Making Procrastination Work For You


I first saw this TED Talk about a year ago, and I seriously related to this other Tim’s very funny analysis of the process that goes with procrastination. Of course, being a serious, unrepentant procrastinator for most of my life, it has been sitting in my gotta-blog-about-this-sometime file for a while.

But I agree with him that probably everyone, even those hyper-efficient people that I am not, procrastinates on something, at some point in their life. Some of us have just learned to live and work with the panic monster better than them. :-)


Sending The Wrong Message

I just watched Michael Wesch’s talk from the TEDxNYED conference last month again.

Wesch is a cultural anthropologist who is now studying how our society is being changed by social media, especially in how we educate our children and ourselves.

His whole presentation is excellent but I was really struck by the section in which he talks about his teaching space and how it influences his students.

So what we need is for people, our students, everybody to be more open, caring, daring, creative, collaborative, self-motivated, and voracious as learners.

And yet, this is where we’re training them [Wesch’s lecture hall at Kansas State].

And regardless of what I say in this room, the room itself, the walls are sending a different message. The walls are sending the message, first off, that to learn is to acquire information. This is a low, base level of how we should think about learning.

They also say that you should listen to the authority for good information. That authorized information is beyond discussion, which is why the chairs don’t turn to one another so people can discuss the matter.

Ultimately these walls say that you should obey the authority and just follow along.

Compare that classroom to those in most high schools. The desks may not be permanently fixed in rows but they may as well be.

Anyway, Wesch goes on to suggest that if you want to understand the kinds of learners our education system is producing, just listen to the kinds of questions they are asking in this space.

Questions like “How many points is this worth?”, “How long does this paper have to be?”, and “What do we need to know for this test?”

Instead, he says we need students who challenge the “authorized” knowledge and who can adapt and craft their own learning.

in the end, Wesch admits that the big projects he and his students get out of that space to create often fall flat, failing to accurately simulate the societies studied in class or even to do a good job of recreating history.

However, they succeed in that students leave the class with many questions. Good, relevant questions about the world around them rather than what will be on the next test.

Wesch’s talk is only 15 minutes but it’s worth your time.

Better yet, also show it to a colleague, principal, parent, student, superintendent, school board member, elected representative or anyone else who might be concerned that our traditional school structure (physical and intellectual) is sending the wrong message.

Watch This

From the TEDxNYED event this past Saturday in New York, one of my favorite big thinkers, Lawrence Lessig with an excellent presentation on openness and the remixing of culture.

Although the theme of this great set of talks was supposed to be education, even in the broadest sense Lessig never really makes the connection.

So, it’s up to you. Every educator needs to understand how our intellectual property laws are making unwitting criminals out of our most creative students.

A Motivating Talk

Love TED Talks! This new one from TED Global in England last month features Daniel Pink discussing the science of motivation.

Pink is addressing the business world in his presentation but I think parts of what he has to say could apply to those of us in the non-business world as well.*

Especially when he notes that “too many organizations are making their decisions based, their policies about talent and people, based on assumptions that are outdated, unexamined, and rooted more in folklore than in science.”

Pink suggests that businesses and organizations need a whole new approach, one “built much more around intrinsic motivation, around the desire to do things because they matter, because we like it, because they’re interesting, because they’re part of something important”.

Towards the end he discusses one motivator being used by a few companies, a variation on Google’s policy allowing employees to spend 20% of their time working on personal projects.

How cool would it be if we could incorporate the Google 20% policy into schools? Not just for teachers, but for students as well.

Anyway, as with many TED talks, this less than 20 minute presentation (it’s pretty clear when Pink gets the two minute light :-) is worth your time.

* I know there are some educators who can’t stand Pink’s ideas (not me for the most part) as well as the attempt to apply business practices to education (me most of the time).

Math Education Reform That Makes Sense

In a recently posted TED Talk, mathematician and magician Arthur Benjamin says the K12 math curriculum is all wrong.

Instead of building a pyramid with Calculus at the top, students should be getting a good foundation in Statistics.

… I’m here to say, as a professor of mathematics, very few people use Calculus in a conscious, meaningful way in their day to day lives.

On the other hand, Statistics, that’s a subject that you could, and should, use on a daily basis.

I think if our students, our high school students, if all of the American citizens, knew about probability and statistics, we wouldn’t be in the economic mess we’re in today.

Listen to the professor. His talk is only 3 minutes but he makes far more sense than most math education “experts” you’ll hear.