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recommends that schools start, “learning from challenges that people face rather than from a formal curriculum.”

Teachers can either ‘cover’ standards, or turn them into concepts and problems to be solved. Inquiry works towards supporting the kind of ‘out of the box’ thinking we need for the future.

blank column that invites students to deliver a product that cannot be anticipated or easily defined in words. It’s not the ‘A’ category—that’s Mastery or Commended or a similar high-ranking indicator. The breakthrough column goes beyond the A, rewarding innovation, creativity, and something new outside the formal curriculum. It’s a ‘show me’ category.

He’s talking about doing something so creative that you establish a distinct market, niche and identity. You’ve established a creative monopoly and everybody has to come to you if they want that service, at least for a time.

Instead of developing a passion for one subject, they’re rewarded for becoming professional students, getting great grades across all subjects, regardless of their intrinsic interests. Instead of wandering across strange domains, they have to prudentially apportion their time, making productive use of each hour.

Competition has trumped value-creation. In this and other ways, the competitive arena undermines innovation.

conference organizer will ask you to make a presentation, and while doing something different and creative - and effective - should be welcomed by all, we retreat to doing only what is expected (less downside that way) rather than doing something creative, different, and engaging. After all, doing what is expected is pretty easy, but surpassing expectations and doing something remarkable with impact is both harder (usually) and comes with an increased risk of failure.

Even when we give people a mile and encourage creativity and nonconformity, it still seems like too many play it safe and take only an inch. I can't help but think that the habits learned in formal schools across the world at least in part contribute to this cautious approach to doing things differently.

Typically they come to see buildings, spaces and furniture. They leave seeing the possibility for reconstructing their own learning spaces, pedagogy, teams and thinking.

I am witnessing teachers experiencing a new role – no longer the managers of behavior, but now the creative directors of curriculum delivery.

Someone who can sit down with a child and guide them in the applied use of a mobile device for learning and employment, provisioned with wireless Internet access, and at the right time of confidence and relational development, gift them with that device, remaining as their mentor and coach.

In short, their ability to be creative, to share complex knowledge across locations, contexts and cultures and to manage global innovation and product development teams effectively is precisely why multiculturals in integrative roles in the innovation process do make such a positive difference.

In addition, they identified intercultural, cognitive integration (one’s ability to simultaneously hold and apply several culturally different schemas and thus to think as a member of one culture or another depending on need and context, or to think simultaneously as member of several cultures) as the key to creative, adaptive and leadership skills fostering their career success. As one of the managers Hae-Jung Hong interviewed put it:

The most important skill I need in order to develop and launch this product line successfully is to exploit what I’ve got from one part to other parts of the world, which brings something innovative in the market. I am able to do this because I have references in different languages— English, Hindi, and French. I read books in three different languages, meet people from different countries, eat food from different countries, and so on. I cannot think things in one way only. That’s not my way.

First, he or she is up to date with technology, not only in the educational arena, but across the board.

Second, your knowledge broker must be able to have the interest in finding resources for any class content.

Third, and perhaps most important, the knowledge broker must be able to transfer his/her knowledge to a teacher - who is most likely not all that excited about technology or at best a bit skeptical - in a calm, jargon-free style.

You can read the full article here: Ken Robinson On The Principles Of Creative Leadership