Educated by Design. Michael Cohen

      President of startedup foundation, author of Pure Genius

      For the past five years, I’ve attended several educational conferences and squirmed in my chair when the inevitable percentage of uninvented jobs quote crept up. You know the one: “By the time our elementary students enter the workforce 70 percent (or some similar percentage) will be doing jobs that have not been invented yet!”

      This usually startles the audience, or makes them think about what jobs might be next. But what I want to do is stand up and scream, “Who do you think will invent those jobs? People who sit in rows, memorize things we already know, and await instruction? Or people who are allowed to invent, fail, reflect, and collaborate freely?”

      I’ve played out this fantasy in my head. Every. Single. Conference. But I don’t conjure up the courage, so I just shift nervously in my seat.

      I’ve also seen, thankfully, a rise in awareness, an awakening, in thousands of educators concerned about that changing landscape of employment, and the urgency of adapting the educational experience. For me, it was with the 20-percent time, or “Genius Hour” movement coupled with the amplification of social media, that has gained momentum. More and more educators, parents, and students are showcasing amazing student work and using hashtags like #GeniusHour, #20Time, #PassionProjects, and #StuVoice.

      Seven years ago, I launched a class called “Innovation and Open Source Learning” after introducing the 20-percent time model to my freshman English class. I had found that twenty minutes on a Friday just wasn’t cutting it for those that wanted to do. I also found out that the twenty minutes were an uncomfortable challenge for my GPA-obsessed students. This made me clearly see the obvious divide in my class: those who wanted to learn something other than the standard curriculum, usually “C” students (or lower), and those that wanted to get an A.

      After seven years, I’ve learned a lot about innovation, entrepreneurship, student motivation, and most sadly, the politics of curriculum. I wrote a book about the first two years of our class, Pure Genius: Building a Culture of Innovation & Taking 20% Time to the Next Level. I’ve become obsessed with getting more high schools interested in this type of class. I’ve been hosting pitch competitions, hack-a-thons, and even field trips to innovative work spaces. But there was one problem with my mission: I’m focused on an elective.

      Then I met Michael Cohen (aka “The Tech Rabbi”). I knew from the day I met Michael that he has an understanding of creativity and the design process for any class! Michael has been talking to innovation gurus and teachers from all over the country. He takes what he learns and puts his newly enhanced toolkit into practice in the classroom. Yes, Michael is a teacher walking the talk!

      Michael understands that Artificial Intelligence (AI), machine learning, infinite computing, and the Internet of Things (IOT) will render thousands of jobs obsolete in the next fifteen years. We’ve all seen the changes in our society creeping up on us. Self-checkout lanes, kiosks to order fast food, self-driving cars, and soon-to-be drone delivery. He also knows that because the experts agree that jobs that can be automated will be automated, educators must take a serious look at what will be in demand in the future. Michael Cohen and other top experts, are focusing on design and innovation because they understand that the students who are able to create scalable innovative designs will become the next generation’s rock-star entrepreneurs.

      Make no mistake, this book is not theory or inspirational based (although you will find it inspirational). We’ve all heard education experts stress the importance of “The Four Cs,” but too often the critical thinking, communication, collaboration, and creativity don’t reach beyond school