Education 2.0 & 3.0

John Hagel is a business writer, so we shouldn't expect his analysis of learning to be deep, and it isn't. But he does capture an important concept: that as you drill down through the levels of learning effectiveness, beyond skills, knowlege and capabilities, you get non-cognitive factors such as passion. "I've written about here, here and here," he writes. "This form of passion has three components – (1) a long-term commitment to achieving an increasing impact in a particular domain, (2) a questing disposition that seeks out and is excited by new challenges and (3) a connecting disposition that actively seeks to connect with others who might be helpful in addressing these new challenges."

We hope that kids will learn critical thinking skills in one class and then apply it to another. Dr. Justin Reich discusses current research.

Want to know one habit ultra-successful people have in common?

They read. A lot.

In fact, when Warren Buffett was once asked about the key to success, he pointed to a stack of nearby books and said, “Read 500 pages like this every day. That’s how knowledge works. It builds up, like compound interest. All of you can do it, but I guarantee not many of you will do it.”

Buffett takes this habit to the extreme — he read between 600 and 1000 pages per day when he was beginning his investing career, and still devotes about 80% of each day to reading.

And he’s not alone. Here are just a few top business leaders and entrepreneurs who make reading a major part of their daily lifestyle

For us at Michaela, knowledge is powerful: it empowers our pupils to achieve in their academic subjects, to understand the world and to live fulfilling lives. It is one of our highest priorities in our teaching at Michaela.

There are some who take umbrage with the implication that they don’t teach knowledge. ‘We already do all that,’ is the response I’ve heard from many teachers. Equally, some are under the impression that teaching knowledge is equivalent to exam drilling. This is a complete misconception. Teaching knowledge is absolutely not narrow teaching to an exam specification at all, but instead, teaching broad, deep subject expertise.