I could tie this to the ‘what if questions’, I could tie this to our Episode 4 from last night.
Maybe it hit a chord because we come back from our spring break tomorrow (I teach in an independent school, so we have one really long bread in March rather than winter and spring breaks).
Whatever – just this:
It’s not my creation; a colleague recently posted this on her FB page.
What would you add to the list of what ifs?
- What if there were no bells?
- What if schools didn’t compartmentalize learning?
I split this for a couple of reasons… partly as a personal rant since I am very frustrated trying to find the time to get all this done. (and in my head it’s tied into the ‘what if’ that I want to add!) I know it has been said that if it’s important you find the time… and I guess I am finding it; but at what cost? I do the reading, I read other’s blogs, I watch/participate in the videos and chats but I feel like it’s just keeping up, and not doing the quality job that I want!
I am a fan of High Tech High. I love the precepts in Wagner and Dintersmith’s Most Likely to Succeed. I’ve looked at the models implemented by other schools. How to make that work within the confines of a traditional prep school culture? There’s not going to be a sea shift change, so how to work the system in place so that we can do amazing things? It’s a process and a challenge that I’ve given myself – and while I’m not happy with only baby steps, I have to acknowledge that we are moving forward even if not at the pace I personally want to see!
Look at what Finland has proposed: no, not eliminating subjects, but blurring the lines. This is totally inline with how we ask questions – it’s why research groups in universities (and other places) have regular meetings including those who are not involved on a project; questioning with fresh eyes is soooooo important.
We often try to do this via interdisciplinary projects – important, but how much to we engender stress and frustration because of scheduling. Students are invested; willing; and engaged – but how to we better empower them, especially when it’s often so clear that they want that?
No answers; some ideas; and lots of rambling questions.
Which “what if” question challenges your thinking in the Innovator’s Mindset?
I don’t know if “challenge” my thinking is the way I look at this since I firmly believe these are how it should be; and I try to promote. But, I think the first one: What if we believed that everything that we has to make great schools was already within our organization, and we just needed to develop and share it?” is often the most difficult to promote. Because it’s about changing the fundamental culture within ourselves so that we can truly move forward with all the other what ifs.
My work with tinkering tenets (the first tenet is to start with what you have) is what pushed me over the edge with this in my own mind, and let me see that I didn’t “need” more, better, bigger;” sure, it’s be nice to have x, y, or z but we can do some pretty awesome stuff with what’s in our grasp right now.
My next challenge is helping other faculty buy into that concept – so that they can understand it’s about moving all of us learners forward via a mindset and not with physical things.
Create an image of a quote from either the book, or from a participant blog post (please use proper attribution). If you are interested in trying this, check out canva.com.
I have experienced canva. Felt a little frustrated because I didn’t find it completely intuitive (but didn’t we hear that it’s okay to leave ’em frustrated?) I did what I would expect my students to go: found enough of an online tutorial to get me started, even though I was dissatisfied that I could find video only and not text (which I prefer). That was the motivation to figure it out rather than listen all. the. way. through. yet. another. video to figure it out! Most of it became clear, and I suspect I will go back and try another.
Share some of your best ideas for building relationships and a culture of trust in your position?
- Having an open door.
- Closing the book and having that ad hoc session in the classroom.
- Bringing cookies to class.
- Trying to be fair.
- Attend a school game.
- Pick up coffee.
- Publicly thank and acknowledge others.
- Celebrate a birthday.
- Celebrate a cultural event.
- Attend a performance.
- Don’t assign busywork.
Anything that goes beyond the boundaries of “the job” and recognized the humanity of the student or colleague goes a long way to building the culture where everyone is vested for their own good and the good of all the other stakeholders.
The journey so far has been invigorating and hectic. Still not quite caught up (and feeling the need to be a little linear about it, rather than jumping to ‘current’ work) but hopefully tomorrow’s blizzard will allot the time to get to the right place.
The “content” in Chapters 1-3 of the book has not been especially new to me since I’ve been reading and working on this for quite a while. Last year, one of our professional reading cohorts was an Innovation Reading Group – we read Juliani’s “Inquiry and Innovation in the Classroom” in part because I had just delved into Genius Hour with some moderate success and I thought the book was really good. Well, I still think the book is excellent, but “The Innovator’s Mindset” is the book we should have read! (It was only just out at the time we were picking the books, and I had only skimmed it, not read it closely enough to be more vocal about the recommendation!)
I want to scale and print every image, make a quote board for my classroom, and get every one of my colleagues on board. I think I have some good ideas already for those reluctant learners – in the coffee pool, as well as in the classroom.
The reading so far has validated all that I’ve been trying to incorporate in my teaching as well as in my interaction with colleagues. Maybe that’s part of what comes with already being a groupie when you sign on; but it’s a good feeling nonetheless.
One way I am sharing my reading with others, is simply making a bulleted list of my highlighted parts – no annotations, and I’m not up to sketchnotes yet myself – and sharing them with my cohort. Not sure how effective it will be, I can only hope it might stimulate further discussions.
Discuss one of the “characteristics of the Innovator’s Mindset” below in a give an example of how you exemplify this in your work (teaching or leading).
I guess I will talk about “reflective.” In the days long before blogs, I always kept a journal about teaching and learning. I know that when I was responding to a supervisor’s classroom observation once, they were surprised that I could so readily call upon a series of my own notes and reflections, and that I wanted a discussion. I can’t tell whether the idea of continual reflection came from my teacher training or my scientific training. Either way, it’s always been important to me.
I try to carry that to the classroom; it can be asking for feedback for a project, or simply to ask my students to think about a lab experiment as part of their analysis. In a comment to another teacher about the importance of “why”, I almost always will toss that back to kids whenever they give an answer! It develops critical thinking, it empowers deeper learning, and (in science at least) it makes the responder think about what evidence they have for their response.
Same for me – If I were drawing – or redrawing this graphic, I would put “refective” in the center since I think all the other characteristics connect through and to reflection.
While I have aimed to be a reflective teacher always, I have recently been working with some of the strategies from Marzano, et al “Becoming a Reflective Teacher” . I know that my best work comes through reflection. As a department chair of many young teachers, I want my colleagues to learn the value of it, too. Some things in the book, I admit I look at and go ~ meh ~. But it’s well chunked up, and I think it’s because after 20+ years in the classroom, they’ve been bundled in my mind. That said, there’s a benefit to un-bundling at times and reverting to a detailed step-by-step reflection. Going through the book to refine my own practice of reflection has been a worthwhile exercise.
(image from: http://immooc.org/2017/03/04/episode-2-and-blog-prompts/)
gotta work on titles….
Review the “Critical Questions for Educators” in Chapter 2. Why are these important to understand those we serve in education? What other questions would you ask?
- The questions are:
- Would I want to be a learner in my own classroom?
- What is best for this student?
- What is this student’s passion?
- What are some ways we can create a true learning community?
- How did this work for our students?
While this chapter was validating for me as an educator, I think there is one huge question missing: Ask the students – what can I, and then we, do to help you learn; to improve the project/lesson?
And that is not even phrased well. In getting feedback from the students, there must always be a component of “how can we improve this?” Ask the kids what worked and what didn’t. Ask them why – when you have shown that you are invested in their learning; they will be very honest and give you constructive criticism.
In my school, we crafted an interdisciplinary project for that horrible, awkward time between Thanksgiving and Winter Break. It’s intense and the organization of the groups is a nightmare (I teach at an independent boarding school, with many international students, so we work hard to make sure the kids are in groups that have domestic and international kids, day students and boarders… since the there isn’t 100% parity in the sections – some kids are in an honors level, some are in a different course, we need to make sure that there is at least one person who is in both courses doing the project, and that each student has at least one partner in each class. Despite this, it’s my favorite unit of the year.) We’ve done the project for several years now and as part of the peer reviews, we ask the kids about what could/should we change.
The important part is – we go back and discuss their feedback with them. If we feel that something shouldn’t be changed, we discuss the reasons; we implement many of their ideas. The learning has strengthened each year, and the kids are (mostly) willing participants.
- I start my year, when asking my students all that student inventory stuff, to include three things that set the stage for me:
- I want to more about ___ .
- I wish the teacher knew ___ about me.
- In this course, I am most nervous about ___.
I try very hard to make sure I get feedback routinely from my students; I find it is worth the time and makes for a much better experience for everyone.
In Chapter 1, innovation is defined as a way of thinking that creates something new and better. What are some examples that you consider innovative? How is it new and better than what previously existed?
- holding (some) meetings virtually – in the case of professional organization chapter meetings; it enables me to participate even when my day might not easily allow a trip to the on-site venue.
- Data collection in lab classes – provides more authentic experiences, and allows us to get enough data to focus on the critical thinking aspects rather than the mechanics and cook-book activities.
- Coffee pods (whether refillable/recyclable or one time use [boo]) – coffee is always fresh and can be customized for the user. If the refillable: less waste.
- digital books: a whole library at my fingertips; in the classroom – the option for lighter backpacks.
One thing I’ve noticed as I try to come up with examples: I see a down-side to each innovation I cite. I know that I have to consider the end-goal, and risk-benefit analysis along with my personal biases as to whether or not I see something as innovation.
(image from: http://immooc.org/2017/03/04/episode-2-and-blog-prompts/)
“Once you stop learning, you start dying.” ~ Albert Einstein.
Ok then. I am done. That sums up why we need innovation in both our teaching and learning.
But that does not a blog post make, really.
Like most introductions, this one lays out the plan. It’s a good one, in that it gets you going and invites you to keep reading. If I pick just one thing as my take-away (maybe because it coincides with my personal objectives for participating in this MOOC), it is that developing an innovator’s mindset is necessary for moving forward and must be embraced by all… as Couros notes: all hands on deck.
I originally bought the book from a recommendation on AJ Juliani’s blog, http://ajjuliani.com/ as I was becoming more intentional about genius hour in my classroom. That happened because of a few quick words with the author of a textbook I use… I’ve used it for a long time now; still haven’t found a book I like better, but I needed to shake it up so that my teaching didn’t get stale. I’d skimmed it, and read parts – was very excited to read in the intro that culture and action were section themes. But I didn’t read it closely until the opportunity for the MOOC came up. The first session did not happen for me, because I chose to focus on implementing Genius Hour in my high school chemistry class.
Having seen the power of that, and the positive outcomes that the kids have unknowingly transferred to their “required” learning, made it imperative to follow through in this second session.
So, reviewing the intro again got the juices flowing…. even if I’m off to a slow start – and still catching up!