What world are we preparing our student for?

Notice how Creativity moved from #10 to #3 and consider the importance of creativity when solving complex problems. It is the skill the US is the best at and also the one we do not really value in most curriculums.

Robin and I always remind teachers that assignments that ask student to “complete” something are not as engaging and do not promote thinking beyond the classroom like having student “create” something.

One of our key ideas: Create vs. Complete


7 Critical Skills for the Jobs of the Future

Here are the 7 Skills

  1. Critical Thinking and Problem Solving
  2. Collaboration Across Networks and Leading by Influence
  3. Agility and Adaptability
  4. Initiative and Entrepreneurship
  5. Effective Oral and Written Communication
  6. Assessing and Analyzing Information
  7. Curiosity and Imagination

Do you see these in a typical curriculum?

There is a stark contrast between these seven survival skills of the future and the focus of education today. Instead of teaching students to answer questions, we should teach them to ask them. Instead of preparing them for college, we should prepare them for life.

Source: 7 Critical Skills for the Jobs of the Future

Robin J. Fogarty, PhD & Brian M. Pete 2017-2018 RFA Conference Appearances

Educators love to learn from educators…teacher to teacher, principal to principal, and superintendent to superintendent. The conference scene is one of the highlights and hallmarks of professional learning.  It is a chance to learn, network and collaborate with passionate professionals in the field.

While it has become somewhat of a challenge for school budgets to accommodate conference costs, quality leaders know that it is a remarkable opportunity for expanding learning horizons for professionals as they grow and develop.  Somehow, there is that one conference that jumps out, and cannot be missed, because of the long-lasting impact in the schools.

As leading change agents in the profession, working constantly with schools throughout the world, we too value the experience of interacting with the amazing, concerned, dedicated and truly committed members of the educational community. This is where we will be this year, to connect, collaborate and communicate with you. Find the conference that is THE ONE for you.

2017 RFA Conference Appearances
September TBD Dubai, GCC- Dubai National School

October 20, 21 GCC- Abu Dhabi-Al Ain, Madar International School-21st Century Classrooms:
Quality Teaching: Differentiation and Lesson Planning

October 27-3:00-5:00PM ASCD Designing Professional Learning That Transfers to the Classroom
October 28-10-30AM-12:00PM ASCD Designing Professional Learning That Transfers to the Classroom
ASCD Conference for Educational Leaders-CEL-Kissimee, FL
Presenters: Robin Fogarty and Brian M. Pete

October TBD Dubai, GCC- Dubai National School

November 17,18 GCC- Abu Dhabi-Al Ain, Madar International School-21st Century Classrooms:Differentiation and Lesson Planning

December 6: 8:45 Session #3308 Does It Really Take 10,000 Hours of Practice?
LF-Learning Forward National Conference -Orlando, FL
Presenters: Robin Fogarty and Brian M. Pete


2018 RFA Conference Appearances


February 17, 18 GCC- Abu Dhabi-Al Ain, Madar International School-21st Century Classrooms: Re-tooling Schooling; High Touch, High Tech, High Thought and Everyday Problem-Based Learning

March 7-9 2018 Schaumburg Renaissance Convention Center, Schaumburg, IL
IL ASCD Kindergarten Conference-Early Literacy, Math Fact Fluency

March 24, 25 8:30-12:00 Everyday Problem-Based Learning: Quick Projects to Build Problem-Solving Fluency
ASCD Conference for Educational Leaders-CEL-Boston MA
Presenters: Robin Fogarty and Brian M. Pete

AERA-Not this year

May 18,19, 20 3 days/3 2hr Sessions Robin
May 18,19, 20 3 days/3 2hr Sessions Brian
Hawker Brownlow Conference-Melbourne, AU
Presenters: Robin Fogarty & Brian Pete

Title I-Not this year







Call with questions! 800.213.9246

Email info@robinfogarty.com 

Robin Fogarty & Associates


Robinfogarty@twitter.com Brianpete@twitter.com

On the Brink of Greatness

Unlocking Student Talent: The New Science of Developing Expertise

Authors: Fogarty, Kerns, Pete

 (Prepared Afterword)

“The horizons of human potential are expanding with each new generation” (Ericsson and Pool, 2016).

On The Brink of Greatness

For many, reviewing the science of expertise creates enthusiasm and optimism. Lemov, Woolway, and Yezzi (2012, p. xv) enthusiastically proclaimed, “We think that the teaching profession is on the brink of greatness,” and we concur.

The Power of a New Model of Understanding

The power of a new, more vivid model of thinking is indisputable. Consider the fact that “98 percent of IQ test takers today score better than the average test taker in 1900” meaning “that in just one century, improvements in our societal discourse and our schools have dramatically raised the measureable intelligence of almost everyone” (Shenk, 2010, p. 43). How did such a massive shift occur? How was overall achievement raised so dramatically? A new model of thought.

According to Flynn (1987 in Shenk, 2010, p. 42) this shift, which “represents nothing less than a liberation of the human mind” was facilitated by new understandings and new ways of thinking, primarily drawn from science. Prior to the significant scientific advances of the turn of the century, “The [intelligence of most] our ancestors in 1900 was anchored in everyday reality” (Flynn 1987 as cited in Shenk, 2010, p. 42). By contrast, we now use much more abstract thinking than they did, as a result of relatively modern scientific techniques.

Flynn (1987) notes, for example, that “When asked: ‘What do dogs and rabbits have in common?’ Americans in 1900 would likely say ‘You use dogs to hunt rabbits’” while a contemporary response might me ‘both are mammals’” (as cited in Shenk, 2010). “The scientific world-view, with its vocabulary taxonomies, and detachment of logic and the hypothetical from concrete referents . . . paved the way for mass education . . . and the emergence of an intellectual cadre without whom our present civilization would be inconceivable” (Flynn, 1987 in Shenk, 2010,pg. 43).

Share the Science of Expertise

Perhaps the profundity of a powerful new model is best understood when we see           the impact sharing the science of expertise with students. Psychologist Carol Dweck documented significant and nearly immediate impacts when students are taught “brainology.

To study the potential impact of ideas from cognitive research and the science of expertise, Dweck (2007) and her team devised an “intervention” where all students would be taught study skills, time management, and memory strategies but where the experimental group would also receive the “brainology” content (e.g. “brain is like a muscle,” “the more they exercise it, the stronger it becomes,” and “when you try hard and learn something new the brain forms new connections that, over time, make you smarter”). The results were phenomenal.

While “both groups had experienced a steep decline in their math grades,” the experimental group “showed a significant rebound” in grades and the teachers, “who were unaware that the intervention workshops differed . . . singled out three times as many students in the [experimental] group as having shown marked changes in motivation” (Dweck, 2007, pg. 38). The science of expertise, a new model for considering talent and skill acquisition, transformed the way these students looked at themselves, their potential, and school, and did so in short order. What’s good for them is good for us.

A Dose of Reality

So, what does this all mean for the concept of talent? Are we saying that there is no such thing as innate talent? Accepting that certain physical attributes aid specific physical endeavors (e.g. height greatly facilitates basketball ability), that our progress can be impaired by physical ailments impacting myelin (e.g. Multiple Sclerosis), and the highly unusual cases of autistic savants, an essential assertion is that “in pretty much any area of human endeavor, people have a tremendous capacity to improve their performance, as long as they train in the right way” (Ericsson and Pool, 2016, pg. 113).

Questioned directly about the concept of innate talent, Coyle (personal communication) noted that recent studies do detect some elements of innate abilities, but while we use talent to explain vast differences between performances, genetics likely only explains roughly seven percent. In contrast, deliberate practice explains about 50 percent of the variance meaning that how willing we are to practice is seven times more impactful than any natural proclivity (Coyle, personal communication).

Coyle sums this up eloquently in the following:

This is not to say that every person on the planet has the potential to become an Einstein. Nor does it mean that our genes don’t matter – they do. The point, rather, is that although talent feels and looks predestined, in fact we have a good deal of control over what skills we develop and we each have more potential than we might ever presume to guess.(Coyle, 2009, pg.73).

“Genetic differences do play an important role, but genes do not determine complex traits on their own.   Rather, genes and the environment interact with each other in a dynamic process we can never fully control, but that we can strongly influence” (Shenk, 2011, pg. 5 – emphasis added).

Our job as educators is to use this new knowledge to positively influence this complex process as much as we can, and it appears we have more control over things than we may have imagined.

We Are All Gifted

Numerous authors in the field remark that talent can easily look and feel pre-destined. We see YoYo Ma perform, or witness a nearly “impossible” 3-point shot in basketball, or are thrilled by a Cirque du Soleil acrobat and the old folklore whispers, “they are gifted” or “she’s a natural.” The abilities of expert performers are “so qualitatively different, so detached from our own lives and experience, that they very idea we could achieve similar results with the same opportunities seems nothing less than ridiculous” (Syed, 2011, p. 10). Ericsson and Pool (2016) note that such individuals are “gifted,” but not in the historical sense of “giftedness.”

The science of expertise reveals to us that we are all gifted. We are “all endowed with a brain so flexible and adaptable that it [can], with the right sort of training, develop a capability that seems quite magical to those who do not possess it” (Ericsson and Pool, 2016, pg. xvi). “Learning is no longer just a way of fulfilling some genetic destiny; it becomes a way of taking control of your destiny and shaping your potential in ways that you choose” (Ericsson and Pool, 2016, pg. 48).

Armed with these new insights, “it no longer makes sense to think of people as born with fixed reserves of potential; instead, potential is an expandable vessel, shaped by various things that we do throughout our lives. Learning isn’t a way of reaching one’s potential but rather a way of developing it. We can create our own potential” (Ericsson and Pool, 2016. Pg. xx).

“Imagine what might be possible with efforts that are inspired and directed by a clear scientific understanding of the best ways to build expertise” (Ericsson and Pool, 2016). Our schools are filled with untapped talent. Let us use this new information to unlock talent with what we know from the new science of developing expertise.

2 Days in Metuchen, NJ –

Thank you to all of the dynamic dedicated educators in Metuchen, NJ – I can safely say that the 2 days on Everyday PBL and The Three Story Intellect – were the “greatest 2 days of my entire life!”

Here is link to the Power Points – By the way, if you would be so kind, post a comment or a reflection about your experience.


Brian / Robin

Link to our Dropbox file – https://www.dropbox.com/sh/2ay7pe85xewmtr2/AAB_w1NpJ1qBZ71ROn1JraU6a?dl=0


I don’t expect you to read the whole article . . .

Are You a Self-Interrupter?

Distraction in the technology age.


Eight Is Enough! Can You Describe a 21st Century Classroom?

These are the cues and clues to discerning whether or not a classroom has transformed into that 21st Century-future-oriented classroom. There are definite look-fors that seem to spell Y-E-S! These are signs of a classroom getting kids prepared for the test of life as well as for the indomitable test. See how many signs you can spot in your walk-throughs and look-fors.

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VOICE speaks to the student-centered classroom in which kids talk as much as the teacher talks. Following the adage “The person doing the talking is the person doing the talking is the person doing the learning”, their voices are heard in multiple student to student interactions throughout the day.

CHOICE is one of three differentiation components that afford different entry points in to the learning for different types of learners. “Change, Challenge and Choice” is the key to different strokes for different folks. If you believe we all learn in our own time and in our own way, you believe in differentiated learning.

REFLECTION seems to be the forgotten charm of today’s classroom. Reflection is about metacognition; that looking over the work as the task unfolds; or that predicting what is ahead and what might work best; or reflecting and looking back once the work has been completed in an appraisal of the pros and cons of the product and the process.

INNOVATION is about achieving an ultimate creative endeavor through the enterprise and entrepreneurship as young, developing thinkers in the age of digital applications and resources. Innovators are risk-takers, connectors and fail-safe in their approach to learning, unlearning and relearning.

CRITICAL THINKERS are analyzers who are willing to disagree, argue, debate, compromise, and find consensus as they explore, examine, evaluate and express their thoughts about the work, the conversations, the conclusions reached and even about the reliability, validity and truth about the findings under scrutiny.

PROBLEM-SOLVERS address their work and their play as challenges that are evoke curiosity, interest and intrigue that compelling them to the jump in and try. These kids are more inclined to wallow in the problem with all kinds of possibilities before they actually settle on the alternative they think is best. They enjoy the ambiguity, the not knowing, but with drive to find out.

SELF-ASSESSING is a cousin to self-reflection, but it carries the weight of a ranking as well as a look/see at what worked and what didn’t. This willingness to examine ones’ self and one’s work requires a strong sense of self agency and the rare humility that allows one to learn from others with awe and with appreciation.

CONNECTED LEARNING is how the brain hangs on to new input. The incoming data creates a dissonance as the mind searches for patterns, connections and associations. The brain must attach this information to something it already knows, prior learning, if you will, that afford the brain to make sense of it in a connected, meaningful and purposeful way.

When someone asks you what a 21st  Century Classroom means, you can simply say that “eight is enough” to signal that future-thinking classroom with this quick-glance quip”. Connected learning in this century is about the voices and choices of children, as they think critically, innovate, assess and reflect. 21st Century classrooms are about kids owning their own learning with commitment and perseverance.