Tag: week 3 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 3 Highlights from #IMMOOC Participants
Published October 7, 2016 by

Week 3 Highlights from #IMMOOC Participants

This week participants in the Innovator’s Mindset MOOC (#IMMOOC) read Part 2 in the Innovator’s Mindset and focused on “laying the groundwork” for innovation in education.  Kaleb Rashad joined us for the Live show and shared some powerful examples, lots of research, and most of all genuine passion that sparked ideas and connections between so many people this week.

Debbie Donsky’s sketchnotes beautifully capture so many of the great ideas that we discussed:

There were so many great blogs this week.  These are some highlights from the participants.

Eric Rodriguez emphasizes how relationships are foundational to building trust and thus, innovation:

“How do relationships relate to innovation? In order to be an innovator there is a certain amount of trust that has to be established because the innovator takes a chance and there is a chance of failure. The innovator must know that failure will not result in any castigation. The level of trust also equates to the quality of the results that follow.”

Rianne Graves also focuses on the power of relationships, noting  that we must first start with understanding ourselves to have the greatest impact on others:

“I think we can all agree that sometimes we forget the most important person:  ourselves. Without understanding our own passion and purpose, and without bringing it forth consciously, we will not be equipped with what we need to move forward with the external relationships and organic “collisions” that give birth to what is new and better…ie. innovative.”

Brady Venables reflects on her behaviors and how she has developed strong relationships. She suggests:

  • Listen first, speak second

  • Ask questions rather than jump to provide solutions

  • Be vulnerable about myself: my strengths and weaknesses and why I want to support my colleagues

  • Ask others about what’s going well and about wishes they have for the organization

  • Drop everything and be available (this is a tactic I’ve found to be highly rewarding in my current position.  Professional development presentations and paperwork can be done at any time of the day or night – being available for teachers and students is confined by the schedule.)

Like Brady, Doris Herrmann’s post is another example of the importance of first being aware of our own actions and biases before we to better understand our work and impact others.  She reflects on the alignment between her actions and her goals:

“When our district first went 1:1, I made a sign for my office door. The sign said, “It is NOT about the device, it is about the learning” but I wonder if in my zeal to help teachers become more innovative, if I really practiced what I preached.

Relationships – Relationships – Relationships

If I want someone to take a leap, I have to be there to catch them if they need it. It is not about the device, it is about the people.  As those relationships grow, my role as a coach becomes more meaningful.”

Beyond developing and maintaining powerful relationships, Shanna Spickard highlights the approaches that are critical for powerful learning in schools:

“We need to shift our practices to engage our youth. Some of the best ways to do that are through student-centered approaches that allow students to drive their learning, demonstrate their understanding, and help them prove mastery of content in meaningful ways to the the student. This type of instruction is active for the students; it has a feedback loop; and it involves collaborating with peers and the teacher (as facilitator).”

Amy Illingworth makes the connection to the work of educators, whatever our role, and how our actions impact the rate of change in our practices.  She reminds us to be mindful of how we lead the way not only by our words, but by our actions.

If we want our students to be innovative, our teachers must model the way.

If we want our teachers to be innovative, our coaches and leaders must model the way.

If we want our classrooms to look innovative, we must first consider what our staff meetings and professional development workshops look like for adult learning.

Nick Filipowski highlights the irony of professional learning that still exists in many schools.  It is critical to understand that if we want to change how students learn, we must change how teachers learn.

“As a curriculum coordinator, I am responsible for structuring and providing professional learning for teachers. So for me, this image also makes me think about the professional learning that I have experienced and that I design. I know I need to think about how these same principles apply to learning at all levels. One of the most memorable professional learning days in my career was a day when all teachers from the entire district were brought together. We sat in a large gym at tables while two presenters talked to us for an entire day about.. wait for it… differentiation. The complete disconnect between the topic and the mode of presentation was mind blowing to me. I was expected to consume what was presented to not just me, but to hundreds of people in the same way assuming the same level of understanding for all.”

This type of training had little impact on Nick, except for learning what not to do, whereas Annick Rauch shares a powerful example of her learning this week by exploring Twitter, opening herself up to new ideas and being willing to take a risk. She connected with another teacher and created some amazing learning opportunities for her students (and herself).  She pushes us to set high expectations for all.

“Let’s not just assume that our students are too young to use a certain tool or form of technology. And let’s not shy away from trying something new because we’re not sure what we’re doing. I am willing to bet that my students will teach me a thing or two on twitter this year and I’m not scared of that… This is how it should be: we all learn together and from one another! If we give our students the chance and the benefit of the doubt, they will surprise us in the best possible way!”

To build on Annick’s ideas, I would argue that we should also not assume that teachers are too old, too young, too anything to learn.  I have always found that when you meet people where they are and focus helping them solve challenges that are meaningful to them, the desire and  willingness to learn is often there. Let’s continue to share what we are learning and what isn’t working not just what going right so we can all grow in meaningful ways.

And last but not least the memes were awesome this week!  Check them out and keep them coming:)

There are some great collaborative projects going on… keep sharing your ideas and creating new ones.  I love all the unique contributions and seeing the new connections and great things you are doing for kids.

Best,

Katie

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highlights

#IMMOOC #InnovatorsMindset George Couros innovation in education Kaleb Rashad katie martin week 3 highlights