Why Innovation? #IMMOOC

Day 2 - Boring

Though teachers are working harder than ever,
and we have more standards and testing than ever, and our curriculum is more aligned than ever,
what we’re doing isn’t working.

It’s working for some of our kids; it’s probably working for your kids if you are reading a blog about education.  But, it isn’t working for ALL of our kids.

It’s not just my opinion; over 21 studies show virtually the same thing.

  • Less than half of our students feel positively about their college and career readiness.  YouthTruth Student Survey 2015
  • Just under half of our kiddos report feeling engaged in school, and a fifth are actively disengaged. Gallup Student Poll 2016
  • Student engagement drops yearly from 5th grade to 11th grade, only rising slightly when seniors see the light at the end of the tunnel. Gallup Student Poll 2015
    student engagement by grade level

So, what can we do for the kids not represented by the blue bars, for the ones who aren’t engaged?

That’s why we innovate.

 

Mistakes are Good?? – #IMMOOC

eraser for webMistakes are not really something I have embraced. In first grade, Mrs. Arnold told me that she was going to take my eraser away from me if I didn’t quit using it so much.

For most of my time in the classroom, I did my best to keep my students from making mistakes. I thought it was my job to prevent kiddos from messing up.  Maybe that was a mistake. . .

As I’ve grown as a teacher, I’ve grown into the idea that it really is good to let learners fail, to have them do the hard work, to allow them to learn from the struggle. Though I grew up with a fixed mindset, I’ve been working to have more of a growth mindset.

But Jo Boaler (@joboaler) moved me a little further this week in #IMMOOC Season 3, Episode 1. She explained that mistakes cause our brains to spark and grow.  Really!?!  That was a big shock.  How can that be? Well, I’ll spare you the science, but it has something to do with firing synapses. Read more here.

So, instead of creating learning experiences where kiddos don’t have to make mistakes, we should be designing learning experiences that encourage mistakes.

I get it; that means more project and problem-based learning, more inquiry, more real-world problem solving. But, does it mean no more “gradual release;” no more “I do, we do, you do”?

What do you think?

Where’s the Evidence? – #IMMOOC

scrapbookScrapbooking . . . I just never really go into it. Well, I do have books of scrapbook paper in my closet  and an empty scrapbook.  I wanted to be a scrapbooker, but it was just too much.  It took way too much time.  I just couldn’t take time to get the supplies out and get it out.

In my last post, New and Improved, I reflected on how we know something is really innovative. I said that we have to have a body of evidence to support that something is better. The evidence can’t be a once at the end of the year state test.  That doesn’t tell us enough.

Johnna Weller (@johnnaweller) of Discovery Education says we should look at evidence like we look at a scrapbook of our kids’ lives.  We don’t want just one glossy 8×10 school picture.  That doesn’t tell the whole story.  It tells part of the story, but not enough.  It’s better than nothing, but if that one picture is all we have, it is unfortunate. To really see how our kiddos have grown, we want to see pictures from the first day of school, pictures from sporting events, pictures for birthdays .

But, again, paper scrapbooking has always been too much trouble for me.  I would much rather go digital, put all the pics in an online album or make a movie. My favorite movies, though are the ones my kids made themselves, the collages they post to Instagram.  Those tell me even more than what I made.  Those give me the best picture of how they have grown.

So, how do I know that something is new and better, that something is good for my learners?  What if I asked them?  What if the learners kept their own “scrapbook” of their growth?  What if they were the innovators who determine if something is new and improved?

 

 

NEW and IMPROVED – #IMMOOC

New and Improved!  Really?

I wonder whether the “improved” Zest soap from this 1961 commercial is actually a new and improved product or if it is just new packaging, or a new spin on an existing product to reach a new audience.  Is it actually new and improved?

In The Innovator’s Mindset, George Couros defines innovation as a way of thinking that creates something new and better.  (Is that the same as new and improved?)

We’re doing lots of NEW things, trying new pedagogies, using new tools.  YAY, that’s the first step in being innovative.

But that’s only the first half of innovation.  The second part, the most important part ,is:

Does it REALLY work?
NOT “new and improved Zest” work,
NOT 100% on the state test work
but does it REALLY work?
or
Is this right for kids?

Katie Martin challenged me this week in her post, How do you know if it’s not just new, but better?

How do I KNOW?  Well, I can see that it is better.  I think it is better.  Maybe it is better.  But, how do I KNOW?  Hmmm . . .

Well, I have to have evidence. In school, I learned that there is direct and indirect evidence.  On the true crime podcast I listen to, they talk about corroborated evidence, or evidence that is supported by other evidence. I love the definition brought up by a Google search: “the available BODY of facts.”
screen-shot-2016-10-03-at-7-19-36-pm

 

To know that something is new and improved, new and better, innovative, we need evidence, corroborated evidence, a body of evidence.

 

 

Innovate: It’s a VERB – #IMMOOC

To be honest, I don’t really like the word “innovation.” It’s a noun, a label.  After something is invented or created or built, someone announces, “THAT is an innovation.”

People are always asking what it is, “how should we define innovation?”

Well, maybe we shouldn’t.

Maybe instead of trying to define innovation, we should just innovate.   Take action.  Go for it.  Take a leap.  Make things better.  Do something!

I just read a great post by Kelli McCoy about her journey from technology integration to teaching like a PIRATE.  She is taking action, going for it, trying new strategies to make things better for her kids.

That’s what it means to innovate:  it’s a verb.

screen-shot-2016-09-22-at-12-35-26-am

 

Inside the Box – #IMMOOC

 

box

Yesterday, George Couros posted “3 More Critical Questions for the Innovative Educator”  The second question, “How can we be innovative given the constraints that we have to work within?” resonated with me and reminded me of my reading from this summer.

I’m a digital learning coach for an organization that services over 100 schools districts. Recently, we have reorganized to better serve our district.  I believe in the change, and the purpose behind the change.  But, as a part of the change, several processes and procedures have come down the pike that are making me feel boxed in, constrained.

George’s question reminded me of one of my favorite lines from  Launch by John Spencer and A.J. Juliani :

from-launch

So, I’m reminded that it is time to “Think Inside the Box.  Yes, things are changing, and some of those changes might not even be for the best. But, I can still innovate. I can do something new, something better for kids.  Even this “change is an opportunity to do something amazing.”

 

So, what will I do, you ask?  Well, I don’t know yet.  These are ideas:

  • Get to know people in my new work area.  Learn from them.  Honor their genius by posting their nuggets of wisdom? Invite them to #IMMOOC.
  • Set up a professional Instagram account to reach out and learn, to be where our students are, where are young teachers are.
  • Create some micro-learning units that we can share with districts and use with our coaching?