The Education Revolution We Need | Jason Glass | TEDxYouth@Vail

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betray that the quality of their

betray that the quality of their presentations doesn’t make the old guy

presentations doesn’t make the old guy

presentations doesn’t make the old guy the least bit nervous maybe feeling like

the least bit nervous maybe feeling like

the least bit nervous maybe feeling like watching a video about being trapped

watching a video about being trapped

watching a video about being trapped underwater in the cave since nearly the

underwater in the cave since nearly the

underwater in the cave since nearly the inception of mass education systems

inception of mass education systems

inception of mass education systems there has been a conflict between two

there has been a conflict between two

there has been a conflict between two competing ideas about how we should

competing ideas about how we should

competing ideas about how we should structure organize and even improve

structure organize and even improve

structure organize and even improve learning on the one hand we have a set

learning on the one hand we have a set

learning on the one hand we have a set of design principles influenced by this

of design principles influenced by this

of design principles influenced by this man Frederick Winslow Taylor Taylor was

man Frederick Winslow Taylor Taylor was

man Frederick Winslow Taylor Taylor was a Pennsylvanian and a mechanical

a Pennsylvanian and a mechanical

a Pennsylvanian and a mechanical engineer who spent his life studying

engineer who spent his life studying

engineer who spent his life studying production assembly lines factories how

production assembly lines factories how

production assembly lines factories how to make them more efficient measuring

to make them more efficient measuring

to make them more efficient measuring every move within them and how to make

every move within them and how to make

every move within them and how to make production happen faster Taylor believed

production happen faster Taylor believed

production happen faster Taylor believed that there was one right and best way to

that there was one right and best way to

that there was one right and best way to do just about anything and that the work

do just about anything and that the work

do just about anything and that the work that we should undertake was in finding

that we should undertake was in finding

that we should undertake was in finding that one right best way and then

that one right best way and then

that one right best way and then replicating it to make things more

replicating it to make things more

replicating it to make things more efficient and faster Taylor put his

efficient and faster Taylor put his

efficient and faster Taylor put his ideas down in an influential book in

ideas down in an influential book in

ideas down in an influential book in 1911 called the principles of scientific

1911 called the principles of scientific

1911 called the principles of scientific management and had an incredible appeal

management and had an incredible appeal

management and had an incredible appeal and widespread use around the world in

and widespread use around the world in

and widespread use around the world in different industries and sectors the

different industries and sectors the

different industries and sectors the principles of scientific management

principles of scientific management

principles of scientific management became so widespread and Taylor’s ideas

became so widespread and Taylor’s ideas

became so widespread and Taylor’s ideas became so widespread that they actually

became so widespread that they actually

became so widespread that they actually came to bear his name Taylorism some of

came to bear his name Taylorism some of

came to bear his name Taylorism some of the factory model and factory principles

the factory model and factory principles

the factory model and factory principles that Taylor talked about were also

that Taylor talked about were also

that Taylor talked about were also applied to education we think about how

applied to education we think about how

applied to education we think about how we restructured education where we take

we restructured education where we take

we restructured education where we take knowledge and we carve it into different

knowledge and we carve it into different

knowledge and we carve it into different subjects reading writing math the

subjects reading writing math the

subjects reading writing math the sciences and we take students and carve

sciences and we take students and carve

sciences and we take students and carve them into manageable batches based on

them into manageable batches based on

them into manageable batches based on the year of their birth first second

the year of their birth first second

the year of their birth first second third grade and through the system they

third grade and through the system they

third grade and through the system they move

move

move we have replicated the factory model

we have replicated the factory model

we have replicated the factory model when it comes to education the factory

when it comes to education the factory

when it comes to education the factory models goal is to create a workforce

models goal is to create a workforce

models goal is to create a workforce trained students who are prepared for a

trained students who are prepared for a

trained students who are prepared for a factory based workforce and the role of

factory based workforce and the role of

factory based workforce and the role of the teacher in this model is to stand in

the teacher in this model is to stand in

the teacher in this model is to stand in front of

front of

front of and a source of knowledge a purveyor of

and a source of knowledge a purveyor of

and a source of knowledge a purveyor of information to students but the factory

information to students but the factory

information to students but the factory model wasn’t the only theory or approach

model wasn’t the only theory or approach

model wasn’t the only theory or approach to education that was out there around

to education that was out there around

to education that was out there around the same time that Frederick Taylor was

the same time that Frederick Taylor was

the same time that Frederick Taylor was writing it a little bit after the North

writing it a little bit after the North

writing it a little bit after the North American writer thinker philosopher

American writer thinker philosopher

American writer thinker philosopher named John Dewey was also putting down

named John Dewey was also putting down

named John Dewey was also putting down his ideas about education Dewey was an

his ideas about education Dewey was an

his ideas about education Dewey was an academic he worked in prestigious

academic he worked in prestigious

academic he worked in prestigious universities like the University of

universities like the University of

universities like the University of Michigan Chicago and Columbia and his

Michigan Chicago and Columbia and his

Michigan Chicago and Columbia and his ideas contributed to a philosophy of

ideas contributed to a philosophy of

ideas contributed to a philosophy of education he called constructivism the

education he called constructivism the

education he called constructivism the big idea behind constructivism is that

big idea behind constructivism is that

big idea behind constructivism is that students use their own background

students use their own background

students use their own background experiences to build new learning and

experiences to build new learning and

experiences to build new learning and the work of Education really is

the work of Education really is

the work of Education really is expanding those experiences and that

expanding those experiences and that

expanding those experiences and that learning happens by doing learning

learning happens by doing learning

learning happens by doing learning happens by experiencing things firsthand

happens by experiencing things firsthand

happens by experiencing things firsthand that learning was also a very social

that learning was also a very social

that learning was also a very social process and we learn best when we

process and we learn best when we

process and we learn best when we learned together and those experiences

learned together and those experiences

learned together and those experiences build off of each other and build up

build off of each other and build up

build off of each other and build up into something new the school in

into something new the school in

into something new the school in constructivism wasn’t the factory the

constructivism wasn’t the factory the

constructivism wasn’t the factory the school in constructivism was the

school in constructivism was the

school in constructivism was the community learning happened within the

community learning happened within the

community learning happened within the community and the school was surrounded

community and the school was surrounded

community and the school was surrounded by an supported by the community and

by an supported by the community and

by an supported by the community and that students should be engaged in

that students should be engaged in

that students should be engaged in projects and problems and interesting

projects and problems and interesting

projects and problems and interesting experiences that were relevant to the

experiences that were relevant to the

experiences that were relevant to the community and relevant to the student

community and relevant to the student

community and relevant to the student the teacher in the constructivist

the teacher in the constructivist

the teacher in the constructivist approach isn’t a sage on the stage

approach isn’t a sage on the stage

approach isn’t a sage on the stage standing in front of the room but the

standing in front of the room but the

standing in front of the room but the teacher is actually part of the learning

teacher is actually part of the learning

teacher is actually part of the learning experience acting as a facilitator or a

experience acting as a facilitator or a

experience acting as a facilitator or a guide to learning for the students you

guide to learning for the students you

guide to learning for the students you can see this teacher from our community

can see this teacher from our community

can see this teacher from our community and the projects that the students are

and the projects that the students are

and the projects that the students are engaged in they’re deeply engaged in

engaged in they’re deeply engaged in

engaged in they’re deeply engaged in those but you can barely see the teacher

those but you can barely see the teacher

those but you can barely see the teacher in the room but he was right there

in the room but he was right there

in the room but he was right there facilitating learning so whose ideas

facilitating learning so whose ideas

facilitating learning so whose ideas prevailed well we could probably

prevailed well we could probably

prevailed well we could probably validate it with the experiences of most

validate it with the experiences of most

validate it with the experiences of most of the people in this room but Taylor’s

of the people in this room but Taylor’s

of the people in this room but Taylor’s ideas in the factory model have

ideas in the factory model have

ideas in the factory model have dominated how we have structured and

dominated how we have structured and

dominated how we have structured and this has become particularly intense in

this has become particularly intense in

this has become particularly intense in the last 20 years or so as we’ve doubled

the last 20 years or so as we’ve doubled

the last 20 years or so as we’ve doubled down on the factoring model by

down on the factoring model by

down on the factoring model by increasing the standardization of

increasing the standardization of

increasing the standardization of Education and thinking about how we can

Education and thinking about how we can

Education and thinking about how we can assess knowledge through standardized

assess knowledge through standardized

assess knowledge through standardized tests we take that information and we

tests we take that information and we

tests we take that information and we rank schools and students and teachers

rank schools and students and teachers

rank schools and students and teachers on complex data dashboards and

on complex data dashboards and

on complex data dashboards and scorecards now don’t get me wrong I’m

scorecards now don’t get me wrong I’m

scorecards now don’t get me wrong I’m not saying that the factory model and

not saying that the factory model and

not saying that the factory model and Taylorism had tremendous positives they

Taylorism had tremendous positives they

Taylorism had tremendous positives they certainly have things like increase

certainly have things like increase

certainly have things like increase production increased efficiency better

production increased efficiency better

production increased efficiency better performance metrics even the assessments

performance metrics even the assessments

performance metrics even the assessments that students are taking have a value

that students are taking have a value

that students are taking have a value and a purpose they’re important in their

and a purpose they’re important in their

and a purpose they’re important in their meaningful what I am saying is that

meaningful what I am saying is that

meaningful what I am saying is that there is a cost that we’ve paid with

there is a cost that we’ve paid with

there is a cost that we’ve paid with hyper focusing on standardization and

hyper focusing on standardization and

hyper focusing on standardization and measurement at an educational context

measurement at an educational context

measurement at an educational context and that caused has come with

and that caused has come with

and that caused has come with disengaging millions upon millions of

disengaging millions upon millions of

disengaging millions upon millions of people who have talents abilities

people who have talents abilities

people who have talents abilities passions dreams that are not easily

passions dreams that are not easily

passions dreams that are not easily measured on a standardized test we look

measured on a standardized test we look

measured on a standardized test we look at the results of the United States in

at the results of the United States in

at the results of the United States in comparison with other countries since

comparison with other countries since

comparison with other countries since the aggressive implementation of the

the aggressive implementation of the

the aggressive implementation of the standard further standardization and

standard further standardization and

standard further standardization and hyper focus on measurement of Education

hyper focus on measurement of Education

hyper focus on measurement of Education with No Child Left Behind and later as

with No Child Left Behind and later as

with No Child Left Behind and later as successor the every student succeeds act

successor the every student succeeds act

successor the every student succeeds act we see that the results the United

we see that the results the United

we see that the results the United States are actually worse than they were

States are actually worse than they were

States are actually worse than they were before this agenda took hold this tells

before this agenda took hold this tells

before this agenda took hold this tells us that the factory model of Education

us that the factory model of Education

us that the factory model of Education is failing by its own measures of

is failing by its own measures of

is failing by its own measures of success now I don’t want you to despair

success now I don’t want you to despair

success now I don’t want you to despair or lose hope we have reason to be

or lose hope we have reason to be

or lose hope we have reason to be optimistic to be excited about to be

optimistic to be excited about to be

optimistic to be excited about to be hopeful about our children’s future in

hopeful about our children’s future in

hopeful about our children’s future in the future of Education here within this

the future of Education here within this

the future of Education here within this community and in communities like ours

community and in communities like ours

community and in communities like ours all over the world students teachers

all over the world students teachers

all over the world students teachers parents community leaders school leaders

parents community leaders school leaders

parents community leaders school leaders are working to transform the educational

are working to transform the educational

are working to transform the educational something meaningful genuine authentic

something meaningful genuine authentic

something meaningful genuine authentic passion-driven

passion-driven

passion-driven for students they’re resisting efforts

for students they’re resisting efforts

for students they’re resisting efforts to further standardize education

to further standardize education

to further standardize education students like these who are collecting

students like these who are collecting

students like these who are collecting water samples in our community forming

water samples in our community forming

water samples in our community forming hypotheses and coming up with an action

hypotheses and coming up with an action

hypotheses and coming up with an action plan or students like these who designed

plan or students like these who designed

plan or students like these who designed built and operated a solar-powered

built and operated a solar-powered

built and operated a solar-powered vehicle that actually want to State Ward

vehicle that actually want to State Ward

vehicle that actually want to State Ward all across our community and in

all across our community and in

all across our community and in communities like ours all across the

communities like ours all across the

communities like ours all across the world there are students learning in

world there are students learning in

world there are students learning in innovative new ways this is happening

innovative new ways this is happening

innovative new ways this is happening right before our eyes

right before our eyes

right before our eyes we’re giving students a chance to

we’re giving students a chance to

we’re giving students a chance to practice things like collaboration

practice things like collaboration

practice things like collaboration creativity innovation entrepreneurship

creativity innovation entrepreneurship

creativity innovation entrepreneurship things that are not easily measured on a

things that are not easily measured on a

things that are not easily measured on a standardized test or easily answered by

standardized test or easily answered by

standardized test or easily answered by Google so I urge you to get out into

Google so I urge you to get out into

Google so I urge you to get out into your neighborhood schools and see this

your neighborhood schools and see this

your neighborhood schools and see this revolution happening and support the

revolution happening and support the

revolution happening and support the people that are doing it the reforms and

people that are doing it the reforms and

people that are doing it the reforms and the revolution and education that we

the revolution and education that we

the revolution and education that we need is not coming to us from a white

need is not coming to us from a white

need is not coming to us from a white paper from some think-tank

paper from some think-tank

paper from some think-tank it’s not being delivered to us from the

it’s not being delivered to us from the

it’s not being delivered to us from the legislative Statehouse floor and it’s

legislative Statehouse floor and it’s

legislative Statehouse floor and it’s certainly not coming to us from some

certainly not coming to us from some

certainly not coming to us from some millionaires bank account the

millionaires bank account the

millionaires bank account the transformation the revolution in

transformation the revolution in

transformation the revolution in education that we need is happening in

education that we need is happening in

education that we need is happening in our communities every day so make that

our communities every day so make that

our communities every day so make that phone call send that email show up

phone call send that email show up

phone call send that email show up engage and support the people that are

engage and support the people that are

engage and support the people that are bringing us the revolution in education

bringing us the revolution in education

bringing us the revolution in education we need