Reflections on Learning and the Brain: "Educating for Creative Minds: Using Brain Science to Ignite Innovation and Imagination"-Part I

This year's Learning and the Brain Conference took place in San Francisco, from February 14-16, 2013.  The theme: "Educating for Creative Minds: Using Brain Science to Ignite Innovation and Imagination." 

Generally, speakers simply presented data, leaving conference attendees to extrapolate on the findings and consider ways to apply the information to instructional practice.  I also would've liked presenters to have defined their terms better--a lot of them conflated innovation with creativity, although the two terms are not synonymous to me.  The etymology of "innovation" derives from the Latin innovare, "to make new". The word suggests the creation of something new and novel, emphasizing an end product.  In contrast, "creativity", derived from the Latin creare, or "beget" seems more process-oriented: the ability to flexibly problem-solve, approach a topic from several angles, and give birth to ideas.  One can be creative without necessarily being innovative.

Overall, the conference was valuable for my professional development as both teacher and parent, providing intellectual grist for the pedagogical mill.  My husband and I attended the same keynote and break-out sessions in order to have common ground for discussion and collaboration.  The following are some key points we gleaned from the conference:

• Neuroscience supports progressive, collaborative, compassionate learning that is hands-on and project-based.  
• Neural wiring connecting the left and right brain develops strongly from ages 8-12.
• Arts allows the whole body and all intelligences to learn: everything's activated.
• From Stanford University psychologist, Carol Dweck: It's crucial for students to cultivate a "growth mindset": basic abilities such as talent or intelligence can be developed by hard work, perseverance, and resilience, creating greater motivation and productivity.  Parents and teachers should praise qualities that are controllable, like effort.   
• In the future, routine work can be increasingly mechanized--what isn't easily replaceable is the human capacity for critical thinking, conducting research and development, problem-solving, entrepreneurship, and creativity--a sophisticated set of skills that can't be automatized.  If we foster that capacity, humans are less likely to be displaced by technology, although they may require periodic "upskilling" to advance their skill set. 
• The role of teachers in the era of ubiquitous search and artificial intelligence that can provide answers instantaneously?: To foster wisdom, ethics, fluidity with technology, adaptability, resilience, curiosity, synthesis of meaning, and creativity.
• From Milton Chen, senior fellow at the George Lucas Educational Foundation, which spearheads Edutopia.com, amongst other projects: Responding to the prompt, "What's your definition of a great school?  Make it short and measureable," Chen replied, "Do the students run in (to the classroom), as fast as they run out?"
• "Not everything that counts can be counted.  And not everything that can be counted counts."  --Albert Einstein.  Passion for learning is essential, though arguably not as easy to quantify or assess as say, test scores.

Stay tuned for further installments on this conference!