Guy Kawaski is a futurist, author, and venture capitalist best known for his work with Apple Computers the company's early stages. I had the opportunity to attend a keynote address that he gave at this year's NAIS Annual Convention (Guy is an alumnus of the Iolani School, a Hawaiian independent school).
Guy closed his address with the following pieces of advice for educators:
• Teach students to figure out anything by themselves
• Teach students how to explain anything in 30 seconds
• Teach students how to write a 1-page report (this is all that most people will read)
• Teach students the 10,20,30 rule of PowerPoint: no more than 10 Slides, delivered in 20 minutes, in 30 point font
• Teach students that the optimum length of an email is 5 sentences
• Teach students how to survive a business meeting
• Teach students how to conduct a good meeting
• Teach students how to work as a group
• Teach students how to negotiate win/win situations
• Teach students that learning is a process, not an event with fixed beginning and an end
His last piece of advice?
"Remember that we are preparing students for life, not for work."
Thursday, March 19, 2009
Author Ji-Li Jang Visits Park
Ji-Li Jang, The author of Red Scarf Girl, visited Park and spoke to Middle and Upper School students about her childhood expereiences during China's Cultural Revolution. Students in grade 7 read Red Scarf Girl as part of their world studies curriculum.
Ms. Jang shared her recollections of the turmoil that the Cultural Revolution caused for her and her family, culminating in the Communist Party's request that she denounce her own father.
Students then had an opportunity to ask Ms. Jang questions regarding her experiences as both a witness to history and a working author.
Many thanks to the University at Buffalo for making Ms. Jang available to our students!
Ms. Jang shared her recollections of the turmoil that the Cultural Revolution caused for her and her family, culminating in the Communist Party's request that she denounce her own father.Students then had an opportunity to ask Ms. Jang questions regarding her experiences as both a witness to history and a working author.
Many thanks to the University at Buffalo for making Ms. Jang available to our students!
Tuesday, February 10, 2009
January Head's Letter: Notes from the Future
January 2009
Head’s Letter
As a Progressive educator, I believe curriculum is a living thing that should be continuously attuned to a changing world. One of the hats that I wear is that of Park’s chief futurist. I don’t claim any particular expertise in this area other than keeping up with current thinking regarding future trends. I do so because we have a responsibility to deliver an education that helps prepare students for the world in which they will live. This may seem innocuous, but it is actually a departure from more traditional philosophies of education that hold that learning a fixed body of knowledge and a discrete set of skills is the best foundation for life (think “great books” or “the 3 R’s”).
I am not advocating doing away with a liberal arts education, but I do believe that it needs to be augmented, particularly in light of the ways that the world is changing. A recent United States National Intelligence Council report, Global Trends 2025: A Transformed World, is just one of many trends analyses that suggest the United States is facing changes that our society may not be ready for. The study projects that by the year 2025, "the accelerating pace of globalization and the emergence of new powers will produce ‘a world order’ vastly different from the system in place for most of the post-World War II era.”
In what Newsweek editor Fared Zakaria has described as “the rise of the rest,” America will be joined by fast-developing powers, notably India and China, on top of a multi-polar international system. This may lead to the U.S. dollar shrinking to "first-among-equals" status among key world currencies. There is increased probability of global conflict over scarce resources, including food and water, and a widening gap in birth rates and wealth-to-poverty ratios between developed and emerging economies. By 2025, the impact of climate change will become pronounced, with some Northern economies profiting from longer growing seasons and improved access to resource reserves. How do we help our children navigate a more green and global world? This report, like so many others, concludes that education is the key.
The Global Achievement Gap by Tony Wagner picks up where the USNIC reports leaves off. Wagner, a Harvard professor, posits seven skills that he believes are essential to twenty-first century learners:
Critical Thinking and Problem Solving
Collaboration across Networks and Leading by Influence
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination
I am particularly attuned to Professor Wagner’s thinking because I have worked with him in the past, conducting a study of rigor in my former school. I found his thinking to be grounded in the reality of hundreds of school visits, and I believe his critique of the way we “do school” is both provocative and accurate. He certainly pushed me to reexamine some of my fundamental practices.
While the thrust of Wagner’s book is a plea to rethink how we might reform our current system of education, I find myself much more interested in the compelling rationale he builds for the importance of these particular skills in the context of a changing world. Indeed, much of Park’s current curricula, culture, and pedagogy are aimed at helping students acquire most if not all of these skills. I was especially struck by how closely Wagner’s list correlates to the Habits of Minds and Essential Skills frameworks that we currently use to guide our curriculum development.
For me, predictive works like Global Trends 2025 and The Global Achievement Gap provide further confirmation of the inherent wisdom of Progressive education, as well as a framework to help Park further refine our living curriculum.
Head’s Letter
As a Progressive educator, I believe curriculum is a living thing that should be continuously attuned to a changing world. One of the hats that I wear is that of Park’s chief futurist. I don’t claim any particular expertise in this area other than keeping up with current thinking regarding future trends. I do so because we have a responsibility to deliver an education that helps prepare students for the world in which they will live. This may seem innocuous, but it is actually a departure from more traditional philosophies of education that hold that learning a fixed body of knowledge and a discrete set of skills is the best foundation for life (think “great books” or “the 3 R’s”).
I am not advocating doing away with a liberal arts education, but I do believe that it needs to be augmented, particularly in light of the ways that the world is changing. A recent United States National Intelligence Council report, Global Trends 2025: A Transformed World, is just one of many trends analyses that suggest the United States is facing changes that our society may not be ready for. The study projects that by the year 2025, "the accelerating pace of globalization and the emergence of new powers will produce ‘a world order’ vastly different from the system in place for most of the post-World War II era.”
In what Newsweek editor Fared Zakaria has described as “the rise of the rest,” America will be joined by fast-developing powers, notably India and China, on top of a multi-polar international system. This may lead to the U.S. dollar shrinking to "first-among-equals" status among key world currencies. There is increased probability of global conflict over scarce resources, including food and water, and a widening gap in birth rates and wealth-to-poverty ratios between developed and emerging economies. By 2025, the impact of climate change will become pronounced, with some Northern economies profiting from longer growing seasons and improved access to resource reserves. How do we help our children navigate a more green and global world? This report, like so many others, concludes that education is the key.
The Global Achievement Gap by Tony Wagner picks up where the USNIC reports leaves off. Wagner, a Harvard professor, posits seven skills that he believes are essential to twenty-first century learners:
Critical Thinking and Problem Solving
Collaboration across Networks and Leading by Influence
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination
I am particularly attuned to Professor Wagner’s thinking because I have worked with him in the past, conducting a study of rigor in my former school. I found his thinking to be grounded in the reality of hundreds of school visits, and I believe his critique of the way we “do school” is both provocative and accurate. He certainly pushed me to reexamine some of my fundamental practices.
While the thrust of Wagner’s book is a plea to rethink how we might reform our current system of education, I find myself much more interested in the compelling rationale he builds for the importance of these particular skills in the context of a changing world. Indeed, much of Park’s current curricula, culture, and pedagogy are aimed at helping students acquire most if not all of these skills. I was especially struck by how closely Wagner’s list correlates to the Habits of Minds and Essential Skills frameworks that we currently use to guide our curriculum development.
For me, predictive works like Global Trends 2025 and The Global Achievement Gap provide further confirmation of the inherent wisdom of Progressive education, as well as a framework to help Park further refine our living curriculum.
Inauguration at Park
It has been far too long since I posted, with many exciting things happening over the last month. We got a small taste of the media's focus on President Obama's inauguration, with some local reporters visiting the school to see how we were using it as a teachable moment.
All of our divisions, with the exception of Prekindergarten, spent the afternoon watching a live feed of the speech. Our local media focused on the Lower School, with two cameras set up to record students watching the speech.
This type of meta-process (being watched while watching) certainly heightened my awareness of the historic nature of the inauguration, but our students did not seem phased in the least.
Our curriculum for the day included focusing students' attention on the text of the Oath of Office (which became particularly germane given the fact that the Oath was not executed according to the strictures of the Constitution and was redone the following day), the fact that they were witnessing a peaceful transfer of power, and a general recording of the key phrases of President Obama's speech.
After the speech, reporters interviewed students and faculty. A sampling of their stories appear below:
Buffalo News article
All of our divisions, with the exception of Prekindergarten, spent the afternoon watching a live feed of the speech. Our local media focused on the Lower School, with two cameras set up to record students watching the speech.
This type of meta-process (being watched while watching) certainly heightened my awareness of the historic nature of the inauguration, but our students did not seem phased in the least.
Our curriculum for the day included focusing students' attention on the text of the Oath of Office (which became particularly germane given the fact that the Oath was not executed according to the strictures of the Constitution and was redone the following day), the fact that they were witnessing a peaceful transfer of power, and a general recording of the key phrases of President Obama's speech.
After the speech, reporters interviewed students and faculty. A sampling of their stories appear below:
Buffalo News article
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