Category Archives: Embodying Visionary Leadership

Similar but different?

As I was walking through several schools today, I noticed objectives and goals that could have been the same when I went to school. How we get there today and what they mean, may be different, especially as we learn more about pedagogy, but also connect learning and opportunities to the changes that have happened/are happening in our world.

Here are some questions that I have that are pushing my thinking.

If we promote students learning in a “safe” environment, do we mean only in school or in learning?  Does ignoring technology in a world where we learn so much from “strangers” keep our kids truly safe?

If we want students to be literate, what does that look like today in schools?  How does it go beyond basic “reading and writing”?

If a school has a focus on “citizenship”, how does a world where we are all connected to one another change what that looks like?

If parent participation is beneficial to the learning of a child, how do we use technologies that are easily accessible to both schools and parents to tap into our community?

If you look at the key components of each question, they are the following:

1. Keeping Kids Safe.
2. Promoting Literacy
3. Citizenship and Social Responsibility
4.  Parents as Partners in Education

If I would have shown you those as objectives in a school in 1980, they might not look any different in the wording, but in practice, they look significantly different.  I was taught over and over again how to cross the street so that I could access what was on the other side, but do we teach kids how to keep their information safe while they are connecting to others across the world?  The idea of “safe” has changed.

There is a lot of areas where schools have changed, but some of the objectives are the same.  How do we make sure that we are keeping up with what our students need for today and tomorrow?

What do you think?

 

3 Things That Have Slowed the Change Process Down in Education (And What We Can Do About It)

There has been a lot of talk on the idea that education as a whole takes a long time to change.  As an educator, this is a challenging notion, since we are seeing many people doing some amazing things that did not exist when I was a student.  Change is happening but sometimes it is hard to see when you are in the middle of the process.

Some things are out of the hands of schools. Budgets and government decisions can make creating new and better learning environments for students tough, but not impossible.  Educators are not powerless, and in some cases, more powerful that ever.  The story of education can not only be told from the perspective of educators, but also from the students that are currently in the system.  Although there is still a lot of work to do (as there always will be in organizations that focus on continuous learning and have an emphasis on becoming “innovative”), there are also opportunities in education, now more than ever, that we will need to take advantage of and create a different path.

Here are some of the challenges we have had in the past and how we can tackle them

1. Isolation is the enemy of innovation. 

Education has traditionally been an isolating profession where we get some time together, but not nearly enough.  Even if we wanted to change this significantly, in most cases, the current physical structures do not allow us to work with other educators.  Some administrators have been very innovative in their planning of teacher prep time and have embedded collaboration time into the regular school day, but it is not necessarily enough to make a significant impact.

How so many educators have shifted this “norm” is by using social media spaces to connect and learn from educators all over the world, and making a significant difference in their own classrooms, and creating much more engaging and empowering learning spaces.  Isolation is now a choice educators make. Where the shift really has to happen is using things like Twitter is for educators to connect and share learning that is happening with educators in their own school.  I challenged people to do the following (as shared in this visual from Meredith Johnson);

Screen Shot 2015-04-11 at 11.50.26 AM

We need to make this happen and create transparency in our own classrooms.

How does a song like “Gangnam Style” go so viral that most people around the world not only know the words but the dance moves?  Social media.  If a song can spread so quickly, so can great learning.

Make it go viral.

2. A continuous focus on what is wrong, as opposed to what is right.

Think about the traditional practice of what school has done with many of our students.  If they struggle with the subject of math, we often send the more math homework to do at home.  Does this really make sense?  If they are struggling at school, making them struggle at home with the same content is often counterintuitive.  It is not that we shouldn’t struggle, but it is important that we are very thoughtful of how we spend our energy.

The shift that has happened with not only our students, but also our schools, is focusing upon building upon strengths as opposed to focusing solely on weaknesses.  This is imperative as building upon strengths often helps us to not only build competence, but also confidence which leads us to the mindset that we are more open to tackle our other challenges along the way.

I love this quote from Forbes on putting people in the right positions to be successful:

Leadership is a privilege, not a right, and we need to treat it as such. Leadership means encouraging people to live up to their fullest potential and find the path they love. That, and only that, will create a strong culture and sustainable levels of innovation.

Many organizations outside of education are hiring not on need, but finding the best people and empowering them based upon their strengths.  Schools should try to do their best to follow suit and put people to be in the best situations to not only do well, but to lead.

3.  Experience is a very powerful teacher.

I remember sitting and listening to Bruce Dixon at a conference and something he said has always stuck out to me:

In no other profession in the world do you sit and watch someone else do your job for 16 years before you go and do it yourself.

Wow.  That is a powerful message and shows why so many new teachers aren’t coming into school with all of these “innovative ideas” and changing our school system like so many people predicted.  Many educators simply replicate their experience as a student. If you think about it, at least one-third of many teachers educational experience is as a student, not a teacher.  That is a tough thing to overcome, but not impossible.

Innovation has no age barrier, and if we can tweak the experience for educators in their professional learning, they are more likely to change the experience for their students.  Writing ideas about “21st century classrooms” on gigantic pieces of paper with a felt marker is not going to create cultural shifts; changing experiences will.

People are starting to look differently at professional learning, and create experiences that are much different from what I first experienced as a teacher.  I think a major reason for this shift (going back to point 1) is that educators are seeing the shift in practices in so many other organizations, and are trying to create a different practice where more educators are not really focused on teaching as much as they are about learning.  This empathy is crucial since to become a master teacher, you must become a master learner.  

Changing experiences to shift the focus on the learner from the teacher helps to disrupt routine.  If you would want to create an environment where students would want to be a part of your classroom, we have to experience what learning could look like for ourselves and start from a point of empathy.

One shift that was not mentioned was the mindset of looking at obstacles as opportunities. As mentioned earlier, not everything is in our control, but as educators know, they can make an impact every single day.  It is not always easy, and teaching can be a very daunting and tiring job, but I believe that every day we can make a difference if we choose.  Having that mindset is the only way that we will ever truly be able to make a powerful change for ourselves and our students.

The Game of School

I have a minor in English yet I never had the interest to write consistently until about five years ago when I started blogging.  What it took for me to really start wanting to write was the opportunity to write about things that I cared about and have the ability to share it with others.  Unfortunately, I never really knew I had the opportunity to do that until after I was done my “education”.

But here is my confession…Although I have a minor in English I have never read a novel from end-to-end.

Gasp!

Here was the problem for me…Fiction has never really been appealing to me in book form.  I love watching movies and hearing a great story, but I much prefer hearing and seeing that story, than reading it.

So how would I get a minor in English when I had no interest in reading fiction, when the majority of the reading that we did in those classes was from novels?  I learned the “game of school” and applied it to my work.  I knew that I could read a bit of the beginning of the novel, part of the middle, and read the end (where I would usually start), and then write an essay to connect these things to my life in somehow or something going on in the world.  This wouldn’t necessarily get me a grade in the 90’s, but I did know I could consistently pull off something in between 70 and 80.  That was all I needed to move onto the next level, and that next level, ended up being my degree in university.

Some people will say to me when I am tell them this that I miss so much because I don’t read novels and it is such a shame.  There is probably some truth to this, but people missed out in school because they didn’t play sports, write for the school newspaper, or act in plays.  We miss out any time we choose not to do something, and unfortunately, it is impossible to do everything.

This wasn’t to say that I didn’t love reading.  I actually love reading and did it all of the time in school.  Anytime I would have a free period, I would go to the library and read the latest Sports Illustrated and even though I would read all of it, I would go directly to the back page and read the article from Rick Reilly.  I loved his sharing of inspirational stories and was saddened when another author took that page.  I also loved reading non-fiction and still do to this day.  True stories are appealing to me, as are books on leadership, teaching, and learning.  Those books still inspire me, yet I don’t know if any of my teachers knew this, cared about it, or had the opportunity to care because of the system that they were working in.  Tapping into what I loved seemed secondary to teaching the curriculum.  It was only until I started exploring my passions that I really felt that I was actually learning.

Don’t get me wrong…There are many things that I learned in school during my time that are beneficial to me today and gave me the tools to learn.  But more of that was from teachers who cared about me as a person, than focused on their teaching.  That is something that will never change.  I have said in the past, that if we only teach students the curriculum we have failed them.  There is so much more to our world than what is written in the static pages of a curriculum.

We need to ask questions and challenge the things that we do that have become so commonplace and “normal” in our everyday.  For example, does a rubrics set up expectations for students or limitations?  Or does having five classes a day in five different subjects make you become more curious or simply exhausted and confused?  Is school getting in the way of learning or enhancing it?

So are our students learning at school, or learning to play the game of the school?  If the system doesn’t serve our students to follow their passions and go deep into learning, then they’ll either leave or learn to play the game. Do we really want either?

Literacy as “Comprehending and Creating”

In my presentations, I often use a hashtag for people to share their thoughts during the time I am speaking, and also asking them to use my twitter handle (@gcouros) if they have any questions.  This is a great way to be able to keep up with the audience while I speak, and to encourage them to connect with me after if they need help.  Any time I show a video during my presentation, I usually go to the hashtag and see what the audience is sharing, and it gives me an insight into what they are thinking, or what they are challenging.  Sometimes it helps me to decide to re-emphasize a point or clarify something when I am speaking.  This is an incredible opportunity as a speaker to not only work with the audience during the conversation, but also for them to learn from one another.  I really believe that if you are only learning from me when I am speaking, that you are missing a great opportunity.

The one thing that I do mention when I speak is that if you don’t know what a “hashtag” or a “handle” is, in this world today, you are becoming illiterate.  It is a statement that is meant to challenge more than anything, but it does raise some eyebrows.  Some people disagree, and some people adamantly agree, but it is more to push thinking and start conversation than anything.  I do however go on to say that in the room, everyone at one point had no idea how to use the Internet, and then figured it out, as well as email.  These are things that were not the norm in our world, yet they became extremely important in our work.

So what is literacy? The “traditional definition” is the ability to read and write, but you will see that definition is a little different according to some sources.  The definition of literacy has changed over time, and there are many different perspectives on the topic.  In this article on the “Definitions of Literacy”, the author shares some differing perspectives that go beyond simply “reading and writing:

“…we acknowledge that the word literacy itself has come to mean competence, knowledge and skills (Dubin). Take, for example, common expressions such as ‘computer literacy,’ “civic literacy,’ ‘health literacy,’ and a score of other usages in which literacy stands for know-how and awareness of the first word in the expression.” Dubin and Kuhlman (1992)

Or this thinking from Langer in 1991:

“It is the culturally appropriate way of thinking, not the act of reading or writing, that is most important in the development of literacy. Literacy thinking manifests itself in different ways in oral and written language in different societies, and educators need to understand these ways of thinking if they are to build bridges and facilitate transitions among ways of thinking.”

(Read the entire article…there is lot to think about in what is shared on the “definitions” of literacy.)

When groups say that students are “excelling” at literacy, they often mean reading and writing scores, not necessarily anything beyond.  One of the definitions that has really pushed my thinking is this one from the  National Council of Teachers of English who define 21st century literacies as the following:

  • Develop proficiency and fluency with the tools of technology;
  • Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;
  • Design and share information for global communities to meet a variety of purposes;
  • Manage, analyze, and synthesize multiple streams of simultaneous information;
  • Create, critique, analyze, and evaluate multimedia texts;
  • Attend to the ethical responsibilities required by these complex environments.

What would our “scores” be in this area for our students and for ourselves?  There are areas that I would be considered “illiterate”, but I do know that I could learn them.  This is crucial to this mindset.

When I think about literacy in the traditional sense of “reading and writing”, I think that we would lose out on a ton in our world if we couldn’t do either.  Yong Zhao once said, “reading and writing should be the floor, not the ceiling.”  This is a minimum. But the less we know (from anything to coding or hashtags), the more opportunity we lose, and that could lead to more opportunities being lost by our students.

Do we have to know everything in our world today?  Absolutely not.  But we also can’t just dismiss things as “insignificant” because of our lack of knowledge when we know they provide opportunity for others in our world, especially when those “others” are our students.  Literacy is more about the ability to comprehend and create today in many different faces of learning, than it is simply about reading and writing.  As our understanding of literacy develops, so should our understanding and practice of teaching and learning.

A Higher Chance of Becoming Great? The “Twitter” Factor

I walked into the room and I could tell right away.

This was a teacher I had never met and knew very little about, but the atmosphere in his classroom was great.  As I walked with my colleague, I asked her the question, “Do you think he is on Twitter?”  I wanted her to make an educated guess, and her thoughts were the same as mine; definitely.

How did we know this?

As I walked in, I saw unique seating spaces, posters all over the wall that focused on “taking risks” and encouraging students to think different.  The walls were also covered in information about “Genius Hour” and their recent “Maker Faire”.  At the time, the students were also learning how to play chess with a master player, who also happened to be a grandparent. Notice that there was no technology mentioned above, but just about a different learning environment.  There were multiple, amazing opportunities for learning in this classroom to reach students where they were at, and tap into their strengths and passions.

So when we asked the teacher if they were on Twitter, he mentioned that he was but he didn’t necessarily share that much online.  But it was his access to information that made things look differently in his classroom.  When I asked if he had seen an impact in his classroom from the use of Twitter, he wasn’t sure, but it was a type of “boiling frog” scenario.  The change could have happened so gradually that he did not notice the small steps that could have been made to where he was now.  Just being a “lurker” in that space though, had made a difference.

Now I am not saying that if you are NOT on Twitter, you are ineffective.  There might be several classrooms that look like the one I have briefly described that were designed by a teacher who may not be on Twitter, that receive their information elsewhere.  What I do know is that looked NOTHING like my classroom when I first started teaching, because honestly, I did not have the access to the same information that teachers do now.  Our opportunities have changed and people have taken advantage to benefit themselves, and more importantly, their students.

Isolation is now a choice educators make.  We have access to not only information, but each other. We need to tap into that.

Being on Twitter doesn’t make you a great teacher any more than not being on Twitter makes you ineffective.  There are a lot of great teachers who do some pretty amazing things that do not connect online.

However, I do believe that having that access 24/7 to great ideas through the medium and the connection to other teachers increases your chances on being great.  If you really think about it,  how could it not?

3 Important Shifts in Education

(I really struggled with the title of this post, because I am not really sure if these are “shifts” or just ideas that have evolved that I am paying attention to right now. Also, these ideas are definitely not only connected to education, so take the title with a grain of salt.)

“We’re still in the first minutes of the first day of the Internet revolution.” Scott Cook

The above quote resonates with me strongly, because we are currently living in a culture that not only seems to have endless answers, but endless questions, both which are subject to change.  I think of some of the things that we used to talk about in schools, now shifting to something else.  For example, I remember once working with my students talking about the importance of staying anonymous online, and now we have shifted to working with our students to develop a positive digital footprint where they actually can be found.  I often wonder “what’s next?” Our answers now, may shift, and we need to be able to be adaptable to a constantly changing landscape.

In education, I have noticed some trends not necessarily changing, but shifting in thought. In learning, we have to be open to change and take what we know and think about how to move forward.  Curriculum should not be written in ink anymore, but on a google doc.  It seems to only make more sense as we continue to move forward in both school and education.

Here are a few things I have been thinking about that I am seeing shift right now:

1.  “Digital Citizenship” to “Digital Empathy”

I struggled with the heading for this one because it could simply be “Citizenship to Empathy”, but sometimes we have to focus on the impact “digital” has and also realize that empathy is actually an important part of citizenship. We talk to our students about the importance of being good “digital citizens” and putting their best foot forward online, yet in reality, many of us avoided the same mistakes as a youth not because we know better, but the opportunities to share online didn’t exist.  It was not our wisdom that saved us.

Monica Lewinsky’s recent Ted Talk on “The price of shame”,  she states that we have a “compassion deficit, an empathy crisis”.  People make mistakes, young and old, and we have to realize that being a “good citizen” is also being good to each other, even when it is tough.  It is important to talk to our students about the possible mistakes that we can make online, but it is also important to teach understanding and forgiveness.

One of my favourite quotes is, “Be kind, for everyone you meet is fighting a battle you know nothing about.”  We have to always remember this.

2.  “Student Voice” to “Student Leadership”

Student voice has always been something that has been valued in our world, but do listen to students to only hear what they say, or do we truly bring them into the conversation and tap into their wisdom for growth in our system?  In a recent TedX from Kate Simonds, she calls on schools to not only listen to students, but to empower them in the change process.  If innovation starts with empathy, who better to tap into  then the people that we are trying to serve in the first place.  The typical thought when the term “student leadership” is about students leading amongst their peers, not necessarily at the system level.  It needs to go further.

Listening to students is not enough; we must bring them into the change process.

3. Growth Mindset to Innovator’s Mindset

Carol Dweck’s work on the “growth mindset” has been something embraced in the field of education and has made a major impact on the learning of so many, educators and students alike.  One of the quotes that has really resonated with me is from Thomas Friedman who states, “The world only cares about what you can do with what you know.”  As educators, who now have access to not only all of the information in the world, but to each other, we have a greater opportunity to come up with new and better way of serving our students.  Shifting our thinking and embracing “the innovator’s mindset“, allows us to create better opportunities and serve learners in powerful ways.  Isolation is the enemy of innovation and we have to be willing to tap into one another to create a better today and tomorrow for our students.

Like I said earlier, these are not necessarily movements from one extreme to another and many of these ideas are correlated.  Being a great “citizen” means to be caring and empathetic.  Without listening to student voice, leadership doesn’t happen. An “innovator’s mindset” does not exist without embracing a “growth mindset”.  This is more about taking what we know and pushing forward to think about what is possible.

What are you seeing changing or moving forward in our world today?

Innovation has no age barrier.

Recently, I was blown away by this TedX Talk from Kate Simonds, talking about the importance of tapping into student voice.  Her talk was so simple yet so powerful, and as a speaker, I was so impressed by her talk.

Kate discussed not only celebrating the students that blow you away with incredible projects or inventions, but tapping into all students.  She goes beyond “hearing” their voice, but actually tapping into the wisdom of our students.  She implores the audience to tap into youth who may have a different way of looking into a problem.  She also challenges the audience to really think of what we want from students, and what our system promotes:

“As students we have no say in what we learn, or how we learn it, yet we are expected to absorb it all, take it all in, and be expected to run the world some day.  We are expected to raise our hands to use the restroom, then three months later, be ready to go to college, or have a full time job, support ourselves, and live on our own. It’s not logical.”

Powerful stuff.  Are we listening?  Even if we are, are we doing anything about it?

She also referenced a quote from her teacher that was quite sarcastic, but seemingly true:

Screen Shot 2015-03-21 at 1.28.23 PM

The problems that we currently have in education, were made by the same people now trying to solve them.  She has a very valid point.

Kate’s approach and belief of tapping into students is powerful, and I have seen areas tap into this.  Ontario currently has a “student trustee” on every board in the province, that has a voice in the organization, yet this is one province that I know of, with a minimal percentage of the board represented by a student.  This needs to be expanded.

Way too often, “leadership” taps into a very small amount of people to generate ideas.  The smaller group, the more limited we are in hearing different ideas. Once you decide the group that you listen to, you limit yourself to the ideas from those voices.  This is why it is so important to open up communication and garner those ideas from anywhere.  Innovation best flourishes in a flattened organization.

One of the things that happens in Parkland School Division is that we have a student committee that looks at what is happening in our schools, and encourages them to discuss and share ideas.  Recently, the students were encouraged to take a visual created based on my work to start a conversation with the teachers at their school (shared below).

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If this is their education, it is important that they have the opportunity to discuss it, but also help guide the direction and help come up with new ideas.  I would love to see more schools encourage students to sit on leadership teams, professional learning opportunities, and whatever other opportunities we have so that we can learn from each other.  We often forget to tap into the best resource we have in our schools; our students.

The conference I attended this past week (MACUL in Detroit, Michigan), had a student showcase right outside the main hall.  Students were not only discussing their learning, but were empowered to teach adults as well.  This should be the standard, not the exception.

I am proud to say that in my TedX Talk a couple of years ago, I wanted to tap into “our voice”, which was not limited to educators, but was really about also empowering the voice of our students.  Kate reminds me deeply why this is important.

Whether you are 5, 50, or 100, you can have a great ideas, and we need to recognize that we are lucky enough to have curious and creative minds in education at all ages.

Innovation has no age barrier.

(Please take time to watch the TedX Talk below from Kate Simonds. Share it, discuss it with your staff and watch it with your students.  I would love to hear the thoughts of others on this brilliant talk.)

Confidence and Competence

“Schools kill creativity.”

“Innovation is crucial in education.”

“We are preparing students for jobs that don’t currently exist.”

“Education needs disruption.”

These are all statements that you might have heard on a Ted Talk, at a conference keynote, or on any professional learning day.  They push thinking, make people feel uncomfortable, and are tailored towards systems thinking.  A powerful vision for education is needed in our world today.

Yet what comes after these statements?  Many school districts around the world are rushing to revamp outdated mission and vision statements to reflect these changes in society, yet if nothing changes in student learning, these statements becomes  only new words followed by previous actions.

“A vision without execution is an hallucination.” Jeffrey E. Garten

To be an effective leader, it is necessary to be able to take these statements and give concrete examples of possibilities.  “Systems thinking” is useless if it is not turned into action.  Robert Sutton, author of “Good Boss, Bad Boss”,  talked about the importance of helping move people along a continuum to a larger vision.  Small steps are necessary to help people build success along the way, which leads to building confidence and competence.  I wrote and revisit a post that I shared a couple of years ago on “8 Things To Look for in Today’s Classroom“, because I wanted to go deeper into a vision for the classroom today.  How could I be an effective leader at the organizational level if I didn’t understand the opportunities for students today?

One of the benefits of mobile technologies is that no leader is tethered to any room at any time. Spending time in classrooms, seeing great practice in action, and being both a part of the teaching and learning, is not something that is only recommended, but is necessary to move organizations forward.  Model in what you seek.

Systems thinking is important. but if you aren’t able to go deeper into a vision and articulate what it could look like for the learners we serve, all of those statements become only tweetable moments as opposed to actionable items.

8 Characteristics of the Innovator’s Mindset (Updated)

(This is an updated version of a previous post simply sharing the graphic created by Sylvia Duckworth.)

Image created by @SylviaDuckworth

Image created by @SylviaDuckworth

Recently I explored the notion of the “Innovator’s Mindset”, and have thought a lot about this idea.  As I look to write on the topic of “Leading Innovative Change” within schools, we are looking to develop educators as innovators.  To be innovative, you have to look at yourself as an innovator first, and to create schools that embody this mindset as a “culture”, we must develop this in individuals first.

Building upon Carol Dweck’s work, I have been looking at the traits of the “Innovator’s Mindset”, which would be summarized as follows:

Belief that abilities, intelligence, and talents are developed leading to the creation of new and better ideas.

To develop students as “innovators” in their pursuits, we must embody this as educators.  As I continue to research and look at different processes where innovation excel, such as design thinking, there are several characteristics that seem common amongst these themes.  Here they are below and why they are important for educators:

  1. Empathetic - To create new and better ways of doing things, we need to first understand who we are creating them for.  As educators, innovation starts with the question, “what is best for this child.”  For us to create something better for our students, we have to understand their experiences and this is why it is imperative that we not only talk about new ways of learning, but immerse ourselves in these opportunities.  This way we can understand what works and what does not work from the perspective of a learner, not a teacher.  If anything, teachers have to a deep understanding of learning before they can become effective in teaching.  We need to put ourselves in our student’s shoes before we can create better opportunities for them in our classrooms.
  2. Problem Finders - As Ewan McIntosh talks about, it is important that we teach our kids how to ask good questions instead of simply asking for answers. All innovation starts from a question not an answer.  The invention of the home computer started with the focus of, “How do we bring the experience of a powerful computer into the homes of families?” Many capstone projects developed by students in their classrooms start with first finding, and then solving problems both locally and globally.  How often do we as educators immerse ourselves in a similar process?  If want to be innovative, we need to look at questions first.
  3. Risk-Takers – Many would argue that “best-practice” is the enemy of innovation.  To be truly innovative, you sometimes have to go off the beaten path.  The reality of this is, that for some kids, the “tried-and-true” methods will still work, but others, you will need to try something different.  In a time where many kids are totally checking out of school, is “best practice” truly “best”, or just “most well known”?
  4. Networked – Steven Johnson has a powerful quote on the importance of networks where he states, “chance favours the connected mind.”  Innovation does not happen in isolation, as it is often ideas that are being shared amongst many that lead to new and better ideas being developed.  The best educators have always created networks to learn from others and create new and powerful ideas.  Now though, many have taken the opportunity to take networks to a whole different level through the use of social media to share and develop new ideas.  Isolation is the enemy of innovation.  Networks are crucial if we are going to develop the “Innovator’s Mindset”.
  5. Observant – A practice normal amongst those that would be considered “innovative” is that they constantly look around their world and create connections.  It is normal to have a notebook or use their mobile device to record ideas or thoughts around them and link them to their own ideas.  In education, we often look to solutions to come from “education”, but when organizations around the world share their practices and ideas, we have to tap into their diverse expertise and learn from them as well.  Wisdom is all around us, we just have to look for it.
  6. Creators – So many people have great ideas, yet they never come to fruition.  Innovation is a combination of ideas and hard work.  Conversation is crucial to the process of innovation, but without action, ideas simply fade away and/or die.  What you create with what you have learned is imperative in this process.
  7. Resilient – Things do not always work on the first try, so what are the tweaks or revamping that is needed?  To simply try something and give up as soon as it fails never leads to innovation only a definitive end.  This is something great teachers model daily in their teaching, as they turn good ideas into great ones.
  8. Reflective – What worked? What didn’t?  What could we do next time?  If we started again, what would we do differently?  What can we build upon?  It is important that in education and innovation, we sit down and reflect on our process.  This last point is definitely lacking in many aspects of education as we are always “trying to get through the curriculum”, yet reflection is probably the most important part of education as the connections we make on our own is where deep learning happens.

For educators to embody this, it is imperative that leaders create a culture where this types of characteristics are not only accepted, but encouraged.  It is also imperative that at both the leadership and whole organization level, these characteristics are embodied.  To many, being “innovative” is no more than a buzzword, but if we truly have innovative students, we need to embody the “Innovator’s Mindset” at all levels.

New Project: #EDUin30

Image created by Tracy Mulligan  (@iMacMulligan)

Image created by Tracy Mulligan (@iMacMulligan)

Running seems to give me inspiration, clear my mind, and inspire new ideas.  Knowing that Twitter has recently created an option to share videos up to 30 seconds, I thought about creating a new project to get people to share ideas and things that they are doing, going beyond the 140 characters.

What I thought of is the idea of #EDUin30; an opportunity to not only share practices in a different format, but to also connect more to the educational community.  Here is the introductory video:

To be honest, it felt a little uncomfortable to share myself in a video. That was actually kind of the point. To stretch myself in this format as well. So I asked the question for week one, “what is a practice that you would like to share with others?” To model what I seek, I shared the question and an answer of my own.

Tweaking the project, I thought it would be great to use the initial hashtag of #EDUin30 in all of these tweets, but to also add a hashtag specific to the week’s question. So for week one, it is #EDUin30w1 (next week it will be #EDUin30w2, and so on). Since you are not sharing many characters, two hashtags should work fine. Here I am explaining that process.

So why do this? First of all, I think it is imperative that we make reflection a part of our work as educators. Thinking and processing thoughts on what we can do will only make us better, and everyone has 30 seconds in their life to share a quick reflection. The next reason is that we need to model growth.  I see a lot of people complain that other’s don’t move fast enough, yet are we ourselves continuing to push our growth and learning? This new addition to the medium means there are more opportunities of how we can learn from one another.  My hope is that educators partake in this for their own learning, and then think of ways that they can do this type of reflection with their kids.  If you want to become a master teacher, you have to become a master learner.  This means going out of your comfort zone. The final reason is the most important one to me.  It is easy to forget there is a person behind the avatar, and using video gets you to hear voices, see faces, and get to know people on a different level.  If a picture is worth a thousand words, how much is a video?  This can connect us in different ways. It was nice to see other people starting to share right away.  I was able to hear great ideas, but get to see them as well.  Here is one from Kevin Zahner:

And another from Jeff Dahl:

It was great to hear not only their ideas, but their voices. It is a nice way to better know our educator community.

So for the next few weeks, I am going to share a question to the #EDUin30 hashtag on the weekends. This question will be for the week, and you can share when you have the opportunity. You can also see others as well by following the hashtag. I would love for people to partake, hear actions and perspectives, but also would love to get your ideas for questions that talk about actions.

It would be great if you could share this idea with others so we can learn from each other.

Update

Tweets like this are why I wanted to do the project.

Please take time to check out the first week of responses and add your own at #EDUin30w1.