Sasha and Jamie are both 15 years old and are in the same class at the same school. They are both aspiring to make a positive difference in their world.
Sasha has never missed a deadline for an assignment. He is the often the first kid to raise his hand to answer a question. He is a straight ‘A’ student. He is highly intelligent and equally compliant – sitting quietly in the front of the class, keeping to himself, and doing exactly what he is asked to do.
Jamie is less obedient and less intelligent. But Jamie is more: incisive, inclusive, innovative, inquisitive, independent, intuitive, and inquiring.
Sasha will go on to win the school’s highest honour – ‘The Academic Prize’ – and maybe that’s okay. There’s nothing wrong intelligence is there?
But I’m more interested to see the impact Jamie will have. Intelligence is nice, but other intangibles are not always inferior.
Looking back, most things from the 80s seem pretty suboptimal by today’s standards. VHS video was terrible quality. People were smoking on airplanes and in teacher lounges. And mullets, perms, and animal print parachute pants…say no more.
It’s impossible to imagine how 2019 will look in 2049. But today’s status quo is guaranteed to look old, suboptimal and kind of ridiculous. What we are doing now, the way we are living our lives, the way we are delivering education is, possibly, the best we can do at the moment.
But it’s not ideal. There are better ways. The people of tomorrow will live this enhanced experience.
And if we genuinely open ourselves up to possibilities, there’s a chance for us to not only glimpse the future, but to help create it.
The best educators are so because they are students of their craft. No one is born a great teacher. Like all complex crafts, it takes thousands of hours of practice and years of experience to hone world-class teaching practice.
Great teachers are constantly seeking to sharpen their skills. They know they can continue to improve and so they work hard to become 5 or 10% better each year.
And when you ask one of these top teachers: “Is it possible for you to, one day, be twice as good as you are now?”, they invariably say ‘Yes’. And even more interestingly, they can describe what this would look like.
They have already envisaged this reality.
This future reality is the source-code of innovation in education.
When a kid ‘gets an A’ on a test, it’s usually because they have complied with expectations. They wrote the answer we wanted them to write. We give them a compliance prize – an ‘A’ – and everyone is happy.
Compliance is easy to measure and easy to produce.
However, what an ‘A’ on a test doesn’t usually indicate is:
- how much a student has actually learned;
- how much they have contributed to the learning of others;
- how able they are to innovate with their new learning; to apply their learning to novel, unexpected situations in adaptive ways.
We still spend a lot of time and energy in schools measuring and rewarding compliance. It seems the ‘real world’ though is increasingly valuing agility of learning, positive impact on others, and disruptive, innovative thinking. These are much harder to measure on a test.
There was a time, not long ago, when ‘knowing the correct answer’ was the pinnacle of education. Information was stored in encyclopaedias or in your head – and so there was a premium placed on memory recall.
The world has changed. Education is changing.
Our students’ future success will depend less on reciting what they know and more on asking what they don’t know.
Whilst creativity and innovation begin with a foundation of knowledge, their life-source is curiosity. The ability to solve interesting and important problems begins with the skill of asking interesting and important questions.
So it’s critical that educators consider how effectively their students are learning this skill? How often are they practising it? How much lesson time is dedicated to this skill? How is it being assessed and how is feedback being provided on this skill?
All, it would seem, very interesting and important questions.
PS Here is a little sample of interesting questions students are exploring in a school I visited recently:
- Why don’t you do the things you know you should be doing?
- What don’t you know about ________?
- If you weren’t scared, what would you do?
- Is it possible that what you know about _______ is wrong?
- What would happen if we ________?
- Is it possible that there’s another way to ________?
When you get the chance to experience true innovation in schools or organisations, it feels exciting. It’s not just the novelty, it’s the sense that this new way of doing something is qualitatively better.
This kind of development stems from an intimate knowledge of the system in which the innovation is occurring. When we have this level of understanding, we know how far the constraints and conventions of the system can be pushed or bent before they break.
But when we fail to respect the system, or we push too hard or too fast against its foundations, it doesn’t give people time to adjust or adapt. When people feel too challenged or destabilised, we can end up simply causing frustration and/or being dismissed as someone who “doesn’t get it”.
Innovation will, at times, be disruptive and stressful for some people within a system. But when done well, carefully, professionally, and respectfully, innovation can nudge behaviours, reshape constraints, and energise the system without upsetting the apple cart.
If you’ve ever visited Vietnam you’ll be familiar with the ‘experience’ of crossing the road on foot. If you haven’t, you might struggle to imagine what it feels like to walk out into a swarm of oncoming motor scooters that seem to be oblivious to the laws requiring vehicles to stop at pedestrian crossings.
Against your instincts, locals will tell you to step confidently out into the scooter-stream, look straight ahead and walk at a steady pace across the road. Somehow, scooters rapidly zip behind and in front of you – as if perfectly choreographed. It sounds and seems crazy, but it works.
It works because everyone knows the intention and direction of each other. The scooter-riders know that you are trying to get from one side to the other. And they know that you are going to walk straight and steady. You know that they are going to steer around you – as long as you walk straight and steady.
In amongst the apparent chaos, these predictable behaviours create an effective and efficient system. Everyone gets where they need to go safely and reliably.
There are times in our lives when it makes sense to embrace experimentation, growth, challenge, and innovation. And there are other times when it makes sense to keep our head down and walk straight and steady…just to get to the other side.