Today, most thoughtful educators agree that the industrial age model of content-driven education no longer serves our students. The goal of education has changed from the transfer of knowledge to the inculcation of wisdom, born of experience, which will help students to succeed in an increasingly ambiguous future. Schools must either radically change what they do or very quickly become utterly irrelevant. Simply, in order to not only survive but thrive, schools must develop comfort with, and capacity for, ongoing change.
"On his #EdJourney, Lichtman met many educators, and spoke with students too. He documented his journey on his blog, and also gave a talk about it at TEDxDenverTeachers. His book, #EdJourney: A Roadmap to the Future of Education, covers the ideas Lichtman is pioneering as a result of the journey.” — The Huffington Post
"Can K–12 schools meet the challenge of preparing students for the rapidly changing real world, and if so, how? In search of answers, author Grant Lichtman spent three months driving across the United States visiting 64 schools and interviewing more than 600 teachers, administrators, students and parents. The result is #EdJourney: A Roadmap to the Future of Education, a must-read for educators that is both clear-eyed in its appraisal of the obstacles faced by the education community and refreshingly upbeat in its reporting about innovations that are already working.” — USC Rossier Online
"Grant Lichtman is a nationally recognized thought leader in the drive to transform K-12 education, working with school, district, and community teams to develop their imagination of schools of the future, and their places in that future. Grant is a Senior Fellow of The Martin Institute for Teaching Excellence and his book is, #EdJourney: A Roadmap to the Future of Education.”— Creative Educator
“Lichtman stresses at the outset of the book that he’s interested in the broad picture of innovation in school organizations and cultures. It’s not a book about technology in schools, or aimed at pushing any particular form of teaching or school governance. He takes as a given certain understandings of “21st century skills” and the need for schools to change. The focus of the book, then, becomes highlighting some of the shared qualities and practices among a variety of innovative schools around the country.” — DBC Education
Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation’s most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and effective communication) and
Learning is the process of acquiring new knowledge and skills. Education means organized programs of learning. Training is a type of education that’s focused on learning specific skills. By schools, we don’t mean only the conventional facilities that we are used to for children and teenagers. We mean any community of
The first step in teaching students to innovate is making sure that educators have opportunities to be innovators themselves. Although some teachers attempt this hard work alone, the culture of a school or district can set the stage for innovation to flourish or flounder. The right conditions include a shared vision
No generation can escape the responsibility of deciding what students should learn by analyzing what adults are called upon to do. In the old days, people were taught to do simple calculations, write letters, and read. As farming grew in complexity, schools in rural areas began teaching vocational agriculture. With the
In order to not only survive but thrive, schools must develop comfort with, and capacity for, ongoing change.
The goal of education has changed from the transfer of knowledge to the inculcation of wisdom, born of experience, which will help students to succeed in an increasingly ambiguous future.
We should see school as a learning environment for adults as well as children. The most important mechanism for professional growth is to “leverage the brainpower.”
The single most impactful driver of effective change is creating a “growth mindset” among employees: the recognition and willingness that next year can, and probably should be, different from this year.
A growth mindset means a willingness to change what you are doing, which means shifting the equation of risk, fear, failure, and reward.
Savvy school leaders know that they can dramatically accelerate the rate of change in their school if they hire people with “innovation DNA” who are also good teachers, rather than hiring knowledge experts who are locked into a traditional teaching role.
Innovators tend to be dissatisfied with the status quo and willing to risk something in order to effect a change.
Good innovators can look at large amounts of data or information from disparate sources and recognize patterns others will not see.
People who can speak or understand many “languages” or the basics of many different disciplines are more likely to be better at this kind of pattern recognition.
Innovators are good at prioritizing options and assessing possible outcomes at various points in the creative process.
School innovation requires leadership with the courage to overcome aversion to risk, embrace failure, and to build an organizational upside to testing new game-changing ideas.
Leaders need to identify innovative entrepreneurs both inside and outside of their organization, and leverage those people’s impact on the organization.
Sustainable change will occur only when resources are visibly and sustainably aligned with a vision of what education looks like in the future, not in the past.
If we want students to learn to be global citizens, they have to engage with experiences and people off campus.