented writer than I was
more talented writer than I was
more talented writer than I was naturally a more gifted writer he said
naturally a more gifted writer he said
naturally a more gifted writer he said but I produce better skits and I was
but I produce better skits and I was
but I produce better skits and I was always curious why my skits turned out
always curious why my skits turned out
always curious why my skits turned out better
better
better he said I began to realize that my
he said I began to realize that my
he said I began to realize that my colleague he’d come up with an idea and
colleague he’d come up with an idea and
colleague he’d come up with an idea and that’s the idea he’d run with he said
that’s the idea he’d run with he said
that’s the idea he’d run with he said but I wouldn’t I would stick around for
but I wouldn’t I would stick around for
but I wouldn’t I would stick around for hours reworking my idea thinking it over
hours reworking my idea thinking it over
hours reworking my idea thinking it over reworking the game he said and I love
reworking the game he said and I love
reworking the game he said and I love this quote he said I learned to live
this quote he said I learned to live
this quote he said I learned to live with the problem longer and because I
with the problem longer and because I
with the problem longer and because I lived with the problem longer I produce
lived with the problem longer I produce
lived with the problem longer I produce better skits we need to let our kids
better skits we need to let our kids
better skits we need to let our kids live with problems longer let the muck
live with problems longer let the muck
live with problems longer let the muck about let them Mull it over let them
about let them Mull it over let them
about let them Mull it over let them realize that’s not working you might
realize that’s not working you might
realize that’s not working you might need to figure out why let children live
need to figure out why let children live
need to figure out why let children live with the problem longer so it goes
with the problem longer so it goes
with the problem longer so it goes deeper and Andrew Stanton of Pixar films
deeper and Andrew Stanton of Pixar films
deeper and Andrew Stanton of Pixar films uses this phrase often fail early fail
uses this phrase often fail early fail
uses this phrase often fail early fail fast and he says that because he says to
fast and he says that because he says to
fast and he says that because he says to fail late in a film project is the cost
fail late in a film project is the cost
fail late in a film project is the cost the theater or said the movie company
the theater or said the movie company
the theater or said the movie company millions of dollars you do not want to
millions of dollars you do not want to
millions of dollars you do not want to find out at the end of the product upon
find out at the end of the product upon
find out at the end of the product upon that release your movie stinks because
that release your movie stinks because
that release your movie stinks because you just lost millions you want to find
you just lost millions you want to find
you just lost millions you want to find out early that the conception you’re
out early that the conception you’re
out early that the conception you’re working with has some flaws so as John
working with has some flaws so as John
working with has some flaws so as John Cleese said you can work it over you can
Cleese said you can work it over you can
Cleese said you can work it over you can rethink it you can live with the problem
rethink it you can live with the problem
rethink it you can live with the problem fail early fail fast so we can use those
fail early fail fast so we can use those
fail early fail fast so we can use those productive failures to move forward in
productive failures to move forward in
productive failures to move forward in the learning to let kids embrace the
the learning to let kids embrace the
the learning to let kids embrace the risk-taking and have the chance to fix
risk-taking and have the chance to fix
risk-taking and have the chance to fix so I want to finish this by going back
so I want to finish this by going back
so I want to finish this by going back to these rocks that were just rocks and
to these rocks that were just rocks and
to these rocks that were just rocks and say as teachers as educators in a
say as teachers as educators in a
say as teachers as educators in a digital world I think what we need to be
digital world I think what we need to be
digital world I think what we need to be doing is helping kids discover the
doing is helping kids discover the
doing is helping kids discover the Wonder and learning that helps them see
Wonder and learning that helps them see
Wonder and learning that helps them see the story within the stones to get
the story within the stones to get
the story within the stones to get behind the stones and by putting
behind the stones and by putting
behind the stones and by putting thinking at the cord nurture the deep
thinking at the cord nurture the deep
thinking at the cord nurture the deep understanding and the genuine
understanding and the genuine
understanding and the genuine competences they need to succeed in the
competences they need to succeed in the
competences they need to succeed in the increasing complex world they live in
increasing complex world they live in
increasing complex world they live in thanks so much for your attention
thanks so much for your attention
thanks so much for your attention [Applause]
”
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