For innovation to exist, according to George Courous, the development has to be new and better. The innovator’s mindset is that we can develop the thinking that creates new and better ideas.
Since watching the IMMOOC Week Two podcast, I’ve been thinking about the importance of defining what “better” means. In my class, I would feel like I was being innovative if I could increase the number of students engaging in the items from the list below.
One of the things that I wanted was for “better” to be measurable. Here are some aspects that I would like to be able to document, measure and then start to work towards:
- The amount of time students spend on task.
- The number of students asking questions as well as changing the the kinds of questions they ask.
- More students creating texts based more on their choice.
- More students creating multimodal texts based on their choice.
- More students moving into greater depth of knowledge experiences.
Last week, I suggested that we can’t innovate if we are measuring with rubrics; however, it’s important to also know if what we’re doing is actually working. In essence, it’s developing some data to observe.
However, there’s some other aspects to what I’d like to see as “better,” but I don’t think that we can find a way to measure it. For example, if I was working on the above, I’d like to see the students feeling happier and more excited. And, I’d also like to see that the students can transfer more. If they could take the skills and developing intelligence and apply it in other contexts.
Review of the Questions and Embodying the Mindset
It seemed to me in the reading of this chapter, that the questions place teachers directly into having an innovative mindset because we have to be empathetic and reflective to find answers. Moreover, for us to really answer these questions we have to step outside of ourselves as teachers, and critically look at what we’re doing, and be ready to change.
Mainly, those questions ask us question our practice through the eyes of those we teach.
One of my favorite questions, however, comes from the end of Chapter 2 and is in the questions for discussion: If you were to start a school from scratch, what would it look like?
Over the past ten days, I’ve thought about this. Our schools aren’t really laid out for innovation. In my school, most of the hallways are an off-white, industrial color that make everything look the same (it’s actually changing as we have students who are painting murals on the walls). Our classrooms have an industrial feel. Rows of desks and chairs. A teacher’s desk, more often than not located somewhere front-and-center. The floors are pretty much the same color as the walls and are a hard linoleum. There’s obligatory Smartboard and projector. These layouts invite a teacher-centric, delivery, knowledge transfer model approach to lessons. Even when the teacher breaks the row and builds a circle of desks, the teacher is still very much at the center. I’m guessing that most classrooms around in the country, in public schools, look like this.
In our department, with the knowledge that Chromebooks are coming to be part of a 1-to-1 program, we’ve started to talk about removing the furniture and getting new stuff–modular seating, cafe tables and chairs, places to work individually. We’re going to try to create some classrooms that allow for collaboration, comfortable work spaces, small-group meetings. Many of us with a new classroom set up and full-time access to technology hope to create classes that invite learning models that have students creating their own knowledge, making decisions about how to display their learning, and working with others to do so.
However, as I write this, I’m looking back to my copy of the Innovator’s Mindset, and see that question, “Would I want to be a student in my own classroom?” And, I’m realizing that we’ve forgotten to bring in any students to the discussion to get their perspective and ideas. How would I build a school from scratch, well, I have a lot of ideas, but they’re mine.
What if the question we asked was, “If students were going to build a school from scratch, both its physical structure and curricular requirements, what would it look like?” What would kids want in a school? What could we build that would make them want to come?
Furthermore, if I were to construct the curriculum of an innovative school, I would want students to be at the center of the planning. I would like them to think about what the school day would look like, what the content of courses would be, what the outcomes of the school would be, who the teachers were and how they would teach.
One way that we can be innovative in our teaching is to let students make decisions influence the direction of our schools and classrooms.