[Applause] [Music]
[Music]
[Music] [Applause]
good evening tonight I’m going to talk
good evening tonight I’m going to talk about how you build a brain and I’m also
about how you build a brain and I’m also
about how you build a brain and I’m also gonna talk about the role that education
gonna talk about the role that education
gonna talk about the role that education may or may not play in that but before I
may or may not play in that but before I
may or may not play in that but before I start I’d like you to please take a
start I’d like you to please take a
start I’d like you to please take a moment turn to someone next to you and
moment turn to someone next to you and
moment turn to someone next to you and tell them please what grades you got on
tell them please what grades you got on
tell them please what grades you got on your metoo dieta
okay that has to be enough time you’d
okay that has to be enough time you’d have to have already finished it
you know you can stop now I want you to
you know you can stop now I want you to stop
stop
stop we’re losing control of the audience
we’re losing control of the audience
we’re losing control of the audience okay now the reason I asked you the
okay now the reason I asked you the
okay now the reason I asked you the reason I asked you to do that the reason
reason I asked you to do that the reason
reason I asked you to do that the reason I asked you to do that
I asked you to do that
I asked you to do that is I wanted to remind you of how
is I wanted to remind you of how
is I wanted to remind you of how important that was at one point in your
important that was at one point in your
important that was at one point in your life and of course you know you did the
life and of course you know you did the
life and of course you know you did the work necessary to presumably get good
work necessary to presumably get good
work necessary to presumably get good grades on your maturity and then you
grades on your maturity and then you
grades on your maturity and then you went off to university and you realize
went off to university and you realize
went off to university and you realize that all that work that you had done to
that all that work that you had done to
that all that work that you had done to get those good marks on the maturities I
get those good marks on the maturities I
get those good marks on the maturities I had contributed nothing to your ability
had contributed nothing to your ability
had contributed nothing to your ability to do well at university because doing
to do well at university because doing
to do well at university because doing well at university requires an entirely
well at university requires an entirely
well at university requires an entirely different set of skills then getting
different set of skills then getting
different set of skills then getting good marks on a test and in fact doing
good marks on a test and in fact doing
good marks on a test and in fact doing well at your career also has nothing to
well at your career also has nothing to
well at your career also has nothing to do with that and you may have found once
do with that and you may have found once
do with that and you may have found once you began your career that also had
you began your career that also had
you began your career that also had fairly little to do with what you’d
fairly little to do with what you’d
fairly little to do with what you’d studied at University in fact the things
studied at University in fact the things
studied at University in fact the things that we do in school in conventional
that we do in school in conventional
that we do in school in conventional school typically contribute very little
school typically contribute very little
school typically contribute very little to what we need to do what we need to
to what we need to do what we need to
to what we need to do what we need to know or the capabilities that we need to
know or the capabilities that we need to
know or the capabilities that we need to be successful at life
be successful at life
be successful at life you don’t need good marks to do well in
you don’t need good marks to do well in
you don’t need good marks to do well in the world
the world
the world what you need is simple what you need is
what you need is simple what you need is
what you need is simple what you need is you need this you need this yeah that’s
you need this you need this yeah that’s
you need this you need this yeah that’s what you need
well thank you good night yeah thank you
well thank you good night yeah thank you for that okay no yeah this is what you
for that okay no yeah this is what you
for that okay no yeah this is what you need you need to have a brain a brain
need you need to have a brain a brain
need you need to have a brain a brain that works well and so you’re probably
that works well and so you’re probably
that works well and so you’re probably familiar with this kind of an image of
familiar with this kind of an image of
familiar with this kind of an image of the brain maybe you’ve seen maybe you’ve
the brain maybe you’ve seen maybe you’ve
the brain maybe you’ve seen maybe you’ve seen an image like this one have you
seen an image like this one have you
seen an image like this one have you ever seen an image like this yeah these
ever seen an image like this yeah these
ever seen an image like this yeah these are the connections within the brain
are the connections within the brain
are the connections within the brain right okay so let me show you another
right okay so let me show you another
right okay so let me show you another picture of the brain what you’re looking
picture of the brain what you’re looking
picture of the brain what you’re looking at here is actually how the brain
at here is actually how the brain
at here is actually how the brain matures over from early childhood until
matures over from early childhood until
matures over from early childhood until adulthood and the part that’s turning
adulthood and the part that’s turning
adulthood and the part that’s turning blue that’s brain that’s maturing and
blue that’s brain that’s maturing and
blue that’s brain that’s maturing and it’s becoming functional and it is
it’s becoming functional and it is
it’s becoming functional and it is through the process of experiences in
through the process of experiences in
through the process of experiences in the environment experiences in real in
the environment experiences in real in
the environment experiences in real in the real world that the brain builds
the real world that the brain builds
the real world that the brain builds itself in fact you probably know because
itself in fact you probably know because
itself in fact you probably know because you’re a sophisticated audience that
you’re a sophisticated audience that
you’re a sophisticated audience that brain development is experience
brain development is experience
brain development is experience dependent you understand what I mean by
dependent you understand what I mean by
dependent you understand what I mean by that experience dependent not all
that experience dependent not all
that experience dependent not all experiences contribute to the
experiences contribute to the
experiences contribute to the development of the brain to begin to
development of the brain to begin to
development of the brain to begin to talk about the kinds of experiences that
talk about the kinds of experiences that
talk about the kinds of experiences that do help build the brain I have to show
do help build the brain I have to show
do help build the brain I have to show you one more brain picture yeah what is
you one more brain picture yeah what is
you one more brain picture yeah what is that this is your brains version of your
that this is your brains version of your
that this is your brains version of your body okay how your brain is constructed
body okay how your brain is constructed
body okay how your brain is constructed the architecture of your brain has a
the architecture of your brain has a
the architecture of your brain has a dramatic over representation of the
dramatic over representation of the
dramatic over representation of the hands because in fact the reason that
hands because in fact the reason that
hands because in fact the reason that you have a brain is so that your body
you have a brain is so that your body
you have a brain is so that your body can interact it can live in the world in
can interact it can live in the world in
can interact it can live in the world in fact the reason we evolved a brain was
fact the reason we evolved a brain was
fact the reason we evolved a brain was because well frankly anything that
because well frankly anything that
because well frankly anything that anything that moves that needs to eat or
anything that moves that needs to eat or
anything that moves that needs to eat or can be eaten needs to figure out what
can be eaten needs to figure out what
can be eaten needs to figure out what it’s going to do needs in order to
it’s going to do needs in order to
it’s going to do needs in order to survive it needs to know should I move
survive it needs to know should I move
survive it needs to know should I move over there to get that food source
over there to get that food source
over there to get that food source should I go over there to avoid being
should I go over there to avoid being
should I go over there to avoid being eaten or should I do something else in
eaten or should I do something else in
eaten or should I do something else in fact the purpose of the brain is to
fact the purpose of the brain is to
fact the purpose of the brain is to control behavior and the brain is
control behavior and the brain is
control behavior and the brain is controlling the behavior of that guy
controlling the behavior of that guy
controlling the behavior of that guy okay that’s how it works and for the
okay that’s how it works and for the
okay that’s how it works and for the brain to build itself that guy needs to
brain to build itself that guy needs to
brain to build itself that guy needs to engage in a certain kind of activity now
engage in a certain kind of activity now
engage in a certain kind of activity now we just ended the show
we just ended the show
we just ended the show that happen yeah okay that guy needs to
that happen yeah okay that guy needs to
that happen yeah okay that guy needs to engage in a certain kind of activity
engage in a certain kind of activity
engage in a certain kind of activity this kind of activity and I know it’s a
this kind of activity and I know it’s a
this kind of activity and I know it’s a lot of words so I’m gonna say with me
lot of words so I’m gonna say with me
lot of words so I’m gonna say with me all right listen as I said that guy
all right listen as I said that guy
all right listen as I said that guy needs to engage in motivated effortful
needs to engage in motivated effortful
needs to engage in motivated effortful repeated trial-and-error experimental
repeated trial-and-error experimental
repeated trial-and-error experimental interactions with the environment and
interactions with the environment and
interactions with the environment and that’s how the brain builds itself and
that’s how the brain builds itself and
that’s how the brain builds itself and in fact it’s the only way the brain
in fact it’s the only way the brain
in fact it’s the only way the brain builds itself in fact if you ever wanted
builds itself in fact if you ever wanted
builds itself in fact if you ever wanted to learn a musical instrument you had to
to learn a musical instrument you had to
to learn a musical instrument you had to care enough about learning that musical
care enough about learning that musical
care enough about learning that musical instrument to stay motivated to apply
instrument to stay motivated to apply
instrument to stay motivated to apply the effort to engage in the repeated
the effort to engage in the repeated
the effort to engage in the repeated over and over trial and error
over and over trial and error
over and over trial and error experimental interactions with the
experimental interactions with the
experimental interactions with the environment because when we do this kind
environment because when we do this kind
environment because when we do this kind of activity it’s like barbells for the
of activity it’s like barbells for the
of activity it’s like barbells for the brain the brain is a muscle kind of and
brain the brain is a muscle kind of and
brain the brain is a muscle kind of and like building any muscle you’ve got to
like building any muscle you’ve got to
like building any muscle you’ve got to exercise it and you’ve got to push it as
exercise it and you’ve got to push it as
exercise it and you’ve got to push it as it builds muscle and that’s how you’d
it builds muscle and that’s how you’d
it builds muscle and that’s how you’d build a brain there it is again
god help us okay okay so that’s what you
god help us okay okay so that’s what you have to do you understand what I’m
have to do you understand what I’m
have to do you understand what I’m saying right okay now we understand that
saying right okay now we understand that
saying right okay now we understand that I’m in your TEDx audience is a
I’m in your TEDx audience is a
I’m in your TEDx audience is a sophisticated group of people if you
sophisticated group of people if you
sophisticated group of people if you have children you’re thinking about the
have children you’re thinking about the
have children you’re thinking about the kinds of activities you have an instinct
kinds of activities you have an instinct
kinds of activities you have an instinct for it in fact you’re thinking about the
for it in fact you’re thinking about the
for it in fact you’re thinking about the kinds of activities that you can have
kinds of activities that you can have
kinds of activities that you can have your child do to help them engage in
your child do to help them engage in
your child do to help them engage in that kind of motivated effort for
that kind of motivated effort for
that kind of motivated effort for repeated trial and error experimental
repeated trial and error experimental
repeated trial and error experimental interaction and with the environment and
interaction and with the environment and
interaction and with the environment and so you do things like say yeah it’s a
so you do things like say yeah it’s a
so you do things like say yeah it’s a good idea participate in the science
good idea participate in the science
good idea participate in the science fair if you do that kind of thing in the
fair if you do that kind of thing in the
fair if you do that kind of thing in the Czech Republic or get involved in doing
Czech Republic or get involved in doing
Czech Republic or get involved in doing independent projects you know you want
independent projects you know you want
independent projects you know you want them to find things that light them up
them to find things that light them up
them to find things that light them up and maybe you’ll sample different kinds
and maybe you’ll sample different kinds
and maybe you’ll sample different kinds of experiences and you’ll say yeah you
of experiences and you’ll say yeah you
of experiences and you’ll say yeah you know my kid is into this kind of thing
know my kid is into this kind of thing
know my kid is into this kind of thing and we’re helping him or her experience
and we’re helping him or her experience
and we’re helping him or her experience that kind of stuff so we like things
that kind of stuff so we like things
that kind of stuff so we like things like science fair motivation engagement
like science fair motivation engagement
like science fair motivation engagement working harness loving probes you know a
working harness loving probes you know a
working harness loving probes you know a lot of countries you have things like
lot of countries you have things like
lot of countries you have things like robot competitions you have robot
robot competitions you have robot
robot competitions you have robot competitions and the Czech Republic yeah
competitions and the Czech Republic yeah
competitions and the Czech Republic yeah okay so some people like to build robots
okay so some people like to build robots
okay so some people like to build robots some people like to write the software
some people like to write the software
some people like to write the software and so it helps people find out how to
and so it helps people find out how to
and so it helps people find out how to do things like work together to work
do things like work together to work
do things like work together to work collaboratively toward a shared goal to
collaboratively toward a shared goal to
collaboratively toward a shared goal to practice being good winner
practice being good winner
practice being good winner are being good losers to have practice
are being good losers to have practice
are being good losers to have practice that those real-world applications of
that those real-world applications of
that those real-world applications of problem-solving or maybe we sent our
problem-solving or maybe we sent our
problem-solving or maybe we sent our children to summer camp because we know
children to summer camp because we know
children to summer camp because we know that there’s a whole set of activities
that there’s a whole set of activities
that there’s a whole set of activities that they’re going to learn they’re
that they’re going to learn they’re
that they’re going to learn they’re going to learn social skills by
going to learn social skills by
going to learn social skills by interacting with other children in a
interacting with other children in a
interacting with other children in a semi structured social environment right
semi structured social environment right
semi structured social environment right I mean these are the things they need to
I mean these are the things they need to
I mean these are the things they need to learn and they only learned them when
learn and they only learned them when
learn and they only learned them when they get to have these experiences they
they get to have these experiences they
they get to have these experiences they only build these capabilities as a
only build these capabilities as a
only build these capabilities as a consequence of practicing them and even
consequence of practicing them and even
consequence of practicing them and even sport you know some children are drawn
sport you know some children are drawn
sport you know some children are drawn to sports some children are drawn to art
to sports some children are drawn to art
to sports some children are drawn to art and as sophisticated thoughtful parents
and as sophisticated thoughtful parents
and as sophisticated thoughtful parents thinking developmentally you know that
thinking developmentally you know that
thinking developmentally you know that you want to line them up with these
you want to line them up with these
you want to line them up with these kinds of activities but here’s an
kinds of activities but here’s an
kinds of activities but here’s an example from a Montessori classroom
example from a Montessori classroom
example from a Montessori classroom here’s another example of motivated
here’s another example of motivated
here’s another example of motivated effortful trial-and-error experimental
effortful trial-and-error experimental
effortful trial-and-error experimental interactions with an object of
interactions with an object of
interactions with an object of Montessori called the pink tower he’s
Montessori called the pink tower he’s
Montessori called the pink tower he’s learning to differentiate by size this
learning to differentiate by size this
learning to differentiate by size this is a sensorial enrichment activity he’s
is a sensorial enrichment activity he’s
is a sensorial enrichment activity he’s three and a half he doesn’t really
three and a half he doesn’t really
three and a half he doesn’t really distinguish size as well but when he’s
distinguish size as well but when he’s
distinguish size as well but when he’s doing this kind of activity he’s
doing this kind of activity he’s
doing this kind of activity he’s developing that skill and he’s drawn to
developing that skill and he’s drawn to
developing that skill and he’s drawn to it he’s driven to do it and we don’t
it he’s driven to do it and we don’t
it he’s driven to do it and we don’t have time to watch the whole thing here
have time to watch the whole thing here
have time to watch the whole thing here but is he
but is he
but is he if we did we see in about two and a half
if we did we see in about two and a half
if we did we see in about two and a half minutes he figures it out and then we
minutes he figures it out and then we
minutes he figures it out and then we could watch him do it again and he does
could watch him do it again and he does
could watch him do it again and he does it in 30 seconds because he’s developed
it in 30 seconds because he’s developed
it in 30 seconds because he’s developed some cognitive capacity as a consequence
some cognitive capacity as a consequence
some cognitive capacity as a consequence of practicing this activity and that’s
of practicing this activity and that’s
of practicing this activity and that’s how you build a brain and I believe that
how you build a brain and I believe that
how you build a brain and I believe that we want to build brains and I’m pretty
we want to build brains and I’m pretty
we want to build brains and I’m pretty sure that we all want to build the
sure that we all want to build the
sure that we all want to build the brains of all children and this is how
brains of all children and this is how
brains of all children and this is how it works now a TEDx audience is probably
it works now a TEDx audience is probably
it works now a TEDx audience is probably relatively professional type people for
relatively professional type people for
relatively professional type people for the most part and and we know something
the most part and and we know something
the most part and and we know something about research on families like yours
about research on families like yours
about research on families like yours you are overwhelmingly preoccupied with
you are overwhelmingly preoccupied with
you are overwhelmingly preoccupied with the cognitive development of your
the cognitive development of your
the cognitive development of your children so you devote a lot of energy
children so you devote a lot of energy
children so you devote a lot of energy and time to facilitating this process
and time to facilitating this process
and time to facilitating this process energy and time that people from
energy and time that people from
energy and time that people from different kinds of backgrounds and maybe
different kinds of backgrounds and maybe
different kinds of backgrounds and maybe even different understandings wouldn’t
even different understandings wouldn’t
even different understandings wouldn’t be able to but this is how you build a
be able to but this is how you build a
be able to but this is how you build a brain it’s the only way to build a brain
brain it’s the only way to build a brain
brain it’s the only way to build a brain you have to give this guy opportunities
you have to give this guy opportunities
you have to give this guy opportunities to have this stuff yeah to do well to do
to have this stuff yeah to do well to do
to have this stuff yeah to do well to do that that’s how you build a brain is and
that that’s how you build a brain is and
that that’s how you build a brain is and it’s the only way you build a brain and
it’s the only way you build a brain and
it’s the only way you build a brain and we’re wired for this I mean it is
we’re wired for this I mean it is
we’re wired for this I mean it is nature’s design that children are drawn
nature’s design that children are drawn
nature’s design that children are drawn to engage in activities that help build
to engage in activities that help build
to engage in activities that help build their brains right now she’s learning
their brains right now she’s learning
their brains right now she’s learning something about how the natural
something about how the natural
something about how the natural environment is and she’s a she’s a
environment is and she’s a she’s a
environment is and she’s a she’s a notice she’s sitting very nicely well
notice she’s sitting very nicely well
notice she’s sitting very nicely well there was a time when she couldn’t do
there was a time when she couldn’t do
there was a time when she couldn’t do that but her brain was drawn to nature’s
that but her brain was drawn to nature’s
that but her brain was drawn to nature’s design she wanted to master that now
design she wanted to master that now
design she wanted to master that now she’s practicing the skill development
she’s practicing the skill development
she’s practicing the skill development of her of her fingers she’s refining her
of her of her fingers she’s refining her
of her of her fingers she’s refining her senses by experience and you know that’s
senses by experience and you know that’s
senses by experience and you know that’s how it is for all of us that’s how it
how it is for all of us that’s how it
how it is for all of us that’s how it all was but this is how human beings
all was but this is how human beings
all was but this is how human beings grow this is how we build our brains and
grow this is how we build our brains and
grow this is how we build our brains and if you ask anybody who understands
if you ask anybody who understands
if you ask anybody who understands something about brain development about
something about brain development about
something about brain development about the maturation of you know higher-order
the maturation of you know higher-order
the maturation of you know higher-order capabilities even lower order
capabilities even lower order
capabilities even lower order capabilities if you ask anybody who
capabilities if you ask anybody who
capabilities if you ask anybody who knows anything about the brain what
knows anything about the brain what
knows anything about the brain what should school before they’ll say
should school before they’ll say
should school before they’ll say something like this because it’s
something like this because it’s
something like this because it’s self-evident once you understand what’s
self-evident once you understand what’s
self-evident once you understand what’s necessary to build a brain it becomes
necessary to build a brain it becomes
necessary to build a brain it becomes self-evident that this is how you should
self-evident that this is how you should
self-evident that this is how you should this is not how you should it’s the only
this is not how you should it’s the only
this is not how you should it’s the only way you can what should school before
way you can what should school before
way you can what should school before it’s possible that school could be a
it’s possible that school could be a
it’s possible that school could be a place where every child from every
place where every child from every
place where every child from every background
background
background guard lists of the kinds of experiences
guard lists of the kinds of experiences
guard lists of the kinds of experiences they’re having outside of school could
they’re having outside of school could
they’re having outside of school could have experiences in school that helped
have experiences in school that helped
have experiences in school that helped facilitate this process give every
facilitate this process give every
facilitate this process give every developing brain its best shot to do
developing brain its best shot to do
developing brain its best shot to do this but that’s not what school usually
this but that’s not what school usually
this but that’s not what school usually is for is it and school is usually for
is for is it and school is usually for
is for is it and school is usually for as you know learning things and that’s
as you know learning things and that’s
as you know learning things and that’s okay because there are things to learn
okay because there are things to learn
okay because there are things to learn and you know I’m a neuropsychologist
and you know I’m a neuropsychologist
and you know I’m a neuropsychologist blaney there’s a lot of things that I
blaney there’s a lot of things that I
blaney there’s a lot of things that I needed to learn to become a competent
needed to learn to become a competent
needed to learn to become a competent neuropsychologist and it’s the same
neuropsychologist and it’s the same
neuropsychologist and it’s the same thing in your line of work whatever you
thing in your line of work whatever you
thing in your line of work whatever you do there’s things to know yeah so you
do there’s things to know yeah so you
do there’s things to know yeah so you know we have to learn material there is
know we have to learn material there is
know we have to learn material there is content to know but when we focus solely
content to know but when we focus solely
content to know but when we focus solely on content and forget capabilities and
on content and forget capabilities and
on content and forget capabilities and we don’t build the brain and of course
we don’t build the brain and of course
we don’t build the brain and of course you know how content learning works it
you know how content learning works it
you know how content learning works it works oh and here’s another problem
works oh and here’s another problem
works oh and here’s another problem because this isn’t an environment that’s
because this isn’t an environment that’s
because this isn’t an environment that’s designed to provide children
designed to provide children
designed to provide children opportunities doing what is that thing
opportunities doing what is that thing
opportunities doing what is that thing again
again
again motivate it you know see whatever what
motivate it you know see whatever what
motivate it you know see whatever what if it repeat it experiment like you
if it repeat it experiment like you
if it repeat it experiment like you can’t do that there I mean you might
can’t do that there I mean you might
can’t do that there I mean you might have a teacher who has an inclination
have a teacher who has an inclination
have a teacher who has an inclination and tries to you know build some of it
and tries to you know build some of it
and tries to you know build some of it in but that’s not an environment
in but that’s not an environment
in but that’s not an environment designed to build a brain but that’s
designed to build a brain but that’s
designed to build a brain but that’s what we do at school and this is how we
what we do at school and this is how we
what we do at school and this is how we evaluate school we give tests and if we
evaluate school we give tests and if we
evaluate school we give tests and if we want to improve school there’s a very
want to improve school there’s a very
want to improve school there’s a very superficial logic that says well I don’t
superficial logic that says well I don’t
superficial logic that says well I don’t know if we want to give schools be
know if we want to give schools be
know if we want to give schools be better what should we do well children
better what should we do well children
better what should we do well children shall learn more stuff right because is
shall learn more stuff right because is
shall learn more stuff right because is that what schools for to learn things
that what schools for to learn things
that what schools for to learn things and how will we know if school is
and how will we know if school is
and how will we know if school is improving well it’s simple we’ll give
improving well it’s simple we’ll give
improving well it’s simple we’ll give them tests and if they know more stuff
them tests and if they know more stuff
them tests and if they know more stuff as seen on the test then schools are
as seen on the test then schools are
as seen on the test then schools are improving that’s the way we think about
improving that’s the way we think about
improving that’s the way we think about school improvement and of course Pisa
school improvement and of course Pisa
school improvement and of course Pisa has played a significant role in this
has played a significant role in this
has played a significant role in this every three years around the world
every three years around the world
every three years around the world children take Pisa tests and then the
children take Pisa tests and then the
children take Pisa tests and then the OECD produces the piece of ranking
OECD produces the piece of ranking
OECD produces the piece of ranking tables okay so the part in purple that’s
tables okay so the part in purple that’s
tables okay so the part in purple that’s the midpoint
the midpoint
the midpoint there’s United States we’re not doing so
there’s United States we’re not doing so
there’s United States we’re not doing so great in math instantly the mind goes to
great in math instantly the mind goes to
great in math instantly the mind goes to a man got to get those math scores up
a man got to get those math scores up
a man got to get those math scores up and uh yeah we’re doing okay and reading
and uh yeah we’re doing okay and reading
and uh yeah we’re doing okay and reading at least we’re above the midpoint in
at least we’re above the midpoint in
at least we’re above the midpoint in reading a science so maybe we’re doing
reading a science so maybe we’re doing
reading a science so maybe we’re doing okay and there’s a Chuck Republican
okay and there’s a Chuck Republican
okay and there’s a Chuck Republican right away the competition is set up
right away the competition is set up
right away the competition is set up isn’t it yeah then you’re kicked you’re
isn’t it yeah then you’re kicked you’re
isn’t it yeah then you’re kicked you’re kicking it you’re kicking it in math
kicking it you’re kicking it in math
kicking it you’re kicking it in math but hey man we’re winning sorry we’re
but hey man we’re winning sorry we’re
but hey man we’re winning sorry we’re winning on reading in science and so
winning on reading in science and so
winning on reading in science and so maybe you should get your reading and
maybe you should get your reading and
maybe you should get your reading and science game together so we’re winning
science game together so we’re winning
science game together so we’re winning so there and this spreads all over the
so there and this spreads all over the
so there and this spreads all over the world every country in the world that
world every country in the world that
world every country in the world that wants to improve education is trying to
wants to improve education is trying to
wants to improve education is trying to improve performance on tests because
improve performance on tests because
improve performance on tests because after all if you’re gonna if school is
after all if you’re gonna if school is
after all if you’re gonna if school is gonna get made better they’re gonna know
gonna get made better they’re gonna know
gonna get made better they’re gonna know more stuff and how will we know if they
more stuff and how will we know if they
more stuff and how will we know if they know more stuff we’re gonna see
know more stuff we’re gonna see
know more stuff we’re gonna see improvements on tests now Pasi Solberg
improvements on tests now Pasi Solberg
improvements on tests now Pasi Solberg who is formerly with the Finnish
who is formerly with the Finnish
who is formerly with the Finnish Ministry of Education former teacher
Ministry of Education former teacher
Ministry of Education former teacher written widely about why Finnish
written widely about why Finnish
written widely about why Finnish education works so well even though they
education works so well even though they
education works so well even though they don’t chase the test scores he’s
don’t chase the test scores he’s
don’t chase the test scores he’s described this trend as the global
described this trend as the global
described this trend as the global education reform movement and that
education reform movement and that
education reform movement and that spells jerm and if you’re quick and you
spells jerm and if you’re quick and you
spells jerm and if you’re quick and you know English well you know what that
know English well you know what that
know English well you know what that means
means
means that’s what German is but there are
that’s what German is but there are
that’s what German is but there are consequences to chasing the test scores
consequences to chasing the test scores
consequences to chasing the test scores and believe me the test scores have real
and believe me the test scores have real
and believe me the test scores have real importance in the United States so one
importance in the United States so one
importance in the United States so one of the consequences is you stop teaching
of the consequences is you stop teaching
of the consequences is you stop teaching other things or at least de-emphasize
other things or at least de-emphasize
other things or at least de-emphasize them in fact then you especially
them in fact then you especially
them in fact then you especially de-emphasize the kinds of activities
de-emphasize the kinds of activities
de-emphasize the kinds of activities that help build the brain because those
that help build the brain because those
that help build the brain because those things aren’t on the test and everybody
things aren’t on the test and everybody
things aren’t on the test and everybody gets a nervous
gets a nervous
gets a nervous teachers can lose their jobs schools can
teachers can lose their jobs schools can
teachers can lose their jobs schools can close principals can get fired if
close principals can get fired if
close principals can get fired if they’re not improving the test scores so
they’re not improving the test scores so
they’re not improving the test scores so one thing that happens is school becomes
one thing that happens is school becomes
one thing that happens is school becomes unbelievably boring now in an unrelated
unbelievably boring now in an unrelated
unbelievably boring now in an unrelated study the economic analysis was done
study the economic analysis was done
study the economic analysis was done there’s never enough funding for
there’s never enough funding for
there’s never enough funding for education in this study they explored
education in this study they explored
education in this study they explored what were the consequences being on
what were the consequences being on
what were the consequences being on school performance if you changed from a
school performance if you changed from a
school performance if you changed from a five-day – to a four-day school week yet
five-day – to a four-day school week yet
five-day – to a four-day school week yet the consequence was scores went up now
the consequence was scores went up now
the consequence was scores went up now roll that around in your mind for a
roll that around in your mind for a
roll that around in your mind for a moment what they’ve done is they’ve
moment what they’ve done is they’ve
moment what they’ve done is they’ve created a situation where you do better
created a situation where you do better
created a situation where you do better if you get less of it that’s what
if you get less of it that’s what
if you get less of it that’s what chasing test scores brings you to ellen
chasing test scores brings you to ellen
chasing test scores brings you to ellen by the way Pisa other international
by the way Pisa other international
by the way Pisa other international tests analyses have been done Pisa
tests analyses have been done Pisa
tests analyses have been done Pisa scores predict nothing about the
scores predict nothing about the
scores predict nothing about the economic future of a country once you’re
economic future of a country once you’re
economic future of a country once you’re out of like the bottom quartile you know
out of like the bottom quartile you know
out of like the bottom quartile you know what I mean the bottom 25 percent
what I mean the bottom 25 percent
what I mean the bottom 25 percent probably don’t want to be there
probably don’t want to be there
probably don’t want to be there okay there’s basic literacy issues
okay there’s basic literacy issues
okay there’s basic literacy issues perhaps but once you’re out of there it
perhaps but once you’re out of there it
perhaps but once you’re out of there it doesn’t really matter how people do on
doesn’t really matter how people do on
doesn’t really matter how people do on pea
pea
pea tests other factors are far more
tests other factors are far more
tests other factors are far more important in predicting economic
important in predicting economic
important in predicting economic development Google knows this you know
development Google knows this you know
development Google knows this you know Google doesn’t care how you did on the
Google doesn’t care how you did on the
Google doesn’t care how you did on the test Google used to be famous for doing
test Google used to be famous for doing
test Google used to be famous for doing brain teasers and things like that they
brain teasers and things like that they
brain teasers and things like that they don’t do that anymore you know what
don’t do that anymore you know what
don’t do that anymore you know what predicts performance on the job at
predicts performance on the job at
predicts performance on the job at Google give me an example of a time when
Google give me an example of a time when
Google give me an example of a time when you solved an analytically difficult
you solved an analytically difficult
you solved an analytically difficult problem that’s a highly predictive
problem that’s a highly predictive
problem that’s a highly predictive interview question yes to do with this
interview question yes to do with this
interview question yes to do with this how do you get a job at Google you have
how do you get a job at Google you have
how do you get a job at Google you have a good well you have a well-built brain
a good well you have a well-built brain
a good well you have a well-built brain that’s how you get a job at Ernst and
that’s how you get a job at Ernst and
that’s how you get a job at Ernst and Young has done an analysis of incoming
Young has done an analysis of incoming
Young has done an analysis of incoming employees they don’t care how you did at
employees they don’t care how you did at
employees they don’t care how you did at university they want you to have gone to
university they want you to have gone to
university they want you to have gone to university they don’t care how you did
university they don’t care how you did
university they don’t care how you did they don’t care about the test scores
they don’t care about the test scores
they don’t care about the test scores they don’t predict performance at our
they don’t predict performance at our
they don’t predict performance at our instant young IBM did an international
instant young IBM did an international
instant young IBM did an international study interviewed 1,700 CEOs from 68
study interviewed 1,700 CEOs from 68
study interviewed 1,700 CEOs from 68 countries in 88 and 18 industries you
countries in 88 and 18 industries you
countries in 88 and 18 industries you know what they want they want people who
know what they want they want people who
know what they want they want people who can innovate people who are creative
can innovate people who are creative
can innovate people who are creative people who can communicate people who
people who can communicate people who
people who can communicate people who can collaborate within the company and
can collaborate within the company and
can collaborate within the company and with customers they don’t care about the
with customers they don’t care about the
with customers they don’t care about the test scores and you know what not a
test scores and you know what not a
test scores and you know what not a single one of those 1,700 CEOs said
single one of those 1,700 CEOs said
single one of those 1,700 CEOs said anything about school performance
anything about school performance
anything about school performance because it’s not a predictor everyone
because it’s not a predictor everyone
because it’s not a predictor everyone everywhere wants this this is a
everywhere wants this this is a
everywhere wants this this is a distraction what this does is it drives
distraction what this does is it drives
distraction what this does is it drives our attention other places now Czech
our attention other places now Czech
our attention other places now Czech Republic has not always had national
Republic has not always had national
Republic has not always had national testing but I know that you’re into that
testing but I know that you’re into that
testing but I know that you’re into that kind of thing now
it’s not going to improve things it’s
it’s not going to improve things it’s going to distract you as a country from
going to distract you as a country from
going to distract you as a country from the kinds of things that really will
the kinds of things that really will
the kinds of things that really will have an impact and this is uh-oh here we
have an impact and this is uh-oh here we
have an impact and this is uh-oh here we go from 2013 this is of Education
go from 2013 this is of Education
go from 2013 this is of Education analysis for the Czech Republic one of
analysis for the Czech Republic one of
analysis for the Czech Republic one of the ways that Czech Republic in 2013
the ways that Czech Republic in 2013
the ways that Czech Republic in 2013 decided to improve school performance
decided to improve school performance
decided to improve school performance was to increase more assessment and
was to increase more assessment and
was to increase more assessment and evaluation in schools because after all
evaluation in schools because after all
evaluation in schools because after all schools about learning stuff isn’t it
schools about learning stuff isn’t it
schools about learning stuff isn’t it and how do we know if they’re learning
and how do we know if they’re learning
and how do we know if they’re learning more stuff they’ll do better on the
more stuff they’ll do better on the
more stuff they’ll do better on the tests and so how do we know at the
tests and so how do we know at the
tests and so how do we know at the beginning better well we have to give
beginning better well we have to give
beginning better well we have to give more tests so that’s the fundamental
more tests so that’s the fundamental
more tests so that’s the fundamental dilemma of the modern age is it gonna be
dilemma of the modern age is it gonna be
dilemma of the modern age is it gonna be is it gonna be god help us
is it gonna be god help us
is it gonna be god help us is it gonna be building better brains or
is it gonna be building better brains or
is it gonna be building better brains or is it gonna be participating in German
is it gonna be participating in German
is it gonna be participating in German that’s the dilemma of Education in the
that’s the dilemma of Education in the
that’s the dilemma of Education in the modern age thank you
modern age thank you
modern age thank you [Applause]
you
you [Applause]
”
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