#Innovator's Mindset MOOC- Oct.15- Oct. 22

Part IV: Concluding Thoughts, Chapters 13-14.

In the book by George Couros, "The Innovator's Mindset", we are asked to reflect on the question, are we there yet? Couros is referring to how schools, educators specifically, know when a level of innovation and excellence has been attained. As educators we look for indications of student success in large part given by test data. Yes, we need to use test data because sometimes we have to "operate inside the box", however, we are not limited to only using test data to measure student growth and success. Couros suggests we use digital portfolios as well.

I was excited to read his recommendation because I am a proponent of digital portfolios for students and teachers. I have written about it in the past and have found that there is innovative and transformative power in the creation and successful organization of digital portfolios. Couros wrote that effective digital portfolios take on two goals:

1) Learning Portfolio which shows a person's growth over time.
2) Showcase Portfolio that highlights a person's best work.

If we were to create a digital portfolio system and use them to accomplish these two goals then the way schools: provide feedback, measure and encourage growth, communicate with parents, increase mindfulness and metacognition, increase engagement and quality of work, provide an authentic purpose and audience, all become much more efficient and effective.

I have two recommendations for digital portfolios:

Seesaw and Google Drive.

I have personally built and used digital portfolio systems for both teachers and students using these two systems. Both are equally versatile, secure, sustainable, and one of the best parts, free.

In conclusion, one of the final thoughts of the book that inspired me was this, "If we only teach students the curriculum, we have failed them." School and education encompasses so much more than academics. The content we teach is but a mere fraction of what students have the capacity and inclination to learn. The frightening part is that all too many will never have the chance to experience the joy of learning in a classroom. They will have to wait 18 or 19 years until they leave in order to do so.

#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.

#Innovator's Mindset MOOC- Oct.1- Oct. 8

I am so happy that George Couros emphasizes relationships in his book, "The Innovator's Mindset". In my heart, I truly believe that the solution to remove most of the majors barriers that keep our student's from learning can be overcome by forming meaningful relationships. An entire chapter is dedicated to this one aspect of what we do as innovative educators. I enjoy how there are overtones of this concept throughout the entire book which only serves to reinforce the notion that unless we have the benefits that come with a solid relationship, we will not enjoy the fruits that follow from the labor. Whether you are a teacher or administrator, relationships are a crucial aspect of what we do. The graphic on the left captures the importance of relationships. No matter what age or level, context or environment, relationships are essential to a solid foundation for student success.

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. Couros emphasized that importance of personal individual interactions in order to build trust and understanding. He asks the question, "Do you see personal moments you have with your staff as investments or expenditures?" I think the way we answer this question will indicate your level of trust building ability.

Couros also describes the differences between engagement and empowerment.

"Engaging students means getting kids excited about our content, interests, and curricula. Empowering students means giving kids the knowledge and skill to pursue their passions, interests, and future."

Which is more beneficial for the student? Inevitable, we need to realize that the opportunities that are more learner-centered will yield the highest benefit for our students. We must try to empower them and not just engage them.