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Innovation

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I am very happy, excited and grateful to have this opportunity to connect with other teachers and participate in this journey to a culture of innovation with George Couros. As has also been mentioned by others, I found the first day together both enjoyable and inspirational. At first, I was not really sure that I understood what it was all going to be about. More recently, however, I have been doing some reading (via google and George’s book) thinking and reflecting, and here’s what I believe I am now coming to realize and learn about innovation.

Innovation is not one thing. In fact, innovation is the opposite of one thing. It’s many, many different things. It might be something small, like creating a newsletter using videos, or tweeting out your classrooms’ activities for the world to see and share. It could be something fearless, like embracing new technology that you’ve never seen before. Sometimes, it might be very simple like cutting those ties with your desk and taking your classroom outside for some fresh air. It could even mean empowering students by having them share their skills with technology, or anything else they know, with you. It might be experimenting with the latest in brain research in the classroom and trying to tap into long term memory. It’s connecting with people, other students or experts, outside the school building and all around the world. It’s much about engagement and doing things a better way. It’s about you, creating your own personal resume using social platforms, and teaching that importance to others. It’s hugely about connecting and reaching out to others for HELP! One thing I am positively sure about, it’s always about lifelong learning. And it does not mean you are alone.

Looking forward to the next step in the journey . . .

Christina Macdonald

Reflective Practice

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Shannon McMurtry      Grade 1 Teacher   Grosvenor School  Cluster 1996

After my time with George in March I was able to reflect on my practice as an educator.  I read the second chapter and was drawn to the points about having empathy for our students in how they learn best.  “Do the learning experiences you create mimic the type of learning you expect to engage in?” (p.39)  “Is there a better way?” (p. 42)  Since the beginning of the school year I have really been pushing myself to change my math practice to create more hands on learning.  Not just hands on learning in terms of having math materials on shelves but allowing the students to make their own discoveries around a main topic.  I have been allowing groups of students to visit a math centre based around a question posted i.e. “What can you discover about capacity?”  I had various containers, paper, pencils and materials such as water, beans and cotton balls laid out for them to discover with.  During this time I would have the others students working independently while I could listen to the conversations that were going on at the math centre and record what I was hearing.  At the end of math I would invite some of those students to share what they discovered at the math centre that day with the rest of the class.  The student’s were so engaged in their conversations and were excited to share what they discovered with the class.

I think I am moving in the right direction in terms of the innovator’s mindset.  I want my students to have more than just worksheet experiences in math and sitting at the carpet and me telling them how to solve math facts.  If I go back to decision that made me change my practice, it probably was from my own experience as a new mom, what would I want from my own daughter’s early years teacher?  A teacher who believed in play based learning with hands on experiences or a teacher who was old fashioned in her teaching style?  The first one would appeal to me more as a mom.  I’m excited to see what else I can come up with for my math practice in the classroom.  I’m sure George’s book and the conversations we will have during these sessions will inspire me with more ideas.

Thanks,

 

Shannon McMurtry

Grade 1 Teacher

Grosvenor School

1045 Grosvenor Ave

Winnipeg, MB

R3M 0M9

Mindset

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I admit I can be resistant to change. I fear the unknown and feel uneasy when pushed out of my comfort zone. And yet, when I reflect on the proudest, most memorable moments of my life, they have been when I’ve been the most scared, exhilarated or challenged. I wouldn’t trade being an exchange student in Sweden, or facing the joys and uncertainties of parenthood, learning to downhill ski or zip-line, or facing and overcoming the challenges of hearing loss and tinnitus for anything. These experiences have shaped who I’ve become and remind me I can be strong and discover new realms of capability. The latest challenge is training for my first half marathon. So why am I resisting something as simple as starting a Twitter account?

Typically I need time to listen, process and prepare before I speak. I reflect, I write, I ask questions and clarify. I’m not used to blurting things out (my inner monologue is a constant source of amusement, however), and I wonder if I’ll have anything significant to add to the conversation. I understand the need to connect through social media and the importance of sharing a wealth of ideas and experience. I guess, with my need to lessen the “noise”, I just want to know I will find what is meaningful and relevant for me on such a busy, social stage.

I am currently reflecting on the characteristics of the innovator’s mindset (from George Couros’ book) and asking myself whether I would want to be a learner in my own classroom. Have I established a safe and nourishing learning environment where students feel free to make mistakes, take risks and experience the joyful abandon of “messy” learning? I am blessed with a group of learners who demonstrate every day that they can adapt to changes and be resilient and push through challenges to deeper levels of understanding and wonder. It’s not always easy, but if I expect this growth mindset from them, surely I can do the same.

I feel I am being pushed as a learner this year through professional development opportunities and my school’s professional learning community and primary vertical team. I am opening my mind to ideas for innovative teaching, taking risks by experimenting with documentation walls that chart student and teacher learning and reflection, and excited (and slightly terrified) at exploring the endless possibilities of the genius hour as a school staff and with my own Grade 3 class.

Here’s to the adventure of growth and learning ahead!

 

Kristen Robbins

Grade 3 Teacher

Grosvenor School

To Innovate or Not to Innovate? That is NOT the question

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After leaving the first session with George, we were left with many questions to bring back to our school.

One in particular, is how do we move our school from tiny pockets of innovation, to a culture of innovation?

What we are left with, as well as from reading his book, was that much of the way information is presented to us as teachers – through professional development or implementation of new programs does not necessarily inspire everyone to be creative, and it often does not foster a CULTURE of innovation. Instead what we tend to see is a small group of inspired educators taking it upon themselves to learn something new or to challenge the boundaries and limitations that allow them to create relevant and purposeful learning opportunities for students. And this is great, these are the pockets of innovation that usually exist in a school. What is, and has always been the struggle is creating an environment and a culture where this becomes the norm.

The message that was received from hearing George speak, as well reading his book, was that building a culture of innovation will take everyone in an organization or school working together. That it is not a “top down” or “bottom up” approach, but an “all hands on deck” one. That the goal is not to change for the sake of change, but to make the change meaningful and purposeful. To move away from a culture of compliance to one of creative engagement, empowerment and as George put it… “a chance to do something amazing”.

So with this mindset, we will be sharing our ideas about innovation with our colleagues during our school planning day this coming Friday. We will be present what we have discussed and explored in the ITTL sessions, as well as what we have learned jumping into the world of Twitter, Google Apps, Google Hangouts and blogging as we become part of creating a culture of innovation at St. John’s High School.

 

Meghan Davidson & Jim Anastasiadis
St. John’s High School
Cluster 1971

Our Motto’s Is That We Are All Life-Long Learners

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After the March session with George Couros, I was incredibly excited about introducing new concepts with my students.  Reflecting upon my own classroom, I knew that in order for my classroom to grow (my students and myself) that by introducing technology with my students was the path that I wanted to go.  As a primary teacher, we are constantly learning through hands on, team building and creating.  But after the session, George showed us more ways to have our student’s little brains working and creating.

The entire session I kept thinking of how brilliant it would be for students to learn how to use technology appropriately and how to use technology to further their own learning.  It wasn’t about sitting in front a computer learning through a program, it was based on creating and making connections with students and people around the world. It’s learning at their fingertips.

Innovating teaching is about what we can do to further and enhance children’s learning.  It’s not just about technology, which I think a lot of people were afraid of.  It’s about creating problem solvers, creators, being reflective on their own learning…  I could go on, but I truly believe that this sketchnote that George had created sums it up perfectly.

Characteristics of an Innovators Mindset

 

As teachers, we are constantly learning and that’s what we want to be able to promote with our students.  One of our motto’s is that we are life-long learners, so that’s exactly the goal we need to have for our students.

name: Kimberly Bui
school: Champlain School
Cluster group : 1971

Innovative Teacher Fail

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“Twitter is so out,” said my 14-year-old daughter when she heard me talking about my day with George Couros. I took the statement with a grain of salt because I know teenagers aren’t known for basing their findings in sound research. However, it opened the door to conversations about how my own kids use their personal devices for learning – at home and at school.

I used to be the teacher who gave the stink-eye anytime I saw a phone in my music class. ‘How dare you bring that portal to the outside world into my classroom?’ Although I’ve come a long way since then, I’m still a questioner. I will question the why and the how these devices are used in the classroom. Mostly because I have no idea.

Example – my innovative teacher fail story:

About five years ago I had a student, Cody. Cody was an energetic, fun, big personality, grade 5 student. Cody LOVED Michael Jackson. He asked me repeatedly and excitedly over the course of the year if we could learn about Michael Jackson. The teacher in me loved his eagerness to learn, but for some reason I could not wrap my brain around how to facilitate this request in the classroom. I was thinking like a “giver of information” and not a facilitator of creativity and curiosity. That year came and went, and, sadly, I had done nothing to encourage Cody’s excitement to learn.

Fast forward 8 months. I had just come back from a leave of absence. Cody was now in grade 6. He and the rest of his class began asking me, “Can we do PowerPoint presentations this year! When can we do them?!” They sounded almost urgent. They so badly wanted to learn using this tool. Upon further investigation, I learned that the substitute teacher, during my absence, had figured out what I couldn’t. With certain tools, in this case PowerPoint, students can direct their own learning. And when they have the incredible opportunity to cultivate their curious nature, there’s no stopping them.

As I continue my journey as a teacher, I hope I can walk the path of innovative education with the creativity, curiosity and excitement that Cody taught me. Who better to learn from than our own students?

Rhona Sawatsky
Earl Grey School
Cluster Group 1971

Dance If You Dare

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We’ve all seen it. She’s the life of the party when she starts bending her knees and shaking her hips to the beat of the music. She’s dancing for the whole room and loving every minute! Get your mind out of the gutter – I’m talking about the baby in the room! From a very young age there is no denying that dance is a part of human nature. But somewhere along the way the love of dance begins to dim as some children realize that dancing means taking a risk. How can we keep dance “normal” as children begin to age?

Reflecting on “The 8 Characteristics of the Innovator’s Mindset”, from author and principal George Couros, I found myself thinking a lot about innovators being Risk Takers, and how it applies to dance in my classroom. I am always amazed with the participation levels of my grade 1 students when it comes to taking a risk and dancing! The trick is to warm them up to the experience by introducing new things slowly; making it comfortable, easy, and inviting. I mean, don’t we have to do this with adults as well?

WHERE TO BEGIN

I start the day with basic stretches and body isolations every morning. This makes dance a regular part of our routine, not a “scary” experience, and the kids really enjoy feeling their muscles work, getting their blood moving, and listening to the latest Justin Bieber or Taylor Swift song.

HOW TO CREATE A DANCE CULTURE IN YOUR CLASSROOM

Once students are comfortable moving in the morning, we progress to a super simple choreographed dance that incorporates a little more energy. My absolute favourite time of the year is October when we learn “Thriller” by Michael Jackson (a very simplified version). The kids go crazy for dancing like a zombie, especially on Halloween when they are in their costumes!

RISK TAKING

After they have practiced these skills they begin to think of themselves as “dancers” and are much less intimidated by the risk involved in dance expression. This is when the characteristics of innovation can really be seen. Students can work together and create short dance pieces on any topic, and they feel comfortable moving their body. For example, we created dances titled, “Snowflakes”, “Autumn”, and “Feelings”. All were beautiful, empowering, and totally created by the students.
I was going to blather on about all of the amazing things that have come out of exploring dance with my class, but when I revisited the Manitoba Dance Curriculum I found these excerpts that really summarize all of my thoughts and practices.

“Dance enriches a vibrant culture and is integral to human life. It has the power to illuminate, deepen, broaden, and enhance human experience. Dance offers a unique way of perceiving, interpreting, and communicating diverse life worlds. As one of the oldest and most primal of the performing arts, dance has existed across all cultures and historical periods. It has always been a socially significant component of all civilizations, and remains a relevant symbolic tool for people around the globe today.

The fusion of body action and cognition manifested in the dance Framework promotes self-initiated learning, active problem solving, openness, collaboration, innovation, socialization, empathy, flexibility, critical and divergent thinking, and risk taking. Dance has the potential to promote responsibility and leadership and to prepare and inspire future citizens of the world to understand and address the most critical challenges of their times.”

As teachers, and citizens, let’s work hard to keep dance bright in the eyes of our children as they age. They payoffs are great. And, even if dance is a little uncomfortable for you, reflect on why? Is risk taking holding you back?Untitled__Dance_Blog-Final_Copy_copy___page_2_of_2_

 

 

Jenna Kennedy
Strathcona School
Cluster 1971

Dance Blog-Final Copy

What Is Innovation? Innovating Curriculum!

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After listening to George speak, I have a new and deeper understanding of what innovation is. Innovation is using new and creative practices that meet the needs of students today, and prepares them for their needs in the future. I often think about whether or not what I am teaching students really matters? I teach in the inner city, and many of my students experience tremendous struggles at home. Getting my students engaged in learning can be difficult when so often they come to school tired, hungry, and emotionally exhausted. Yet, I am mandated to teach students about topics like monerans, protists and fungi in the science curriculum? Or topics, such as confederation. Is that what these students really need? Is knowing the definition of a protist essential to their future? Probably not. Focusing on teaching both social and academic skills, like researching online or collaborating with others is more important; however, I do not believe that the Manitoba curriculum reflects this. Perhaps a more innovative curriculum could help teachers adopt more innovative practices? Yes, some might argue, that we do have “cluster 0” that indicates the skills we should be teaching, but cluster 0 is only one cluster, in addition to all the other clusters, general outcomes and specific outcomes. I feel that the way the curriculum is formatted, does not really highlight the importance of teaching skills.

Anna Choy
Shaughnessy Park
Cluster 1971

Impacting Statements

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My first session with George really made me reflect on my own teaching practices. He made a few arguments during his presentation that really stuck with me. The first being that we tend to teach how we are taught, but not necessarily what is the best for our students. I connected this idea to what Jennifer Katz (Education professor at University of Manitoba and author of Teaching to Diversity) spoke about during one of her presentations. She asserted that we do not expect any other profession to engage in older or outdated practices just because the professionals are use to operating in a specific way. Take a doctor for instance. Knowledge in medicine and science has grown tremendously. When new and better medications come out, we expect doctors to use those medications. It is not acceptable for doctors to keep using the older and less effective medicine just because that is what they are use to. Just like a doctor, teachers need to adapt, change, and or update their materials, lessons, and teaching styles to meet the needs of the current generation and generations of students to come. This means accepting that we must continuously be learning and changing. This directly links to the second statement that impacted me. George strongly asserted that teachers need to stay current and adopt current practices, including the use of technology, in order to be relevant. If we do not adapt and change to our environment, then teachers will become “extinct” so to speak. Although this statement originally made me uncomfortable, for I felt that my job was threatened, I understood the importance of what he is saying. I try my best to be as innovative as possible, as most teachers do; however, time, lack of money, lack of training, lack of technology, and lack of support from colleagues and/or administration are all barriers to innovative classrooms.

Anna Choy
Shaughnessy Park
Cluster 1971