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"Kids are creative, every moment of the day… in the way they draw, the way they experiment with language, the way they interact with objects, the way they imagine new worlds. At IDEO we believe that creative confidence - believing in your ability to create change and having the courage to act on it - is something all of us are born with. But as David and Tom Kelley write in the book Creative Confidence, too often people lose this innate ability as they grow. Perhaps they get a "creativity scar" when somebody tells them they aren't a good artist or they're doing things the wrong way. They become fearful of what other people think. They play it safe. And the safe answer is rarely the most creative or innovative one."

"It is getting to be that time of year here in Maine when we can't walk across a carpet then touch a light switch without getting a bit of a shock. What causes that happen? And why does it seem to happen more often in the winter months than in the summer months? The answers to those questions and more are found in the TED-Ed lesson The Science of Static Electricity."

"Makerspace is a rapidly growing trend in schools across the country, but to be honest, I've never implemented one myself, and I can't quite picture the logistics of orchestrating a Makerspace. How do kids know what to do? How can you find out what they're learning? How do you make time for that with all the other tasks crammed into the school day? And how do you keep the Makerspace from turning into a chaotic mess? I wanted to get answers to these questions from teachers who have extensive Makerspace experience, and not just at the secondary level. So, I invited Cheryl Nelson and Wendy Goldfein of Get Caught Engineering to share how they've managed Makerspaces in their own classrooms and helped other elementary and middle school teachers get started, too. Thank you, Cheryl, for sharing your experiences below! "

"Be impressed with what physics based puzzle apps can do to help your kids excel when it comes to understanding physics. Puzzle apps make learning physics fun. Let your kids' creativity soar when they become tiny physicists to solve their physics apps and puzzle apps. Physics apps are the answer to making an otherwise boring subject exciting. Pique their interest by reinforcing the information they learn in school in a fun way. Kids love puzzle apps, so getting them to learn required material will be easier than ever. Try the best physics based puzzle apps on the market and watch kids learn with ease."

"I recently spent some time with the pharmaceutical company Novo Nordisk in Copenhagen, where I conducted some exercises on sharpening questioning skills. It's often the case that when you have to teach people something, you learn a lot yourself. One of the things I had to get my arms around was a pretty basic question: How do you improve a question? I'm sure there are many potential answers to that, but in thinking about, I came up with these eight ways to take an existing question and make it better"

There is something about human nature that draws us towards dichotomous patterns of thought; an all or nothing, us or them style of thinking in which an option is either good or it is bad. In such a model complexity and subtle nuance with multiple possible outcomes and routes towards a goal are ignored. The field of educational technology is one where such a pattern is evident and recent ban on technology by a Sydney school shows how this style of analysis can have a significant impact on student learning.

"Each Unplugged activity is available to download in PDF format, with full instructions and worksheets. Background sections explain the significance of each activity to computer science, and answers are provided for all problems. All you need for most of these activities are curiosity and enthusiasm. There are photos and videos showing some of the activities in action, and we've collected links to other useful resources. The activities are primarily aimed at the five to twelve year-old age group, but they are by no means restricted to this age range: we've used them to teach older children and adults too, with little modification."

""What do you want to be when you grow up?" When I was a kid, I dreaded the question. I never had a good answer. Adults always seemed terribly disappointed that I wasn't dreaming of becoming something grand or heroic, like a filmmaker or an astronaut. In college, I finally realized that I didn't want to be one thing. I wanted to do many things. So I found a workaround: I became an organizational psychologist. My job is to fix other people's jobs. I get to experience them vicariously - I've gotten to explore how filmmakers blaze new trails and how astronauts build trust. And I've become convinced that asking youngsters what they want to be does them a disservice."

"Since its humble beginnings as a crank newspaper put out by college students in 1988, satirical news source The Onion has been cracking Americans up with headlines like "Kitten Thinks of Nothing but Murder All Day" and "Black Man Given Nation's Worst Job" (to mark the inauguration of President Obama). How has it managed to come up with so many hilarious headlines for so many years? According to fascinating recent TED Ideas post by ex-Onion staffer Brian Janosch, the answer is a really, really good brainstorming technique -- one you can totally steal."

"Evaluating a student's understanding of a topic is like taking a measurement. However, it requires measuring something that is difficult to see. It's not like I can stick a ruler into a student's brain to determine the size of their physics stuff. Now, most teachers use indirect means, usually a multiple-choice test or an exam in which students work through a problem. These are poor measures of student understanding. Someone could simply guess, or flub the answer through a silly mistake. So how can I accurately assess a student's understanding of physics? Until someone invents a way of reading a student's mind, I must do something else. I use a combination of written tests and video assessments."

"One question has fascinated me my entire adult life: what causes some people to become world-class leaders, performers, and changemakers, while most others plateau? I've explored the answer to this question by reading thousands of biographies, academic studies, and books across dozens of disciplines. Over time, I've noticed a deeper practice of top performers, one so counterintuitive that it's often overlooked. Despite having way more responsibility than anyone else, top performers in the business world often find time to step away from their urgent work, slow down, and invest in activities that have a long-term payoff in greater knowledge, creativity, and energy. As a result, they may achieve less in a day at first, but drastically more over the course of their lives."

"Today's workforce, as nearly everyone knows, is increasingly global. And with that global nature comes fierce competition-students will need an arsenal of workforce skills in order to stand out from their peers. According to a recent McGraw-Hill Education survey, just 40 percent of college seniors said they felt their college experience was helpful in preparing for a career. Alarmingly, that percentage plummeted to 19 percent for women answering the same question. That same survey also found that students in STEM majors were the most likely out of any group to report that they are optimistic about their career prospects (73 percent). According to data from the nonprofit Institute for the Future, there are 6 drivers of change in today's workforce:"

"Over the summer, I had a fascinating conversation with a group of educators. After spending several days discussing ways to encourage student inquiry, a technology specialist raised a pointed question: "What if the librarians already have a district-approved research process? Does what we're doing conflict?" As I pondered her question, I realized a fundamental problem: inquiry and research had somehow morphed into synonyms. Instead of answering her question, I posed another one: "Can students do research without inquiry, or inquiry without a formal research process?""

We are driven by curiosity. It is an innately human quality that has driven us to explore, ask questions, investigate, wonder why and search for a deeper understanding. In a very fundamental way curiosity is the driver of all self-directed learning. It is our desire to find out more, unlock new knowledge and answer our questions (big ones and little ones) that compels us to learn. Sir Ken Robinson famously and provocatively asked "Do Schools Kill Creativity?". The same question might be asked about curiosity.

"Close your eyes and listen. What do you hear? If the answer is "nothing", then try again. There are very few places in the world that are completely silent. Every room, every environment has a sound. Understanding this and using these soundscapes correctly within a school or college Drama production can make a massive difference to the suspension of disbelief you are trying to create. And the act of thinking about and designing them can be a fun exercise for a drama class and make sound a more inclusive subject."

"We all know our chronological age. That's as simple as counting the candles on your birthday cake. But do you know your biological age? This second number measures not how many years you've seen, but how much those years have impacted the functioning of your body and brain. Scientists calculate it a number of ways, but whatever methodology they employ, they agree chronological and biological age don't always line up. Some 80-year-olds function like people decades younger. They ace their memory and cognitive tests, and scientists peering at their cells can even spot significant differences. Experts have dubbed these role models of healthy aging "superagers." Just about all of us would love to one day become one. How do you achieve that? A long and fascinating article in the latest issue of UCSF Magazine delves into the work of the University of California, San Francisco's Memory and Aging Center to answer this question (hat tip to PsyBlog). Much of this research is still far too new to be of everyday use, but science has already determined a few simple interventions you can start using today to help keep your brain young."

"High school students ask this question partly to challenge the teacher's authority, but they may really want to know the answer. "

"As anyone who's ever spent hours hunched over Candy Crush can attest, there's something special about games. Sure they're fun, but they can also be absorbing, frustrating, challenging and complex. Research has shown our brains are "wired for pleasure," and that games are an effective way to learn because they simulate adventure and keep our brains engaged and happy. But what exactly do we learn from them? In an era consumed with teaching 21st-century soft skills, are games any good at building critical thinking or collaboration skills? The answer is likely yes, but, much like games themselves, it's complicated. "What you'll find from the research is that it's very much dependent on, 'under certain types of conditions, certain types of skills seem to be developed,'" explains game designer and theorist Katie Salen, a former executive director at the nonprofit Institute of Play. "I never want to make claims that games writ-large for any kid-under any circumstances-teach these sort of skills.""

"When you're the big fish, it's not OK to pick on the little fish just because you can. That's an important lesson for everyone. But some Houston first-graders got a particularly vivid demonstration in the form of a musical puppet show, which featured fish puppets and an underlying message about why it's wrong to bully others. The show left an impression on the students at Codwell Elementary, according to their teacher Shelea Bennett. "You felt like you were in that story," she said. "By the end of the story they were able to answer why [bullying] wasn't good, and why you shouldn't act this way." The puppeteer's show was part of an effort to expand arts education in Houston elementary and middle schools. Now, a new study shows that the initiative helped students in a few ways: boosting students' compassion for their classmates, lowering discipline rates, and improving students' scores on writing tests. It's just the latest study to find that giving students more access to the arts offers measurable benefits. And adding time for dance, theater, or visual arts isn't at odds with traditional measures of academic success, according to the research - which amounts to one of the largest gold-standard studies on arts education ever conducted. "Arts learning experiences benefit students in terms of social, emotional, and academic outcomes," write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri. The study, released Tuesday through the Houston Education Research Consortium, looked at elementary and middle schools - which predominantly served low-income students of color - that expressed interest in participating in Houston's Arts Access Initiative. There appeared to be significant need: nearly a third of elementary and middle schools in the district reported lacking a full-time arts teacher."

"As I work with aspiring administrators, I often am asked about potential interview questions that might be asked during the hiring process.   I offer a list of typical-and not so typical-interview questions that might be asked by panels who are considering school leader candidates.  Of course, a hiring decision often boils down to the right fit, so questions can vary wildly depending on the needs of a particular school or the district.  While this is not by any means a complete list, it does encompass a few examples of what kind of questions might be asked.   As they say, there is no "right answer," so I have tried to include a bit of rationale of what the panel might be thinking as well as a possible approach one might take.  "Fit" is also an important consideration for the candidate; remember, you are interviewing them as well (though it may not feel like it!) and need to be sure that you are prepared for-and aware of-the specific leadership role that is involved."