https://www.mentimeter.com/app/presentation/al2vbxfnxsuhqmjerkpx4yr47vmiaq7z/edit?source=share-modal
As a teacher in training, the film *Most Likely to Succeed* provides both a thought-provoking and inspiring perspective on the future of education. The documentary explores how traditional schooling models, with their focus on rote memorization, standardized testing, and a rigid, one-size-fits-all approach, are becoming increasingly outdated in preparing students for the complexities of the modern world. The film showcases High Tech High, as a case study of innovative schools that are challenging the status quo by integrating project-based learning, fostering creativity, and emphasizing critical thinking skills over mere knowledge retention.
One of the central themes of the film is the need to cultivate a learning environment that mirrors real-world challenges, rather than adhering to the traditional, compartmentalized subjects of the standard curriculum. As a future educator, this idea resonates deeply with me. The notion of focusing on how students approach problems, collaborate, and think critically seems more aligned with the skills they will need in the rapidly changing global economy. As a physics and math student, I have often encountered the tension between the desire for success on standardized tests and the aspiration to develop skills that go beyond the classroom. “Most Likely to Succeed” brings this issue to the forefront, advocating for a shift in focus toward deeper, more meaningful learning experiences. This film also forced me to reflect on why I entered the field that I did. Physics appealed to me as a way of understanding the world, rather than as a subject which was easy to attain high grades. This was a perspective which drove me to ask questions and engage with instructors in content that would not be tested. So even though I entered a procedure heavy field, I discussed content more than in other classes where I was uninterested in the subject matter.
The film’s portrayal of High Tech High, highlights the power of project-based learning. The way students in the film engage with interdisciplinary projects—solving real-world problems while building meaningful relationships with teachers and peers—makes me reflect on the type of educator I hope to become. Teachers in these environments aren’t just content experts; they are facilitators of learning, guiding students as they explore, create, and solve problems. Additionally, they leave students wanting to pursue more of that field and excited to do so. Rather than leaving students with a closed vision of the subject, these projects expose lots of ideas and areas that will not be covered inclass, this excites and motivates students to engage in learning for themselves, rather than for grades or tests. The film emphasizes the importance of fostering an environment where students feel safe to take risks, make mistakes, and learn from those experiences, which is a philosophy I aim to adopt in my own future classroom.
Moreover, the film underscores the idea of personalized learning. It challenges the conventional notion that every student must progress through the same set of content at the same pace. Instead, the film suggests that teachers should recognize the unique strengths, interests, and learning styles of each student, and adapt instruction accordingly. This is particularly compelling as I reflect on how I can ensure that my future classroom is inclusive and responsive to diverse learners. Every student’s journey is different, and it’s crucial that I, as a teacher, understand and respect those differences to create an environment where all students have the opportunity to thrive.
However, while the film offers a hopeful vision for the future of education, it also highlights the challenges of moving away from traditional methods. Changing educational systems, whether on a district, state, or national level, requires a significant shift in mindset, resources, and teacher training. As a teacher in training, I recognize that these changes may not happen overnight, and I must be prepared to navigate a system that is often resistant to change. The film encourages me to think about how I can be an advocate for progressive education within my own classroom, even if the larger system is slow to adapt. I can start by experimenting with innovative teaching practices, incorporating project-based learning, and embracing technology to personalize learning experiences for my students.
In conclusion, “Most Likely to Succeed” has challenged me to think critically about my role as a teacher. It has reaffirmed my belief in the importance of nurturing skills such as problem-solving, collaboration, and creativity. As I continue my journey toward becoming an educator, I feel inspired to think beyond test scores and traditional curriculum, striving instead to prepare students for a future that requires flexibility, adaptability, and innovative thinking. This film has shown me that while the path toward transformative education may be complex, it is well worth pursuing for the sake of our students and their futures.