Recently, in the Future
of Jobs Report of the World Economic
Forum, the most desired qualities of workers sought by employers were
reported, both presently and in the near future. The qualities were then ranked after
surveying business leaders, which are listed below.
2015 2020
1. Complex
Problem Solving 1. Complex Problem Solving
2. Coordinating
with Others 2. Critical Thinking
3. People
Management 3. Creativity
4. Critical
Thinking 4. People Management
5. Negotiation 5. Coordinating with Others
At first glance, there seems to be little difference
between the qualities desired last year and those that will be desired in 2020.
However, upon closer review, a new skill
makes its debut in the 2020 list. In
fact, it is the third most desired skill—creativity! You see, business leaders recognize that to continue to survive in the future marketplace means employees must do much more than simply
replicate or manufacture someone else’s idea—they must come up with the ideas
themselves. This requires a spirit of
innovation, creativity, and a recognition that there are multiple pathways to
success as opposed to one “right” answer.
Or, as the folks from Google put it:
“We’re
less concerned about grades and transcripts and more interested in how you
think. Show us how you would tackle the
problem presented—don’t get hung up on nailing the ‘right’ answer.”
Through the application of creativity and innovation,
the most desired quality of employers on both lists—complex problem solving—can
be accomplished. The problem, however,
is that in a system measured by multiple choice tests with high stakes
consequences, creativity often gives way to “right” or “wrong” answers and singular
approaches to less than dynamic or relevant problems. Fortunately, the state recognizes this and are
currently working on an entirely new accountability and accreditation system, which
will be unveiled later this school year.
Even more encouraging is the fact that students who
are exposed to innovative and creative ways of tackling material typically
score better on standardized tests, not worse. This does not imply that we should throw out
all traditional forms of instruction, quite the contrary. However, we know that when students are
allowed and encouraged to seek creative solutions to relevant problems, their level
of engagement increases, discipline decreases, and they often come up with
solutions far superior to what most would expect. This should assist us in taking a leap of
faith to approach at least some lessons in a more innovative way.
So, how can you begin? First, start small with one or two lessons that
you might wish to consider altering and then ask yourself these questions:
1. Is
there a more applicable way I can accomplish the same content/SOLs?
2. Is
there a way to make the lesson student-centered, where students not only
produce the end product, but likewise have some say in the process to create
the end product?
3. Can
I recognize that even if this is not successful, that appropriate risk taking
is both a good model for students and the only thing that improves the status
quo?
4. Most
importantly—Is what I’m doing best for students and serving them well?
Doing something new is
always a risk. You may ask, “Could a
process I’m unfamiliar with end in failure?
If I give students more say, will it feel as if I’m relinquishing
control? Could it get the class off pace
and negatively impact end-of-course tests?”
All of these are legitimate concerns and questions. However, I believe the bigger risk is not
challenging our students to innovate, create, and find novel solutions to very
complex, real-world problems.
So, praise students
for thinking outside of the box.
Encourage creation and creativity.
Use their interests to enhance lessons and give them permission to
experiment without fear of failure. This
same innovative and creative spirit has produced Edison, Bell, Jobs and Gates,
among many others. Foster it and you may
be amazed at the results
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