Author: Valerie Zemaitis

Published March 30, 2017 by

Week 5 Highlights from #IMMOOC Season 2 Participants

This is a compilation of some highlights in our third week of Innovator’s Mindset MOOC Season 2. To join the conversation, check out IMMOOC.Org,  #IMMOOC on Twitter, or join us on Facebook.

Live Session 5 with George Couros, Katie Martin and special guests Beth Houf and Shelley Burgess, authors of the newly released book, Lead Like a Pirate.

 

[youtube https://www.youtube.com/watch?v=830vNqgejkk&w=560&h=315]

 

All four participants in Live Session 5 contributed so many meme worthy comments in creating and maintaining a culture of innovation.

How do we tackle barriers to innovation?

Beth and Shelley speak of the importance of  staff and students wanting to run into, not out, of schools with “culture first, culture next, culture always”. Shelley talks of the importance of all stakeholders needing to be empowered to become owners and protectors of the culture of a shared and clear-to-all vision for moving forward. “People will be less likely to tear down walls that they helped build”. Beth firmly believes in “you promote what you permit”. We need to model what we hope to see and celebrate every step along the way. Accountability partners may help us make the progress and take needed breaks for perfect balance along the way.  Katie offers the idea to “start with small steps without waiting for permission” and not waiting until the plan is perfectly planned before launching. George reminds us about the meaning of innovation in that we need to do something different (and better) if we want others to do the same. We then need to have “honest conversations at the most appropriate times” for the feedback needed to make improvements along the way. George stresses that we need to stop being so boring along the journey and make sure to liven things up and have some fun.

George refers to the story of the 5 Wet Monkeys in how we need leaders more than ever to fight the TTWWADI (That’s The Way We Always Do It) Monster; one of our barriers to innovation.

[youtube https://www.youtube.com/watch?v=b4vJ8l2NfIM&w=560&h=315]

Dave Burgess posted this popular Tweet on barriers to innovation:

Katie Martin Tweets that one way to avoid those barriers is to stop concentrating on them:

We have to reflect on other types of barriers that exist holding us back from innovative practices. This post by Rick Burkett was referenced by George to encourage self-reflection.

#IMMOOC Season 2 participants reacted with amazing reflections to Live Session 5.

Here is an awesome reflection from Grayson McKinney:

And this take away from Alex Lianne Carter:

And more take aways from Jessica Torres:

 

And this compilation of Twitter responses to Live Session 5 put together via Memories by Rebecca Lynn:

How might we measure the impact of innovative practices in education?  How do you know you are headed in the right direction?

In Live Session 5 Beth Houf said that the mindset can be measured. Do we have the mindset of innovation?  You can see the progress in her school through Twitter as their digital portfolio.

Shelley  believes that if there is a clear definition of innovation or goals then progress can be measured.

Katie believes that growth over time can be measured if there is impact of something that we value.

 

Yvette Rosario-Perez writes in her blog, “Evidence of innovative practices in education” on measuring innovation based on the goal of developing life-long learners:

Innovation = Life long learning

The ultimate purpose of  education is to instill a passion, a burning desire, and pursuit of ongoing knowledge.

Innovation can be measured by observing students’ level of commitment to the “voluntary, pursuit of knowledge.”  Do students leave school more curious than they entered? When you speak with students, connect with them, and build deep relationships with them you will be able to “see” the impact of innovation.

John Bennett defines, describes and defends how innovation can be measures in his blog, “Are education changes headed in the right directions?”:

What is our definition of innovative? In his book, “Innovator’s Mindset“, George Couros offers this definition of ‘innovative’: Something is innovative if its outcome(s) or result(s) are both new and better. Therefore changes to education will be innovative only if the student education is both different from previous practice and results in better learning.

What changes are we Considering? I cannot overstate how many great ideas and resulting changes have been introduced by MOOC participants; even a representative list is impossible. For this post, therefore, I will offer my personal list: (1) facilitating learning, not teaching; (2) keeping the approach student-controlled; (3) facilitating the development of four basic skills: Effective Learning, problem solving, communicating, and working in groups; (4) eliminating textbooks; (5) eliminating exams (in favor of project outcomes) ; and (6) eliminating grades in favor of course grades assigned by teachers with input from each student and their peers. It is my thesis that this list is collectively quite different from standard pedagogy. It will be appropriately Considered innovative if the student learning improves.

How can we assess if we’re headed in the right direction? Immediately, it should be apparent that there will be no testing (except for any mandated by government); there will be facilitating, not teaching with minimal if any lecturing; there will be no focus on information chosen as ‘correct’ and included in textbooks; there will be student choices of problems addressed (associated with teacher defining questions aligned with appropriate standards); and there will be no ‘right’ answers, there will be failures to learn from, and there will be development of useful answers. Facilitated properly, these changes cannot help improve education / learning with increased motivated student engagement:

What is one way that blogging has changed your practice or thinking?

Kristen Roe responds to this prompt on blogging in “Blogging…. Really? by saying we all have something to contribute.

In the grand scheme of things I think all educators have something of worth to say, that has value, and can bring new innovative ideas to the table. I want to learn from others. I want others to learn from me. It may be something small but it shouldn’t matter. It only takes one small pebble in the pond to make ripples. That one small pebble can have an affect on so many. I have made connections with educators from all over the world through this process. We come from different backgrounds , different types of schools but in the end we all have one thing in common…. Kids. We want to provide every opportunity we can to the children we interact with each day. In order to do that we have to start with ourselves and those we work with.  If we all throw our pebble in the pond just think of the ripple effects we will create!

Elizabeth Dixon Martin writes that blogging has helped her find her, “Blogging Voice”:

…the blogging requirement for this course has helped me develop a habit of writing, but more importantly, has helped me reconnect with my voice while reflecting on what we have done, what we do, and what we might hope to do here at South Central High School. I actually enjoy and look forward to this opportunity to think and write….

NOW, my next task is to work on developing an audience

Finding this to be the perfect place to put this Tweet by Laurie McIntosh on the importance of blogging or Tweeting:

George  writes in his blog about the importance for sharing “The Vulnerability of Learning” no matter which format we use. We need to share the process of learning, not just the product from learning. He extends the idea for sharing the process of our vulnerability of learning in this video reflection:

In the final thoughts we go back to Part 4 of  George Couros’s Innovator’s Mindset. We are reminded that “The biggest game changers in education are, and always will be the educators who embrace the innovator’s mindset”.  “We must be constantly focused on improving our practice, which means we will never be done innovating, growing, and learning.” It is what George referred to as, “relentless restlessness“.

We are better together and in the end the students are the winners,

Valerie

 

#IMMOOC2 Blog Prompts highlights Participant Posts

#IMMOOC #IMMOOC2 #InnovatorsMindset beth houf George Couros katie martin shelley burgess Valerie Zemaitis week 5 highlights

Week 4 Highlights from #IMMOOC Season 2 Participants
Published March 23, 2017 by

Week 4 Highlights from #IMMOOC Season 2 Participants

This is a compilation of some highlights in our third week of Innovator’s Mindset MOOC Season 2. To join the conversation, check out IMMOOC.Org,  #IMMOOC on Twitter, or join us on Facebook.

Live Session 4 with George Couros, Katie Martin and special guest, Jennifer Casa-Todd.

 

[youtube https://www.youtube.com/watch?v=ZSzmdE_tnSM&w=560&h=315]

Jennifer Casa-Todd joined us in this week’s live session with her passion to “bring the students to the world in which they live”. If they are living in social media why are we not allowing them to go there in their learning experiences? We will find more on this topic when her book, Social Leadia, is published. Jennifer sends the message that we need to prepare our students with the skills to appropriately use social media. She adds that we need to empower them to be the “first responders” and take the lead in helping others recognize appropriate and positive uses. She calls this being taught digital leadership which extends beyond digital citizenship.

George has a blog on the topic of “Helping Students Develop Their Online Identity” where he explains the “3 Things Students Should Have Before They Leave High School”. In this blog he mentions Jason Shaffer and how his school in Coconut Creek, Florida has a required course starting in grade 9 called Personal Branding and Digital Communication. The message of this course is “Identify your passions, stick to your moral code, focus on your goals and tell your personal story through a variety of social platforms.”

Katie tells us the best way to begin taking kids to social media in school is in first having a conversation of what to you want kids to know, understand and be able to do. Then you find the best tools in technology to fit those needs to get the kids to those goals. She adds that we have to move from a culture of fear with what kids can do on social media and shift it to a culture of believing in the positive of how they can do amazing things. She reminds us of the importance of revisiting our  vision and ask ourselves how we are doing in making progress toward our goals and share what is and is not working to enhance success. Remember, our intent needs to have an impact.

George adds that it is important that all stakeholders are clear on the vision you have for the students so we are on the same route and not making it messy and confusing. Thank you George for adding that those that fear technology aren’t veteran teachers. It has nothing to do with age, but in the mindset one has. “It is how you think and do stuff.”

George challenges us to make their learning public so we can shift the conversations at home from, “What did you learn about today?” to “I saw what you learned today.”

Matt Arend Tweeted out this popular statement:

Here is Lalonnie King’s and Debbie Donsky’s sketch note summaries of Live Session 4:


IMMOOC participants also enjoyed Stephanie Filardo’s post which looks like the perfect meme to use again when this session comes to a close.

Examples of setting the foundation for innovation. Examples of strengths-based leadership to unleash talent and foster innovation.

In Chapter 8, George makes this statement: “What if we stopped operating on a deficit model that focuses on a learner’s weaknesses and started operating on a strengths-based model that builds on the learner’s strengths?” How can we utilize the strengths and expertise of the people in our very classrooms or buildings?

Amber McMath’s blog entitled “Strength-based Blah Blah Blah” will resonate with you as she says that we all know relationships are important, but we need to go beyond knowing someone’s favorite color. “We need to know them deeper in order to provide strength based learning experiences.” She leaves you reflecting on these “What If?” thoughts:

What if…

  • It wasn’t just another “strengths-based blah blah blah” workshop I had to go to about being warm and fuzzy but rather a philosophical paradigm shift that touched every part of our school culture?
  • Teachers purposefully met individually with struggling students to encourage them specifically on what they’d done well that day?
  • Students were not punished for being behind in reading by having an elective class taken away?
  • Principals personally asked every staff member in their building, “What is your dream job? Where do you see your career in a few years?”
  • Superintendents invited a teacher, student, or parent to shadow them all day and see the nitty gritty behind the big decisions that affect everyone?
  • Instead of solely focusing on all the parts of the school that need be fixed, we celebrated the parts that shined?
  • We didn’t just say, “My door’s always open!”? What if we meant it enough that we invited people in to tell them how amazing they are, how valued they are, how sincerely thankful we are for what they bring to the table?

Mena Hill made connections of strength based learning with herself and the Wizard of Oz in her blog, “Leading, Learning, and Growing – Oh, My!”

Not only do I want to challenge my own thinking, but also the thinking of colleagues and my students. If a person is successful in a certain area and wants to explore more, why not? Isn’t that the point of learning and growing?  “Bringing people’s strengths to life” challenges us all to engage in a conversation. Throughout The Wizard of Oz Dorothy asks questions of her friends to not only find out “what” makes them tick, but also “why” they want to grow. When the main characters discovered their true strengths, they are filled with confidence. So start with asking yourself what are your strengths and do your colleagues and students a favor, ask them too.

Kris Kampovitz reflects on the lesson learned of “less is more and focus” is necessary to foster innovation in her blog this week.

I, too have constantly sent emails with links to blogs, articles and research to my teachers.  Links that contain fantastic strategies, ideas, plans etc.. for content and concepts they’re teaching or things with which they’re struggling.  I incorrectly assumed that my own enthusiasm and passion for this information would be just as greedily consumed by everyone.  What I found out was just the opposite.  I had sent so many over the course of a few months that teachers either read only one or two, didn’t even open them, or deleted them all together!  Seriously?  Why?  It was because I, too, didn’t have a focus for the content I was sending. I had sent a hodgepodge of everything and anything I’d come across on Twitter, Youtube, or www.fillintheblank.  With everything teachers had going on, more emails from me certainly didn’t make it to the top of their priority list.  What I have learned, and what was hammered home by Chapter 10, was that teachers want and need these resources, but the resources need to apply to them specifically.

Here is a popular Tweet in our #IMMOOC chat this week from Kirsten Hund:

Gilles Thériault put together this Storify for us based on the @IMMOOC chat on what we can do less so we can dig deeper. (He made a Storify for all of our responses to this week’s #IMMOOC chat. Check it out on his Twitter page.)

Examples of Innovative elements in today’s Professional Learning.

George provided us with an opportunity for innovation when he challenged us to find a blog buddy when reflecting on this week’s reading over Part 3. How many of the elements of an innovative classroom did we use in this activity? How can we provide this opportunity for our students?

Jamie Wiitala’s blog entitled “Time for Reflection” confirms the need for a foundation of relationships in order to get others on board to move out of the “comfort bubble” and allowing time to reflect has accelerated the process. You will love her approach to getting others to change when she says, “You are fine where you are at, you just can’t stay there.”

As our teacher evaluation program continues to evolve, more and more teachers are becoming open to the idea of other teachers coming into observe and collaborate with them.  It makes me sad to see teachers that isolate themselves and have not experienced the amazing thing that is collaboration.  Having the time set aside in our observation cycles for dedicated reflection on their teaching is helping them see the benefits of talking to other professionals and growing together.  Once they realize that we are there as a support system and we are not doing anything evaluative they ease up and participate in the conversation.

She also adds the benefit of Tweeting out and reading for 5 minutes each day on a group # which she discovered on Twitter.

I started a school hashtag, #STMAshares, where my team of instructional coaches started tweeting the things we see in classrooms along with new resources and ideas we are researching.  I have taken time to find the best hashtag’s and the greatest minds to follow.  I try and post every day with things I see, read or try on my own.

 April Padalino refers back to strength-based learning in guiding professional learning in her blog, “Stretch Strengths”.

The same can be said when working with adults.  It is important to build on strengths and show people the way to growth. George Couros states in his book ” Focusing on individuals’ strengths that contribute to the vision of the school helps to move us from pockets of innovation to a culture where innovation flourishes.” I can see this happening in our district.  We have been offered opportunities three times this year to share what we are passionate about through a workshop model of professional development.  We are given the choice how to best spend our time on those days by presenting, attending, collaborating, reflecting, or a combination of these.  While working on the new strategic plan the district asked the staff the question, “If you could create a school, what would it look like?” I have to say it was nice to be asked. Our district appears to be working toward creating a culture of innovation.  I am looking forward to where it will lead.

Did you catch this highlight during Week 4? Our very own #IMMOOC chat co-moderators met face-to-face for the first time.

Michael Buist took on the challenge set by George to compile our favorite embarrassing artists. We have to include this in our highlights this week.

Here is a link to some examples of our video reflections of the week.

One of our assignments this week from George was to blog with a buddy. Connections are being made, conversations are being had, creativity juices are flowing to meet this challenge. We will post those highlights next week. Until then here is a sneak peak of what is to come.

George states, in Chapter 11, “In an open culture, the opportunities for learning and relationships are endless. the biggest winners of this sharing revolution are our students.”

We are better together and in the end the students are the winners,

Valerie

Blog Prompts highlights Participant Posts

#IMMOOC #IMMOOC2 #InnovatorsMindset digital citizenship digital leadership Digital Leadia George Couros jennifer casa-todd katie martin Valerie Zemaitis week 4 highlights

Week 3 Highlights from #IMMOOC Season 2 Participants
Published March 16, 2017 by

Week 3 Highlights from #IMMOOC Season 2 Participants

This is a compilation of some highlights in our third week of Innovator’s Mindset MOOC Season 2. To join the conversation, check out IMMOOC.Org,  #IMMOOC on Twitter, or join us on Facebook.

George makes a strong statement in Chapter 4. “If we want meaningful change, we have to make a connection to the heart before we can make a connection to the mind.”  The live episode for week 3 revolves around the theme of relationships and how to best utilize them to inspire innovation.

YouTube Live Episode 3 with George Couros, Katie Martin, and special guests, Amber Teamann and Matt Arend.

 

[youtube https://www.youtube.com/watch?v=3dwf6aGvY2s&w=560&h=315]

 

Stuck in a Rut v In a Groove

Congenial  v Collegial

Classroom Teacher v School Teacher

How do we use our relationships to help create a culture of innovation?

George challenges us to think about how we use our relationships. Getting the most out of those relationships requires invested time. George brings in the analogy of the Chick-fil-a commercial, “Stuck in a Rut”, where an observer sees someone being stuck-in-a-rut versus them actually feeling like they are in a groove. In  Chapter 5 we find George saying, “Innovation often comes from conflict and disagreement, not in an adversarial way but in a way that promotes divergent thinking.”

Katie adds that relationships do not mean we have to agree with everything or assume we know everything.  We need to be vulnerable and allow people to “hold up the mirror” for us and challenge us to grow. George says he is known for challenging those he knows by telling them to “get over it, do it and move on”.  Amber added that these relationships give us the accountability as she keeps moving forward. Matt states the importance of relationships being the foundation needed in order to “call a spade a spade” without it hurting feelings. He adds that taking relationships to a different level from congeniality to collegiality is what allows us to grow. This idea stems from an article he recommends by Rob Evans, Ed.D. “Getting to No: Building True Collegiality in Schools

Engagement v Empowerment

Could engagement breed empowerment?

George tells us that empowerment of learning is our goal. Katie stresses that there are different levels of engagement. How students are using their knowledge is the question we need to ask ourselves. Matt’s building is motivated under the motto, “Own It”. They encouraged students to take ownership of their learning and figuring it out. He believes that this can happen with the right topic and level of connection. He saw success when students and teachers were collaborating beyond their walls about what was learned. Amber believes technology can be a tool that allows kids to be engaged and empowered and take learning to a deeper level. However, we need to be aware that engagement can merely be compliance which does not equal empowerment.

 

In Chapter 4, George inspires us when he states, “Our job, sometimes, is simply to be the spark, help build confidence, and then get out of the way. If innovation in any school or school division is solely dependent on one person, it will continue to happen in pockets.”

This week covered Chapters 4 through 7. George challenged us to write multiple short blogs and keep them under 200 words including visuals, video, or whatever works.

How do you create or build on these conditions to support innovation? What has been the impact on those you serve?

In Chapter 5 George encourages us, “Being present, learning first, and leading with the learner in mind will help you grow as an innovative leader.”

Lauren Mertz began a voluntary book club for teachers:

Each month a new title is chosen, and teachers can jump in and out of the book club whenever they choose. These experiences have given teachers opportunities to share their thoughts.

George Couros participates himself this week and offers an idea for a staff day:

Have groups discuss the same question (what are some ideas or practices we need to rethink in education?), and then think of a consensus three to bring to a larger group.  Then pose “ways forward”, and what is possible now to make these realities.

Two things here…

This creates time for “problem finding” and “problem solving”, not one or the other.

The other point is that it shows people that we can create the change we want, and that we do not have to wait for someone else to do it for us.

What are your connections to the “School vs Learning Image? What would you add or modify?

In Chapter 6 George states, “School promotes starting by looking at answers. Learning promotes starting with questions. School is about consuming. Learning is about creating.”

 John Bennet writes about his belief of learning and hints about his OSCAR problem solving procedure:

My belief: Learning (and any situation faced) will yield a better result more quickly IF approached as a ‘problem to be solved.’ That procedure used will be random and non-linear to achieve the optimum learning.

Katie Martin uses a line from Alanis Marissette in her blog this week looking at school verus learning – “Isn’t it ironic, don’t you think?”

The other day my daughter asked me, “Why can our teachers chew gum and we can’t?”  I didn’t have an answer because, to be honest, I have no idea. It got me thinking about so many rules and procedures that we have put in place for kids (and adults) that are more conducive to the game of school than actual learning and can hinder us from developing the empowered learners that our world needs.

Which “what if” question challenges your thinking in the Innovator’s Mindset? What would you add to the list of what ifs? Discuss your “vision” for education.

George uses the process of using “What if?” questions to help create visions and developing a strategy to get there which is discussed further in Chapter 7. One of those questions is, “What if we empowered students to make a difference in the world today and in the future?”

Amber McMatch tells a story about how to best approach “What Ifs? in a scene between a teacher and the principal and ends with this statement:

Your teachers are smart human beings. When they come to you with innovation, they deserve to be talked to with ALL CAPS honesty, not dismissed with manufactured rhetoric.

Cori Orlando takes each “What if?” question and ends them with “Why not?”

Why do those statements have to be something we can only wonder about.  As innovators…as educators, we should look at that list and ask ourselves: “Is this currently happening?  If the answer is “no”, then WHY NOT?

Laurie Williams‘s vision is found in her blog “‘Purpose’ Innovation” and implementing it with “vintage” innovation.

The Innovator’s Mindset suggests a vision statement be “direct enough to memorize,” so here goes:

(Insert school here) is home to learners of all ages nurtured in a culture of curiosity, collaboration, and reflection and impassioned by the goals of sustainability and world peace.

Michael Buist says, “What if I made it the best day ever?”

Share some of your best ideas for building relationships and a culture of trust in your position.

Annick Rauch says building relationships can be simple:

Supervising outside for me usually means getting a little out of breath, maybe even a little sweaty, and playing tag with my students, past, present and future. It’s seriously a blast for everyone and such a fun and easy way to create and grow those relationships.

Kristen Roe fosters team building with staff and students:

Just this past Friday at a staff development day we started off the day with the Human Knot. Just simple activities that call on them to work together can help build team unity.

Some Inspiring Quotes posted by #IMMOOC Participants

In closing I leave you with this statement by George in Chapter 4: “As leaders in education our job is not to control those whom we serve but to unleash their talent. ” Aaron Hogan extends on this idea of unleashing talent with this inspiring blog, “Risks Worth Taking”. “Who do you need to invite on stage?”

We are better together and in the end students are the winner,

Valerie

highlights Participant Posts

#IMMOOC #InnovatorsMindset amber teamann George Couros Innovator's Mindset katie martin matt arend Valerie Zemaitis week 3 highlights

Week 2 Highlights from #IMMOOC2 Participants
Published March 9, 2017 by

Week 2 Highlights from #IMMOOC2 Participants

This is a compilation of some highlights in our second week of Innovator’s Mindset MOOC Round 2 #IMMOOC2. To join the conversation, check out IMMOOC.Org,  #IMMOOC on Twitter, or join us on Facebook.

In Chapter 2 George states that the innovator’s mindset takes on the growth mindset. An example would be  taking a “step further by focusing on using one’s ability to learn to play the piano to create music.” In education, he says we “must focus on creating something with the knowledge that’s been acquired.” He insists that this process requires resiliency, grit and the freedom to fail.

YouTube Live Episode 2 with George Couros, Katie Martin, and special guest, Sarah Thomas.

Share! Share! Share!

How do we get a culture of innovation in our schools?

The overarching theme in Live Episode 2 was the value of collaborating and sharing allowing us to be innovative. Sarah tells us to “Share! Share! Share!” The more we share the more input we get from others to refine and “shine like a diamond”. She saw the need for something new and better and launched Edumatch in 2014. She also found a need for people to grow in developing their “moonshot thinking” and created an actionable plan through “Designing with Passion”.

George adds that we will find more value following a hashtag that matches our interests rather than just searching for people on Twitter. It is through “competitive collaborative” support and pressure from one another that allows for innovative practices. He tells us that a foundation of trust, risk-taking and a culture of growth helps to launch innovative practices.  Katie tells us that an innovative culture requires trust, space, support, modeling and accountability.

Reach for our Inner Fight Club!

How do we promote a culture where everyone is willing to take a risk?

Katie Martin reminds us that those with the best ideas aren’t necessarily coming from those that raise their hands first or are the loudest to be heard. What are we doing to allow the more introvert to share their innovative ideas? How are we breaking down barriers for them? Sarah brings on the great analogy with the movie, Fight Club, when she says that we have to project our confident alter ego to get stuff done; reach for our inner Fight Club.

Everything is in Beta Mode!

Innovation is about taking risks. Sarah reminds us that there are different types of risks and we must jump in “feet first” with our “moonshot” thinking rather than “head first”, but risks need to happen in order to keep moving forward. George tells us that innovation is not about creating something new, but doing something with what we created.

How do we know that our innovative idea is working? Sarah tells us the importance of documenting the journey as the best way to know how our “moonshot” idea is working. It is innovative if it is having an impact on students.

Here is a summary of the Live Episode 2 by Julie Johnson:

Examples of innovation by #IMMOOC2 participants

The highlights in the blogs for this week included reflections, ideas and examples which can help us move forward in the innovative process.

Amy Busby reflects on how to take innovation from pockets to the norm.

So another question I ask myself is what experiences are we providing for teachers to allow them to learn and explore and collaborate with others in their profession? If we feel it is important, we must make time for it. We as leaders get bogged down in the compliance aspect of education as well. There are rules, requirements, policies, and assessments that can’t be ignored. But even with all of those expectations, we must model the innovation we want to see.

My hope is that one of the new adventures we started in our district, Montgomery Master Teachers, is encouraging that type of innovation. The teachers are encouraged to share their ideas with each other through a district Yammer page. We’ve had some take off with this collaboration and others who have been slow to get on board. There have been some great moments where the teachers have shared ideas they’ve done in class and borrowed from each other. They are currently doing a book study together and using Yammer to share their ideas and discuss the book together. So far, this has been a great tool. I look forward to seeing where the teachers take their learning.

Jeff Court sees innovation all around him as a principal who wants to “lead with passion, push the status quo, and support the work that keeps student learning at the fore front of my thoughts and actions”.

I have had the pleasure of witnessing a number of innovative practices occurring over the last year in our K-12 school with 325 students. I have witnessed teachers utilize SeeSaw as a self reflection tool and document learning for parents to witness their grade 2 students growth. I have engaged in creating high school courses that will empower grade 11 and 12 students to create, cover and mashup music that they love. High school students helping to develop a hot lunch program that now serves approximately 130 students a day. This program is literally students helping feed students. Elementary teachers that have stepped outside of their comfort zone to create flexible learning environments to meet the diverse needs of all of their students. Instruction, assessment and feedback for students has to change to meet the needs of all students in these new classroom environments. Each of these scenarios are great examples of teachers that have reflected on the needs of students and were willing to take a risk to create something new and better. Based on their professional journey, they are innovators that I will continue to support their efforts to create better opportunities for students.

Understanding those we serve

As we move forward in this Innovative Mindset practice it is important that we are impacting those we serve.

Keri Snowden adds a question we need to be asking ourselves as we make move forward with innovative practices and doing what is best for students.

What evidence of learning do we see in this student’s creation?
For several years I have believed in the power of looking at student work in shifting a teacher’s focus from what they are doing to what their students are doing. This shift is important because I have known many teachers who think only about what and how they are teaching, how their day is going, how hard they are working, how busy and stressed they are, how frustrating or amazing their students  can be. I have argued that looking at student work is what is needed to deepen PLC conversations and refocus teacher energy on the student experience. After all, it’s the student learning that is the purpose of our work.
Now I feel the need to revise my mantra from “looking at student work” to “looking at student creations.” In a creation, a teacher would see not just facts or algorithms regurgitated onto a page, instead she would see synthesis, prioritization, and communication about a topic or concept. This tells us so much more about a student’s strengths and weaknesses, his “soft skills,” his depth of understanding, and his ability to share it with others.
Susan Aplin looks at what we are experiencing in #IMMOOC2 and asks these three questions to see how we can provide the same experiences for our students.

When I sit back and think about it, this type of learning is amazing.  Learning from 3 different people who were in 3 different places  – awesome.  Learning at a time that was convenient for me – even better.  Getting to hear directly from experts – priceless.

This connection to experts and to people physically out of reach is now available to everyone with internet.  Learning like this is not just for teachers and other professionals, but also for our students.  Are we helping our students find new learning opportunities and ways to connect with experts?

George said, “Everyone has something to say.  Everyone.”  This came as a part of discussion about introverts.  I enjoyed hearing Sarah explain how she is an introvert (like me!), but she has found new ways to share.  Katie continued by pointing out that technology creates opportunities for our introverted and/or quieter students. It gives ALL students voices in (and out) of the classroom….

…We HAVE to make these opportunities available to all of our students.  Are we giving students ways to ask questions, ways to share ideas, ways to reflect and to grow?  

When Katie said, “If you don’t know your kids and what they need, the innovations are frivolous,” she helped remind us that innovation is meaningless without connections and relationships.  George also talked about how time spent talking to a teacher is time he will get back tenfold because of the relationship he’s developing.  This applies to everyone in our school buildings – students, teachers, administrators, etc.

New ideas might be “fun” or “interesting” to people who like to try new things (like many of us in #IMMOOC), but we all must remember that if they don’t connect with our students and improve learning, then we need to rethink them.  Are we keeping our students and their goals in mind when trying new things?  Do we take time to get to know our students and teachers as people?

 

Characteristics of Innovator’s Mindset

We have talked a lot about these 8 characteristics of the Innovator’s Mindset this week. Which one did you talk about the most?

Robin Young reminds us how being networked makes us better in the end rather than being on an island.

Networking has been crucial to my development as an Instructional Technology Specialist.  Recently the 8th grade math teachers wanted me to present ideas for integrating technology into their classes.  This is an area that I have struggled with for a while since my background is in history.  I turned to social media for ideas.   I posted on twitter and on a Google+ community that I belonged to and asked for ideas.  Within a day I had enough ideas and several concrete examples that in the end I was very proud of the final product and the math teachers were happy with their training.  If I had been isolated I would have drug out the same old ideas and tried to sell them again.  Instead I was able to deliver some good ideas that have continued the conversation between us about technology integration.  In fact I agreed today to help develop a minecraft review session for them.    We are also in talks about trying out a BreakoutEdu game soon.    Opportunities that would not have existed without my network of amazing folks.

Joe Robison challenges us to think about  what we are asking students to do with the information they are obtaining.

The question of what students can do with the information they are obtaining is something we need to begin asking ourselves as educators.  As my paradigm has changed over time, and the more I have developed a growth mindset, my philosophy about my students and the information they learn has changed.  I had to ask myself, “why am I presenting this information to students?”  If the answer was only to pass a test, either mine or a standardized one, then I realized I was doing my students a disservice.   If all we are measuring is memorization and compliance, then we are not preparing our students to be future ready.  It is important that we allow our students to use the information they are obtaining in practical ways.  At the end of every unit or topic, I have started asking students to identify a problem they can solve with their new knowledge.  This practice has become so much a part of what we do, that students now go into each lesson looking through the lens of problem solving.  The process has now become one of students continually looking for problems to solve as they are introduced to new concepts.  This concept is crucial to developing an innovative mindset in the classroom.  As a teacher, your job is not to find problems for students to solve, but rather to create an environment where students look for problems to solve.  This mentality is critical to not only having an innovative classroom, but also to fostering an innovative mindset in your students.

Week 2 #IMMOOC Twitter Chat

The theme this week revolved around WHY we all need the innovator’s mindset? Here are just a few of the top TWEETS from the #IMMOOC chat during this second week.

George created a synopsis of this week’s #IMMOOC chat using Twitter Moments in this link.

 

 

Katie Martin was able to provide the whole Week 2 #IMMOOC  Chat into two Storify links provided here for your review.

[View the story “#IMMOOC Twitter Chat 3/8–Part 1 Questions 1-3” on Storify]
[View the story “#IMMOOC Twitter Chat 3/8 Part 2– Questions 3-6” on Storify]

 

Examples of Participant Created Images of Favorite Quotes

This Storify link showcases some IMMOOC2 participant creations this week. These creations highlight phrases that had an impact on us. What seems to be the overarching theme that inspired us the most this week?

[View the story “Favorite Quotes of #IMMOOC2 Participants Week 2” on Storify]

I leave you with an inspiring clip, “What Are You Waiting For” mentioned by AJ Bianco in his blog,  “Do Something Amazing”.

“We need to move from a known to an unknown that is possibly better.” – George Couros

We are better together and in the end the students are the winners,

Valerie

#IMMOOC2 #InnovatorsMindsetMOOC Blog Prompts highlights Participant Posts Uncategorized

#IMMOOC #IMMOOC2 #InnovatorsMindset George Couros katie martin sarah thomas the innovator's mindset Valerie Zemaitis week 2 highlights

Published March 2, 2017 by

Week 1 Highlights from #IMMOOC2 Participants

This is a compilation of some highlights in our first week of Innovator’s Mindset MOOC Round 2 #IMMOOC2. To join the conversation, check out IMMOOC.Org,  #IMMOOC on Twitter, or join us on Facebook.

We have seen a great start to our #IMMOOC2 experience as many participants have connected, posted on Facebook, Tweeted and blogged. There are similar themes discovered in what participants are sharing.

What is the purpose of innovation? 

George defines innovation as “a way of thinking that creates something new and better.” “That means that change for the sake of change is never good enough.”

In chapter 1 George reminds us that: “We couldn’t have innovative teaching and learning without first defining what that meant and how it could look for our teachers and students.” Using Simon Sinek’s inspiration of organizations needing to start with their “why” and then move toward the what and the how, George believes “education’s why is to develop learners and leaders who will create a better present and future.” He adds, “When forward-thinking schools encourage today’s learners to become creators and leaders I believe they, in turn, will create a better world.”

Charlie Gramatges (@cgramatges) has taken a step to bringing innovation that is new and better to his school.

“As an administrator, I must make time for the teachers who work in my division to grow as educators. It just so happens that I have introduced the “FedEx Day” concept to the middle school teachers this past week. In essence, I want them to pursue something innovative that will make them a better teacher (see a film, start a course, visit a school, etc.). I will teach their class while they are away researching their idea. Upon returning to school, my hope is that they have found something of the disruptive ilk. I want them to bring new and exciting into the classroom. As Couros states, if a student leaves a course without further questions or curiosity about the topic he or she experienced, then the teacher has not done adequate work throughout the school year. Asking tough questions about “how we do business” is the first step.

Why might innovation be crucial in education?

Andreea Stoica (@MrsStoica) mentions in her blog a reasoning behind why people fear innovation and why they must focus on the “important” and move the familiar “urgent” lower on our list.

“Seth Godin reminds us all that “there’s a queue of urgent things, all justifiable, all requiring you and you alone to handle them. And so you do, pushing off the important in favor of the urgent”. He also reminds us that our urgent to do lists, the familiar ones reinforce the feeling of competency many so desperately chase. Who would not want to feel competent in their job, in their career? However, this feeling of competency diverts the focus from the important, which in many cases is the INNOVATION in our jobs. Adults, just like students, are afraid to leave the comfort of the known environment. Focusing on the urgent day in and day out, ingrains hesitation in our thinking. The urgent become the well known, the familiar, the … EXPERTISE. We become really good at doing our job. The idealist in each one of us is left further and further behind.”

She adds,

“We ask our students to be life long learners. We ask them to use critical thinking skills, to reflect on their work and make plans for improvement. We owe it to them to do the same.”

And concludes with,

“In the meantime we can continue to feed the system, to nurture the bureaucracy, to focus on the urgent. Many will still do. However change is coming. We can chose to avoid it, we can choose to ignore it. But it is coming. We might as well chose to grow and have a say in the change that is INNOVATION.

Focus on the important.”

Here are a few Tweets from our first #IMMOOC chat answering why innovation is important in education.  Jan North and David Caruthers answer that we must keep moving forward and not become extinct.

                   

If you started school from scratch, what would you see as necessary, and what would you take out from what we currently do?

Michael Buist makes a convincing statement about having the foundation of trust in order to foster innovation. Trust is also the basis for moving forward in your IMMOOC experience.

“I get it. Trust is earned, never given. So it would take time to fill. But I’d never stop trying. I’d encourage everyone to try something new. To trust the process. To trust that failing is part of learning. That trust takes time and hard work and causes egos to be bruised and feelings to get hurt.

As the school is being filled with trust, it would become a place where everyone could take (responsible) risks. It would become a place where individual strengths would become collective strengths. Where weaknesses would lead to learning, to discovery, to passions being uncovered. School would become a place where people couldn’t wait to be and where no one would ever want to leave.”

Sue Bruyns (@sbruyns) joins the IMMOOC experience describing it as unconnected events magically coming together. If we were given a blank slate, how would we design an innovative classroom. Sue is in the perfect place to make this magic happen as she is in the process of designing a new elementary school in which she will be principal. In her blog she describes how the vision for this new school revolves around the conversation of “what if…”

“My new school journey has already started with an intentionality in terms of sharing a “what if” vision with potential staff members. Bringing together a team of educators who are willing to let go of past practice which isn’t meeting the needs of today’s students.  Educators who are willing to embrace flexible seating, give up their standard metal teacher desk and imagine how a room lined with white boards can lead to student’s imagination.  Creating a culture where everyone feels welcomed, needed and appreciated.  A school where occasional teachers want to return to and parents are provided with an intentional role as partners in their child’s education.  Student voice won’t be an event, it will be a non negotiable, whether through student generated video announcements, math talks, daily opportunities for collaboration with peers and student led conferences. Students who get to direct their learning through Project Based Learning and passion projects.  A school culture where educators make their respect for the learners visible and audible.  A school culture where everyday students will know that they are loved, respected and challenged. Technology will play a role in terms of accelerating the strong pedagogy and ensuring that all students can access the curriculum through multiple entry points. Intentional and purposeful purchases.”

Katie Martin and Tara Martin ask in the #IMMOOC chat how we would create an environment for students to wonder, explore and create.  George Couros tells us to intentionally leave them frustrated. Katherine Goyette shows how we need to let students create their own space. Many participants were reactive to Michael Audevard‘s response to “build a culture where struggle is seen as opportunity and  not embarrassment.”

              

Did you happen to see Shawn Berry Clark‘s innovative way to respond to the #IMMOOC chat? Click on this link for her responses in raps. A Storify entitled “Innovation Stimulation: It’s a Rap!”

In chapter 1 George tells us: “When we think differently about the things that we are used to seeing daily, we can create innovative learning opportunities.”

 

The first Live Episode hosted by George Couros and Katie Martin included special guests and authors, A.J. Juliani and John Spencer, highlighting their book, LAUNCH.

The innovative mindset and design thinking framework are extensions of each other making this a perfect pairing for this first live session. We are reminded that students are curious in nature and we need to let them “go off road” , phrased by John Spencer, with it rather than giving them a recipe or too much scaffolding. We are told to begin this framework or mindset with guiding questions. Questions to ask ourselves, offered by Juliani and Spencer, for getting started included: What do I allow, support, make time for and praise? Why? Did you all have the same reflective moment when John Spencer recommended asking ourselves the question, What would you like to be doing in your classroom 5 years from now? Why don’t you start that today? Remember, the process is more important than the product.

Joe Robison was impacted by the analogy given by John Spencer in his blog:

John Spencer (@spencerideas) gave one of the best analogies I’ve ever heard last night on #IMMOOC, comparing the love of baseball to school.  It was one of those moments where I thought to myself, “that describes the state of our educational system exactly.”  John’s analogy was:  
“If someone had given me a rulebook, I never would have fallen in love with the game of baseball.  I had to watch it, experience it and participate in it.”
Joe makes another connection later in his blog,
I am a firm believer this experience starts in the classroom, and spreads throughout the school.  I cannot create an environment students want to be in if I marry my content to traditional methods day in and day out.  Students know the game of school, and its time teachers introduce them to a new game with new experiences and new rules.  For too long, we have only given students the rulebook without allowing them to experience the wonder and awe school can and should provide.  This is where the concept of design thinking comes in, and the freedom each teacher has to create his or her own framework.  The goal is to provide experience.  If we provide the experience, students will fall in love with the process.

Boyd Weiger provided this popular Tweet where Katie Martin is quoted reminding us not to wait for permission if our innovative idea is great for kids:

Did you see Dana Murpy’s  and Debbie Donski’s #sketchnotes on the live IMMOOC session?
                   

Stephanie Filardo summed up what our innovative speakers suggest as a place to start in this Twitter post:

In a concluding thought, George states that we can be successful like organizations such as Starbucks, which continually look for ways to improve and meet the ever changing demands of consumers. Survival is more than the product; it’s about success. “In a world that constantly changes, if our focus is to only maintain what’s already been done, we are bound to become worse. The innovator’s mindset is necessary for all of us if schools are to move forward.” Why are we preparing students to make a difference in the world when they leave us when they can be doing that now.

Keep sharing your Tweets, Blogs and Facebook posts. We are better together and in the end the students are the winners,

Valerie

#IMMOOC2 #InnovatorsMindsetMOOC highlights