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STUDENT SPOTLIGHT: Shaurya Chandrawanshi

If you could invent something that would make life easier for people, what would you invent?

A teleporter. Because I think travel is the most frustrating thing in my life. I really do that, like, um, when we think of, say, going from one place to another, we think of the amount of time it takes so you can really estimate just home for our lives is wasted on moving around. So I would really prefer it at the border. Also, I’m in a long distance relationship. I would personally prefer if we could see each other more easily.

The wisest thing anyone ever told me was ___, and it helped me to ___, if you can recall.

Well, it’s hard not to give a super lame answer. But I would say the wisest thing anyone ever told me was basically to ask in a situation where you might not expect to be able to ask. So for example, um, you know, if you’re in a situation where you think you, it’s not appropriate to ask someone for something like maybe, you know, you’re getting a job offer, and you think it’s inappropriate to ask for better pay, you should at least try.

What is one goal you would like to achieve the next five years and that can be a personal goal or a professional goal?

You know what, I’ll give you one personal, one professional. A personal goal is that I want a kitten specifically, because I absolutely love cats. I don’t know. Like, I know, it doesn’t sound like a goal. But I would love to take care of a kitten. I don’t know about a professional goal, probably working on pickleball, something that actually ends up being active. Like I’ve had sort of fragments of it, but nothing really, in a professional goal. Probably do something that actually ends in practical policy.

Do you plan to go to College Application?

I am taking a gap year, because I plan to go to university. But because of an odd series of events, my offer got deferred to 2021. So I am taking the gap year and reapplying to third universities. So I have a baseline uni and then some other reapplying. So I will be going to uni in 2021.

Do you know what you want to study? You just mentioned political policy; are you looking forward to anything in particular about the college experience?

In the US, and Canada, or mostly the US, there’s a huge amount of freedom with your degree. So I would say the field that I want to pursue is the social sciences, and data science, quantitative stuff. If I’m going to the UK, then I’m pretty much set on the PP degree because I think that I would really get exhausted learning one single subject forever, like, who wants to study economics forever? So that’s the disciplines I would be interested in. Because I want to work in policymaking. So those are the disciplines that helped the most.

Are you one of the people who would, you know, sort of bandy around? Do a non-essential minor? Is there any other sort of topic that you’re interested in, but that you wouldn’t do professionally?

Um, so I think that if I’m in the US, and I don’t pick a minor, I’d basically be wasting my opportunity. I like music. I like writing literature, something like that. Something completely unrelated to my field.

What might people be surprised to learn about you?

When I was, I think, eight or seven or something, um, I managed to tame a stray kitten or a stray cat. And she went to give birth, and I took one of the kittens home. And it didn’t mind that much. Which was very odd, because you expect kittens to start crying when they’re separated from their mother. But because I had spent so much time with that kitten, she’d gotten used to me and so she was just like, yeah, just chilling in my house.

Do you want a certain kind of kitten? Are you just all about any kind of kitten?

Um, well, I don’t mean I’m racist against cats. I would prefer getting one that’s more active and cuddly. Because I really like cuddly pets.

Looking ahead, how do you hope to use the skills and experiences that you’ve gained at the MG20 Summit in your career? Or maybe in your schooling, anything like that?

I think the budgeting that I learned was the most useful. So when I used to sort of, look at policymaking, I would look at what the most effective method is. I think that that has helped me a lot in how I research policy, because now it’s more realistic. It’s not just do this and do that and do everything. It’s more, what can you actually, practically do? The second thing I think I learned was just how much money some countries have. In the US, and it was 1.1. Trillion dollars in discretionary budget. And when we saw it, we did not know how to spend the money. Another very interesting insight I got was, what about just not spending money? What about cutting your money spending? So yes, skills, I would say budget and insight, I would say maybe the government is spending too much and has too much money in the first mix. But that’s just me.

How do you feel about the quality of the conversations and response from your colleagues and instructors during the summit?

Well, to be honest, my instructors. Miss Martha, Miss Amy, they were extremely helpful and really knowledgeable and genuinely trying to help everyone improve my quality of conversations. There were colleagues who were exceptionally interesting. They’re just likable people. But the staff especially, the staff was an extremely skilled group, in my opinion.

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STUDENT SPOTLIGHT: Is the Pandemic Really An Obstacle? – Victoria Buendía

Hello! I’m Victoria, and I am from Spain, but I am currently living in Mexico. As a Bachelor in Global Business student at the ITESM, I am constantly looking for opportunities to grow as a student, as a leader, and future valuable graduate of the world, especially during this COVID-19 pandemic, which is going to determine not only our short-term future but tendencies, society’s long-term future and the way we see the world. Knovva Academy and this special Summit have brought me the opportunity to not only be an international leader but an analyst and strategist that can seek opportunities for national growth and global collaboration during this present crisis and most importantly, the post-pandemic reality, which no other event nor academy would have given me.

My life, as everyone else’s has totally transformed since the beginning of the year. I stay in my home, I take online classes, I graduated from high school and I started my career at the best university in my country. My routines, necessities, rituals, and schoolwork have changed in a way I did not expect to happen, now I eat lunch and participate in class at the same time, I put makeup on to be in my own home, and my planner has become my best friend, as the home office has led me to forget everything. This has brought new fears, and worries, but also the most important thing: opportunities.

In a world that is facing a new global challenge full of fear and desperation, this specific summit has given me the chance to grow in unexpected ways. I had the chance to face real-world challenges and new real obstacles due to the pandemic, a unique global problem with the need for unique solutions. Of course, this Summit has been held through digital platforms and, with that, every delegate has faced new challenges, such as working with people of other countries at a very different time than yours, communication problems, but also each delegate has been able to meet people with unique stories, experiences, and knowledge.

As weird as it may sound, the pandemic has given me several unique options to grow and experience new things that I am sure I would not have had the chance to do if my life was “normal” during this year. Being in my own home has led me to reflect more on myself, my goals, priorities, and my future. I learned that the pandemic has not been a “jail” as other people may think but a chance to breathe, go away from reality, and really focus on your inner self. Without this time, I would not have discovered this incredible opportunity, because I would not have been confident about my skills and what I really wanted to do in the future. Also, I would have faced my fear of speaking in public or with strangers, nor would I be participating in the coordination and organization of several congresses and projects, as I am now.

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STUDENT SPOTLIGHT: Vidhur Senthil

Tell us about yourself! Hi my name is Vidhur Senthil and I am currently a junior at Upper St. Clair High School in Pittsburgh PA. I love to stay active and take a chance at whatever comes my way.

How do your shoes define you as a person? My shoes definitely tell a lot about me. More than how the shoe looks, I care more about the price. I do not like to spend a lot of money on shoes because I personally do not think expensive shoes are worth it.

Tell us your experience as a Model G20 delegate. I had an amazing time as a Model G20 delegate! I was in 9th grade when I attended my first summit in Boston. The summit was very formal and it made me feel like I was experiencing the actual G20. The summit I attended had a strong focus on climate change mitigation and sustainability and it really opened my eyes and gave me a broader view of what is happening in our world. It sparked my passion for environmental action, and ever since that summit, I have started working on a multitude of environmental related projects. Overall, the experience I had at the summit is something I will never forget!

What new thing did you learn today (or yesterday, if it’s still early)? Today, I learned that I should start studying harder for Spanish quizzes

What did you like the most about the Career Counseling? The thing I liked the most about the summit I attended was that I had the opportunity to view the world in a way I had never viewed before. The fact that I could meet students like me from different countries and hear their opinions was very fascinating. When Knovva hosted the virtual y7 event, I was determined to get the top delegate prize just so I could attend a future summit. Like I said before, The knovva summit really gave me a better perspective about the world and I can’t emphasize that anymore.

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Carpe Diem! Knovva and NPT Education Collaborate to Support Educational Leadership

Like many educators, I have been spending much time reflecting on the current state of our global community and my role as a contributing member of society. The way I look at it is that we have two options: we can either 1) “seize the day” in a way that propels our global society forward, or 2) we can sit idly by and let this horrible pandemic create a negative ripple effect that will further polarize us. Being an optimist and choosing to focus on the former, there are key strategies we can leverage in our quest to seize the day! D’Auria and DeSmet (2020), in their article focused on leadership during a crisis, talk about the need for humility and reflection. Humility comes in various shapes and sizes, but in the article, the authors introduce the concept of “Bounded Optimism,” which is the notion that we need to be positive yet real about the state of matters such as the COVID-19 spread.This is where the NPTEducation and Knovva Academy partnership comes into play. Both education-based companies are focusing their attention on making lasting changes in education locally and globally.  In the coming weeks, beginning on Tuesday, October 27, this collaboration will be focused on what it means to Lead in the New Frontier and what educational leaders can do. The four part seminar, entitled Creating a Positive, Sustainable Culture Amidst Challenges and Chaos, will engage the participants in meaningful discussion and reflection about how we can motivate our staff and students, develop and maintain a positive climate, and identify critical strategies for leading during these uncertain times. Drs. Gillen, Allen, and Gile, having all served as educational leaders for the last decade, will share their key insights and lessons learned throughout the COVID-19 pandemic in a manner that blends such experiences with current and relevant research.Both Knovva and NPTEducation are excited about the partnership and the shared commitment to enhancing and sustaining educational leadership. We, as leaders, need to provide a sense of calm and a clear strategy or structure for how the TEAM is going to address both the current and unforeseen challenges. Equally important is the fact that we are committed to providing all stakeholders with opportunities to 1) assess the current realities of their situation, 2) acknowledge that the solutions are evolving and being incubated, and 3) empower them in a way that embraces their intrinsic motivation. 

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Problem-Solving Mindsets for Very Uncertain Times

Problem-solving skills do not necessarily develop naturally; they need to be explicitly taught in a way that can be transferred across multiple settings and contexts.

When the future scenarios are few, finite, and familiar, risks can be mitigated based on ranking possible outcomes, often by invoking unmeasurable values based on ethical notions, social choice models, personal preferences, and utilities. Even if the future scenarios are not articulable as discrete options, there may be a range of choices.

Effective decision making and critical thinking are important at all times, but their application is most essential in times of crisis. These skills are required by everyone—from teachers to students to the school leadership—during the pandemic.

After decades of problem solving with leaders across businesses, Mckinsey & Company have come to the conclusion that great problem solvers are made, not born. Adhering to a systematic process for cracking problems under any conditions, they adopt a particularly open, tolerant, and curious mindset.

“To develop your problem-solving acumen,

use a structured approach that focuses on the

why, what, and how of your issue.”

Let’s break it down by analyzing the six mutually reinforcing behavioral approaches underlying successful problem solving, as recommended by Mckinsey & Company:

(1) Being curious

(2) Being an imperfectionist

(3) Having a “dragonfly eye” view of the world

(4) Experimenting relentlessly

(5) Tapping into the collective intelligence

(6) Practicing “show and tell”

Here’s how they do it.

1. Be ever curious

When faced with uncertainty, channel the curious child within you by relentlessly asking: “Why is this so?” Our brains make sense of patterns that have worked for us by relying on our past experiences. That is why a simple technique worth considering at the onset is simply pausing to ask why conditions or assumptions are so until the root of the problem is identified.

Famous author and economist Caroline Webb advises putting a question mark behind all initial hypotheses or first-cut answers.  This encourages multiple solution paths and generates more relevant responses to questions, such as:

Why is this solution better? Why not that one?

2. Tolerate ambiguity, and stay humble!

Most good problem solvers face a lot of trial and error while they constantly test their initial hypotheses and put probabilities to the test. It is essential to be comfortable with estimating probabilities to make good decisions, even when these guesses are imperfect. That’s why one of the keys to operating in uncertain environments is epistemic humility, which Erik Angner defines as “the realization that our knowledge is always provisional and incomplete—and that it might require revision in light of new evidence.”

Recent research shows that we are better at solving problems when we think in terms of odds rather than certainties; having a tolerance for ambiguity and a willingness to play the odds helps in finding an appropriate solution path. Good problem solving typically involves designing experiments to reduce key uncertainties as each move provides additional information and builds capabilities.

Therefore, assess your alternatives by asking questions, such as:

“What would we have to believe for this to be true?”

3. Take a dragonfly-eye view

Having a “Dragonfly-Eye” perception is common to great problem solvers. By analogy, dragonflies see multiple perspectives not available to humans. Therefore, the idea of a dragonfly eye taking in 360 degrees of perception is an attribute of people who are “superforecasters with an ability to analyze the problem through multiple lenses.”

By widening the aperture, we can condition our minds to see beyond the familiar outcomes of our pattern-recognizing brain and identify threats or opportunities which are beyond the periphery of vision.

The secret to developing a dragonfly-eye view is to “anchor outside” rather than inside; take the broader ecosystem as a starting point when faced with problems of uncertainty and opportunity.

4. Pursue Occurrent Behavior

Risk-embracing problem solvers find a solution path by constantly experimenting. Occurrent behavior is allowing your experiments to generate your data, giving you insights that others don’t have.

This approach entails creating data rather than just looking for what has been collected already. It also comes in handy should you find that crunching old data is leading to stale solutions.

To win in the great unknown, good problem solving typically involves designing experiments to reduce key uncertainties, not just relying on existing data. Each move and each experiment not only provides additional information to make decisions but also builds capabilities and assets that support further steps. Problem-solving teams can “bootstrap” themselves into highly uncertain new spaces, building information, foundational assets, and confidence as they take steps forward.

5. Tap into collective intelligence and the wisdom of the crowd

In an ever-changing world where conditions can evolve unpredictably, crowdsourcing invites the smartest people in the world to work with you.

Start with brainstorming sessions that engage people from outside your team. Accepting that it’s okay to reach out for diverse experiences and expertise from outside your circle will give you more insight into your problem. The broader the circles of information you access, the more likely it is that your solutions will be novel and creative. This approach differentiates an experienced problem solver from a novice.

6. Show and tell to drive action

The most constructive problem solving is that which makes the solution obvious. This critical approach connects your audience with the problem and then uses combinations of logic and persuasion to implement a solution. The show-and-tell mindset aims to bring decision makers into a problem-solving domain you have created.

The late economist Herb Simon put it this way:

“Solving a problem simply means representing it so as to make the solution transparent.”

To practice this, begin by being clear about the action that should flow from your problem solving and findings: the governing idea for change. Then find a way to present your logic visually so the solutions you propose can be debated and agreed upon mutually. It is essential to present the argument both emotionally and logically, to clarify that the proposed solution is an attractive balance between all risks and rewards.

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The mindsets of great problem solvers are just as important as the methods they employ. These approaches can be helpful in a broad range of circumstances, but in times of massive uncertainty, they are essential.

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Checkmate: Teaching Chess to Develop Critical Thinking Skills

Chess has been implemented as an effective tool for teaching students higher order thinking skills, strategic planning, and decision making in nearly 30 nations around the world. Chess is all about thinking strategically and foreseeing consequences, weighing options and making strategic decisions which makes it a perfect teaching and learning tool.

What does the research say?

Strategic gaming is classified as having a lack of random elements or chance and seems to require higher decision-making skills. Typical examples of strategic gaming are chess, SimCity, and Go. Examinations of the most popular theory among chess researchers seem to demonstrate that chess programming correlates significantly with an increase in standardized test scores (Forrest, et al., 2005; Liptrap, 1999).

Students benefit from critical thinking, memory retention, group problem solving, and social interaction that chess requires, enabling them to transfer the intellectual, social, and emotional skills they practice into their daily lives.

“Students tend to be tentative and want someone else to do their work for them, give them the answer, or figure it out for them, but with chess games … they are forced to think for themselves in a fun way which builds their confidence.”

Principal Warden Elementary School (WA), Jill Massa

Sartell Middle School in Sartell, MN, runs a successful chess club. According to one of their students: “Chess is like a more advanced form of checkers. You have to use lots of strategy. And it can help your grades. I’ve noticed my grades improve.”

Another sixth-grader from the same school says that while Wii games were her favorite thing, chess gives her an alternative. “ … sometimes I like to do stuff that’s more quiet. It just depends on how I’m feeling.”- The Daily Times from Salisbury, Maryland.

More Academic Benefits:

Chess also teaches students to focus by improving attention span and concentration. By practising the game of chess, students are taught the benefits of observing carefully and concentrating in order to plan their next best move as well as to preempt how their partner will move next. This acquired skill of keen observation is also an integral part of the scientific method for teaching and learning.  

Here are some interesting facts about how chess helps your brain:

Playing chess actually grows the part of your brain that conducts brain signals and the area that coordinates planning, judgment and self-control.

Playing chess helps develop creativity by activating the right side of your brain.

Studies show that chess playing students have improved both their reading and overall IQ scores over their non-chess playing counterparts.

Not only does chess improve learning abilities and foster higher order thinking skills, it also crosses all socioeconomic boundaries as it has no language barriers. Everyone is equal on the chessboard. Even students who have problems with language proficiency or those who shy away from public speaking find success with chess, because they don’t face language barriers on the chessboard.

First Move – America’s Foundation for Chess (AF4C):

The First Move program was launched in 2000, enabling teachers across the US to engage young minds by teaching critical and creative thinking skills through the game of Chess.

Implementing First Move

First Move is taught by ‘The Chess Lady’ through an easy-to-use online platform with built in activities and assessment. Educators facilitate the hands-on, group learning activities. It works in a classroom setting or for out-of-school programs that want strong educational tools.

Critical and Creative Thinking Skills

Students learn to analyze, plan, and execute on the chessboard and replicate this in real life. Learning to think ahead, working through a multi-step problem, and collaborating helps them acquire important skills to prepare them for the 21st century.

Easy and Engaging

It was designed so teachers don’t need to know how to play chess to be successful. Students are engaged and actively participate in activities, without realizing how much they are learning.

Meets Academic Standards

It’s not about kings, queens and rooks; but rather quadrants, coordinates, analysis and planning. First Move is targeted to the academic standards of second and third graders, although it can be used across multiple grade levels.

Success is Built-In

Students and teachers may think an activity looks difficult, but if they follow the directions, they will “win.” This helps develop confidence to take on challenges in school, sports, and life.

Skills Transfer Beyond Chess

First Move is cross-curricular with ties to math, reading, history and science.

Great Chess Players… Born or Made?

Judit Polgár, (born July 23, 1976), a Hungarian chess player, the youngest of three chess-playing sisters, earned the International Master (IM) chess title at the age of 12 and set a new record by becoming the youngest International Grandmaster (GM) in history at the age of 15 years 4 months. Judit also defeated world chess champion Garry Kasparov.

Judit learnt Chess as part of an experiment by her father as evidence that child prodigies and geniuses are made, not born.

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Developing High School Students’ Emotional Intelligence With Social Emotional Learning (SEL)

Emotional intelligence has significant influence over career and personal success. People who are emotionally intelligent are able to identify their emotions, and they are aware of what is going on in their inner world. They have the presence of mind to be able to notice the emotions of others through verbal and nonverbal cues, and to use emotions to build connections. They are able to regulate their emotions, maintain a positive outlook, and fluidly adapt to new circumstances. These individuals tend to be highly influential because their relationship skills are strong, and they know how to empathize and inspire others. Their awareness of personal and group dynamics allows them an advantage in every situation. Perhaps the most important thing to know about emotional intelligence is that it can be improved over time.

Social Emotional Learning (SEL) is the process by which schools and teachers can influence the development of K-12 students’ emotional intelligence. The values, assumptions, and beliefs around which schools are organized play a significant role in how well SEL is integrated into the day-to-day experiences of students. One example of this can be found in the system’s disciplinary practices. Artifacts like parent-student handbooks and district policies make values, assumptions and beliefs about student discipline transparent. The disciplinary practices carried out by administrators and teachers are required to follow the information laid out in these documents. These practices exemplify the extent to which SEL is integrated into the culture of the school. For example, the use of exclusionary practices such as suspensions and the absence of restorative practices has an enormous impact on a school’s culture, and equally on students’ experiences with SEL.

Another example that epitomizes the organizational values, assumptions, and beliefs held in a high school is the time and energy dedicated to developing and facilitating an advisory block. The quality of a school’s advisory block has great influence on school culture. It is unfortunate when advisory is overlooked and underestimated, or when time is allocated, but resources and teacher development fail to be cultivated. It is difficult to know where to focus our energies in schools; there is always so much to do! However, if we know that emotional intelligence matters not just as much as academic development, but potentially much more, then ensuring an effective advisory block has taken root is essential.

Yet, SEL is more than how discipline is handled and what goes on during advisory. Integrating SEL into instructional content and practices is critical if we want students to learn positive social emotional skills and dispositions at school. Indeed, they are always learning about their social and emotional lives and are either practicing prosocial behaviors or reinforcing less effective ones. With professional development that boosts teachers’ capacity for integrating SEL into instructional content and practices, and enables teachers to consistently model these competencies, a school’s culture can shift. Beyond the pronounced benefit of developing greater emotional intelligence, in a meta-analysis of 213 school-based SEL programs Durlak et al (2011) found an 11-percentile point gain in academic achievement as measured on standardized test scores. With the combined behavioral, emotional, and academic benefits of SEL, there should be a high priority placed on getting this right in schools.