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Sir Ken Robinson says A real education needs to have just as much emphasis on the arts and humanities. Kids need a variety of education to celebrate a variety of their talents. 

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Sir Ken Robinson says A real education needs to have just as much emphasis on the arts and humanities. Kids need a variety of education to celebrate a variety of their talents. 

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By Rose Morris

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Clarisa
I really enjoyed a phrase that Sir Robinson stated on how no one student is similar than the other. This is really important when teaching because no student learns at the same pace.

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How can we move forward, if money drives standardized testing?

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How can I combat the "low grade clerical work"

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I found myself thinking about all the decisions that are made that come from "higher up" (district, state, government, etc.) and how decisions are made, but WE'RE the ones in the classroom, we're the ones that have teach this curriculum, or give these tests, and it's not always that easy.

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What is a good way to find what kind of intelligence our students have?

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Robinson mentions that the dominant structure in the American education prioritizes standardization and compliance. How do we as teachers push back against this, or at least make room for curiosity and creativity in the classroom?

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Robinson mentions that the dominant structure in the American education prioritizes standardization and compliance. How do we as teachers push back against this, or at least make room for curiosity and creativity in the classroom?

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If curiosity is key, how can teachers find ways to get kids curious about the least exciting subjects?

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If curiosity is key, how can teachers find ways to get kids curious about the least exciting subjects?

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I agree that students should have freedom to learn creatively and it is just as important as academically.

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In what ways can we move toward a more "alternative" system of education? 

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In what ways can we move toward a more "alternative" system of education? 

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Natalie

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The US is so worried in teaching standard that students' individuality is lost in the way. These students are the ones who are dropping out-of-school.

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I really like that it mentioned students have intelligence but it is defined in the terms of "what kind" instead of "how much." I think this relates to each students being different and diverse and each student is better at one thing than another.

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The drop out rate comparison of Finland to the US feels scary, and it felt like a weight was placed on my shoulders as an educator.

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I enjoyed the part of the article about the different styles of learning. Kids are all different, and can learn in so many different ways. It is our job as teachers to be creative ad cater to as many different learning styles as possible.

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Besides money, why doesn't general ed take a more individualistic approach?

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If the majority of educators believe that all children learn but in different ways, what can be done to shift our current standard way of teaching and testing?

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If the majority of educators believe that all children learn but in different ways, what can be done to shift our current standard way of teaching and testing?

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Natalie

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How can we bring this concept into older grades when a student feels "stupid"?

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I liked when he said teaching is about learning. I thought this was a good reminder because sometimes we can get caught up in what our teaching style is like, etc but the only thing that matters is kids learning.

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Clarisa
In the article it talked about how there are different ways to grow our intelligence. There was one scientist that stated how there were three ways for people to grow intellegnce: neural, experience and reflectiveness. This spoke to me because I do believe that the more people experience and are able to learn from their mistakes they can become smarter.

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I found Robinson’s talk to be especially inspiring because it helps remind me of the importance of teaching, and how it really should be about sparking creativity and curiosity in our students. 

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I found Robinson’s talk to be especially inspiring because it helps remind me of the importance of teaching, and how it really should be about sparking creativity and curiosity in our students. 

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The "Anglo-Saxon Purity" of the Industrial Revolution was "elitist, racist and sexist p.6". This seems very true, and shaped "smartness" back in the day. Actions were fueled by fear of the "other". Is "Intelligence" still shaped from racism and old ideas?
By Rose Morris

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I loved this talk. I literally shouted "hell yeah" at my computer when he said that No Child Left Behind is not about inclusion it's about conformity. 

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I loved this talk. I literally shouted "hell yeah" at my computer when he said that No Child Left Behind is not about inclusion it's about conformity. 

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Students need to have varied instruction that allows them to learn and explore in the ways they need. Instead of doing low grade clerical work.

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Really agreed with and appreciated Robinson's view of the problems with our current educational system.  We need a system as diverse as out students.

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Really agreed with and appreciated Robinson's view of the problems with our current educational system.  We need a system as diverse as out students.

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Natalie

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I really enjoyed the Ted Talk The speaker brought up quite a few good points. One of the interesting ones was the idea that education should not be taught in a mechanical nature.As if it was rolled off an assembly line. Classrooms should be a place were students are allowed to be creative and experiment and try new things. Children are naturally curious and its up to us as educators to seed this curiosity.
How can teacher accomplish this when bogged downed by standardized testing and a heavy focus on the math and sciences.

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I liked the way he presented all these very real problems, calling them like they are, and instead of sugar coating them with sweetness he used humor. 

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I liked the way he presented all these very real problems, calling them like they are, and instead of sugar coating them with sweetness he used humor. 

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I enjoyed when Sir Robinson said “There are conditions under which people thrive and conditions under which they don’t” because it shows that each student is different and they succeed in various ways.

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I want to learn more about how I can help my students feel confident about their intelligence and their ability to learn. What are ways that I can help them feel confident about their existing knowledge and their ability to learn?

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With so many ways that students show/build intelligence, how can the traditional general teaching setting hope to accomplish this along side obligations to teach the curriculum fully. I am encouraged by the idea that teaching children to exercise their brains, and instill hard work and confidence in their ability to grow intellectually, however, how can we hope to reach this goal for every student while tackling the requirements we have as teachers, as well as needing to sometimes combat other influences for our students (i.e. home life, peers, socioeconomic gaps, etc.)? I genuinely want to know!!!!!

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"Intelligence Can Be Taught"

This really spoke to me and wasn't something that I thought was possible until I was much older. I felt cornered into one type of learning as a child so I didn't thrive in certain classrooms and was always too scared to answer questions because I was more scared of being wrong then learning.

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All good points, but how can we as teachers make those big changes that he talks about? I was left feeling a little hyped but also a little helpless.

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All good points, but how can we as teachers make those big changes that he talks about? I was left feeling a little hyped but also a little helpless.

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I liked the reminder of that "All kids do lean but not on the same day and not in the same way"

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I really liked the idea that intelligence is flexible, it can go both ways, up or down depending on one's environment.

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The article helped me realize that students need to be reminded that intelligence is built over time — not something static that they are born with. So many students think they're either smart or not, and there's nothing they can do to change it.

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The article helped me realize that students need to be reminded that intelligence is built over time — not something static that they are born with. So many students think they're either smart or not, and there's nothing they can do to change it.

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Super insightful the way the presented the various types of learning all in one place.

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Super insightful the way the presented the various types of learning all in one place.

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It was interesting that the chapter talks about a 19th century way of learning as something in the past but I think this way of learning is still very prevalent. However, I think special education is morphing into a new way of learning as individualistic.

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" If you sit kids down hour after hour, doing clerical work, don't be surprised if they start to fidget"

This quote makes so much sense. Kids need to move and be active and stimulated- It should not be surprising that kids get antsy and fidgety when expected to sit still and work for 2 hours.

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I love the insight that children become smart by being treated as if they already are.  Building a students confidence is so important to their learning.   

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I love the insight that children become smart by being treated as if they already are.  Building a students confidence is so important to their learning.   

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Natalie

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I liked reading how the theories about intelligence changed throughout the years; starting with it being a set number that was inherited, to understanding that intelligence is ever changing and can be taught and learned. I also enjoyed the paragraph on emotional intelligence, which is BIG in my classroom!

"All kids do learn, but in on the same day and not in the same way"

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It was interesting to read that we should be teaching habits that will improve intelligence. Traditional education states that our intelligence is static and that we cannot change that.

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Intelligence is NOT based on task performance!!!!!!

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Intelligence is NOT based on task performance!!!!!!

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Roseanne Vorlob-
I thought the comment from Finish teachers about drop out rates was fascinating. If a student is in trouble, we jump in and help right away, before they give up. We, obviously, do not have that reputation. Students leave, many times without even having a conversation with a teacher before they leave. It is interesting to see how much has to change in our education institutions in the US.