Posts tagged IMMOOC
The Case for Innovation
Matt and I dove headfirst into this pilot project.  We had goals; highlight innovative practices in education; get more people sharing what they do; publish our observations.  We had a vision on how to share; blogging, videos, podcasts.  We knew these things would take time to establish.

What we didn’t have was a clear idea about what innovation is.  Thankfully, we had experts we could rely on.  Cindy Cosentino, IPL of Science for the Halton District School Board, provided us with a great foundation of what it means to be an innovative person.  Add to that our participation in the Innovator's Mindset online course and we were ready to roll!

So here is what we’ve come to understand about Innovation:

1) Innovation is a process that improves something
Innovation is a process

Let’s be clear on this, if something is labelled “Innovation” but it isn’t improving something, it isn’t innovative.  Innovation is needed to improve products by making them more efficient, or compact, or aesthetically pleasing.  Innovation drives improvements to processes that make them more inclusive, or less hazardous, or more sustainable in the long term.  Innovation increases understanding by making it more precise or deeper.  Trying something new and different that doesn’t result in an overall improvement is just extra noise.  If we want to be innovative educators who in turn raise innovative students, we need to make sure the ideas we try with our classes are targeted specifically to make improvements.  Teaching with an Interactive Whiteboard is not innovative, but having a Smart Board available for students to work on might be…

2) Innovation requires a specific set of skills
The skills of an innovative person

It takes a special person to look at a classroom or school and say “If I try this, I bet I can improve that”.  These leaders possess skills that not everyone has.  They question the common wisdom, asking questions like “What would happen if we tried this…?”.  They experiment and tinker; intellectually and physically.  They pay attention and are able to notice everything.  They network and look for knowledge everywhere.  Finally, and this is the biggest one, they are able to associate unrelated questions, ideas and problems in a way that drives their innovation.  

3) Teaching innovation needs to be done in a specific environment

What's good for the student is good for the teacher!

Teaching students to be successful in the 21st Century requires teaching them the skills identified above.  This won’t happen on its own, rather it will require learning in a classroom that has a specific environment.  The classroom must be one that is safe and inclusive. Students must be encouraged to try and fail and then learn from their mistakes.  Risk taking is the norm as it promotes self reflection.  Problems posed in this classroom are authentic and promote inquiry.  The learning uses technology as the tool to drive deeper experiences.  Finally, the classroom (and teacher) is grounded in the course content, but not driven by curriculum.  Oddly enough, these same conditions should be what educators experience in their workplace.  The learning conditions for good student development are the same as the conditions for good teacher development.

4) Innovation demands creativity

Creativity is always at the core

Finally, to allow innovation to thrive we must answer three questions; what, why and how?  What refers to the expertise we bring to the classroom.  Teachers need to know their stuff and to ensure that students know it too.  This can be driven through the why; what is the purpose of the learning, how does it engage the students?  How can we do this?  Be engaging with our students critical and creative thinking skills.  If educators can address the what, why and how of teaching, they we will create the creative students who will be successful in the 21st century.

Still unsure about what innovation is?  

Find a problem, adjust to try and solve that problem.  That’s innovation.  It isn’t a huge thing and it’s probably easier than you thought.

So without further ado, here is our Case For Innovation.

#ObserveMe to #Observe'em?
First of all, some required reading before you dive into this post.  

The #Observeme challenge was issued at the beginning of this school year by Robert Kaplinsky, an educator in the United States who was inspired by some images he saw on twitter.  Several teachers and administrators in the Halton District School Board took up the challenge.  

Not familiar with #Observeme?  The challenge is easy and anyone can do it.  Simply put a sign on the door to your classroom or office inviting anyone into your space to observe what you do.  Point out some things a visitor should look for, ask for feedback, be inviting.  The great thing about the #Observeme challenge is that it isn’t about being judged, or showing off.  Rather, it is about being open to sharing what happens in your classroom with others.  Educators should be modelling good behaviours to their students and sharing is certainly one of those behaviours.  By being open to sharing you are showing your students that you are willing to take a risk.  That’s a key ingredient in being an innovative educator.

Participating in the most recent #IMMOOC meetup, I can’t help but wonder if it is time to go deeper with the #Observeme challenge.  We can do lots by opening up our classrooms and allowing outsiders in.  Certainly, there shouldn’t be closed doors in our schools.  I spend lots of time roaming the hallways of my high school, walking in and out of classes to watch the magic that is happening or to chat with students about their experiences.  It’s fun, as a math teacher, to see what happens in a history or drama class.  Even spending five minutes out of my comfort zone allows me to identify different strategies that I’d like to use in my classes.

It's tough to close your door when you have so many windows...

I’m comfortable talking to other students and I believe accessing Student Voice is important.  But I haven’t often spent time in the shoes of a student (not in a few years, at least!).  I don’t know what it feels like to arrive to class for first period and spend the rest of the day learning.  Are we placing expectations on students that we ourselves would find unacceptable?  Would I feel as happy learning in my building as I do teaching in it?

These are important questions.  So I’m wondering who else is ready to change the challenge from observing me to observing...them?  Keeping in mind that it isn’t about judgement of the classroom teachers, or the culture of the school or even the behaviour of the students.  What we want to shift is the culture of education.  Are we expecting students to be compliant each and every day?  Will that yield successful citizens once they leave our classes?  Do engaged students sit in our classrooms?  Does engagement always mean that they are learning?  Have we empowered people in our schools to take charge of their own learning?  Would you want to be a learner in your own classroom?

Are you ready to SHIFT your thinking?   Participate in the #Observeme challenge. Better yet, try the #Observ’em challenge!  Calling all teachers and administrators!  Ask a student if you can shadow them for the day in their classes.  Perhaps you could stretch yourself to shadow throughout their lunchtime, nutrition breaks, ‘chill times’ and after school activities!  Arrange coverage with your school leader to make this happen.   Challenge yourself to shadow classes outside of your own comfort zone.  Try to visit classes in different pathways and subjects.  Don’t be passive when you do this either, you are living the day of a student, so take notes, participate in discussions, write the quizzes.  Then share your observations on twitter,  #Observe’em and comment on the blog below.  What were your insights from the day?
The Three (Silent) P's of Innovation
This past Sunday many of us participated in session two of the Innovator’s Mindset Massively Open Online Course (#IMMOOC).  It is thrilling, honestly, to be participating in a community of educators who will give up their Sunday evening to learn.  Clearly there is a desire from those of us in education to receive Professional Development differently.  Lots of the conversation in the back channel revolved around alternative ways to deliver messages to staff.  

One of the the ways of delivering staff learning that Matt and I have experience with is a “March Madness” approach.  
Not that March Madness...
We can’t claim credit for this particular format, as there are many schools who dabble in this type of staff learning.  In a nutshell, various topics of learning are offered throughout the month.  Each staff member is expected to sign up and attend at least one learning session however nothing stops someone from participating in all of the sessions.  In the end, this delivery really respects the time of staff members, as they choose an afternoon that fits with their schedule.  As well, staff are given choice in what they learn about, allowing them the most professional growth.  One final pro-tip, you don’t have to do this type of learning in March only!  

Like most of the participants in the #IMMOOC, Matt and I spend our time multitasking while watching the video chat.  I’m watching the back channel and twitter, texting various participants when good ideas get thrown around and trying to pay attention to the speakers.  Matt and I have also started collaborating on a “Brain Dump” document while we listen, which we look back on often during the week.

This week, a big idea jumped out at us.  We’ve started calling it the Three Silent P’s of Innovation.  Permission, Protection, Policies.  If you are an administrator or leader within a school who wants to drive innovation, know that these three P’s are what teachers are worried about the most.

First of all, PERMISSION.  Teachers want to know that they have permission to try something new.  They want to feel encouraged to think outside the box.  Try this, the next time you are addressing your staff; look them all in the eye and say “You have my permission to try whatever crazy idea you have to improve learning in your class”.  If a teacher wants to try something new and different that would be good for students, why would they ever NOT be supported?

Second, PROTECTION.  It’s hard to try something new.  It’s uncomfortable, to put yourself out there with an idea that might ultimately fail.  Teachers who are looking to innovate want to know that it’s okay to make a mistake.  They want to know they have support.  Tell them, “If this doesn’t work, you won’t get in trouble.  You are supported!”

Finally, POLICY.  Actually, the navigation of policy.  Nothing will stop a big idea faster than thinking about the checklists of policies that need to be satisfied in order to enact that big idea.  Policy is important, it keeps us out of trouble (see above).  As a leader of teachers, navigating that policy for us will ultimately help us do more.  Be the bridge between the innovation that is trying to happen and the policy that already exists.  

This seems like a call to action...and maybe it is.  If you are an educational leader, an administrator, a program leader, the leader of a course or grade team, let the people you work with know they have the permission to dream, the protection to try and your help in navigating the policies that can often get in the way.  But the conversations needs to go both ways too.  If you are a teacher who wants to try something new, keep your leaders in the loop.  They would like nothing more than to support you in your journey, but that can’t happen if they don’t know your vision.  
Musings on Vintage Innovation
Matt and I listen to a lot of podcasts.  I’ve recently gotten into a podcast called Gen Pop - A Pop Culture Podcast and I really enjoy the podcasts created by Bald Move around the television and movies I like to consume.  Matt’s go to podcasts are 99% Invisible, a podcast about design and The Art of Education, which is a podcast about art education (of all things).

No judgement on this next statement please, but I’ve recently started playing Dungeons and Dragons with a small group of friends.  I enjoy playing board games and I try to use this passion as much as I can in my teaching.  Dungeons and Dragons was something I’ve always wanted to do in my youth but I could never find a group of others to play with.  Plus, when I was younger there was always a sort of stigma attached to certain types of games.  Now that I’m older...well, game on!

Jamie on the weekends...
So obviously I fell down the rabbit hole, as one does when they pick up a new hobby they enjoy.  I wanted to know as much as I could about D&D in as little as time as possible.  I came across another podcast, dedicated to D&D called Dragon Talk.  Now, I’m not about to dive into the ins and outs of the game.  Certainly this blog is not going to become...that.  However, listening to the most recent Dragon Talk on my drive in, I was confronted with a conversation about video rental stores and the following quote:

“My kids will probably never walk into a blockbuster and rent a video...but they still pick up a book every day”

I was struck by the relationship between this quote and the concept of vintage innovation that was discussed during the Innovator’s Mindset meetup.  No one rents videos anymore because technology has pushed us past the need to rent videos.  Or did society pull us beyond that need?  Either way, that particular technology is dying out.  But in a world where any book can be digitized and published on a screen, we still reach for the physical copy.

Being an innovative educator functions this way as well.  We need to be thoughtful enough to reach for the right tool at the right time.  Sometime that tool is digital, sometime its physical.  Sometimes it is a new strategy, sometimes it’s old.  Sometimes you want to binge watch your favourite TV show while eating raw cookie dough and sometimes you really just need a good book.
Halton Goes Back To Class
Halton Goes Back to Class
As we mentioned in a previous post, this year the Halton District School Board has gone to the movies.  Keeping with this theme, last Monday the board went back to class.  Two hundred staff from the board spent their Monday evening watching a video discussion on the first chapter of the Innovator’s Mindset and participating in a live chat as part of a massively open online course.  It was fun seeing so many colleagues participating in professional development outside of the normal working day.  It was especially great for us because the conversations revolved around innovation and how it applies to the classroom.
In addition to some reading and thinking, participants in this MOOC have been asked to respond to the video chat with a blog post.  Well, here is what we thought about the discussion on Monday night.
1. What do you see as the purpose of education?  Why might innovation be crucial in education?
Man, George, talk about starting with a whopper of a question! The purpose of education is to prepare for life in society.  The thing is, what a productive life in society looks like is rapidly changing.  Employers are increasingly looking for innovators, with flexible, creative thinking, to drive their projects forward.  Our education system needs to catch up to this new reality.  How can we not only innovate as teachers, but also train our students to become their own innovators.  The purpose of education is NOT to prepare students for university.  That is not everyone’s destination.  Also, which university are we preparing students for?  The one we went to, or the one you went to, or another one?  Is each one the same?  Of course not.  So, education should be preparing students for whatever life might put in their past.   Resilience, perseverance, critical thinking, soft skills that make a big difference.
  1. “Change is an opportunity to do something amazing.” How are you embracing change to spur innovation in your own context?
Well, for us, The Shift means finding ways to create dialogue and build and reinforce a culture of sharing in the our board.  Sharing isn’t really new for us and it certainly isn’t new for our board.  What we are trying to do is find better, more efficient ways for all teachers in our board to connect and share their ideas.  We are diving headlong into that!  The huge change for us are the all of the extras and unknowns.  We’ve dipped our toes into video making and editing and are looking ahead to starting a podcast down the line.  All this is very fun and very much out of our comfort zone.
  1. If you started a school from scratch, what would you see as necessary, and what would you take out from what we currently do?
Having a set of guiding principles or a founding framework is the most important thing.  A well articulated vision of what the school could be or wants to be makes all of the other work easier.   It would be interesting to build a school where community is at the very core of how it functions.  Schools do a pretty good job of this but there is always room for improvement.  When we think of the total community of a school we wonder about how to foster and build student engagement and also, equally importantly, staff engagement in the community.  It is important to find opportunities to celebrate, reflect and play in order to create engaged, energized humans who are willing to take risks.  It would be great to see genius hours for all members of the community built into the school day.  
All cards on the table, we would take out grading, in favour of some sort of pass/fail system with some sort of demonstration of mastery built in.  Obviously we would need to be giving students lots of descriptive feedback in real time.  We don’t want to squash students creativity by assigning a mark to it (that one is for you Sir Ken!)
Obviously a change like that would require a major reset on so many aspects of school culture and teaching.  We think it’s time for that change!  A Shift to put a renewed focus on allowing students to follow their passions, helping students discover what on Earth their passions might be and teachers in mentorship roles who are along for the ride sounds pretty idyllic (wide-eyed optimist you say?).  Hey, we being asked to dream here, aren’t we?  
4. Your choice from the book on the YouTube Live session.
One little bit that we particularly latched on to from the YouTube live session was the notion of advocating for Vintage Innovation.  AJ Juliani, John Spencer and George Couros were mentioning old ideas, perhaps repurposed for the 21st century learner in mind.  They Socratic Seminar (which was highlighted also in the Most Likely To Succeed Film), building with Duct Tape and Cardboard, and Sketchbooking (sing, art teacher hearts, sing!).  

Caine's Arcade and the Power of Innovative Use of Cardboard

credit: Susan Murtaugh
On the topic of sketchbooks, fellow art teachers Jordie Burton, Toge Heersink and myself sat down with at least one of us (Hint: It wasn’t Jamie) last month with Meredith White, professor of Photography at Sheridan, and she talked about how their photography students are using sketchbooks to catalogue, ideate, and get inspired in their practice.  In an age of Pinterest, Flipboard and Tumblr, the humble sketchbook has a powerful place in helping the brain to work creatively.  There is something about the physical writing, pasting and sketching of ideas that are core to the creative process.  Innovating is not about ipads and smart boards, it is about problem solving and improving practice, and there are so many successful “vintage” tools at our disposal that we can use for this.  This is something that can make innovating a less daunting task too, when we can say “Hey! I’ve used that before.” as an entry point to innovate in our classrooms.  As long as we are pushing to know the “WHY”? - What is old can be new again if it has an authentic improvement in mind. How about you? Do you use any "vintage innovation" in your class? Comment below.