Sergio JuĂĄrez Correa was used to teaching that kind of class. For five years, he had stood in front of students and worked his way through the government-mandated curriculum. It was mind-numbingly boring for him and the students, and heâd come to the conclusion that it was a waste of time. Test scores were poor, and even the students who did well werenât truly engaged. Something had to change.
He too had grown up beside a garbage dump in Matamoros, and he had become a teacher to help kids learn enough to make something more of their lives. So in 2011âwhen Paloma entered his classâJuĂĄrez Correa decided to start experimenting. He began reading books and searching for ideas online. Soon he stumbled on a video describing the work of Sugata Mitra, a professor of educational technology at Newcastle University in the UK. In the late 1990s and throughout the 2000s, Mitra conducted experiments in which he gave children in India access to computers. Without any instruction, they were able to teach themselves a surprising variety of things, from DNA replication to English.
JuĂĄrez Correa didnât know it yet, but he had happened on an emerging educational philosophy, one that applies the logic of the digital age to the classroom. That logic is inexorable: Access to a world of infinite information has changed how we communicate, process information, and think. Decentralized systems have proven to be more productive and agile than rigid, top-down ones. Innovation, creativity, and independent thinking are increasingly crucial to the global economy.
And yet the dominant model of public education is still fundamentally rooted in the industrial revolution that spawned it, when workplaces valued punctuality, regularity, attention, and silence above all else.
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He walked around the room, saying little. It was fascinating to watch the kids approach the answer. They were working in teams and had models of various shapes to look at and play with. The team led by Usiel Lemus Aquino, a short boy with an ever-present hopeful expression, hit on the idea of drawing the different shapesâprisms and pyramids. By layering the drawings on top of each other, they began to divine the answer. JuĂĄrez Correa let the kids talk freely. It was a noisy, slightly chaotic environmentâexactly the opposite of the sort of factory-friendly discipline that teachers were expected to impose. But within 20 minutes, they had come up with the answer.
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As a result, JuĂĄrez Correa became a slow-motion conduit to the Internet. When the kids wanted to know why we see only one side of the moon, for example, he went home, Googled it, and brought back an explanation the next day. When they asked specific questions about eclipses and the equinox, he told them heâd figure it out and report back.
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JuĂĄrez Correa had mixed feelings about the test. His students had succeeded because he had employed a new teaching method, one better suited to the way children learn. It was a model that emphasized group work, competition, creativity, and a student-led environment. So it was ironic that the kids had distinguished themselves because of a conventional multiple-choice test. âThese exams are like limits for the teachers,â he says. âThey test what you know, not what you can do, and I am more interested in what my students can do."
Like JuĂĄrez Correa, many education innovators are succeeding outside the mainstream. For example, the 11 Internationals Network high schools in New York City report a higher graduation rate than the cityâs average for the same populations. They do it by emphasizing student-led learning and collaboration. At the coalition of Big Picture Learning schoolsâ56 schools across the US and another 64 around the worldâteachers serve as advisers, suggesting topics of interest; students also work with mentors from business and the community, who help guide them into internships. As the US on-time high school graduation rate stalls at about 75 percent, Big Picture is graduating more than 90 percent of its students.
But these examplesâinvolving only thousands of studentsâare the exceptions to the rule. The system as a whole educates millions and is slow to recognize or adopt successful innovation. Itâs a system that was constructed almost two centuries ago to meet the needs of the industrial age. Now that our society and economy have evolved beyond that era, our schools must also be reinvented.
