Chapter 3:
Quote: “It is striking, too, that both Shanna and Kirk had experience with a transformational project-based course that was hands-on, interdisciplinary, required teamwork, and encouraged risk-taking. For both, the opportunity to collaborate and build real products with others was the most exciting and motivating part of their education—and something they had never previously experienced. These courses enabled their passions to evolve into a deeper sense of purpose.”
Question: In this chapter, the outlier teachers happened to be college/university professors. It is my assumption that they have more leeway with the curriculum than I do as a high school teacher. My question is how much freedom to I have with my curriculum to bring in some project-based learning?
Connection: This chapter describes the importance of the outlier teacher. In this case, Randy Pausch both inspired and influenced his students, particularly Shanna Tellerman, at Carnegie Mellon. I recognized the name at first and then it struck me; a few years ago my sister showed me Pausch’s “Last Lecture” on Youtube. It was so powerful. I highly recommend watching it!
Epiphany: I enjoyed this chapter particularly because it focused on STEM innovators.
Chapter 4:
Quote: “Our education system does not encourage risk-taking and penalizes failure, and too many parents and teachers believe that a “safe” and lucrative career in business or law or medicine is what young people should strive for—rather than something to do with “changing the world.”” (Kindle Locations 2015-2017)
Question: Are there some students for whom “playing it safe” is the best outcome for their given circumstances? How can we best encourage all of our students for their future?
Connection: After reading the past 4 chapters, it seems like most of the young innovators grew up having parents who encouraged and supported their child’s passions. There was an example of Shanna Tellerman’s parents who built her an art studio. I believe parents have good intentions for their children. While most parents want to encourage their children, there are some who simply cannot do so and for a variety of reasons. They may not be able to financially support their child’s passion or they may not have time in the day to spare.
Epiphany: I can totally relate to the need for “permission” to pursue something. I don’t know why I feel this need but it is comforting to know I am not the only one who feels so.
Source:
Wagner, Tony, and Robert A. Compton. Creating Innovators: The Making of Young People Who Will Change the World. New York: Scribner, 2012.
Quote: “It is striking, too, that both Shanna and Kirk had experience with a transformational project-based course that was hands-on, interdisciplinary, required teamwork, and encouraged risk-taking. For both, the opportunity to collaborate and build real products with others was the most exciting and motivating part of their education—and something they had never previously experienced. These courses enabled their passions to evolve into a deeper sense of purpose.”
Question: In this chapter, the outlier teachers happened to be college/university professors. It is my assumption that they have more leeway with the curriculum than I do as a high school teacher. My question is how much freedom to I have with my curriculum to bring in some project-based learning?
Connection: This chapter describes the importance of the outlier teacher. In this case, Randy Pausch both inspired and influenced his students, particularly Shanna Tellerman, at Carnegie Mellon. I recognized the name at first and then it struck me; a few years ago my sister showed me Pausch’s “Last Lecture” on Youtube. It was so powerful. I highly recommend watching it!
Epiphany: I enjoyed this chapter particularly because it focused on STEM innovators.
Chapter 4:
Quote: “Our education system does not encourage risk-taking and penalizes failure, and too many parents and teachers believe that a “safe” and lucrative career in business or law or medicine is what young people should strive for—rather than something to do with “changing the world.”” (Kindle Locations 2015-2017)
Question: Are there some students for whom “playing it safe” is the best outcome for their given circumstances? How can we best encourage all of our students for their future?
Connection: After reading the past 4 chapters, it seems like most of the young innovators grew up having parents who encouraged and supported their child’s passions. There was an example of Shanna Tellerman’s parents who built her an art studio. I believe parents have good intentions for their children. While most parents want to encourage their children, there are some who simply cannot do so and for a variety of reasons. They may not be able to financially support their child’s passion or they may not have time in the day to spare.
Epiphany: I can totally relate to the need for “permission” to pursue something. I don’t know why I feel this need but it is comforting to know I am not the only one who feels so.
Source:
Wagner, Tony, and Robert A. Compton. Creating Innovators: The Making of Young People Who Will Change the World. New York: Scribner, 2012.