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The correlation between social class and school performance is a major issue across the world. This miniseries is an attempt to go beyond ideological approaches of the problem. It is a pragmatic, scientific, and international exploration of education techniques. Two thirds of students will hold jobs that have not been invented yet and 47% of current jobs are expected to be replaced by machines.
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00:00A CIDADE NO BRASIL
00:33Some people place great hope in computer programs for learning how to read in order to improve
00:39pupils' performance, while others are concerned about the dangers of children's overexposure
00:47to screens.
00:51All over the world, teachers and researchers are endeavoring to build a different type of
00:56school, one that is more efficient and egalitarian, based on innovations in teaching, not just
01:02technological ones, but educational ones too.
01:22Today, the use of digital technology is producing underwhelming results.
01:28This is the observation made by the OECD, the Organization for Economic Cooperation and Development.
01:36Since the year 2000, every three years it has carried out a baseline survey, the PISA, the
01:42Program for International Student Assessment, which tests the level of 15-year-olds in 72
01:47countries.
01:48The survey has specifically studied the link between children's academic attainments and
01:53the use of new technologies in the classroom.
02:00We've observed that the relationship between the intensity of computer use in the classroom
02:04and academic results is often negative.
02:09If we use 21st-century technology, along with 20th-century teaching practices in a 19th-century
02:17school system, we end up with a tension that leads to reduced learning on the part of the
02:22pupils.
02:26When pupils are in the classroom and do a cut-and-paste from Google, I clearly obtain worse results than
02:34when pupils are learning in a traditional fashion.
02:39We see that in the most effective educational systems in the Asian countries, but also in
02:45the northern European countries, technology is used massively for connecting teachers and
02:50interconnecting teaching materials.
02:53But in the classroom, the use of computer technology remains very moderate.
03:04Nestled between Malaysia and Indonesia, the small city-state of Singapore is dispensing lessons
03:10to the big countries of the OECD.
03:13In 50 years of independence, it has risen from a poor third-world country to one of the most
03:19developed states in the world.
03:21Barely the size of New York City, with a population of just 5.5 million, the country is today Asia's
03:28leading financial centre, the second-largest port in the world after Shanghai, and the champion
03:34of academic success.
03:35It ranked number one in the PISA survey of 2015, well ahead of Germany, which ranked 16th, and
03:42streets ahead of France, which ranked 27th.
03:49Singaporean pupils came top of the class in world rankings in all subjects tested, sciences, maths, and reading.
03:58If we compare their level with the average level of the OECD countries, they have a two-school-year lead.
04:06Here, lessons begin very early in the morning, at 7.30 a.m. School in Singapore is emblematic
04:13of a certain Asian model.
04:15It is very traditional, based on hard work, effort, and discipline.
04:19School of attention, our missionaries.
04:33.
04:37.
04:38.
04:41.
04:42.
04:42.
04:42.
04:45.
04:45.
04:45.
04:45.
04:45.
04:47.
04:47.
04:52.
04:54.
05:21.
05:22.
05:22.
05:49.
06:19.
06:19.
06:19.
06:20.
06:20.
06:20.
06:21.
06:21.
06:23.
06:23.
06:23.
06:23.
06:23.
06:23.
06:23O que o sistema de sinistro é often descrito,
06:25tem criado esse sentido de que se tem que se acesse
06:29em uma sociedade muito desculpada.
06:49O outro motivo para o sinistro de sinistro é o seu grande pragmatismo.
06:53O Ministério da Educação
06:55toma sua inspiração
06:56do que trabalha em outro mundo,
06:58do que a melhor prática
07:00que colocam em seguida
07:01por os educadores de 20ª.
07:04É assim como desenvolveu
07:05uma métodos muito eficaz
07:06para aprender a matemática
07:07chamada o método de Singapura.
07:10Dr. Yep é uma das principais
07:12especialistas na métodos.
07:14Então, sem mais adiante,
07:16por favor, coloque-se em uma mão
07:17para convivir a Dr. Yang.
07:19Clearly, a teoria de aprendizagem
07:21diz que os jovens
07:22aprender a matemática
07:24de algumas maneiras.
07:25Eles sempre aprendem
07:27através de fazer.
07:28Isso não é uma opinião.
07:31Isso é uma teoria de Jérôme Brunner.
07:33Eles também aprendem através de conversa.
07:35É impossível
07:36de abencar os jovens
07:38quando eles estão em um grupo
07:39de amigos
07:41e gostam de sejam
07:43fazendo coisas.
07:45De novo, isso não é uma opinião.
07:47Isso é uma teoria de Piaget.
07:50Piaget também diz que
07:51não se aceleram.
07:52Always walk
07:54with the charm.
07:56Piaget talk about
07:57the idea
07:57of processing time
07:58where students need time
08:01to accommodate difficult ideas.
08:04and that is why
08:05in this method
08:06we always say
08:08teach less,
08:09learn more.
08:11We want
08:11the teacher
08:12to use
08:13just one single task,
08:15not many,
08:16just one single task
08:17and let the students
08:18take 20 minutes
08:21to discuss
08:22among themselves
08:23and then eventually
08:24with the whole class
08:25under the guidance
08:26of the teacher
08:27to begin to understand
08:29and graph
08:30the difficult concepts
08:31that they are
08:32to learn.
08:33Mathematics learning
08:34is not computation.
08:36Mathematics learning
08:37is not road procedure
08:38and it is definitely
08:40not about road memorisation.
08:42It is about thinking.
08:43It is about problem solving.
08:45It is about figuring
08:46things out.
08:48And mindset about learners.
08:50Gone are the days
08:51where we believe
08:52that mathematics
08:53ability is genetic.
08:55It is not.
08:57It is not.
08:58we all know that now.
09:02Given its efficiency,
09:04the Singapore model method
09:05is used today
09:06in 60 other countries,
09:08including France,
09:09where it has already
09:10been adopted
09:11in some 5,000 classrooms,
09:13such as this one here
09:14in the Parisian suburb
09:16of Saint-Denis,
09:17where one teacher
09:17has been using the method
09:19for three years now.
09:20It is based
09:21on a progressive shift
09:22from concrete to abstract
09:23with a phase
09:24of object manipulation
09:25at the start.
09:27If I tell you
09:28about this problem
09:29of representing me
09:30with the cube,
09:31how do you do it?
09:33Try to remove
09:34the 12 in 21
09:36with the cube.
09:39I take a 10.
09:41We take a 10.
09:42I take a 10.
09:42I take 2 cubes.
09:45But for the moment,
09:46how many small cubes do you?
09:471.
09:47And how do you do
09:48to remove
09:491 second cube?
09:50We transform
09:51the 10 bar
09:52against 10 units.
09:55between 10 units.
09:57So, we change?
09:58All right.
10:02I was wondering
10:03how we could make
10:04pupils understand maths
10:05and then go beyond
10:07that, in fact.
10:08Not just so they're
10:09comfortable with the
10:10techniques,
10:11such as writing out
10:12calculations,
10:13working them out,
10:14and then be done
10:15with it.
10:18No, we wanted it
10:19to mean something
10:20to them,
10:20so that the pupils
10:22would say to themselves,
10:22well, I'm not just
10:24going to repeat
10:25what the teacher
10:25tells me.
10:26It's going to come
10:27from me.
10:28What can I say
10:29about maths?
10:43Mathematics.
10:44What's the result?
10:47The divide and multiplication
10:49are the contrairement.mm
10:51gets
10:53red. The
10:54contraire means that
10:55it's not מא�ems.
10:57Então, vamos fazer o adicionamento, porque nós nos dizemos quantos de dinheiro na primeira vez.
11:06Quanto aqui faz-me? 10.
11:09Então, posso guardar 10 na coluna das unidades? Não.
11:14Eu gosto muito do método de Singapore.
11:20Eu gosto muito do método de aprendizagem.
11:25E, depois, eu acho que vou fazer bem no meu aprendizagem.
11:30Um...
11:31Um...
11:32Um...
11:32Um...
11:32Um...
11:33Um...
11:33Um...
11:43Um...
11:46Um...
11:47Um...
11:47Um...
11:47Um...
11:48Um...
11:48Um...
12:12Uva sei que construction.
12:13e a primeira vez.
12:19105!
12:20105!
12:29Mas em Singapura, os resultados excelentes dos alunos são não só por causa de métodos de ensino inovadoras.
12:36Eles podem também ser explicado, talvez, além disso,
12:38por o curso de aprendizagem que crianças são oferecendo em uma escala massive.
12:44Mais 800 empresas de privados competem para este trabalho lucrativo,
12:48que já está quase dobbando na última década.
12:51Hoje, 80% dos crianças e 60% dos crianças de escolar e 60% dos crianças
12:57recebem privados, comparando a 30% dos anos 1990.
13:01Estas são apoiadas ao aluno obtendo o melhor resultado possível
13:05para os exames muito competitivos.
13:09Especialmente o curso primário de escolar, o PSLE,
13:13que determina os alunos de alunos do país
13:15e que dá acesso aos melhores universidades.
13:22De certa forma, tudo foi decidido nos primeiros 12 anos de vida.
13:27Quantos de vocês têm mais de dois tuitos?
13:29Me!
13:32Quantos de vocês têm mais de dois tuitos?
13:35Por que vêm aqui?
13:37Porque os pais têm mais de dois tuitos.
13:40Ok.
13:42Então, se vocês têm mais de dois tuitos,
13:43vocês querem mais de dois tuitos?
13:45Não!
13:46Não!
13:47Você está certeza?
13:49Porque os pais têm mais de dois tuitos,
13:51mais de dois tuitos, mais de dois tuitos?
13:52Não, porque esse curso é muito grande,
13:55porque esse curso depende de qual o segundo-League é a ir.
13:58E aí depende do futuro.
14:00Eu acho que a situação de tuitos em Singapura é uma situação preocupante.
14:05Eu acho que um ciclo de tuitos é muito forte.
14:08É um ciclo de tuitos,
14:09porque eles têm mais de dois tuitos,
14:12porque os problemas de todos têm mais de dois tuitos,
14:12com a conhecimento que os alunos têm mais de dois tuitos,
14:34esse ciclo de ficar mais difícil e mais difícil.
14:40Agora, se todos estão em esta posição,
14:43ok, isso é um problema em um nível.
14:45Mas há um problema mais,
14:47que não é que todos conseguem gastar duitão.
14:52Então, isso criou a base para mais desigualdade.
15:09A gente tem que estudar com seus filhos de números.
15:14A famílias em Singapura têm seus filhos tutores de escola.
15:18Muitos centros de aprendizagem capitalizam
15:21sobre o argumento de plástico de brasil,
15:23para oferecer os alunos de aprendizagem e léssores do 6 meses.
15:27.
15:27.
15:27.
15:28.
15:28.
15:28.
15:33So in one hour, we do over 40 activities.
15:37We believe that children below six years old is like a sponge,
15:41and it's the golden period for children to be exposed to stimulation.
15:45So we target the younger kids.
15:49.
15:54The tutoring takes place on top of their school hours
15:57and extracurricular activities,
15:59with the result that, for Singaporean children,
16:02the days are long and very busy,
16:05including during the weekend.
16:07Do you have any homework for today?
16:08Yes, I think I have some Chinese homework.
16:13Okay.
16:13Better get up into the car for you, okay?
16:15Thank you.
16:17Most parents lament the system,
16:19but take part in it for fear their child will miss out.
16:23Times 60 over 23.
16:26Times 60 over 23.
16:28You don't have to memorize this.
16:30This is a shortcut.
16:3223 over 60.
16:33Times 60 over 23.
16:35Can you see cancer? Cancer?
16:42Are you tired?
16:45Yes.
16:50Normally, I come back to school about 6 to 7 p.m.
16:56I'm also very busy because,
16:58besides school homework, you also get tuition homework.
17:02So I'm very tired.
17:04It's sometimes very hard for me to focus on what the teacher is saying.
17:10And sometimes I'm also quite busy sometimes
17:13that I'm not able to finish my homework on time.
17:17So I always have a lot of extra homework
17:20that has to be completed.
17:24It's very hard.
17:26And I wish I could get more leisure and sleep.
17:38For young Singaporeans, there's a heavy price to pay for this ultra-competitive system.
17:43Lack of sleep, attentional difficulties,
17:46and an increase in the number of dark thoughts,
17:49which can sometimes lead to the worst.
17:59One morning in May 2016, an 11-year-old boy threw himself out of his bedroom window on the 17th
18:05floor,
18:06the day he had to show his parents his exam results, which he had partly failed.
18:10In 2015, 27 young people aged between 10 and 19 committed suicide on the small island of Singapore.
18:20And nearly 3,000 called the suicide helpline.
18:25So SOS is a 24-hour hotline.
18:27If you need to speak to someone again, you can just call us any time, all right?
18:32Okay, bye-bye.
18:38Hello, this is SOS.
18:39We are very concerned with the figures for the 10 to 19 years old,
18:44because the suicide rate has increased 50% more in 2015.
18:48And in our conversation with the younger children,
18:51we realised that many of them face academic stress, expectations from parents.
18:56I think education is important.
18:59I think that is something that we all agree upon.
19:02But I think we also have to move on,
19:05because Singapore has developed ourselves so much over the last 50 years.
19:10We celebrated 50 last year.
19:13We have also to slow down a little bit
19:15and realise that sometimes we don't have to be as competitive.
19:20I have two boys.
19:22To me, they just have to be number one in my family.
19:30Faced with these concerns,
19:32the Singaporean authorities have recognised the need
19:35to reduce the excessive importance given to academic results.
19:38In Spring 2016, the Minister for Education,
19:42a former Air Force General,
19:44announced to Parliament a reform of the grading system
19:47for the primary school leaving exam.
19:50The way that the PSLE-T score is calculated
19:53may have created unhealthy competition
19:55among our young children.
19:57We will replace the PSLE-T score with wider scoring bands.
20:01And the new system will be similar to the O and A levels from 2021.
20:08While we are very proud of doing well in the PISA exercise,
20:13we also are very aware that that's inadequate.
20:16Singapore's education system has also to address some other learning goals
20:23that we find to be important.
20:25For instance, how our students can learn to think outside of the box.
20:32But Singapore is liberal in so many respects.
20:35It's much less liberal politically.
20:37So that's where we find the limits of critical thinking.
20:42Students are not really encouraged, systematically,
20:47to question authority, to question in that political space.
20:52And if they are not trained to do that,
20:55to do that well, responsibly, and in an evidence-based way,
21:00then we are actually not teaching the next generation of leaders.
21:09Concerned by criticism regarding its lack of creativity
21:12and by the image it has in the rest of the world,
21:15the city-state of Singapore is endeavouring to bring about reform.
21:18In 2015, Australian architects were charged with renovating the elite school of Nanyang.
21:25Its new design, in bright rainbow colours,
21:28was designed to spark joy and enthusiasm
21:30and to produce independent, confident students
21:33rather than just high-performance ones.
21:40This concern for school architecture was inspired by another country
21:44that ranks among the PISA survey leaders,
21:46but which has a radically different education model,
21:49Finland, in the far north of Europe.
21:54About 20 kilometres from the capital, Helsinki,
21:57an ultra-modern school opened its doors in 2012.
22:01The Sanalati School, a model for the School of Tomorrow,
22:05caters for 800 pupils from nursery to high school level.
22:12The architects based their work on the most recent scientific studies,
22:16which confirm that the school environment
22:18plays a determining role in children's wellbeing and personal growth.
22:30Brakes which are frequent here, as well as the quality of the air and light,
22:34have a direct impact on the pupils' attention in class.
22:42There are a lot of glass surfaces in the building.
22:45This large glass wall opens the school's activities onto the surrounding district
22:49and lets natural light enter.
22:51This large canopy on the south side of the building
22:53protects against an excess of natural light during the summer.
22:57Conversely, in the winter, when the sun is very low,
22:59the roof allows the light to penetrate deep inside the building.
23:06For this project, we worked together extensively with the school principal,
23:09as well as with the teachers,
23:11and we thought about what sort of space,
23:13what sort of building favors learning the most.
23:21Inside, we wanted to avoid an overly refined atmosphere.
23:25Leaving the raw materials like concrete and brick visible
23:28creates a positive state of mind,
23:30which encourages children to do things independently.
23:37In Sonalati, like in all Finnish schools,
23:40teaching is not restricted to traditional subjects.
23:43There is also a strong focus on manual workshops,
23:47doing things with their hands,
23:48a notion so dear to the innovative educators
23:51of the early 20th century,
23:53such as the Italian Maria Montessori
23:55or the French Celestin Ferney.
24:00Their intuition, which was visionary at times,
24:03has been confirmed by numerous scientific studies,
24:05which confirm that learning leaves more imprints in the memory
24:08when it is associated with sensorial and manual activity.
24:19and artistic subjects are part of the teaching program in Finland
24:23and have a defined number of hours.
24:26And I am very fond of these subjects.
24:30When this building was designed,
24:31we focused a lot of attention on the premises
24:34where the pupils would be taught,
24:38because I believe these manual and artistic activities
24:41also improve the learning of the cognitive subjects,
24:43like maths, for example.
24:52Right from the start, the Sonalati School,
24:55which is a non-fee-paying state school,
24:57was created to drive forward the new methods of learning
25:00implemented throughout the country over the last 20 years.
25:03Active learning, which puts a strong accent
25:06on the notions of independence and cooperation.
25:10In the classroom, there are no rows of tables,
25:13but on the contrary, little islands that favor group work.
25:17Teachers and pupils have moved from being opposite each other
25:20to being side by side.
25:24I no longer think how should the teacher teach,
25:27but rather how should the pupil learn.
25:30Our teaching is based on the idea that the pupil is an active subject
25:34and not solely the object of teaching,
25:36because if we try to pour knowledge into the head of a child,
25:41I don't think that's the best way for it to stay there.
25:44.
26:10Take my subject for example,
26:17O que é isso?
26:44Número 5 no PISA ranking em 2015,
26:47sendo o número 1 por muito tempo,
26:49os Finos estão agora experiencing um fenômeno,
26:52não totalmente incompreendente,
26:54fenômeno,
26:55a turismo.
26:57Visita de todo o mundo,
26:58como este grupo de delegados de japonês,
27:01vêm em grande parte para tentar
27:02unravel os secretos de sucesso
27:04do seu sistema de educação.
27:06Nós temos visitas de vários grupos a week,
27:12e it's starting to become
27:14a second workload.
27:17They often ask,
27:19what's Finland's secret?
27:20People often mention
27:21the PISA results, for example.
27:23But in fact,
27:25there's no one simple answer.
27:27I think it's the sum
27:29of several factors.
27:31It reflects our society,
27:33and above all,
27:34as we often tell them,
27:35the fact that teacher training
27:37is very efficient in Finland,
27:39and the teaching profession
27:40is highly valued.
27:43In Finland,
27:45teachers are given
27:45a university training,
27:47which has highly selective
27:48entry requirements.
27:50The training is lengthy,
27:52a minimum of five years,
27:53during which they learn
27:54to apply their major
27:55educational principles,
27:57the child at the center
27:58of the system,
27:59equality between pupils,
28:01and collaboration
28:02among teachers.
28:03It is one of the most
28:04egalitarian systems in the world,
28:06unlike the French system
28:08in particular,
28:08which is one of the OECD countries
28:11where the pupil's
28:12socio-economic background
28:13weighs the heaviest
28:14on their academic results.
28:22in Finland,
28:24one of the fundamental
28:24bases of education
28:25was not so much
28:27equality in teaching,
28:28but rather fairness.
28:30In France, of course,
28:32there is also this idea
28:33of equality,
28:34which is one of the fundamental
28:35values of French society,
28:37but which translates
28:38differently in education.
28:41often we think that equality
28:42means that all pupils
28:43can receive a good education,
28:46but as a matter of principle,
28:47it should be the same for all.
28:51For a long time in Finland,
28:52since the 1970s,
28:54so 40 years,
28:56we have thought that
28:56the condition of children's
28:57academic success
28:58is to treat each one differently.
29:03And we speak of
29:05positive discrimination.
29:10teaching to strengths
29:11is an important
29:12current discovery.
29:13If we observe
29:14perseverance and courage,
29:16for example,
29:16we build on those qualities.
29:19Here we have pupils
29:20who play football.
29:21We tell them,
29:22what strength
29:23do you use for that?
29:24Is there some way
29:25you can transfer
29:26that strength
29:27to maths, for example?
29:33Finnish teachers
29:34capitalise
29:35on their students'
29:36and strengths,
29:37as well as insisting
29:38on human values,
29:39such as kindness,
29:40respecting others,
29:42and empathy,
29:43in other words,
29:44the ability to put themselves
29:45in other people's shoes.
29:46as well as if they're
29:46in other people's shoes.
29:48Me otetaan sut
29:49enemmän huomioon.
29:52Eiks niin?
29:53Joo.
29:54Ettei sulla oo
29:54semmoista oloa,
29:55että oi,
29:56mulla oli yhtään kaveri täällä.
29:59Onks tullut jotain
30:00sellaista,
30:00mikä on ärsyttänyt
30:02tai harmittanut
30:03tai jotain,
30:04koska sille voidaan
30:05tehdä jotain.
30:06Hyvä on ihan meidän kesken,
30:08niin ei tää mene sen kauemman.
30:10Joo.
30:11Joo.
30:12Niin, niin.
30:16We have a lesson
30:17we call
30:18us lesson,
30:19during which
30:20we focus on
30:21how the group
30:21is functioning
30:22and on
30:23everybody's well-being.
30:26By putting themselves
30:28in other people's shoes
30:29via roll games
30:30based on theater,
30:31our pupils gain an idea
30:33of how the other person
30:34would feel
30:34if we treated them
30:35the same way.
30:36Once we've inversed
30:38the rolls,
30:38we see how they feel
30:40having done the exercise.
30:44it is not some feel-good exercise.
30:48Research confirms
30:49that children
30:50who demonstrate empathy
30:51also improve
30:52their own self-esteem
30:53and personal growth,
30:54which has an impact
30:55on their academic results.
30:58In 2002,
30:59a German study
31:00demonstrated
31:01that pupils
31:01who volunteered
31:02to help others
31:03with their homework
31:03obtained better grades
31:05two years later
31:06than those who work
31:07just for themselves.
31:15on the other hand,
31:16a study carried out
31:18in the U.S.
31:18in 2010
31:19revealed that
31:20today's U.S. schoolchildren
31:22are less empathic
31:23by about 40%
31:24than those
31:25in the 1980s
31:26and 1990s,
31:28a nosedive
31:29that some experts
31:30attribute
31:30to the increase
31:31in screen time,
31:32which reduces
31:33human interaction.
31:36empathy is feeling
31:37the feelings
31:38from within another,
31:39thinking about
31:41their point of view,
31:42their perspective
31:42that they have.
31:43And it's also
31:44empathic concern,
31:46which is basically
31:47being compassionate
31:48and wanting to help
31:48their suffering.
31:49It's also empathic joy,
31:51where you feel
31:52happy about
31:53another person's success
31:54and joy.
31:56And all the studies
31:58of the brain
31:59show when people
32:00give to others,
32:02you get a much
32:03bigger dopamine surge
32:04than when you're
32:05just keeping
32:06for your private self.
32:07So we need to realize
32:09we have an inner self
32:10and an inter-self.
32:12And what I try
32:12to teach kids
32:14when I'm working
32:14at schools,
32:15adolescents,
32:16and adults,
32:17is that you're
32:17not just a me,
32:19your identity
32:20is also a we.
32:22But both are true.
32:24And when you combine
32:25me and we together,
32:27you get MWE,
32:29M-W-E.
32:30It's a way
32:31of having that
32:31resilience.
32:32It's a way
32:33of really approaching
32:34with a sense of grit
32:35and determination
32:36where you say,
32:37you know something,
32:38I'm not in this alone.
32:39I'll contribute my part
32:40and how we connect
32:42together is what
32:43the schools of the future
32:44can support.
32:54In Finland,
32:56school days are
32:56among the shortest
32:57in the world,
32:58from four to six hours a day,
33:00five days a week.
33:02And the pupils
33:03are given very little
33:04homework to do,
33:05between 10 and 20 minutes
33:07a day.
33:08This is so as not
33:08to penalize those
33:09who cannot get help
33:10from their family,
33:11and so as not
33:12to adversely affect
33:13their sleeping
33:14or their cognitive performance.
33:41children only start to
33:43receive grades
33:44from the age of 12.
33:45Before that,
33:46teachers give them
33:47appraisals
33:47without ever ranking
33:49them against each other.
33:50And they maintain
33:51a sort of unspoken
33:52trust with the pupils.
33:58In other countries,
33:59they might call
34:00the teachers
34:00Mrs. or something,
34:02but in Finland,
34:03we call our teachers
34:03by their first names.
34:05So it's not just
34:06the teacher who teaches
34:07and the pupils who listen.
34:09The pupils can also teach
34:11and learn things among themselves.
34:13And sometimes they can teach
34:15things to the teacher.
34:16The atmosphere is relaxed.
34:18There are also breaks,
34:20so we don't get too tired.
34:22And that's about it.
34:35In Finland,
34:38they have very few hours
34:40of lessons,
34:40and yet they do very well.
34:42And perhaps that's because
34:43of all the time spent
34:44outside school
34:45playing freely,
34:46all the time spent
34:48climbing trees,
34:49playing outside,
34:50playing games like hide-and-seek,
34:52that sort of thing.
34:54Research has shown today
34:55that it greatly favours
34:56the development
34:57of executive skills.
34:59So offering pupils
35:01a quality environment
35:01and letting them live
35:02their lives inside it,
35:04living freely,
35:07letting them make mistakes,
35:09fall down,
35:09get back up again,
35:11squabble with friends,
35:12not be able to resolve
35:13a conflict,
35:14and then finally be able to,
35:15with the help of an adult.
35:17That's what they need.
35:18They need to live.
35:19And we prevent them
35:20from living.
35:21We put them in schools
35:22that look like prisons,
35:23you've got to admit,
35:24which are all gray,
35:25with the only colors
35:27that stand out in the school
35:28is the small French flag
35:29with yellowing colors.
35:32We try to develop intelligence
35:34in the very place
35:35we insist on damaging life.
35:57of course it is impossible
35:59to transpose the Finnish model
36:00elsewhere in the world
36:01with the same success.
36:02Yes, one of the Finns' major assets
36:05is their small
36:05and relatively homogeneous population.
36:08But it could be a source
36:09of inspiration
36:10for old, elitist systems
36:12which all too often
36:13remain entrenched
36:14in their own initial mission
36:15of classifying and sorting
36:17and which appear ill-adapted
36:19to the world of tomorrow.
36:20The systems that we have now
36:22grew up in the middle
36:23of the 19th century
36:24in the context
36:25of the Industrial Revolution.
36:27The old systems
36:28were based on
36:29the principle of conformity.
36:31And I don't just mean
36:33social conformity,
36:34I mean there's
36:36an ideological conformity
36:37built in to
36:38the academic system
36:40of education.
36:41It's a system
36:42that has conflated
36:45academic ability
36:46in particular
36:47with intelligence in general.
36:48And my argument
36:49is that intelligence
36:51is much more various,
36:52much more diverse,
36:54rich and exciting
36:55than is often associated
36:59with purely academic work.
37:01This obsessive preoccupation
37:04with academic accreditation
37:06and a particularly narrow band
37:08of achievements in schools
37:10is a major disservice
37:11to our kids.
37:12We have no idea
37:13what the world will look like
37:14in 5, 10 or 15 years from now,
37:16what type of jobs
37:17they'll be doing.
37:18What we do know is
37:18that technological developments
37:21are likely,
37:21particularly AI,
37:22are likely to wipe out
37:23millions of jobs
37:25that we currently assume
37:26can only be conducted
37:27by human beings.
37:29So from an economic point of view,
37:30it's never been more important
37:32than now
37:32to develop our children's
37:35sense of resilience,
37:36confidence,
37:37and creative capacity.
37:41What Ken Robinson,
37:42who now lives in California,
37:44has to say,
37:45seems to resonate
37:46all over the world.
37:47His 2006 TED Talk
37:49in favor of developing
37:50creativity in education
37:51has been viewed
37:52more than 50 million times
37:54on the Internet.
37:56In the Silicon Valley,
37:57the temple of new technology,
37:59where a whiff
38:00of 1960s counterculture
38:02still hangs in the air,
38:03some parents have chosen
38:05to send their children
38:06to Waldorf schools.
38:07There are 40 of them here.
38:09The schools place creative
38:11and artistic activities
38:12at the heart of their teaching
38:13and are run along the lines
38:15of the first school
38:16founded by Rudolf Steiner
38:17in Stuttgart in 1919.
38:20One of the subjects
38:22taught here is eurythmy.
38:23This art of movement,
38:25which is esoteric
38:26to say the least,
38:27uses codified gestures
38:29to reveal
38:30a universal language.
38:31All right.
38:32Okay.
38:33Good.
38:34Here we go.
38:35Fast!
38:36We flip with flingering feet,
38:38flinging the fling from fire.
38:40Come on, Miles!
38:41Fluttering, fluttering,
38:43far and fleet,
38:44flashing flaming fire.
38:48Really fling those.
38:50Fling those.
38:50Your arms should go up
38:51and the same thing
38:52with fashioning flaming fire.
38:55Just like those flames
38:56we've been watching all week.
38:59We're coming up
39:00on our 100th anniversary
39:01in Germany
39:02and it's interesting
39:03that a lot of
39:04of cutting-ed research
39:05comes out
39:07and it's supporting
39:09what we've been doing.
39:10The play as a young child,
39:13the brain research,
39:15all of that supports
39:16the things we're doing
39:17in Waldorf education.
39:19Waldorf schools are known
39:20for really nurturing
39:22and fostering imagination
39:23and that leading to creativity.
39:26The arts are infused
39:28through everything
39:29that we do.
39:30Every class,
39:31there's drawing,
39:32in main lesson,
39:33there's singing,
39:34there's making music,
39:36there's speech.
39:37Every class
39:38does a class play.
39:41In this school,
39:43computers and other tablets
39:44are forbidden in class
39:45until high school.
39:47Not so much
39:47because machines embody demons,
39:49as Rudolf Steiner
39:50and his disciples believed,
39:52but because here,
39:53there is concern
39:54that their apps and games,
39:56designed to be addictive,
39:57distance the pupils
39:58from learning.
40:00Watch the candle flame.
40:04Parents of pupils
40:06in this Silicon Valley school
40:07are perhaps better placed
40:08than others to know this
40:10because three-quarters of them
40:11work in the IT sector.
40:15Here we introduce computers
40:16between 7th and 8th grade.
40:20Of course,
40:21we don't want our pupils
40:21to reach the end of 12th grade
40:23and suddenly discover
40:24that computers exist.
40:26In any case,
40:26given where we're located,
40:28in the middle of Silicon Valley,
40:29that would be surprising.
40:31In any one house,
40:32at my house, for example,
40:34I think I counted
40:34about 15 computers
40:36the other day.
40:37So children would be hard-pushed
40:38to completely ignore
40:39the existence of computers.
40:41Regarding it
40:42as a tool of productivity,
40:43all these tools
40:44were made to be user-friendly,
40:45to take up
40:46very little learning time.
40:48so there's really
40:49no problem
40:49in delaying the arrival
40:50of the computer
40:51in the classroom.
41:08Creativity is a major challenge
41:10for the school of tomorrow.
41:12Another challenge
41:13is personalization.
41:15In other words,
41:16offering pupils
41:17more individualized tuition,
41:20taking into account
41:20the specificities
41:21of each child,
41:22their potential,
41:24rather than trying
41:24to shape all the pupils
41:26in the same mold.
41:28Some kids go through the system
41:30and think they're not very smart
41:32because they're not particularly
41:33good at the things
41:34that schools ask of them.
41:35I think what we might
41:36be moving towards
41:37is some form
41:38of mass customization.
41:40When I was at school,
41:41if you bought a car,
41:42you only had one question
41:44to answer,
41:44which is,
41:44do you want it or not?
41:45And now,
41:46you know,
41:47you can customize
41:47pretty much everything
41:48to your own tastes
41:49and interests.
41:50We're seeing it,
41:51say,
41:51through the growth
41:52of understanding
41:53of genetics
41:54in healthcare,
41:55the refinement
41:56of pharmaceuticals.
41:59Education seems
42:00to be kind of
42:00last frontier here
42:01where we are having
42:03problems accepting
42:04the principles
42:05of mass customization,
42:06but every parent knows
42:07that their child
42:09is different
42:09from every other child
42:10they ever met.
42:11And education
42:12has to be
42:13as customized
42:14to individuality,
42:15I think,
42:16as families customize
42:18their attitudes
42:19to their own children.
42:23How to better
42:24personalize teaching
42:25without creating
42:26a school on several tiers
42:27that prevents
42:28the weakest pupils
42:29from making progress?
42:31In California,
42:32the giants
42:33and other digital startups
42:34have embraced
42:35the issue,
42:36and they have sensed
42:38a potentially vast market.
42:40In 2013,
42:41a former Google executive
42:43created the Alt School
42:44in San Francisco,
42:45a network of ultra-technological
42:48micro-schools
42:49that cater for children
42:50aged 4 to 14,
42:52promising them
42:53tailor-made teaching.
42:54Estelle,
42:55are you in my class?
42:56No.
42:57Okay.
42:57Here,
42:58a team of 60 teachers
42:59and 60 engineers
43:00is in charge
43:01of developing
43:02the technological tools
43:03that will personalize schooling.
43:05The lessons are organized
43:06in the form of playlists,
43:08in other words,
43:09a selection of activities
43:10that are specific
43:11to each pupil.
43:14The thing that makes
43:16Alt School different,
43:17our strategy,
43:18so to speak,
43:19is to bring educators
43:21and technologists
43:22together
43:23in actual schools
43:25and ask them
43:27to develop
43:29the support
43:30for those students
43:32and for those teachers
43:34to have
43:35the kind of experience
43:36that is personalized
43:38to the students,
43:39and that's where
43:40this tool playlist
43:41comes in.
43:42So each child
43:43has 20 to 25 cards
43:45on their playlist
43:46each week
43:47that comprise
43:49these broader units,
43:51arcs of learning
43:52over time,
43:54and those playlists
43:56scaffold
43:56the classroom management.
43:59This is an example
44:01of a unit
44:01that I created.
44:03So you can see
44:04not every student
44:05is getting every card.
44:06Some students
44:07are getting the card
44:07on Zika.
44:08Some are getting it
44:08on tuberculosis.
44:10All of them are getting
44:11an annotated bibliography.
44:12And, for example,
44:13I may know that
44:14in this class
44:15I have five levels
44:16of students.
44:17I am able to create
44:18slight variations
44:20of these five cards
44:21and able to individually
44:23give it to each student.
44:24And so they'll open up
44:26their playlist
44:27and everybody's getting
44:28what's just right
44:29for them.
44:31So on the left,
44:33I'm curious about
44:35the high school
44:35readiness piece.
44:38Are you guys
44:39sticking together
44:40for high school?
44:41Yeah.
44:43I can see why.
44:45Yeah.
44:49In 2016,
44:50several disappointed
44:51parents removed
44:52their children
44:53from the school,
44:54considering they were
44:55being treated
44:55like guinea pigs
44:56and that the results
44:57did not live up
44:58to what they were
44:59paying in fees,
45:00which were around
45:01$30,000 a year
45:02per child.
45:03Other parents,
45:04on the other hand,
45:05seem delighted
45:06with the school,
45:07in particular because,
45:08with the $175 million
45:10it has raised,
45:12the startup alt school
45:13has been able
45:13to recruit
45:14high-quality teachers
45:15and create
45:16small classes.
45:21and it's a lot more
45:21It's a lot more
45:23individualized
45:23and it's a lot more
45:26like peaceful
45:27in a way
45:28as in like
45:30I'm not rushed as much
45:32because everyone's
45:32at their own
45:33different level.
45:34So like,
45:34if at a traditional school
45:36everyone does everything
45:37at the same exact time
45:38and then if you don't
45:39finish it,
45:40you just feel guilty.
45:42but then here
45:43it's not as much
45:45you don't feel
45:46really guilty.
45:47You feel like,
45:48oh, I really need
45:49to get that done
45:50but I'm not really
45:51too scared about it.
45:52Like, it's not going
45:52to change my life forever
45:55because I used to feel
45:56like that
45:56but now I don't.
46:01You know,
46:02what you've seen
46:03with alt school
46:03is a willingness
46:05and an appetite
46:06for some very patient,
46:10well-resourced investors
46:11some of them,
46:12you know,
46:13VCs like Founders Fund
46:14and Andreessen Horowitz
46:15some of them individuals
46:16like Mark Zuckerberg
46:17or Lien Powell Jobs
46:18to make the big
46:19long-term bet
46:20and say
46:21the most important
46:23technologies
46:23will be platforms
46:25that support
46:26entire real-world sectors
46:28and, you know,
46:29the way we reach
46:30the most students
46:30is obviously
46:31by providing
46:32our software
46:33to a large number
46:34of existing schools
46:35that can,
46:36in private
46:37but especially
46:38public environments,
46:40serve
46:41a very broad
46:42range
46:43of students.
46:49In 2017,
46:51the leaders
46:52of the alt school
46:53decided to close
46:54several schools
46:55and they now
46:56seem more concerned
46:57with selling
46:57their computer program
46:58than with designing
46:59tailor-made lessons.
47:01Their pupils
47:02use many lessons
47:03from another
47:03Silicon Valley figure,
47:05Khan Academy,
47:06a pioneer
47:07of the famous
47:07Massive Open Online
47:09Courses
47:10or MOOCs.
47:11Founded in 2006,
47:13the Khan Academy
47:14e-learning platform,
47:15which offers
47:16educational videos
47:17and exercises,
47:18claims to have
47:1915 million users
47:20registered worldwide.
47:22In 2012,
47:23some predicted
47:24that MOOCs
47:25would revolutionize
47:26the world of education
47:27and its CEO,
47:28Salman Khan,
47:30made the cover
47:30of Forbes.
47:34My original background
47:36was in math
47:36and in technology,
47:37but at this point,
47:38after business school,
47:39I found myself
47:39working as an analyst
47:40at an investment fund.
47:42And I had just
47:43gotten married,
47:44some family was
47:45visiting me,
47:46and it came out
47:46of conversation
47:47that my cousin,
47:48Nadia,
47:49who was 12 years old,
47:50was having trouble
47:50in math.
47:51And so I offered
47:52to tutor her remotely.
47:53She was in New Orleans,
47:54I was in Boston.
47:55She agreed.
47:56Then over the next
47:56two years or so,
47:58word gets around
47:59the family
48:00that free tutoring
48:00is going on.
48:01And I find myself
48:02working with 10,
48:0315 cousins,
48:04family, friends
48:05all over the country.
48:06And then it started
48:07to become clear
48:08that people
48:08who weren't my cousins
48:09were watching these videos.
48:10I got a lot of thank yous
48:11and things like that.
48:12And so I quit my job,
48:14set up this thing,
48:15which became called
48:16Khan Academy
48:17as a not-for-profit,
48:18as a charity.
48:19And so we got
48:19our first significant support
48:21from Ann and John Doer,
48:23the Gates Foundation,
48:25Google,
48:25to become a real organization.
48:27And, you know,
48:28our mission is
48:28a free world-class education
48:29for anyone, anywhere.
48:31And what we think
48:32that means
48:33is that in 10 years,
48:34anyone on the planet
48:36should be able to,
48:38at whatever level
48:39they're at,
48:39it could be
48:39a preschool level,
48:41find a low-cost device
48:42and self-educate themselves
48:44to whatever level
48:45they need to.
48:46It's a kind of
48:47exhaustive library of things.
48:48Just in English,
48:49we have 5,000 video lessons
48:52and we go well beyond math.
48:53We go into the sciences
48:54and into the humanities
48:55as well.
48:58But today,
49:00the MOOC revolution
49:00has not taken place
49:02because dropout rates
49:03are enormous.
49:04In general,
49:05over 90% of subscribers
49:07never finish the course.
49:09Pupils appreciate
49:10the virtual lessons,
49:11but they also feel isolated
49:13and have a marked preference
49:14for instruction-led learning,
49:16human interaction
49:17with a flesh-and-blood teacher.
49:19In 2014,
49:21Khan Academy founded
49:22a brick-and-mortar school.
49:23Others have pushed
49:24the concept even further
49:25by reintegrating teacher presence
49:27and by inventing the method
49:29of the flipped classroom,
49:31which is gaining popularity
49:32throughout the world.
49:41In France,
49:43more than 20,000 teachers
49:44use the method today.
49:46Durancy Secondary School
49:47in the north of Paris
49:48is one example.
49:49The principle of the flipped classroom
49:51is as simple
49:52as it is revolutionary.
49:54It consists of flipping
49:55what is done in the classroom
49:56and what is done
49:57outside the classroom.
49:59The pupil watches
50:00the lesson at home
50:01or in the school library
50:02in the form of short videos
50:03made by the teacher.
50:04This enables pupils
50:06to go at their own pace
50:07and then to receive help
50:09from the teacher
50:09for the exercises
50:10which are done in class.
50:30I like the flipped classroom.
50:31Personally,
50:32I think it helps me.
50:33If I really don't understand,
50:35I watch the video several times
50:36and in class,
50:37I can ask the teacher questions
50:38and my friends
50:39can help me too.
50:40Dans l'exercice 3,
50:42faites un schéma.
50:43Vraiment.
50:43Sans schéma,
50:44on n'arrive pas à le faire.
50:45Réfléchissez.
50:46Que représente ce 50 cm ?
50:47Moi, c'est bon, je sais.
50:48Réfléchissez.
50:49Une fois que tu l'auras,
50:49tu auras tout trouvé.
50:50Et la difficulté,
50:51c'est que représente
50:52ce 50 cm ?
50:54On ne sait pas trop.
50:5550 cm,
50:56ça ne veut pas être le tour.
50:57Je sais ce que c'est,
50:57c'est le rayon.
50:59Après, vous réfléchissez.
51:00Vous pouvez me expliquer
51:01juste cette phrase.
51:03Quel budget doit-il prévoir ?
51:04C'est combien ça va lui coûter ?
51:05Je ne sais pas où
51:06c'est qu'on fait la question.
51:10Mais j'aimerais bien que le 1 et 2 et 3,
51:12enfin, surtout le 2 et le 3,
51:13ils soient écrits quelque part,
51:14parce que là,
51:15c'est très, très peu révisé, quand même.
51:16Donc, je veux voir des calculs,
51:18je veux voir des choses là.
51:19Parce qu'Oriel, chez toi,
51:21si tu dois réviser pour le contrôle,
51:22pour une interrogation,
51:23c'est juste ça.
51:25Si tu ne souviens plus,
51:26comment tu as trouvé le résultat ?
51:28Comment tu peux réviser ?
51:29Le but, c'est de réussir
51:30à refaire les choses, c'est sûr.
51:31Je me suis...
51:31Je me suis...
51:31Je me suis...
51:35Je me suis...
51:35Je me suis...
51:36Je me suis...
51:39pour mes idves éliminer,
51:40pour laquelle ils ont besoin d'a culpa.
51:42Par exemple,
51:43si personne n'est composé l'autor etaumpot,
51:46qui ne devaient pas l' RAW,
51:50ce whereas la seule France était ici,
51:51c'est un smeut pour soutenir,
51:53ce qui n'ont pas l'AS-DAIK.
51:55Si on a série,
51:55les gens emballant quand ils ont besoin de l' formulated,
51:58si tu kunnen,
51:59ils ne pensent peut-être en l'isuau d'être là testify,
52:01vous devez imposser tômblit.
52:06Donc ils awarded pourARE attendre,
52:09for the first time, I absolutely must be there.
52:12As a result, we have
52:13a lot fewer dropouts. We have a lot fewer
52:15pupils who no longer want to come to class
52:17because they don't know what to do, because
52:19they haven't managed to do the work, and
52:21we're going to be punished or get told off by the
52:23teacher. We have a lot fewer things
52:25like that, given that it's not difficult to do the work
52:27we ask of them outside the classroom. The difficulty
52:30is in the classroom, but in the classroom
52:31the teacher is there. In eighth
52:33grade, before we had pupils who, from the
52:35Christmas holidays onwards, from the end of the year
52:37onwards, stopped doing their work, stopped attending
52:39and would even be absent from eight o'clock
52:41onwards. Now that's shifted
52:43nearer to the end of the academic year,
52:45in the third term, we've gained a term,
52:48which is an improvement, as it
52:49means they've done one term more maths,
52:52so fewer pupils drop out
52:53and later.
53:00Man plus machine is better than
53:01machine alone, which is better
53:03than man alone.
53:05Making children take tests, correcting
53:07papers, there are a certain number of things
53:09that machines can do better.
53:11It will depend on the quality of the question
53:13the pupils have been asked.
53:15But on the other hand, there's a whole
53:17part of the profession that relies solely on
53:19interaction and a subtle understanding
53:21of what a human being is,
53:23and of what human beings learning with
53:25varying degrees of ease are.
53:28Helping children to find meaning
53:29in their learning, helping them to find
53:31what the Japanese called finding your
53:33ikigai, in other words, doing things
53:36that really suit us, and which will
53:37really help us have an impact on the world,
53:40which we will be proud of.
53:41So we can have computer programs or
53:43educational robots, but they won't
53:45replace teachers.
53:55And yet, in the school of tomorrow, there is little
53:58chance that teachers will be spared by the
54:00development of robotics and artificial
54:02intelligence.
54:04In 2009, in Tokyo, one elementary school
54:07tested the world's first robot teacher,
54:09Saya.
54:11In Singapore, a scientist has created another
54:14humanoid robot, Nadine.
54:17Covered in sensors and connected to the
54:18internet, this robot can carry out the
54:21duties of a receptionist, for the time
54:23being.
54:24It's not scary.
54:26Just me, I.
54:27We have to start by learning the basics.
54:44And I am.
54:45Amém.
55:15Amém.
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