#Innovator's Mindset MOOC- Oct.8- Oct. 15

In part III, Chapter 3 of George Couros's book, "The Innovator's Mindset, we are challenged to empower our students by learning who they are and what they are passionate about, and then generating learning experiences that allow for them to integrate their interests and passions into creating something that can demonstrate learning. If we as teachers want to truly empower our students we need to teach to our student's strengths. "To create a culture where innovation flourishes, we have to realize that, in many cases, we already have everything we need, we just need to tap into those resources" (Couros, 2015). I can not recall the countless times my students have taught me something. In those instances, both my student and I are so proud, I in them, and them in their own mastery and insight! Providing the context and opportunity to engage a student's passion will yield deep critical thinking and masterful creations far beyond a multiple choice assessment.

I was intrigued by the study that was conducted by Tom Rath. He found that 40% of employees would be actively disengaged if their boss ignored them, 22% if the boss focused on the weaknesses, and an astounding 1% actively disengaged if the boss focused on the strengths alone. Can you imagine how this might translate into 99% active engagement just by a teacher focusing on the strengths of students! Couros makes an insightful point in asking why we would take an elective away from a student (presuming that the student might be really good or truly enjoy that elective) to practise more of what they need help in? This leads to an inadvertent punishment and will most likely result in increased frustration and hostility in the weak subject.

I enjoyed the quote that Couros included from Joesph Joubert, "To teach is to learn twice". It reminded me of an equally powerful quote by Jennifer Hogan to the left. If we forget what it was like when we were students then we are not going to truly connect with ours. we must continue to learn and to expand what we can offer to our students. If we become static or complacent then we are actively holding our student's back. Think about that for a moment because it has serious implications. Choosing to continue without growing or expanding your knowledge will cause your student's to be held back. It makes me think of a great rock protruding in the middle of a rushing stream. The water rushes past and for the swimmer who gets to close to the rock will be trapped by the currents that are forced continually inward. It is not without great force that the swimmer escapes, having to expend tremendous energy that could have been spent swimming further onward.

References:

Couros, G. (2015). The innovator’s mindset: Empower learning, unleash talent, and lead a culture of creativity. United States: Dave Burgess Consulting.

Differentiating instruction

In almost every professional development or inservice training I attend I hear about how we as educators should strive to implement and sustain a classroom that fully plans for differentiated instruction.

When I began teaching I incorrectly thought that meant increasing rigor for those students that needed a challenge. Once I was informed otherwise that I was expected to simultaneously challenge my advanced, reach my on level, and fill in gaps for those behind, I was left in a quandary asking how am I going to accomplish this in 8 hours?

I still don't have a perfect solution and believe that I most likely never will. Every student is unique and has different needs. I read this article and was relieved that differentiated instruction is a necessity and something that we can attain!

The article also discusses teaching with the multiple modalities of learning in mind. Again, this is another very misunderstood aspect of teaching. I was taught that creating and delivering lessons that incorporate the auditory, kinesthetic, and visual aspects were the best for our students. I thought it ironic that studies show most students don't even know which modality they learn best with.

Check out this article, and tell me about your own experience with differentiation and student performance.

http://www.thecollegefix.com/post/20744/

My district just recently hosted a twitter chat (#Haysedchat) about differentiation. Here is the storify link Lots of great resources and suggestions throughout this chat, so please, feel free to check it out and participate with us. 8:00pm central, every other Thursday.

So, how do you plan and implement differentiated instruction into your classroom?

Have you found a great way to differentiate using technology?

in your professional development so far this year or in any previous training have you learned of any good ways to differentiate?