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In the nineteenth century and for much of the twentieth, most industrial workers did work silently on their own, in large open offices or on production lines, under the supervision of a manager. Schools, which have always been designed to prepare children for life as adults, were structured similarly. An important life lesson was to be able to follow rules and think inside the box. But today's world is very different - at least for those of us living in highly developed societies. Companies long ago adopted new, more collaborative ways of working, where creative problem solving is the key to success - the ones that did not went out of business - but by and large the schools have not yet realized they need to change and start to operate in a similar fashion.

I ask you, which is the more important information: the score on a standardized, written test taken at the end of an educational episode, or the effect that educational episode had on the individual concerned?

teaching math in the progressive way requires teachers with more mathematical knowledge than does the traditional approach (where a teacher with a weaker background can simply follow the textbook - which incidentally is why American math textbooks are so thick)

For det første brydde dei seg om elevane.

For det andre underviste dei beste lærarane så klart at alle forsto, men så engasjerande at ingen kunne slappe av.

TREDJE fellestrekket er grunnen til at eg trur OECDs råd er feil: Dei beste lærarane mine snakka aldri om karakterar, eller kva andre venta av oss. Tvert imot. Dei var overberande med planer og pensum, og mest opptekne av å få oss til å tenkje sjølvstendig, kritisk, kreativt og klokt.