Why Does High School Fail Our Innovators?

Participating in a district grant this year was the catalyst to what we hope will be a major shift in the way we present education to our students.  The book we studied was Tony Wagner's "Creating Innovators", which was both inspiring and deflating.  Inspiring because it shows that innovation occurs in so many ways.  It isn't a cookie cutter process which gives anyone the ability to be innovative.  So what was the deflating part?  Throughout the interviews of innovators, it became painfully apparent to us that education, something that we have poured our hearts and souls into, was not a part of what inspired the subjects.  There was no mention of that high school teacher who helped them find their passion or that one class that they took that forever changed the way they thought.  Instead, it was individual study, or a mentor outside of the classroom who helped them in their journey.  Discouraging!  The three of us have (had?) visions of making a difference.  Of inspiring students to a love of science.  Of being someone who helped a future visionary.  Not for our own benefit or self-puffery, but because WE have such a passion for what we teach!

Today on Twitter  I read the following KQED blog about extreme learners;  those who pursue learning with a passion.  So many of those who felt truly impassioned about a topic were not only disenchanted with high school, seeing it as something to get through before getting to the "real" stuff, but many of them left.  Well before graduation.  Why is it that high school is still stuck in the "one size fits all" century?  What has really changed from the early days in the classroom, with the teacher in front of the room imparting knowledge someone else feels is important?  Now, we realize that many teachers out there are doing a fantastic job with what they have.  That there are real innovations occurring.  That in some classrooms, students ARE being given that drive to learn and pursue.  And that is truly awesome!  But it is not happening enough.  It is the exception, rather than the rule.  It isn't that foundations are unnecessary.  Of course our citizens should be able to read, write, do calculations.  They need to have an understanding of our history.  They should grasp how our society works, civics, and interpersonal relationships that are all taught in school, usually with the question "Why do we need to know this?" thrown out here and there.  Basics are important!  But what if we can move beyond the basics?  Towards helping students see the relevance of what they are learning?  Towards giving students the opportunity to pursue an idea or thought that only they may be asking?  Why has the educational system become so rigid?  That is what our Innovation Adventures is all about.  Challenging the status quo, and learning about how to effectively make changes in our own classrooms, one child at a time.

http://blogs.kqed.org/mindshift/2014/07/what-makes-an-extreme-learner/