So how do educators help kids become problem-finders when they don’t know what the problem is or where the next one might be coming from? “A lot of people hate this word but I think we have to take it seriously, which is relevance,” Pink said. “There’s something to be said for connecting particular lessons to something in the real world.”
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"Faculty meetings. Someone on Twitter asked me the other day if I had any resources for making faculty meetings better. I thought about it and it dawned on me. Why not flip them. We use the same reasoning for flipping a classroom and apply it to the faculty meeting. Think about it. All the nuts and bolts stuff that is shared in a faculty meeting could be shared asynchronously via other means, freeing up the traditional faculty meeting time for other things. Not enough time for PLC meetings? Use the Faculty Flip to free up that time and allow grades and departments to meet, talk and plan. Not enough time for Professional Development? Use the Faculty Flip to have an unconference sharing session of what's working and ways to improve practice. "
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For instance, application of math principles, which has real relevance in the real world. “Even with my own kids, to some extent I see math has become an abstract code designed to get a right answer rather than seeing that math explains why this building is standing up, or why the traffic is going slow right now, or why the 49ers are kicking a field goal rather than going for first down.”
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standardized,” Pink said. “So, 11-year-olds are all together in one room. No 10-year-olds, and certainly no 13-year-olds. And [assuming that] all
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