[div class=attrib]From the Wall Street Journal:[end-div]

Most of our high schools and colleges are not preparing students to become innovators. To succeed in the 21st-century economy, students must learn to analyze and solve problems, collaborate, persevere, take calculated risks and learn from failure. To find out how to encourage these skills, I interviewed scores of innovators and their parents, teachers and employers. What I learned is that young Americans learn how to innovate most often despite their schooling—not because of it.

Though few young people will become brilliant innovators like Steve Jobs, most can be taught the skills needed to become more innovative in whatever they do. A handful of high schools, colleges and graduate schools are teaching young people these skills—places like High Tech High in San Diego, the New Tech high schools (a network of 86 schools in 16 states), Olin College in Massachusetts, the Institute of Design (d.school) at Stanford and the MIT Media Lab. The culture of learning in these programs is radically at odds with the culture of schooling in most classrooms.

In most high-school and college classes, failure is penalized. But without trial and error, there is no innovation. Amanda Alonzo, a 32-year-old teacher at Lynbrook High School in San Jose, Calif., who has mentored two Intel Science Prize finalists and 10 semifinalists in the last two years—more than any other public school science teacher in the U.S.—told me, “One of the most important things I have to teach my students is that when you fail, you are learning.” Students gain lasting self-confidence not by being protected from failure but by learning that they can survive it.

The university system today demands and rewards specialization. Professors earn tenure based on research in narrow academic fields, and students are required to declare a major in a subject area. Though expertise is important, Google’s director of talent, Judy Gilbert, told me that the most important thing educators can do to prepare students for work in companies like hers is to teach them that problems can never be understood or solved in the context of a single academic discipline. At Stanford’s d.school and MIT’s Media Lab, all courses are interdisciplinary and based on the exploration of a problem or new opportunity. At Olin College, half the students create interdisciplinary majors like “Design for Sustainable Development” or “Mathematical Biology.”

Learning in most conventional education settings is a passive experience: The students listen. But at the most innovative schools, classes are “hands-on,” and students are creators, not mere consumers. They acquire skills and knowledge while solving a problem, creating a product or generating a new understanding. At High Tech High, ninth graders must develop a new business concept—imagining a new product or service, writing a business and marketing plan, and developing a budget. The teams present their plans to a panel of business leaders who assess their work. At Olin College, seniors take part in a yearlong project in which students work in teams on a real engineering problem supplied by one of the college’s corporate partners.

[div class=attrib]Read the entire article after the jump.[end-div]

[div class=attrib]Image courtesy of NY Daily News.[end-div]