#Innovator's Mindset MOOC- Sept. 24- Oct. 1

In Chapter 1, innovation is defined as a way of thinking that creates something new and better. What are some examples that you consider innovative?  How is it new and better than what previously existed?


If asked the question, what characteristics does a classroom have that maximize student potential to grow and succeed, what would you say? Would student innovation have a place in your response? Every teacher has the power to create ideal learning conditions for all students to be innovative. This requires some innovation on behalf of the teacher as well. When we learn the needs of our students and provide an atmosphere of innovation and exploration their needs are met. Innovation can transform and improve the way that we meet student's needs.

George Couros wrote in his book, "The Innovator's Mindset", that innovation is not a thing but a way of thinking. When I consider what it means to be innovative I think about this quote by Jason Silva, "Ideas are powerful because they allow us to see the world as it could be, rather than what it is. Innovation can be as simple as thinking and implementing a small adjustment. Couros also writes in his book that, "Innovation can come from invention or iteration (a change of something that already exists)." One of the best examples I can think of where only a small change was made that created a powerful impact is when we give choice to students. When we allow them the freedom to choose, that is an innovative approach. A slight shift in an approach to teaching like giving our students the chance to be self directed and choose a path of learning that they want walk. The shift in thinking is this: the teacher is not the focus, the student and their learning is.

Another very simple example of innovative thinking is the philosophy, "quality over quantity". I pose this question: if a student can accurately demonstrate acceptable mastery of a skill in a few good examples, why then would we need them to do so in multiple redundant questions in one instance? If you wanted to incorporate student choice, then you could allow them to propose how they demonstrate their own understanding.

Review the “Critical Questions for Educators” in Chapter 2.  Why are these important to understand those we serve in education?  What other questions would you ask? How do you embody the characteristics of an Innovator’s Mindset?

Each of the "Critical Questions for Educators", in chapter 2 use the idea of an innovative shift in the way educators approach teaching and adjust the focus so that it is squarely on the student. The questions force us to view our classroom and teaching style from the perspective of our students. The questions also elicit reflection on our relationship with our students and if we are meeting their needs as individuals. Do we really know what they need to be successful, and how are we determining our own effectiveness?

One of the most powerful examples of innovation that I used in my classroom for my students was to give them a chance to answer the following prompt with or without their names:

"Mr. Rodriguez, I need for you to know________ so that I can learn."

I was moved to tears by some of the comments I read. I was also surprised that most wanted me to know who was writing. I believe that the idea of innovation can be a simple as letting your students know that they are more important than what we have to teach that day.

#Innovator's Mindset MOOC- September 17-24

Why is “innovation” so crucial in education? What impact do you see it having on our students and ourselves long term?

John Dewey, arguably one of the first major American Innovators of education, galvanized the phrase and perspective that. "Education is life itself." As we begin this collaborative MOOC focused on "The Innovator's Mindset" I would like to propose that education is life and in so doing, extend that innovation in eduction is crucial to enduring in our lives and in our world! In order to survive within a world of global competiton in every aspect of life, innovation has always been the key element by which our species has flourished.

An administrator prompted his faculty to reflect in a meeting one day, "Remember, you choose to be here, you choose this profession." As educators, we must rememebr what drew us to this profession to begin with, and what keeps us going each day! Being involved in a forrum like this is a great opportunity to remind ourselves why we entered education in the first place. At the very heart of every great teacher there is a student yearning to learn and to be the best they can be; seeking to continue on a path of growth. Understanding how to embrase a mindset of innovation will enable us to ascend into higher levels of achievement which equates to student engagement and success. George reminds us that the best lessons are those which we model. Actions speak louder than words, and believe me our students listen with their eyes so much more than with their ears.

How can we expect our students to take a chance if we never do? How can we expect our students to embrase an innovators mindset if they do not know what it is. We will send a message to our student that learning from faiure is essential to learning in general. Seth Godin inspires us to accept failure as part of the learning process and to eliminate the negaitve connoation associated with a necessary step; for we only truly fail if we stop trying.

You Are Your Only Limit

My team and I are engaged in a book study. We are reading, "The Innovator's Mindset" by G. Couros. I enjoy it so far and am intrigued with how he extends on Carol Dweck's work of growth mindset. Couros writes that through teaching ours students grit and resilience by modeling it ourselves, we will produce in our students the ability to persevere and become change agents that will pioneer solutions to problems now and in the future. We must seek to provide them an environment of safety so they are not afraid to fail, but an abundance of support so they will rebound and learn from the mistakes they make and rise stronger for the experience. He continues in his writing that curiosity is a key element that must be encouraged. As educators, creating circumstances in and outside our classrooms that lead to discovery and exploration are essential.

The innovators' mindset is one where you realize the skills that you possess are only the beginning of what you could have regarding potential and abilities, and on top of that, you use those limitless abilities to produce an improvement on the present or a completely new creation for the betterment of society. Courous poses a poignant question, do you as a teacher do what is best for students? The answer to that question leads to a discussion on practises in the classroom. For example, when a teacher has to decide between assigning an essay or a blog post, which will be more beneficial for a student presently and in the future. We must not let our own inadequacies and doubts hamper our student's access to essential skills and experiences. Couros includes a quote by S. Downes,

"We need to move beyond the idea that an education is something that is provided for us and toward the idea that an education is something that we create for ourselves."

This is the idea of mindset. Our students are taught by parents, community, and by us, their teachers. Can you imagine a community where the majority, lest I dream, all of us have an innovators mindset? It can happen. We can make this a reality! We must begin with ourselves, because remember, you are your only limit. I appreciate the book that George has written and I look forward to collaboration with other professionals and my team as we delve into his work.