in 2008 vice president former Vice President Joe Biden was asked to speak
President Joe Biden was asked to speak
President Joe Biden was asked to speak in front of a group of business leaders
in front of a group of business leaders
in front of a group of business leaders about the concept of value and
about the concept of value and
about the concept of value and specifically business values and in that
specifically business values and in that
specifically business values and in that talk he said to them you know what don’t
talk he said to them you know what don’t
talk he said to them you know what don’t show me your value statements show me
show me your value statements show me
show me your value statements show me your budget and I’ll show you what you
your budget and I’ll show you what you
your budget and I’ll show you what you value I think about that a lot when it
value I think about that a lot when it
value I think about that a lot when it comes to creativity in schools and
comes to creativity in schools and
comes to creativity in schools and whether or not we designed specifically
whether or not we designed specifically
whether or not we designed specifically for creativity specifically I think
for creativity specifically I think
for creativity specifically I think about every school in this country that
about every school in this country that
about every school in this country that has a mission statement virtually every
has a mission statement virtually every
has a mission statement virtually every one does and when I see those mission
one does and when I see those mission
one does and when I see those mission statements and those vision statements
statements and those vision statements
statements and those vision statements in those value statements in those
in those value statements in those
in those value statements in those schools I tend to think the same thing
schools I tend to think the same thing
schools I tend to think the same thing don’t show me your values show me your
don’t show me your values show me your
don’t show me your values show me your student schedules and I’ll show you what
student schedules and I’ll show you what
student schedules and I’ll show you what your school values when we think about
your school values when we think about
your school values when we think about this I tend to think back to a student I
this I tend to think back to a student I
this I tend to think back to a student I had about 10 years ago who came to me
had about 10 years ago who came to me
had about 10 years ago who came to me upset about she was in the process of
upset about she was in the process of
upset about she was in the process of writing an essay for college and she
writing an essay for college and she
writing an essay for college and she came to me in the hallway she was in
came to me in the hallway she was in
came to me in the hallway she was in tears and just destroyed and and just
tears and just destroyed and and just
tears and just destroyed and and just about ready to collapse because she just
about ready to collapse because she just
about ready to collapse because she just couldn’t get her essay right and I
couldn’t get her essay right and I
couldn’t get her essay right and I thought to myself no problem let’s sit
thought to myself no problem let’s sit
thought to myself no problem let’s sit down we’ll have an hour
down we’ll have an hour
down we’ll have an hour well knock this out I’ll work with you
well knock this out I’ll work with you
well knock this out I’ll work with you so she says great I’ll email you I’ll
so she says great I’ll email you I’ll
so she says great I’ll email you I’ll give you sometimes about a week later I
give you sometimes about a week later I
give you sometimes about a week later I don’t hear from her and so I find her in
don’t hear from her and so I find her in
don’t hear from her and so I find her in the hallway again and I’m like what’s
the hallway again and I’m like what’s
the hallway again and I’m like what’s going on she says to me I can’t find a
going on she says to me I can’t find a
going on she says to me I can’t find a single hour to work on this essay and
single hour to work on this essay and
single hour to work on this essay and I’m thinking 17 year-old this is
I’m thinking 17 year-old this is
I’m thinking 17 year-old this is probably hyperbole let’s take a look at
probably hyperbole let’s take a look at
probably hyperbole let’s take a look at your schedule she shows me her schedule
your schedule she shows me her schedule
your schedule she shows me her schedule and it looks something like this
and it looks something like this
and it looks something like this she’s got everything mapped day to day
she’s got everything mapped day to day
she’s got everything mapped day to day she’s got barely a half an hour a day to
she’s got barely a half an hour a day to
she’s got barely a half an hour a day to do anything that’s her own she’s so
do anything that’s her own she’s so
do anything that’s her own she’s so scheduled that she can’t possibly find
scheduled that she can’t possibly find
scheduled that she can’t possibly find an hour to work with her teacher on an
an hour to work with her teacher on an
an hour to work with her teacher on an essay and I thought to myself my god
essay and I thought to myself my god
essay and I thought to myself my god what are we doing to our adolescents
what are we doing to our adolescents
what are we doing to our adolescents that make them not only have schedules
that make them not only have schedules
that make them not only have schedules that look like this but also feel the
that look like this but also feel the
that look like this but also feel the type of pain this kid was feeling
type of pain this kid was feeling
type of pain this kid was feeling so I started looking into adolescents
so I started looking into adolescents
so I started looking into adolescents specifically the neuroscience of the
specifically the neuroscience of the
specifically the neuroscience of the adolescent brain and how they deal with
adolescent brain and how they deal with
adolescent brain and how they deal with things like this and as I looked into
things like this and as I looked into
things like this and as I looked into what I found that when we look at
what I found that when we look at
what I found that when we look at neuroscience we look at the adolescent
neuroscience we look at the adolescent
neuroscience we look at the adolescent brain that adolescent brains tend to
brain that adolescent brains tend to
brain that adolescent brains tend to work on about a two hour time difference
work on about a two hour time difference
work on about a two hour time difference from adult brains meaning that when an
from adult brains meaning that when an
from adult brains meaning that when an adult wakes up at 8 o’clock if that was
adult wakes up at 8 o’clock if that was
adult wakes up at 8 o’clock if that was an adolescent it would feel to the
an adolescent it would feel to the
an adolescent it would feel to the adolescent as if they were waking up at
adolescent as if they were waking up at
adolescent as if they were waking up at 6 so so I started thinking about this
6 so so I started thinking about this
6 so so I started thinking about this from the adult standpoint and I was
from the adult standpoint and I was
from the adult standpoint and I was thinking about this in terms of what a
thinking about this in terms of what a
thinking about this in terms of what a job might look like if we had the
job might look like if we had the
job might look like if we had the schedule of our kids well if we had the
schedule of our kids well if we had the
schedule of our kids well if we had the schedule of our kids we’d wake up at 4
schedule of our kids we’d wake up at 4
schedule of our kids we’d wake up at 4 o’clock in the morning hours workday
o’clock in the morning hours workday
o’clock in the morning hours workday would start at 5:30 we then go to work
would start at 5:30 we then go to work
would start at 5:30 we then go to work and we’d have 7 different bosses telling
and we’d have 7 different bosses telling
and we’d have 7 different bosses telling us what to do every hour every one of
us what to do every hour every one of
us what to do every hour every one of those bosses would think they’re there
those bosses would think they’re there
those bosses would think they’re there there you’re their only boss and they
there you’re their only boss and they
there you’re their only boss and they give you work accordingly so you’d come
give you work accordingly so you’d come
give you work accordingly so you’d come home you’d have dinner at five maybe
home you’d have dinner at five maybe
home you’d have dinner at five maybe hour an hour and a half and then after
hour an hour and a half and then after
hour an hour and a half and then after dinner you’d go back and do all the
dinner you’d go back and do all the
dinner you’d go back and do all the paperwork you hadn’t gotten done that
paperwork you hadn’t gotten done that
paperwork you hadn’t gotten done that day because you didn’t have enough time
day because you didn’t have enough time
day because you didn’t have enough time to do it because your other six bosses
to do it because your other six bosses
to do it because your other six bosses told you how to do something else and
told you how to do something else and
told you how to do something else and you’d wake up the next morning at 4
you’d wake up the next morning at 4
you’d wake up the next morning at 4 o’clock and you do the whole thing over
o’clock and you do the whole thing over
o’clock and you do the whole thing over again now those of us who are adults see
again now those of us who are adults see
again now those of us who are adults see that and think about that imagine if you
that and think about that imagine if you
that and think about that imagine if you did that not because you loved your job
did that not because you loved your job
did that not because you loved your job but because you were hoping that in four
but because you were hoping that in four
but because you were hoping that in four years from now you could get a better
years from now you could get a better
years from now you could get a better job that you could maybe your resume
job that you could maybe your resume
job that you could maybe your resume would be good enough to qualify for now
would be good enough to qualify for now
would be good enough to qualify for now that next job that you’re going to get
that next job that you’re going to get
that next job that you’re going to get in four years by the way the only reason
in four years by the way the only reason
in four years by the way the only reason you think it’s good is because US News
you think it’s good is because US News
you think it’s good is because US News and World Report ranked it really highly
and World Report ranked it really highly
and World Report ranked it really highly so this is the type of world in which
so this is the type of world in which
so this is the type of world in which our adolescents are living and yet all
our adolescents are living and yet all
our adolescents are living and yet all of our schools talk about the idea of
of our schools talk about the idea of
of our schools talk about the idea of building creativity what kind of
building creativity what kind of
building creativity what kind of creativity can happen in a world where
creativity can happen in a world where
creativity can happen in a world where you’re doing this kind of stuff if we
you’re doing this kind of stuff if we
you’re doing this kind of stuff if we think about some of the most creative
think about some of the most creative
think about some of the most creative moments in history Michelangelo this is
moments in history Michelangelo this is
moments in history Michelangelo this is the Sistine Chapel for years he worked
the Sistine Chapel for years he worked
the Sistine Chapel for years he worked on this
every day day and night he worked on
every day day and night he worked on this over four years lying on his back
this over four years lying on his back
this over four years lying on his back painting in this Chapel could you
painting in this Chapel could you
painting in this Chapel could you imagine him at the end of this saying
imagine him at the end of this saying
imagine him at the end of this saying you know would have made this a better
you know would have made this a better
you know would have made this a better process if I had a half an hour a day to
process if I had a half an hour a day to
process if I had a half an hour a day to work on this in between soccer practice
work on this in between soccer practice
work on this in between soccer practice and a CT prep that’s not something that
and a CT prep that’s not something that
and a CT prep that’s not something that you’d see so this is why I started
you’d see so this is why I started
you’d see so this is why I started thinking about what we need to do to
thinking about what we need to do to
thinking about what we need to do to create better schools I thought we need
create better schools I thought we need
create better schools I thought we need to design spaces that are expressly
to design spaces that are expressly
to design spaces that are expressly built around creativity because right
built around creativity because right
built around creativity because right now our schools are data processing
now our schools are data processing
now our schools are data processing plants the majority of schools in this
plants the majority of schools in this
plants the majority of schools in this country exist as data processing plants
country exist as data processing plants
country exist as data processing plants the kids show up we feed them data they
the kids show up we feed them data they
the kids show up we feed them data they return that data to us and we move on
but in the last thirty years what we
but in the last thirty years what we found is that human beings aren’t really
found is that human beings aren’t really
found is that human beings aren’t really good at data processing computers are
good at data processing computers are
good at data processing computers are significantly better at the inner
significantly better at the inner
significantly better at the inner processing this is a quick chart to show
processing this is a quick chart to show
processing this is a quick chart to show you that in the next five years you’re
you that in the next five years you’re
you that in the next five years you’re going to be able to likely buy a
going to be able to likely buy a
going to be able to likely buy a thousand dollar computer that is the
thousand dollar computer that is the
thousand dollar computer that is the equivalent of a human brain speed of
equivalent of a human brain speed of
equivalent of a human brain speed of data processing in 30 years from now
data processing in 30 years from now
data processing in 30 years from now you’re going to be able to buy a
you’re going to be able to buy a
you’re going to be able to buy a thousand dollar computer that’s
thousand dollar computer that’s
thousand dollar computer that’s equivalent to the brain power of the
equivalent to the brain power of the
equivalent to the brain power of the entire human race and yet our schools
entire human race and yet our schools
entire human race and yet our schools still exist as if we are building the
still exist as if we are building the
still exist as if we are building the best data processors in the world so in
best data processors in the world so in
best data processors in the world so in a world like this what should be the
a world like this what should be the
a world like this what should be the goal of the school I think the school
goal of the school I think the school
goal of the school I think the school needs to think about what it is that
needs to think about what it is that
needs to think about what it is that makes human beings worthwhile on the
makes human beings worthwhile on the
makes human beings worthwhile on the planet and I would argue it’s two things
planet and I would argue it’s two things
planet and I would argue it’s two things I would say human beings exist here for
I would say human beings exist here for
I would say human beings exist here for two reasons one of which is to create
two reasons one of which is to create
two reasons one of which is to create relationships and to be emotional
relationships and to be emotional
relationships and to be emotional supports for one another and the second
supports for one another and the second
supports for one another and the second is to be creative to build things from
is to be creative to build things from
is to be creative to build things from nothing to take ideas that are disparate
nothing to take ideas that are disparate
nothing to take ideas that are disparate find connections and build things that
find connections and build things that
find connections and build things that we’re not there before that are
we’re not there before that are
we’re not there before that are beautiful and useful I think that’s what
beautiful and useful I think that’s what
beautiful and useful I think that’s what makes us who we are and that’s what
makes us who we are and that’s what
makes us who we are and that’s what makes us valuable and that makes us what
makes us valuable and that makes us what
makes us valuable and that makes us what we need to be to have a value in the
we need to be to have a value in the
we need to be to have a value in the world
world
world so I started looking at creativity and
so I started looking at creativity and
so I started looking at creativity and how how might we design a school that
how how might we design a school that
how how might we design a school that it’s expressly built around creativity
it’s expressly built around creativity
it’s expressly built around creativity and I came across this article in the
and I came across this article in the
and I came across this article in the Harvard Business Review and in the
Harvard Business Review and in the
Harvard Business Review and in the Harvard Business Review they were
Harvard Business Review they were
Harvard Business Review they were actually talking to business leaders
actually talking to business leaders
actually talking to business leaders about how to create creative solution
about how to create creative solution
about how to create creative solution problem solvers in the business world
problem solvers in the business world
problem solvers in the business world and they said in this process there’s
and they said in this process there’s
and they said in this process there’s one factor that matters more than
one factor that matters more than
one factor that matters more than anything in building creative
anything in building creative
anything in building creative problem-solvers in your workforce and
problem-solvers in your workforce and
problem-solvers in your workforce and that’s time the more time they have the
that’s time the more time they have the
that’s time the more time they have the more likely they are to build a creative
more likely they are to build a creative
more likely they are to build a creative solution however even if you don’t have
solution however even if you don’t have
solution however even if you don’t have that much time you can still build
that much time you can still build
that much time you can still build creative problem-solvers if those people
creative problem-solvers if those people
creative problem-solvers if those people feel like they what they’re doing is
feel like they what they’re doing is
feel like they what they’re doing is important has a mission and they’re
important has a mission and they’re
important has a mission and they’re connected to that purpose then you might
connected to that purpose then you might
connected to that purpose then you might still you’re not going to get it quite
still you’re not going to get it quite
still you’re not going to get it quite as much as if you give them more time
as much as if you give them more time
as much as if you give them more time but you can still get something out of
but you can still get something out of
but you can still get something out of it
it
it in that same article though they talked
in that same article though they talked
in that same article though they talked about how do we kill creativity in our
about how do we kill creativity in our
about how do we kill creativity in our businesses and they highlighted several
businesses and they highlighted several
businesses and they highlighted several factors I’m gonna highlight three of
factors I’m gonna highlight three of
factors I’m gonna highlight three of them here one of which is that the
them here one of which is that the
them here one of which is that the people who are working there feel like
people who are working there feel like
people who are working there feel like the work is unimportant if your workers
the work is unimportant if your workers
the work is unimportant if your workers don’t feel like what they’re doing is
don’t feel like what they’re doing is
don’t feel like what they’re doing is important they’re not going to be
important they’re not going to be
important they’re not going to be creative second if your workers are
creative second if your workers are
creative second if your workers are working on a fragmented schedule they
working on a fragmented schedule they
working on a fragmented schedule they specifically cite the idea of doing a
specifically cite the idea of doing a
specifically cite the idea of doing a bunch of things during the day for about
bunch of things during the day for about
bunch of things during the day for about an hour at a time and having no
an hour at a time and having no
an hour at a time and having no connection between any of them that will
connection between any of them that will
connection between any of them that will kill creativity in your workplace and
kill creativity in your workplace and
kill creativity in your workplace and lastly that the workers feel distracted
lastly that the workers feel distracted
lastly that the workers feel distracted they don’t feel connected to a bigger
they don’t feel connected to a bigger
they don’t feel connected to a bigger purpose and I looked at that those
purpose and I looked at that those
purpose and I looked at that those things and I thought that was my high
things and I thought that was my high
things and I thought that was my high school experience
school experience
school experience I could imagine many of you in this
I could imagine many of you in this
I could imagine many of you in this audience felt like I didn’t feel like it
audience felt like I didn’t feel like it
audience felt like I didn’t feel like it was important my schedule was fragmented
was important my schedule was fragmented
was important my schedule was fragmented I felt distracted that’s pretty much
I felt distracted that’s pretty much
I felt distracted that’s pretty much defining most of the high school
defining most of the high school
defining most of the high school experiences in America so I set out to
experiences in America so I set out to
experiences in America so I set out to build a high school that tried to
build a high school that tried to
build a high school that tried to confront these challenges and build
confront these challenges and build
confront these challenges and build something that was designed specifically
something that was designed specifically
something that was designed specifically to enhance creativity so for the last
to enhance creativity so for the last
to enhance creativity so for the last three months I’ve been going around the
three months I’ve been going around the
three months I’ve been going around the city the country talking to people as
city the country talking to people as
city the country talking to people as much as I can about what does it mean to
much as I can about what does it mean to
much as I can about what does it mean to be creative in schools ironically my
be creative in schools ironically my
be creative in schools ironically my schedule now looks a lot like that
schedule now looks a lot like that
schedule now looks a lot like that student of mine from the beginning it’s
student of mine from the beginning it’s
student of mine from the beginning it’s packed with things and so I’m sort of
packed with things and so I’m sort of
packed with things and so I’m sort of where she’s at I’m falling down and
where she’s at I’m falling down and
where she’s at I’m falling down and trying a lot but in doing so I realize I
trying a lot but in doing so I realize I
trying a lot but in doing so I realize I need to have my own time to process and
need to have my own time to process and
need to have my own time to process and so what I like to do is I like to go for
so what I like to do is I like to go for
so what I like to do is I like to go for runs I run about an hour a day and in
runs I run about an hour a day and in
runs I run about an hour a day and in that in those runs it helps me process
that in those runs it helps me process
that in those runs it helps me process things I’m thinking about all the
things I’m thinking about all the
things I’m thinking about all the conversations I had a lot of the best
conversations I had a lot of the best
conversations I had a lot of the best most creative ideas I have are along a
most creative ideas I have are along a
most creative ideas I have are along a run aside from the fact I listen to a
run aside from the fact I listen to a
run aside from the fact I listen to a lot of podcasts about bad movies and
lot of podcasts about bad movies and
lot of podcasts about bad movies and things like that but when I’m not doing
things like that but when I’m not doing
things like that but when I’m not doing that I’m thinking about school and about
that I’m thinking about school and about
that I’m thinking about school and about three weeks ago when I was out on a run
three weeks ago when I was out on a run
three weeks ago when I was out on a run I was about two blocks from home and I
I was about two blocks from home and I
I was about two blocks from home and I saw this picture it’s actually was the
saw this picture it’s actually was the
saw this picture it’s actually was the storefront it’s run in the corner of
storefront it’s run in the corner of
storefront it’s run in the corner of edges on Ashland just north of my house
edges on Ashland just north of my house
edges on Ashland just north of my house and and at first I thought this looks
and and at first I thought this looks
and and at first I thought this looks like it looks like a new running store
like it looks like a new running store
like it looks like a new running store looks like a Nike store you can tell the
looks like a Nike store you can tell the
looks like a Nike store you can tell the font on the window there it looks like a
font on the window there it looks like a
font on the window there it looks like a like the Nike font and as I ran closer I
like the Nike font and as I ran closer I
like the Nike font and as I ran closer I realized it wasn’t a Nike store in fact
realized it wasn’t a Nike store in fact
realized it wasn’t a Nike store in fact it wasn’t a workout store was actually a
it wasn’t a workout store was actually a
it wasn’t a workout store was actually a leisure wear store and on the window it
leisure wear store and on the window it
leisure wear store and on the window it said do less and as I saw that I
said do less and as I saw that I
said do less and as I saw that I actually stopped these are my pictures
actually stopped these are my pictures
actually stopped these are my pictures by the way he can tell by how good
by the way he can tell by how good
by the way he can tell by how good they’re those pictures I stopped and I
they’re those pictures I stopped and I
they’re those pictures I stopped and I said you know all I’m thinking about
said you know all I’m thinking about
said you know all I’m thinking about here is educational I’m thinking about
here is educational I’m thinking about
here is educational I’m thinking about it schools I’m thinking about creativity
it schools I’m thinking about creativity
it schools I’m thinking about creativity and I saw these two words do less and I
and I saw these two words do less and I
and I saw these two words do less and I thought maybe there’s something to be
thought maybe there’s something to be
thought maybe there’s something to be had here maybe the key to unlocking
had here maybe the key to unlocking
had here maybe the key to unlocking creativity in schools comes down to
creativity in schools comes down to
creativity in schools comes down to these two words do less right now we
these two words do less right now we
these two words do less right now we quantify schools by how much they do
quantify schools by how much they do
quantify schools by how much they do rigor in schools is defined by how many
rigor in schools is defined by how many
rigor in schools is defined by how many things we force adolescents to do every
things we force adolescents to do every
things we force adolescents to do every day we used to have the three hours I’d
day we used to have the three hours I’d
day we used to have the three hours I’d argue now we have the 3 p’s first one is
argue now we have the 3 p’s first one is
argue now we have the 3 p’s first one is prescribed curriculum AP IB all the
prescribed curriculum AP IB all the
prescribed curriculum AP IB all the other still yet silly acronyms would use
other still yet silly acronyms would use
other still yet silly acronyms would use in education all these prescribed
in education all these prescribed
in education all these prescribed curriculums it’s the thing I hear most
curriculums it’s the thing I hear most
curriculums it’s the thing I hear most from parents do you do ap do you do IB
from parents do you do ap do you do IB
from parents do you do ap do you do IB sometimes I think of a different acronym
sometimes I think of a different acronym
sometimes I think of a different acronym that has another couple words in it that
that has another couple words in it that
that has another couple words in it that I’d like to use when it comes to those
I’d like to use when it comes to those
I’d like to use when it comes to those things but I don’t use it
things but I don’t use it
things but I don’t use it but that is designed to think that’s
but that is designed to think that’s
but that is designed to think that’s designed to equal rigor prescribed
designed to equal rigor prescribed
designed to equal rigor prescribed curriculum the second thing that we like
curriculum the second thing that we like
curriculum the second thing that we like to do is we like to look next P is
to do is we like to look next P is
to do is we like to look next P is planning for college we spend a huge
planning for college we spend a huge
planning for college we spend a huge amount of time in our high schools today
amount of time in our high schools today
amount of time in our high schools today talking about something that will happen
talking about something that will happen
talking about something that will happen after they leave so much so that I was
after they leave so much so that I was
after they leave so much so that I was in some schools recently where every
in some schools recently where every
in some schools recently where every room was named after a college that’s
room was named after a college that’s
room was named after a college that’s like naming every business every room in
like naming every business every room in
like naming every business every room in your office after retirement communities
your office after retirement communities
your office after retirement communities why are we focusing in on what happens
why are we focusing in on what happens
why are we focusing in on what happens next can we enjoy and appreciate and
next can we enjoy and appreciate and
next can we enjoy and appreciate and learn from the moment
learn from the moment
learn from the moment not according to rigorous schools today
not according to rigorous schools today
not according to rigorous schools today and lastly and most importantly is
and lastly and most importantly is
and lastly and most importantly is pressure third P you take our prescribed
pressure third P you take our prescribed
pressure third P you take our prescribed curriculum you plan for college we’re
curriculum you plan for college we’re
curriculum you plan for college we’re gonna put the pressure on you and you
gonna put the pressure on you and you
gonna put the pressure on you and you send those results this is where our
send those results this is where our
send those results this is where our schools are today specifically we look
schools are today specifically we look
schools are today specifically we look at the AP u.s. history curriculum these
at the AP u.s. history curriculum these
at the AP u.s. history curriculum these are all the topics you cover in AP US
are all the topics you cover in AP US
are all the topics you cover in AP US history in a hundred hours of time these
history in a hundred hours of time these
history in a hundred hours of time these are all the things you’re going to cover
are all the things you’re going to cover
are all the things you’re going to cover hundred hours if you work 40 hours a
hundred hours if you work 40 hours a
hundred hours if you work 40 hours a week that’s two and a half weeks of work
week that’s two and a half weeks of work
week that’s two and a half weeks of work you need to memorize everything on this
you need to memorize everything on this
you need to memorize everything on this list internalize it and spit it back out
list internalize it and spit it back out
list internalize it and spit it back out to the person in front of the room and
to the person in front of the room and
to the person in front of the room and this qualifies as rigorous you know what
this qualifies as rigorous you know what
this qualifies as rigorous you know what kind of person succeeds in a system that
kind of person succeeds in a system that
kind of person succeeds in a system that requires you to memorize all this stuff
requires you to memorize all this stuff
requires you to memorize all this stuff in two and a half weeks worth of time
in two and a half weeks worth of time
in two and a half weeks worth of time and regurgitate it back compliant people
and regurgitate it back compliant people
and regurgitate it back compliant people people who aren’t creative or who can
people who aren’t creative or who can
people who aren’t creative or who can who are creative and can turn that part
who are creative and can turn that part
who are creative and can turn that part of their brain off to do exactly what’s
of their brain off to do exactly what’s
of their brain off to do exactly what’s required on time and on spec and don’t
required on time and on spec and don’t
required on time and on spec and don’t add anything new to the mix not
add anything new to the mix not
add anything new to the mix not coincidentally the type of people who
coincidentally the type of people who
coincidentally the type of people who succeed in this system by the way also
succeed in this system by the way also
succeed in this system by the way also tend to look an awful lot like the
tend to look an awful lot like the
tend to look an awful lot like the teachers in these buildings because if
teachers in these buildings because if
teachers in these buildings because if you’re successful in this system you
you’re successful in this system you
you’re successful in this system you often come back to this system to teach
often come back to this system to teach
often come back to this system to teach in that system and know it so itself
in that system and know it so itself
in that system and know it so itself perpetuates
perpetuates
perpetuates you know who doesn’t work in the system
you know who doesn’t work in the system
you know who doesn’t work in the system you know who sucks at it people who are
you know who sucks at it people who are
you know who sucks at it people who are creative who can’t turn that part of
creative who can’t turn that part of
creative who can’t turn that part of their brain off who want to ask
their brain off who want to ask
their brain off who want to ask questions who want to say stop I want to
questions who want to say stop I want to
questions who want to say stop I want to know a little bit more about this can we
know a little bit more about this can we
know a little bit more about this can we talk about it the answer is typically
talk about it the answer is typically
talk about it the answer is typically now we got something to do tomorrow the
now we got something to do tomorrow the
now we got something to do tomorrow the kid who comes into this situation and
kid who comes into this situation and
kid who comes into this situation and says I want to know more and maybe the
says I want to know more and maybe the
says I want to know more and maybe the answer I give you might not be exactly
answer I give you might not be exactly
answer I give you might not be exactly what you want but it’s because I’m
what you want but it’s because I’m
what you want but it’s because I’m thinking about a different question
thinking about a different question
thinking about a different question that’s built on this those are the kids
that’s built on this those are the kids
that’s built on this those are the kids we label as slow as difficult as
we label as slow as difficult as
we label as slow as difficult as behavior problems these are the kids who
behavior problems these are the kids who
behavior problems these are the kids who we penalize in systems that are designed
we penalize in systems that are designed
we penalize in systems that are designed around data processing our schools today
around data processing our schools today
around data processing our schools today are defined in rigor in terms of how
are defined in rigor in terms of how
are defined in rigor in terms of how quickly they can put kids on a hamster
quickly they can put kids on a hamster
quickly they can put kids on a hamster wheel and make them spin the faster we
wheel and make them spin the faster we
wheel and make them spin the faster we can spin on that wheel the better our
can spin on that wheel the better our
can spin on that wheel the better our schools get ranked and so as I came into
schools get ranked and so as I came into
schools get ranked and so as I came into this situation I thought of another
this situation I thought of another
this situation I thought of another important world leader who said very
important world leader who said very
important world leader who said very famously I don’t want to stop this wheel
famously I don’t want to stop this wheel
famously I don’t want to stop this wheel I want to break this wheel I believe our
I want to break this wheel I believe our
I want to break this wheel I believe our schools need to refocus themselves I
schools need to refocus themselves I
schools need to refocus themselves I believe our schools need to think a
believe our schools need to think a
believe our schools need to think a little bit less about the rigid
little bit less about the rigid
little bit less about the rigid curriculum and more about the
curriculum and more about the
curriculum and more about the responsiveness to their children I think
responsiveness to their children I think
responsiveness to their children I think we need to build schools today that are
we need to build schools today that are
we need to build schools today that are not built on rigid curriculum but
not built on rigid curriculum but
not built on rigid curriculum but instead on responsive systems that
instead on responsive systems that
instead on responsive systems that listen to every child and decide what is
listen to every child and decide what is
listen to every child and decide what is this kid going to be and how can I help
this kid going to be and how can I help
this kid going to be and how can I help them get there we need to think
them get there we need to think
them get there we need to think institutionally about the type of
institutionally about the type of
institutionally about the type of systems that create this situation and
systems that create this situation and
systems that create this situation and and give as much as we can to make them
and give as much as we can to make them
and give as much as we can to make them happen we need to build schools that
happen we need to build schools that
happen we need to build schools that give students the autonomy and Trust to
give students the autonomy and Trust to
give students the autonomy and Trust to design their learning paths but also
design their learning paths but also
design their learning paths but also have an adult with them to help them
have an adult with them to help them
have an adult with them to help them marry what they know they need to have
marry what they know they need to have
marry what they know they need to have in the future with who they are now and
in the future with who they are now and
in the future with who they are now and find a way to bring it together a lot of
find a way to bring it together a lot of
find a way to bring it together a lot of schools
schools
schools talk about autonomy a lot of schools
talk about autonomy a lot of schools
talk about autonomy a lot of schools talk about trust but look at their
talk about trust but look at their
talk about trust but look at their systems look at their schedules how much
systems look at their schedules how much
systems look at their schedules how much trust are they actually giving to
trust are they actually giving to
trust are they actually giving to children adolescents are amazing
children adolescents are amazing
children adolescents are amazing if we trust them and we need to build
if we trust them and we need to build
if we trust them and we need to build schools who systemically reward their
schools who systemically reward their
schools who systemically reward their teachers not for the quickness with
teachers not for the quickness with
teachers not for the quickness with which they go through that curriculum
which they go through that curriculum
which they go through that curriculum but with their ability to listen to to
but with their ability to listen to to
but with their ability to listen to to connect with to empathize with to think
connect with to empathize with to think
connect with to empathize with to think about the needs of the kids who walk in
about the needs of the kids who walk in
about the needs of the kids who walk in their door and then design not based on
their door and then design not based on
their door and then design not based on what aap wants but what those children
what aap wants but what those children
what aap wants but what those children need and what they can do for them to
need and what they can do for them to
need and what they can do for them to make them better people I think it comes
make them better people I think it comes
make them better people I think it comes back to this sign we’ve gotten so caught
back to this sign we’ve gotten so caught
back to this sign we’ve gotten so caught up in how much we do in schools I think
up in how much we do in schools I think
up in how much we do in schools I think we might need to do a little bit less I
we might need to do a little bit less I
we might need to do a little bit less I think we might need to step back a
think we might need to step back a
think we might need to step back a little bit take our foot off the gas a
little bit take our foot off the gas a
little bit take our foot off the gas a little bit and think about who are these
little bit and think about who are these
little bit and think about who are these people who are walking into our building
people who are walking into our building
people who are walking into our building and how do we adjust our system to fit
and how do we adjust our system to fit
and how do we adjust our system to fit those people the problems in education
those people the problems in education
those people the problems in education are myriad and systemic and 18 minutes
are myriad and systemic and 18 minutes
are myriad and systemic and 18 minutes is not enough to talk about all the
is not enough to talk about all the
is not enough to talk about all the problems that exist in education 1,800
problems that exist in education 1,800
problems that exist in education 1,800 minutes is not enough time to talk about
minutes is not enough time to talk about
minutes is not enough time to talk about all the problems that exist in education
all the problems that exist in education
all the problems that exist in education but I think we can start at the very
but I think we can start at the very
but I think we can start at the very least by making a pledge to every child
least by making a pledge to every child
least by making a pledge to every child that walks through our door and I was
that walks through our door and I was
that walks through our door and I was thinking it goes a little something like
thinking it goes a little something like
thinking it goes a little something like this to every child who walks through
this to every child who walks through
this to every child who walks through this door we as the adults entrusted
this door we as the adults entrusted
this door we as the adults entrusted with helping inspiring its and helping
with helping inspiring its and helping
with helping inspiring its and helping inspire the next generation of creative
inspire the next generation of creative
inspire the next generation of creative citizens promise that we will listen to
citizens promise that we will listen to
citizens promise that we will listen to you more we will learn about you more we
you more we will learn about you more we
you more we will learn about you more we will empathize with you more and maybe
will empathize with you more and maybe
will empathize with you more and maybe just maybe we’ll do a little bit less I
just maybe we’ll do a little bit less I
just maybe we’ll do a little bit less I think it’s a start thank you
think it’s a start thank you
think it’s a start thank you [Applause]
”
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