When speaking to parents, I encourage them to take their child(ren) to a children's museum and watch carefully what the child does, how she/she does it, what he/she returns to, where there is definite growth. Teachers could do the same or could set up 'play areas' which provide 'nutrition' for different intelligences... and watch carefully what happens and what does not happen with each child.

A person who is app-dependent is always searching for the best app; and as soon as its routine has been executed, the person searches for the next app. A person who is app-enabled also uses apps frequently. But he or she is never limited by the current array of apps; apps will free the person to do what he or she wants to do, or needs to do, irrespective of the next application of the app. An app-enabled person can also put devices away, without feeling bereft.

We should spend less time ranking children and more time helping them to identify their natural competencies and gifts and cultivate these. There are hundreds and hundreds of ways to succeed and many, many different abilities that will help you get there.

The countries who do the best in international comparisons, whether it's Finland or Japan, Denmark or Singapore, do well because they have professional teachers who are respected, and they also have family and community which support learning.

We need to focus on the kind of human beings we want to have and the kind of society in which we want to live.

Kids go to school and college and get through, but they don't seem to really care about using their minds. School doesn't have the kind of long term positive impact that it should.

What we want... is for students to get more interested in things, more involved in them, more engaged in wanting to know; to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.